Assignment4a 20100715
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Assignment4a 20100715

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Support for English Language Learners in the Primary Classroom

Support for English Language Learners in the Primary Classroom

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Assignment4a 20100715 Assignment4a 20100715 Presentation Transcript

  • Supporting English Language Learners in the Primary Classroom Assignment 4a Sharon Bednarek
  • “ How do I support English Language Learners in my primary classroom?”
    • One technique is through ‘scaffolding,’ the use of teaching strategies that support learning when students are first introduced to new content.
    • Scaffolding gives students a foundation from which to understand the new information that will be introduced.
  • “ How do I support English Language Learners in my primary classroom?”
    • Scaffolding can include the use of graphics, modeling an activity beforehand, and piquing student interest.
    • Scaffolding techniques are fundamental to good, solid teaching for all students, not just English language learners.
    • Scaffolds gradually should be removed as instruction continues, so that students eventually are able to demonstrate mastery on their own.
    • Here are a few scaffolding techniques to use with ESOL students in your primary classroom:
  • 1. Teacher Modeling
    • What it is: Allows students to hear and see the steps to a finished product as well as what is expected of them.
    • Example: Show how to put a heading on an assignment on the document camera.
  • 2. Simplifying Language
    • What it is: Use simplified language, speak slowly and clearly in present tense, clarify vocabulary, avoid idioms, and provide grade level content and material appropriate to students’ reading level.
    • Example: Front-load key vocabulary content on word cards with pictures, then use them in sentences when teaching scientific inquiry, the solar system, land forms, and communities.
  • 3. Graphic Organizers
    • What it is: Tools that can help ELLs visually organize and process information in core content areas, such as: KWL, H-Chart, T-Chart, Vocabulary Chart, Venn Diagram, Character Grids and Charts, Story Maps, and Comparison Charts, Graphs and Grids.
    • Example: Use Venn diagrams or Compare/Contrast Charts to compare different versions of the same story or book, the past to the present, different types of animals, habitats, or objects in the solar system.
  • 4. Visuals and Graphics
    • What it is: Colorful charts, drawings, and other graphic information that help ELLs visually see tangible objects/realia in order to understand and internalize subject matter better.
    • Example: Use visuals and graphics for math. When teaching fractions, make large colorful charts showing fractional parts of wholes with bold labels, show fractional parts of wholes on the document camera with plastic pieces, demonstrate cutting up an apple into fractional parts, and have kids make fractional pizzas with same size parts with construction paper.
  • 5. Cooperative Learning
    • What it is: Strategy that encourages students to interact and rely on others to help complete tasks. Students get to hear and practice academic English content, not just social/communicative language. This provides rich language learning opportunities as well as learning content/concepts.
    • Example: Use in the study of different countries and cultures, research reports, presentations, math story problems, many reading activities such as retelling a story or book in parts or choral reading.
  • 6. Guided Language Acquisition and Design (GLAD) and English Language Development (ELD) Strategies
    • What they are: GLAD and ELD were created specifically for ELLs and embed many other proven strategies. They are known for their vision and understanding of the stages of language acquisition and celebrating attempts and successes along the way.
  • 7. Reader’s and Writer’s Workshop
    • What they are: Both of these approaches to teaching reading and writing are extremely positive strategies for teaching language to Ells as well as all students.
    • They have all the components that foster language acquisition as well as many scaffolding strategies that produce multifaceted results.
    • Examples: Guide students in making predictions about what they think will happen in a story or experiment.
    • Ask questions while reading to encourage deeper investigation of concepts.
    • Suggest strategies for the students to use during independent practice.
    • Ask students to contribute their own experiences that relate to the subject at hand.
    • Celebrate all attempts and successes.