Mapping & Brainstorming 6 Strategies for ESL Learners By Gina Petti
Review of Articles RED 554 51163 Assessment in Reading Nova Southeastern University May 26, 2009
6 strategies for ESL Extralinguistic Cues Interactive Pictures with Comprehensive checks Active learning structures Linguistic Modifications Focus on Concepts, not details on lesson Strategies to Develop Thinking
Extra linguistic Cues Gestures  Facial Expressions Visual Aids such as drawings and pictures
Linguistic Modifications Repetition Clear enunciation Slow rate of speech with pauses
Interactive Pictures with Comprehensive Checks Students provide comprehensive input Perform Comprehensive checks -  oral, physical, and model assignment
Active learning structures Provide opportunity for students to try new language –  peer work, small groups, large groups. Students check their understanding and elaborate on it to peers
Focus on concepts, not details Focus on main point Focus on targeted vocabulary Do not focus on perfect pronunciation The larger concept is more important than details.
Strategies to Develop Thinking Provide student with strategies –  advance organizers & cognitive mapping Connect new learning with something students already know –  prior knowledge
References Herlele, D. (n.d.). Visual Tools.  Retrieved on May 25, 2009 from  http://programs.educationalimpact.com Reynolds, J., Orbanosky, J., Chavez. M., DeCrescentis, R. & Chargualaf, S. (n.d.). Methods of Sheltered English. Retrieved on May 25, 2009 from http://programs.educationalimpact.com

Mapping & Brainstorming

  • 1.
    Mapping & Brainstorming6 Strategies for ESL Learners By Gina Petti
  • 2.
    Review of ArticlesRED 554 51163 Assessment in Reading Nova Southeastern University May 26, 2009
  • 3.
    6 strategies forESL Extralinguistic Cues Interactive Pictures with Comprehensive checks Active learning structures Linguistic Modifications Focus on Concepts, not details on lesson Strategies to Develop Thinking
  • 4.
    Extra linguistic CuesGestures Facial Expressions Visual Aids such as drawings and pictures
  • 5.
    Linguistic Modifications RepetitionClear enunciation Slow rate of speech with pauses
  • 6.
    Interactive Pictures withComprehensive Checks Students provide comprehensive input Perform Comprehensive checks - oral, physical, and model assignment
  • 7.
    Active learning structuresProvide opportunity for students to try new language – peer work, small groups, large groups. Students check their understanding and elaborate on it to peers
  • 8.
    Focus on concepts,not details Focus on main point Focus on targeted vocabulary Do not focus on perfect pronunciation The larger concept is more important than details.
  • 9.
    Strategies to DevelopThinking Provide student with strategies – advance organizers & cognitive mapping Connect new learning with something students already know – prior knowledge
  • 10.
    References Herlele, D.(n.d.). Visual Tools. Retrieved on May 25, 2009 from http://programs.educationalimpact.com Reynolds, J., Orbanosky, J., Chavez. M., DeCrescentis, R. & Chargualaf, S. (n.d.). Methods of Sheltered English. Retrieved on May 25, 2009 from http://programs.educationalimpact.com