SMALL GROUPS &

PARTNERS
GRADE 11 HEALTHY ACTIVE LIVING EDUCATION
(STRAND: HEALTHY ACTIVE LIVING)
BY: KATRINA BERT AND HOLLY BROWN
SKILLS GROUPING

Arranging students in groups based on their needs for

instruction in a specific skill
Usually only use these groups for a few lessons
Criterion for grouping is based on teacher observation of a
specific instructional need
PEER TUTORING

A strategy that includes a student who has already

achieved certain skills works with a classmate to help him/
her acquire the skills
This situation lowers anxiety for the learner because
questions can be answered more readily on a 1:1 basis
Provides tutor with positive feelings of self-esteem and
accomplishment
PARTNER WORK

Form of cooperative learning that is particularly effective

b/c of opportunities for verbal interaction and support
Teacher pairs two students to accomplish a learning task
They are given specific instructions and required to
accomplish a process or product to share with the group or
with other pairs
This differs from peer tutoring because partners work
together sharing the responsibility of the task
PARTNER WORK STEP-BY- STEP

Step 1: Assign pairs based on purpose of partner work (i.e.

providing a strong English model)
Step 2: Model the task
Step 3: Provide support and practice
Step 4: Allow pairs to share their process or product with
another pair or the whole group- celebrate progress!
UNIVERSAL DESIGN

Can be used for any student at any level of learning; whether they are
ELLs or not
Our lesson also includes the following things that help encourage
learning for all students:
Using gestures while talking
Visual aids
Demonstrations of whats expected
Oral aids by going over instructions
Moving around classroom to support all students
GRADE 11 HEALTHY LIVING
EXPECTATIONS

Overall Expectation
C1. demonstrate an understanding of factors that
contribute to healthy development
Specific Expectation
C1.1 describe the impact of various diseases and health
conditions (e.g., Crohns disease, celiac disease,
diabetes, cancer, anemia, allergies and food
sensitivities, vitamin de ciency) on nutrient
requirements, food choices, and meal planning
ESL CURRICULUM DOCUMENT

Modified Expectations
Students will:
Use speaking skills and strategies to communicate in English for a variety of
classroom and social purposes
Locate and extract relevant information from written and graphic texts for a variety
of purposes
Organize ideas coherently in writing
FICTIONAL ELL

Grade 11 Student
Overall a level 3 in the STEP continuum
Oral: Step 3- Use conversational strategies to maintain fluency. Ask
follow up questions to seek additional information.
Reading: Step 3- Locate information using text features without visual
support. Determine meaning of unfamiliar vocabulary, using root words,
phrases and suffixes.
Writing: Step 3- Generate ideas with peers using familiar strategies,
write about familiar topics
Listening
ADVANCING IN THE STEP
CONTINUUM

Oral: STEP 4 use subject-specific language to state an opinion

Reading: STEP 4 - read and follow instructions for multi-step tasks in a
variety of academic situations
Writing: STEP 4- organize main ideas and supporting details, using a
variety of strategies
Listening:
NUTRITION LESSON
LEARNING GOALS
THE LESSON
MATERIALS NEEDED
INSTRUCTIONS
REFERENCES