Building language interest, confidence, motivation and skills 2
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Building language interest, confidence, motivation and skills 2
- 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
- 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 Groups Booster 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 Details Booster 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 Groups Booster 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 Program Booster 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 Struggling Learners 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 Classroom Goal: Reinforce the meaningful connection between the oral and written language with the content being studied.
- 18. Differentiated Instruction for the Struggling Learners 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 Struggling Learners in the Chinese Classroom
- 21. 谢 谢！
Editor's Notes
- 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.