1. Enact a real life conversation
between
a homeroom tutor
and
an ES teacher?
A heart- to -heart chat about the
a student in your class who is on
ES support
2. Hurdles
• When prior knowledge is being assessed
• While listening and speaking
Struggling to express
Struggling to be understood
Struggling to understand
• While reading and writing
Symbolism and imagery
Density of words / spelling
Speed
Decoding words/ understanding sentences /ideas in paragraphs
3. word • Decode and pronounce difficult words correctly
sentence
• Make sense of sentences containing these words
Paragraph
• Connect the sentence to the theme of the paragraph
TASK • Synthesizing, Comparing, Inferring and Reflecting,
When reading a student may
be trying to…
4. Q1. Why do you think Pete’s uncle left the
room in a hurry?
Who was Pete?
Oh! he had an uncle,
Which room?
Why did he leave?
Was he in a hurry?
Where can I find this answer?
Ma’am.
Can you help me?
It’s in the beginning.
Read it carefully.
Here
Hurry.
Have you finished?
No Ma’am
5. Teacher’s Role
Build a rapport
Motivate
Encourage
Praise
Have patience
Be fair
Differentiate
Understand
R E L AX
6. Pre – Production (Silent Period).
• Early Production.
• Speech Emergence.
• Intermediate Fluency.
Advanced Fluency.
7. Pre Production Stage or (Silent Stage)
Stephen Krashen
•Can last for a year
•Students should not be forced to speak
•Students will respond very well to pictures and
visuals
•Total Physical Response method works well
•Benefit from buddies
•Although students do not produce language it
does not mean they are not learning
•Simple Listening comprehension activities to
build receptive vocabulary
8. Early Production - 2
• Can last up to for 6 months
• Active vocabulary of up to 1000 words
• Will speak in one or two phrases
• Will tend to memorize
• Accept one or two word responses
• Use pictures and visuals especially to build
vocabulary
• Modify content information to language level
• Provide listening activities
• Use simple predictable text
• Support learning with graphic organizers, charts,
graphs labeling and short sentence
9. Speech Emergence – 3
• Could have a vocabulary of about 3000 words
• Will ask short questions which may not be grammatically correct
• Will initiate conversation
Beginning to develop Basic Interpersonal Social Communicative
skills (BISC)
• Will be able to do some content work with teacher support
• Sound out stories phonetically
• Read modified text
• Match vocabulary words to definitions
• Understand and answer questions about graphs and charts
• Understand teacher explanations and two-step instructions
• Can compose brief stories based on personal experience
10. Intermediate Fluency - 4
• Could have a vocabulary of about 6000 words
• Using more complex sentences in writing and speaking
• Are willing to express opinions and share thoughts
• Will ask questions to clarify thoughts
• They must be encouraged to synthesize and make
Inferences
• A time for teachers to focus on learning strategies
• Will be able to understand more complex concepts
11. Advanced fluency
• It would take 4 to 10 years to reach C
Cognitive Academic Learning Proficiency
(CALP).
• Most students get exited from the
program at this stage
• At the beginning of this stage students will
need continuous support from classroom
teachers especially in content area subjects.
12. Early
Production
_______________________________________
Will speak in one or two
phrases
___________________________
Use simple predictable
text and modify language
level
____________________________
Focus on pictures and
listening exercises
___________ _________________
Use graphic organizers ,
charts, etc to make
instructions clear
Speech
Emergence
____________________
Will initiate
conversation
___________________
Will read modified
content based text
____________________
Will be able to
compose brief stories
____________________
Will follow 2 -step
instructions
Intermediate
Fluency
___________________
Will construct more
complex sentences
___________________
Will understand more
complex concepts
___________________
Should be encouraged to
synthesize and infer
___________________
Should focus on
learning strategies
2 3 4
13. Significance of BISC
Jim Cummins
Basic Interpersonal Communicative Skills
• It is the language skills required in social
surroundings
• In the playground / school bus/ dining
hall sports field/ parties/talking on the
phone
• This language is not demanding and it
also does not mean that the student is
proficient in the language
14. • Cognitive Academic Language Proficiency
• Formal Academic Learning
• Includes listening, speaking, reading & writing
• This level is required to make progress in
school
• It includes skills such as comparing, classifying,
synthesizing, evaluating, and inferring.
Significance of CALP
Jim Cummins
15. • With your expectations
• When setting your
goals
• While making
assessments
. . . and watch your students move from one
stage to the other!
17. Garbage
What happens to our garbage
when we throw it out? Most
garbage is picked up outside our
house in a truck and taken to
the landfill. Some things like
cardboard and glass can be
recycled. Some people throw
food garbage like banana peels
into a pile in their yard called a
compost pile. Worms and tiny
bugs eat the food garbage and
make good soil to make plants
grow.
18. Basic Flow
• Read or Listen
• Understand
• Enrich Vocabulary
• Study Grammar
• Think Critically
• Find Out
• Write or Speak
• Present
PYP
Learner
Profile
19. Comprehension skills
• Summarizing
• Sequencing
• Inferencing
• Comparing and contrasting
• Drawing conclusions
• Self-questioning
• Problem-solving
• Relating background knowledge
• Distinguishing between fact and opinion
• Finding the main idea, important facts, and supporting
details
20. Test student’s comprehension with carefully crafted questions,
taking care to use simple sentences and key vocabulary from
the text they just read..
Literal level
Why do the leaves turn red and yellow in the fall?
Interpretive level
Why do you think it needs water?
Applied level
How much water are you going to give it? Why?
21. Credits
• CALP and BISC Theorized by Jim Cummins
• Silent Period According to Stephen Krashen
• The five Stages As explained by Judie Hayne
• Comprehension Skills Colorín Colorado – website
• Levels in questioning Colorin Colorado - website
• Images Clipart
Hurdles Teacher’s Role Basic Flow design
