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Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.

Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.

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  • 1. Teaching English as an Additional Language Learners Brandon  EAL  Teachers   May  26,  2010   Presented  by  Faye  Brownlie   References:   InstrucCon  and  Assessment  of  ESL  Learners   Grand  ConversaCons,  ThoughJul  Responses   Student  Diversity,  2nd  Ed   It’s  All  about  Thinking  
  • 2. Learning Intentions •  I  can  idenCfy  and  explain  my  mental  model  of   learning  for  EAL.   •  I  have  an  idea  of  how  to  begin  a  collaboraCon   with  my  colleagues,  how  to  increase  the  focus   on  in-­‐class  support  for  EAL.   •  I  have  several  strategies  to  use  with  my  EAL.  
  • 3. Beliefs Kids  first,  EAL  second   Talk,  talk,  talk   Make  it  real   Make  it  safe   Make  it  interacCve   Make  it  open-­‐ended   Make  in  construcCve   Value  meaning  over  form   Develop  language  with  content  language   Value  approximaCons   NO  worksheets  
  • 4. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  • 5. Realia   • Pairs  or  triads   • 1  object/partner  and  1  handout     • Sketch  object  and  label   • Use  handout  to  guide  discussion   • Share  with  other  pairs   • Web  what  you  know  about  all  the  arCfacts   • P.74/75  
  • 6. Journals •  Write  daily  –  either  in  front  of  the  kids  or  show   them  your  wriCng   •  Have  an  explicit  skills  focus  and  content  focus   •  Read  the  journal;  have  kids  read  the  journal  aloud   •  Examine  the  skills  and  the  content  vocabulary   •  Students  follow  the  model  and  write  their  own.   •  Give  feedback   •  P.  82-­‐83  
  • 7. Sort and Predict with Pictures •  Students  in  2s,  3s  or  4s,  1  set  of  pictures/ group   •  Cut  apart  the  pictures  and  talk  about  each  –  in   small  groups  or  as  a  class   •  Decide  how  to  sequence  the  pictures  into  a   story   •  Read  the  original  text   •  Re-­‐sequence  the  pictures  or  write   •  P.60  
  • 8. Response Journals •  IniCally  wrihen  together  in  class   •  Students  can  respond  to  a  class  novel,  a  read   aloud,  novels  from  literature  circles,  their  texts   from  guided  reading  or  their  independent   reading   •  Develop  criteria  with  students  for  what  makes   a  powerful  response  
  • 9. Left Side Right Side Notes Early Stages: 1 Title of the Book One sentence I can read from the book. Writing is very limited in the 2 Title of the Book (After reading a pattern book) early stages. A sentence of my own following the pattern of the text. 3 Title of the Book My Opinion (e.g. The part I like best is ... My favourite character is …) End of Grade 1/Beginning of Grade 2: 4 S u m m a r y (What Happened?) My Thinking About What Happened Initially, expect a lot more writing on the left side than on the right at this stage. Later: 5 Two Events My Thinking About These Events Gradually expect the length of the writing to become more balanced on each side. 6 A Quotation from the Text My Interpretation/Thinking of the By Intermediate, expect 1 – Meaning of this Quotation 2 sentences about an event and a paragraph of personal response.
  • 10. Building Vocabulary •  Examine  a  picture   •  Brainstorm  for  words  to  describe  the  picture   •  Use  the  words:   –  Label     –  Categorize  the  words   –  Put  the  words  in  sentences   –  Build  a  concept  map  
  • 11. Concept Map •  Brainstorm  a  list  of  words  related  to  the  text,   the  topic,  the  picture   •  Choose  6  of  these  words  as  key  words   •  Link  these  6  words  with  10  different   connecCons,  wriCng  the  connecCon  on  the   line  that  joins  the  words  
  • 12. Students need: •  To see themselves as writers •  To have fun •  To develop a sense of sound/ symbol relationships •  To find their stories •  To work with criteria •  Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)
  • 13. K- Writing: 1 Model - pictures & print Refer to criteria Kids draw & write Refer to criteria   Pearson  &  Gallagher  (1983)  
  • 14. Criteria – K/1 Big,  Bold,  Bright   Make  a  picture   that  tells  a  story   Tell  some  lehers   Try  some  sounds  you   you  know   know   What’s  Next  for  This  Beginning  Writer?  –  Reid,  Schultz,  Petersen  
  • 15. Cinquain Poems •  Show  a  poem  to  the  students  and  have  them  see  if   they  can  find  the  pahern  –  5  lines  with  2,4,6,8,2   syllables   •  Create  a  cinquain  poem  together   •  NoCce  literacy  elements  used   •  Brainstorm  for  a  list  of  potenCal  topics   •  Alone  or  in  partners,  students  write  several  poems   •  Read  each  poem  to  2  other  students,  check  the   syllables  and  the  word  choices,  then  check  with  a   teacher  
  • 16. Garnet’s  4/5s  Literary  Elements   •  Simile   •  Rhyme   •  AlliteraCon   •  assonance  
  • 17. Sun  Run   Jog  together   Heaving  panCng  pushing   The  cumbersome  mass  moves  along   10  K  
  • 18. Vicky   Shy  and  happy   The  only  child  at  home   Always  have  a  smile  on  her  face                                                                  my   cheerful  
  • 19. Candy   Choclate  bars   Tastes  like  a  gummy  drop   Lickrish  hard  like  gummys   Eat   Thomas  
  • 20. Vampires   Quenching  the  thirst   These  bloodthirsty  demons   Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  • 21. Majic   LafaCng   Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  • 22. Opinion Line-Ups •  Review  the  previous  lesson’s  concepts   •  Ask  students  to  assume  a  point  of  view   •  Present  the  problem,  then  each  opCon,  one  at  a  Cme   •  Aoer  each  opCon,  have  students  line-­‐up  as  to  whether   they  agree,  disagree  or  are  somewhere  in-­‐between   •  Have  students  talk  about  their  posiCon   –  Begin  with  several  volunteers   –  Increase  speaking  opportuniCes  as  confidence  rises  (small   groups,  1:1  –  with  person  next  to  you  OR  fold  the  line)   •  Students  return  to  their  seats  and  write  to  explain   where  they  would  now  be  in  the  line-­‐up  and  why  
  • 23. Making Inferences •  Fact:   –  The  windows  of  the  classroom  have  been  boarded   up  for  3  months.   •  Inference:   •  New  InformaCon:   •  Inference:  
  • 24. Inferring Character •  Choose  one  of  the  main  characters  in  your  story.   •  Write  down  4  facts  (quotes)  about  him/her.   •  Write  an  inference  based  on  each  fact.   •  Based  on  the  inferences,  decide  on  several  key   character  traits.   •  Post  traits  around  the  room.   •  Students  move  to  add  evidence  to  support  these   traits.       –  Cindy  Wong,  ESL  2,  Language  and  Literacy,  grades  9-­‐11    
  • 25. QUESTIONS TO THINK & TALK ABOUT 1.  How  might  you  -­‐  or  do  you  -­‐   use  what  you  have  seen  in   your  classroom?    What   adaptaCons  would  you  make   to  beher  fit  your  context?   2.  How  would  these  strategies   help  your  students?