This document provides guidance for teachers on best practices for serving English Language Learner (ELL) students. It discusses the five stages of second language acquisition, the three core elements essential for learning a new language, and strategies teachers can use to help ELL students make connections and engage with content. Visual aids, graphic organizers, cooperative learning groups, and parental involvement are emphasized as helpful tools for ELL students.
the University of Kufa, College of Education, Dept. of English.
the 2nd year students. Teaching English as a Foreign or Second Langauge. Meeting # 01, the self-developed language teacher.
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Graphic Organizers: Visuals to Enhance LearningPorterESOL
Graphic Organizers build unity in language when used to establish clear connections among discrete pieces of language. This classroom teacher’s presentation is practical; full of real samples of adult students’ work. As organization of information becomes clear, the resources unlock treasures for a range of ages, grades, and learning abilities.
the University of Kufa, College of Education, Dept. of English.
the 2nd year students. Teaching English as a Foreign or Second Langauge. Meeting # 01, the self-developed language teacher.
instructor: Haider Al-Mansury
Graphic Organizers: Visuals to Enhance LearningPorterESOL
Graphic Organizers build unity in language when used to establish clear connections among discrete pieces of language. This classroom teacher’s presentation is practical; full of real samples of adult students’ work. As organization of information becomes clear, the resources unlock treasures for a range of ages, grades, and learning abilities.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
A short introduction in teaching one to one. A few tips on how to prepare before the class as well as some differences between teaching privately and group teaching.
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An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
A short introduction in teaching one to one. A few tips on how to prepare before the class as well as some differences between teaching privately and group teaching.
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. How Can We Better Serve ELL Students?
By Ginger Hewitt
2. There are 5 steps to Second-Language Acquisition
1. Starting
a. Just beginning to acquire a receptive vocabulary
b. A buddy is immensely helpful
2. Emerging
a. Speaks words/phrases
b. Categorizing information is very helpful
i. Graphic organizers
3. Developing
a. Speaks in short phrases
b. May begin social interactions
4. Expanding
a. Fluency begins but still many errors
b. Some advanced thinking in English
i. analyzing, predicting, creating
5. Bridging
a. Fine-tuning, No longer receiving formal services
3. 3 Core Elements are Essential for
Learning a Second Language
1. A comfortable learning environment with a low threshold for anxiety
2. Meaningful tasks that purposely engage students to learn how to speak,
listen, read, and write in this new language
3. Engagement in tasks that are just a bit beyond the student’s current
ability
4. ELL students will learn best when teachers
help to make connections to all backgrounds:
● Personal
● Cultural
● Linguistic
● Social
● Academic
^ Notice the differences ^
5. Visuals are Important
● Picture Dictionaries can be helpful
● Flashcards are best
○ Student-created
○ Sortable
○ Affordable
○ Portable
○ Can be shared
○ Individualized
○ Helpful for family members
○ Also available for purchase, as shown here -------->
from ESL printables:
6. Graphic Organizers are Very Helpful for ELLs
● These are just a few examples,
there are many more
● They help students identify
important parts of text
● Very helpful for text-to-text
comparisons
● Very helpful as students learn the
writing process
● Actually helpful for all students: ELL,
special needs, tiered intervention, &
regular
7. Text Connections for
Reading Success
● Activate students’ background knowledge
● Important to help connect reading material
to prior experience
○ Schema: prior knowledge that students bring to
the classroom
● 3 distinct types of connections
○ Text to self
○ Text to text
○ Text to world
8. Six Comprehension Strategies of Reading
Important for ELLs at all grade levels
1. Visualizing what is happening in the story
2. Activating background knowledge by making
connections
3. Asking mental questions to self-check
comprehension
4. Learning how to make inferences about what is
read
5. Determining the importance of information in
a text
6. Synthesizing information that is learned
9. Writing Suggestions for ELLs
Calkins’ 4 Stages of the Writing Process
1. Prewriting
2. Writing
3. Editing
4. Revising
Don’t forget about helpful graphic organizers!
Learning to write in English requires students
to be able to do these 4 things well:
1. Communicate meaningfully through
writing
2. Write for a range of purposes
3. Cuse culturally appropriate terms
4. Use correct form and grammar
10. Facilitating Small Groups with Role Assignments
● Cooperative learning is helpful to all learners
○ Especially helpful to ELL learners
● Everyone is valuable
● Everyone is a rich resource
● All ideas are worthy of consideration
● Roles will probably include:
○ Social Facilitator (important!)
■ Ensures equal participation and equity of leadership
○ Scribe
○ Researcher
○ Artist
○ Time-keeper
○ Errand runner
○ Additional roles can and should be assigned as needed
11. Strategies for Engaging Students in Group Work
● Showdown
● Round Table
● 3-Minute Review
● Think-Pair-Share
● Talking Chips
● Fan & Pick
● Numbered Heads Together
● Jigsaw (shown here)
12. Homework & Assessments
● When considering appropriate homework and assessments for ELLs,
teachers need to determine first the English proficiency levels of their ELLs.
● Types of assessments
○ In-the-moment assessments (observations and anecdotal evidence)
○ Routine assessments (quizzes, homework)
○ Summative assessments (evaluation of student work)
● Recommended steps
○ Identify the English proficiency levels of their students
○ Review the curriculum standards
○ Select appropriate performance indicators
○ Design rubrics that reflect students' English proficiency levels
○ Share and provide direct instruction with students
● How to assign homework
○ Introduce the day's lesson by reviewing the unit, day's content & language objectives
○ Model the day's activities
○ Have students engage in the same types of activities that they will do as homework
○ Review the day's content and language objectives
○ Assign homework ONLY after all these have been done
14. Parental Involvement Tips
● Communicate frequently
● Schedule meetings when
convenient for them
● Invite them to events
● Make them feel welcome
● Make them feel needed &
create opportunities
15. References
Bilingua. (2017, May 17). How to say hello in 100 languages. Retrieved May 25, 2020, from
https://bilingua.io/how-to-say-hello-in-100-languages
Brame, C. (2020, March 26). Group work: Using cooperative learning groups effectively. Retrieved May 31, 2020, from
https://cft.vanderbilt.edu/guides-sub-pages
ESL Printables. (2011, April 4). Food flashcards for beginners. Retrieved May 26, 2020, from
www.eslprintables.com/previews/526654_1-
FOOD_FLASHCARDS_FOR_BEGINNERS_I_B_W.jpg
Graphic organizer examples. (n.d.). Retrieved May 31, 2020, from www.ncpedia.org/media/graphic-organizer-examples
Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas. Alexandria, VA: ASCD.
Increase Text Connections With Sentence Frames. (2019, December 06). Retrieved May 31, 2020, from
www.litinfocus.com/increase-text-connections-sentence-frames/
LaRock, H. (2019, January 10). What Is a Benchmark Test in Education?
https://www.theclassroom.com/benchmark-test-education-6038119.html.
Raine. (2014, August 27). Differentiating instruction for English language learners. Retrieved May 26, 2020,
from PPT - Differentiating Instruction for English Language Learners PowerPoint Presentation - ID:3602203