Building language interest, confidence, motivation and skills 2

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  • We use CIRCLE assessment to track comprehension reading and writing.
  • Introduce myself Introduce the different leveled students in my class (1year, 2year, 3year, 4year)
  • Example: morning activity Results: speaking at least 10 sentences a day
  • 1. The students pick words that they know from the leveled readers and they must write the charcaters and draw the corresponding pictures.
  • Here is an example of a high performing student’s work and a struggling student’s work. This is the final draft of their writing for this project.

Transcript

  • 1. Extra Support for the Struggling Learners in Chinese Immersion Hsiu Halligan FLAP assessment assistant Yuying Chen 2nd Grade Chinese Lead teacher
  • 2. What students need more support at Yu Ying?Students who are:• Challenged in Chinese• new to the school and have never learned Chinese before• modified RTI model
  • 3. How are the struggling learners identified?Struggling students are identified by:• their results on the CIRCLE (Comprehensive Immersion Resources for Chinese Language Education) Assessments• teacher collected data from in-class assessments or class work
  • 4. CIRCLE sample
  • 5. How are the struggling learners identified?
  • 6. How do we provide support for struggling students?Two methods:• school wide "pull out" support• additional "in class" support
  • 7. Pull Out Support Through Booster GroupsBooster Groups are designed to• help bring struggling students up to the proficient level• change each trimester or earlier based on student progress• focus on reading, writing, listening and speaking
  • 8. Booster Groups Program DetailsBooster Group:• Support is provided by a staff member whose main role is to support struggling learners in Chinese• Students are provided the additional support during the LA block• Quick assessment to track students progress
  • 9. How to record the students progress ?
  • 10. How to record the students progress?
  • 11. Pull Out Support Through Booster GroupsBooster Groups:• 30 minute lesson plans are used (Yu Ying created)• Student groups range from 1 on 1 to 3-4 students
  • 12. K-4th Booster Group ProgramBooster Group activities consist of: o flash card review games o character fun time
  • 13. K-4th Booster Group Program Booster Group activities consist of: o hand writing practice
  • 14. K-4th Booster Group Program Booster Group activities consist of: o reading stories o speaking lots of Chinese
  • 15. Differentiated Instruction for the StrugglingLearners in the Chinese Classroom
  • 16. Differentiated Instruction for the Struggling Learners in the Chinese Classroom• Listening & Speaking • Build confidence • Provide support to allow them to produce Chinese with their higher performing peers
  • 17. Differentiated Instruction for the Struggling Learners in the • Chinese ClassroomGoal: Reinforce the meaningful connection between the oral and written language with the content being studied.
  • 18. Differentiated Instruction for the StrugglingLearners in the Chinese Classroom• Hand Writing Practice to build their fluency in writing.
  • 19. Struggling Learners in the Chinese Classroom-Writing Program• Goal: To have students make the connection from oral to written language using oral sentences that they already know.
  • 20. Differentiated Instruction for the StrugglingLearners in the Chinese Classroom
  • 21. 谢 谢!