Scaffolding for esl students
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This document provides tips for using scaffolding techniques to support English language learners. It recommends breaking complex tasks into smaller steps, reviewing past material, and using examples to demonstrate expectations. Teachers should also provide verbal clues, use real-world objects, employ graphic organizers, guide prediction, ask questions while reading, and connect new topics to students' prior knowledge and experiences. The goal is to make new information comprehensible by building on what students already know.
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Teachers' Beliefs and Attitudes towards Teaching Reading Comprehension to EFL...
This is a presentation a comparative a study that compares experienced teachers' belief system and attitudes with less experienced teachers toward the teaching of Reading Comprehension in EFL context
Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language A...
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This document discusses the application of Lev Vygotsky's sociocultural theory to second language acquisition (SLA). It outlines two key concepts from Vygotsky's theory - that social and cognitive processes are interrelated, and the zone of proximal development (ZPD). Regarding the first concept, social interaction plays a fundamental role in cognitive development. Learning occurs through transforming external social processes into internal cognitive processes. Regarding the ZPD, it represents the gap between independent problem-solving and problem-solving assisted by a more capable peer, and provides the conditions necessary for learning. The document analyzes how these concepts can be applied to interpreting SLA research and minimizing the gap between learners' first and second language proficienciesScaffolding: Concept and steps
It is a presentation on scaffolding-what is scaffolding- what are the steps in scaffolding-how to make use of scaffolding in classroom
CCRS, ELS, and the Changing Role of the ESL Educator
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Presentation delivered November 19, 2016 at the ACTFL Annual Convention in Boston, MA.
Response To Intervention (RTI) presentation
The document discusses Response to Intervention (RTI), which is an approach used to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already experiencing learning or behavioral difficulties. Some key points:
- RTI requires that all school districts have an RTI plan in place by January 2009 and implement scientific, research-based interventions for students by the 2010-2011 school year.
- RTI consists of three tiers - tier 1 involves high-quality classroom instruction for all students, tier 2 involves supplemental instruction for some students at risk, and tier 3 involves intensive, individualized interventions for a small number of students.
- The goals of RTI are to intervene early when
Scaffolding and zone of proximal development
Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visuals and cooperative learning. It involves guiding a learner's development with focused questions and interactions. Jerome Bruner first introduced the theory of scaffolding in the 1950s to describe how parents facilitate children's language acquisition through informal instruction. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance. Within the ZPD, learning is most effective when aimed at the learner's potential rather than independent level. Scaffolding helps learners develop skills within their ZPD before the supports are gradually removed.
Response to Intervention: What is it?
Response to Intervention (RtI) is a multi-tiered framework that uses data-driven decision-making to identify students who may need additional academic or behavioral support. It involves providing high-quality classroom instruction and interventions of increasing intensity based on student progress. RtI includes ongoing progress monitoring to determine student needs and evaluate the effectiveness of interventions. Implementation of RtI varies across federal, state, and local policies and guidelines.
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sociocultural Theory Class ADE Course Facilitator: Zulfiqar Behan GECE, Lya...
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Scaffolding reading and spelling skills (Green, Purple, Yellow)
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CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...
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What Counts as Scaffolding? Implications for Language Teaching and Learning
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Teachers' Beliefs and Attitudes towards Teaching Reading Comprehension to EFL...
Teachers' Beliefs and Attitudes towards Teaching Reading Comprehension to EFL...
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Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language A...
CCRS, ELS, and the Changing Role of the ESL Educator
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Similar to Scaffolding for esl students
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Edu 5701 7 Dunn & Dunn Learning Styles Model[1]
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Effective lesson2
The document provides guidance on effective lesson planning. It emphasizes the importance of clear objectives, engaging essential questions, appropriate assessments, and reflection. An effective lesson plan considers student needs, incorporates research-based strategies, and allows for practice, evaluation and closure. Key components include objectives, essential questions, pre-assessments, materials, engaging activities and questions, presentations, guided and independent practice, and assessments.
Lesson planning
The document discusses the importance of effective lesson planning for teachers. It outlines key elements that should be included in a strong lesson plan such as objectives, materials, introduction, presentation of new material, guided and independent practice, closure, and evaluation. A good lesson plan provides structure for teachers and students, keeps all parties on track to meet objectives, and enhances student achievement. Careful planning is important to avoid issues and ensure a successful learning experience.
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Chapter 6
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Lesson plan sended it to the peer to be check out
The lesson plan discusses applying critical thinking skills to interact with texts using intensive reading strategies. It involves asking students about prior knowledge on a topic to link new learning. The teacher will model predicting a text by reading signs and guessing what will happen next. Students will then have a guided practice with an example text before doing independent practice reading the rest of the story and being assessed on their predictions.
Presentación activity 2.1 ENGLISH TEACHING METHODOLOGY
Help students
with
difficulties
LESSON PLAN
10 ́ Writing Write a
paragraph
about your
school
T: Students have
difficulties to
organize ideas
S: Lack of
vocabulary
T: Guide students
to organize ideas
and provide
vocabulary
S: Write a
paragraph about
their school
including location,
facilities, subjects,
etc.
Teacher
and
students
Notebook,
dictionary
5 ́ Evaluation - Check
students'
understanding
- Ask students
about their
learning
- Correct
homework
- Remind
homework
Teacher
and
students
Notebook
Chapter 4 – cues, questions and advance
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The document outlines the key components of an effective language lesson: opening, sequencing, pacing, and closure. It describes what should be included in the opening (previewing the lesson, reviewing past material), sequencing (simple to complex activities, accuracy before fluency), pacing (varied activities with appropriate time limits), and closure (summarizing key points and linking to future lessons).
Lesson planning 1
An effective lesson plan includes key components such as objectives, materials, procedures, practice activities, and assessment. It provides structure for the learning process and ensures students achieve the intended outcomes. A good plan considers student needs and keeps all parties on track. In contrast, poor planning leads to frustration and a waste of time.
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Scaffolding for esl students
- 1. Scaffolding for ESL students
- 2. Interesting Material Are we making sure that our topic is of interest to the students Do they have some background information on this topic
- 3. Breaking it down Break a complex task into easier steps Don’t give too much new information at one time
- 4. Review Make sure to review material covered in an earlier lesson Students who were absent will have a hole in their learning if they can’t make connections between past knowledge and new information Teach new vocabulary before reading new material Form meanings from students prior knowledge
- 5. Show an Example What is the final project suppose to look like Have an example ready for the students to see Let the students ask questions about what you expect Always model any activity for students before they are expected to complete the task independently
- 6. Verbal Clues Help students answer correctly by giving them prompts Offer hints or partial solutions to problems
- 7. Realia Have maps for the students to look at Bring objects that will help students to make connections Pictures of objects that are too large or hard to find will also do Show timelines to show the relationship of time
- 8. Graphic Organizers Have students use graphic organizers to arrange work This will also help students understand how new information relates to past knowledge
- 9. Predicting Guide the students to make predictions while reading Ask students if they saw foreshadowing(teach this first) in the story
- 10. Questions Stop and ask questions while reading This will encourage a deeper level of thinking Ask students if they can make a connection between the story and their own life or the subject being studied The End