The document discusses methods for teaching English to speakers of other languages (ESOL) using cooperative learning strategies. It describes a classroom lesson where students work in groups to measure the perimeter and area of floor models using both conventional and non-conventional measurement units. The teacher provides support to varied student groups based on their needs and English proficiency. Students then share their findings in a cooperative learning activity where they exercise shared leadership and serve as language resources for each other.
Making Content and Curriculum Accessible for ELs with Universal Design for Le...Erin Lowry
Universal Design for Learning (UDL) is a set of principles used to develop environments that give all individuals equal opportunities to learn. The presenter will share experiences and best practices for using UDL and digital technologies to make content areas and a rigorous curriculum accessible for ELs.
The Role of Learning Styles, Learning Strategies for ELLsLucero Munoz
Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learners’ performance.
Making Content and Curriculum Accessible for ELs with Universal Design for Le...Erin Lowry
Universal Design for Learning (UDL) is a set of principles used to develop environments that give all individuals equal opportunities to learn. The presenter will share experiences and best practices for using UDL and digital technologies to make content areas and a rigorous curriculum accessible for ELs.
The Role of Learning Styles, Learning Strategies for ELLsLucero Munoz
Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learners’ performance.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
INTRODUCTION TO ENGLISH LANGUAGE TEACHING NEW.pptxPola67
English Language Teaching (ELT) encompasses the pedagogical practices related to teaching English as a second or foreign language. It involves a range of teaching-learning methods and assessment procedures tailored to the specific needs and proficiency levels of learners. ELT aims to develop learners' language skills, including speaking, listening, reading, and writing, as well as their cultural awareness and communicative competence.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
1. METHODS OF TEACHING ESOL
Conventional and Non-Conventional Measures in Math
Photo Source: http://www.ct4me.net/math_resources.htm
FLORIDA TEACHER STANDARDS FOR ESOL ENDORSEMENT (2010)
Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)
Standard 2: Standards-Based ESL and Content Instruction
3.2. a. Organize learning around standards-based content and language learning objectives for
students from diverse backgrounds and at varying English proficiency levels.
3.2. k. Provide instruction that integrates listening, speaking, reading, and writing for ELLs of
diverse backgrounds and varying English proficiency levels.
Standard-based instruction involves directing students to appropriate learning activities; guiding students to
appropriate knowledge; helping students rehearse, encode, and process information; monitoring student
performance; and providing feedback as to the appropriateness of the student's learning activities and practice
performance."
~Merrill, et al, 1999 (Source: Beacon Learning Center)
Language objectives define the communication skills (language domains) needed to make the content of a
discipline comprehensible (Rohwer & Wandberg, 2005).
SCENARIO
Adapted from Gloria T. Poole (2010)
A model ESOL-infused classroom accommodates ELs by providing opportunities to work in
integrated groups with their English-speaking peers. In this scenario, a college-level field experience
teacher candidate provides additional support. The teacher introduces an activity by reviewing concepts
from the previous day. She demonstrates non-conventional measures in math using hand spans to
measure the length of a table in the room. The students are encouraged to estimate the measurement
in inches and feet. They participate in other activities so that the teacher is assured that everyone
masters the concept. All students are challenged to think critically, and visuals, realia, and bilingual
dictionaries are available.
The lesson is on the geometric concepts of perimeter and area. The students create floor
models that are measurable by using non-conventional and conventional units of measurement. Most
work in small groups, while a few choose to work independently. The teacher plans to move from groupto-group before selecting students who might need specific assistance. Since the teacher uses good
planning techniques, she has various models for measurement at each table. These measures include
hand-spans, pencil lengths, squares, and other forms of non-conventional units of measurement. Some
groups use rulers and yardsticks as conventional units of measure. Another more advanced group is
@ESOLinHigherEd
2. selected by the teacher to go with the teacher candidate around the school campus to measure and
compare various spaces such as the stage in the auditorium, a segment of the hallway, and other
designated spaces using both forms of measurement.
The teacher carefully assigns different levels of tasks for the varied groups based on their
academic needs and English proficiency levels. At the end of the activity, students gather to share and
record their findings using various principles of cooperative learning by exercising shared leadership
through participation in team reflections. They are individually accountable for their own learning,
collectively accountable as a group, and provide opportunities to serve as language resources for ELs.
Discuss the following questions.
a. What are some advantages for ELs participating in this activity?
b. What might be some disadvantages, if any?
c. What indications are there that the teacher has reasonably good behavior and instructional
management in the classroom?
d. What strategies are most supportive of language acquisition and learning for ELs in this
activity?
e. What evidence is implicit that ELs are receiving language input and support for acquisition
and learning?
f. What evidence exists that students might internalize learning as a result of this activity?
BENEFITS of using Cooperative Learning with ELs:
1. Promotes interaction with classmates which in turn supports language and academic development.
2. Allows ELs to express themselves in small groups.
3. Develops vocabulary and problems solving skills.
4. Supports social and academic skills.
5. Integrates the skills of listening, speaking, reading, and writing.
Spencer Kagan’s strategy of Cooperative Learning is described to increase students’ academic
achievement, self-esteem, social skills, and study skills. It builds student relationships and provides
opportunities for all students to work together while learning how to better understand each others’
differences. There is an opportunity to use higher level thinking skills and students are held to
accountable for their own work as well as equal participation by the group. Cooperative learning
provides students with a sense of social orientation to learn workplace skills. However, there are several
disadvantages, such as group grades, lack of social skills by some students, and lack of participation by all
students.
Photo Source: http://blogs.bethel.k12.or.us/aseery/2011/06/22/cooperative-learning-with-kagan/
@ESOLinHigherEd