The document describes several effective multi-level reading and speaking activities that can be used in an ESL classroom. The activities are designed to challenge students at different levels, engage students, provide feedback, create a learner-centered environment, teach any content, be easily adapted, and provide independent work time for students. Some of the activities described include Read, Cover, Re-Tell, Re-Read; Vocabulary Cards; Quick Write; Mingle; Reconstruct the Story; and Find a Sentence. The document emphasizes that these activities require little preparation from teachers and help develop student confidence and independence.
This has five worksheets. Two are designed for younger learners and two are made with older students or business students in mind. The fifth is an activity that can be used with either group.
You can read more http://eslcarissa.blogspot.mx/2014/04/whats-buzz-and-other-bee-idioms.html
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
This has five worksheets. Two are designed for younger learners and two are made with older students or business students in mind. The fifth is an activity that can be used with either group.
You can read more http://eslcarissa.blogspot.mx/2014/04/whats-buzz-and-other-bee-idioms.html
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
Salam ,
MS1 level: Sequence 2 " ME & My Family"
This sequence is planned with PPU speaking ( grammar & pronunciation ) lessons and PDP reading frame work + PIASP teaching grammar and pronunciation items
Good Luck
by Mr.Samir Bounab ( Teacher trainer at MONE)
the links
How to structure your written response to the C1 Devising component of Pearson GCSE Drama (9-1). Based on the stimulus of Saw it in the Papers by Adrian Mitchell.
Salam ,
MS1 level: Sequence 2 " ME & My Family"
This sequence is planned with PPU speaking ( grammar & pronunciation ) lessons and PDP reading frame work + PIASP teaching grammar and pronunciation items
Good Luck
by Mr.Samir Bounab ( Teacher trainer at MONE)
the links
How to structure your written response to the C1 Devising component of Pearson GCSE Drama (9-1). Based on the stimulus of Saw it in the Papers by Adrian Mitchell.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docxsmile790243
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...
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1. Effective Multi-Level
Reading/Speaking Activities
Presented at TESOL
2011 Annual
Convention
New Orleans,
Louisiana
March 19, 2011
Session 192511
Laurel Pollard
Educational Consultant
lpollard@dakotacom.net
laurelpollard.com
1
2. These activities are carefully structured to
• challenge each student in a multi-level class: every student feels excitement at ‘the edge of
learning’
• engage students: they see that their participation is important and is expected.
• provide feedback: students see their errors and their successes immediately.
• create a learner-centered classroom with high student motivation and retention.
• teach any content
• be easily adapted for different levels
• provide times when students are working independently, so the teacher has time to breathe
during class.
Best of all, these activities require little or no preparation time by the teacher.
Contents
3. A Word of Reassurance About Multi-Level Classes
Individuate instruction by having every student do the same task at their own level.
4. Read, Cover, Re-Tell, Re-Read
4. Vocabulary Cards
4. Quick-Write
5. Mingle
5. Reconstruct the Story
6. Find a Sentence
7. Mark the Margins
Individuate instruction by having students do different tasks related to the material to
be learned.
8. Telling Back and Forth
9. Questions Outside the Room
9. My Job, Your Job
9. Multi-Level Dictation
9. Resources
2
3. A word of reassurance
from experienced teachers of multi-level classes:
Give up the idea that a class can be perfect.
You cannot be all things to all students every day -- especially in large
classes.
You can't supervise everything, can't always be on the spot with
an answer
or correction
or suggestion.
Good News: The silver lining can actually be larger than the cloud!
The burdensome idea that "It's all up to me" is replaced with the
realization that "My students and I are engaged in a cooperative
enterprise here!"
Students learn that they have plenty of resources:
• you, the teacher, who sometimes teaches them
• the materials and activities you provide
(which also teach them)
• classmates (who teach and learn from each other)
• and themselves (practice, self-monitoring).
As students take more responsibility for their own learning, they become
less dependent on their teacher and more confident about their own
ability to learn from a wide variety of situations.
What do your students gain?
Confidence that they are good learners.
The ability to be in charge of their own life-long learning.
These are the finest gifts a teacher can give!
3
4. Individuate instruction using the same task,
at their own level.
Read, Cover, Re-Tell (to self or partner), Re-read, Repeat if necessary.
The title says it all! This routine is effective with all kinds of listening and reading texts. Students who
thought they were listening or reading with good comprehension are often surprised when they can’t re-
tell much of what they understood. They return to the task with minds awake and strategies activated.
1. The whole class begins to read a text silently. Choose a time limit, e.g., 30 seconds (longer if you
wish.)
2. Say, ‘Stop.’ Students cover the text.
3. Students re-tell what they remember from what they just read. (They may do this in pairs, or they may
talk to themselves in a quiet voice, using “Elephant Ears” so they can hear their own voice.)
4. Direct everyone to read the text again, starting at the beginning.
5. After 30 seconds, say, ‘Stop’.
6. Repeat Step 3 (Re-Tell)
Let students tell you whether they’d like to read it again.
This simple routine offers many gifts:
-- Students learn the value of re-reading; they understand more the second and third time they read!
-- Some students will read farther in 30 seconds than others. That’s all right; everyone is doing the task
together, and everyone is learning.
-- Every student misunderstands different things – and every student gets immediate feedback each time
they re-read. This is differentiated instruction at its very finest!
Note: Some students read more the second time. That’s good; they’re reading faster.
Other students read less the second time. That’s good; they’re slowing down to understand more.
We can trust our students to do what’s best for their learning.
Vocabulary Cards Students write each target word on a card. On the back, they write a
translation, definition, sketch, sentence, etc., using the word. They play with these cards in pairs or small
groups, quizzing each other, telling what that word reminds them of from the reading, or using their words
in original contexts.
Quick Write: After a reading, students write as much as possible for one minute about what
they read. Some students may produce a full page of sentences while others write just a few words
and phrases or draw a picture. Students pair up to discuss what they wrote.
4
7. Mark the Margins
Level: beginning through advanced
Aim: This ‘in-reading’ activity activates student's best reading strategies by requiring them to respond with
margin notes as they read. Students understand the content better when they mark the margins. This also
helps them stay on task because their margin marking is visible to the teacher. Most important, using this
routine regularly helps students gain confidence and independence as readers.
Procedure:
1. Students make brief notes in the margins as they read. If it's not appropriate to write on what they're
reading, they can lay (or better, tape) a strip of blank paper beside the text and mark on that. The notes vary
with the purpose of the reading. Here are a few possibilities:
A I already do this. √ I understand
M I want to do this more. ? I don't understand
? Other response (e.g.
I don't understand, or
For the margins beside word problems in
not applicable)
math, students can list the operations they'll
use to solve the problem, then compare these
notes with a classmate before going ahead
me This reminds me of
with the calculations.
something that
+ add
happened to me.
- subtract
x multiply
divide
A I agree
D I disagree F fact
N I have no opinion yet O writer’s opinion N New to me.
A I already knew
this.
C cause
I interesting to me T I can teach this to
E effect
somebody.
2. Students mingle to discuss their margin marks with classmates. Advantages:
• Everyone has something to contribute.
• Early finishers can talk with a series of partners while slow readers get the time they need.
• Students learn that people have different responses to the same reading.
7
9. Questions Outside the Room
With this activity, slow readers and faster readers co-operate in pairs to understand a reading.
Materials:
• copies of a reading (enough for half of your class – the stronger readers)
• copies of a set of questions about the reading (enough for the other half of your students, the
slower readers)
1. Pair students up. With your usual tact, pair weaker readers (we’ll call them ‘A’) with stronger
readers (‘B’).
2. Give each B student a copy of the reading to read silently. (This is the more difficult task.)
3. Take the A students outside the room. Give each one a copy of the questions. They practice
reading the questions aloud. (This is the easier task, and a good preview of the content.)
3. A students come back and sit with their B partners to ask and answer the questions.
I learned this activity from Kevin Keating – thanks, Kevin!
My Job, Your Job
Assign appropriate tasks to different students. E.g., beginners copy definitions and context
sentences from their dictionary for five words in the reading. Intermediate students answer T/F
questions about the same reading. Advanced students write general comprehension questions,
make a time-line or chart, etc. Then students form cross-level groups and teach each other.
Multi-Level Dictation
Students ‘tune out’ when an activity is too easy – no one likes to be bored.
They also lose attention when an activity is too difficult – no one likes to feel overwhelmed.
This dictation allows each student to work at his or her own ‘Edge of Learning.”
Students choose the paper that’s best for them because it’s simply more fun.
As an added bonus, in Step 3, the correction stage, the low-level student is the authority: s/he
probably has the paper with the most correct answers!
Preparation: Before a dictation, set out on a table copies of three different papers: a cloze with
only a few blanks, a medium-level cloze, and a blank sheet of paper. (Paste your text into an
online site like clozemaker.com and it will do the work for you.)
1. Each student chooses a paper that’s right for the level of challenge s/he wants.
2. Do the dictation in your usual way.
3. Students re-group in cross-level trios to compare and correct their papers – instant feedback, and
the beginner has a chance to help the others.
Tip: Be sure that students do not hand over their papers for others to copy from. You might seat
them back-to-back, or invite them to choose the rule that everyone holds their paper up in front of
their face.
Resources:
Teaching Multilevel Classes in ESL. Bell, Jill. Dominie Press, 1991. ISBN 56270-032-4
Teaching Multi-Level Classes. Hess, Natalie. ALTA Book Center Publishers., 2001.
1-800-258-2375 ALTAESL@aol.com
Zero Prep: Ready-To-Go Activities for the Language Classroom and Zero Prep for Beginners,
Pollard, Hess, Herron. ALTA Book Center Publishers.
9