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How can I improve my English - pronhelp.comalanlaoshi
Presentation for Chinese students in middle schools, showing how all the sports and singing stars practice even though they are stars. If they want to improve their English, then they should practice every day just like the stars so they can stay at the top of their game.
Language is the source of communication. Its the way through which we share our ideas and thoughts with others.
English is powerful language in our life. We are provide English classes in Delhi, we are on top of Delhi to provide best English classes for every level of students.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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TESOL Staff Development PowerPoint
1. English as an Additional
Language or Dialect
LEARNING ASPECTS OF EAL AND
APPROACHES TO EAL/D IN THE PRIMARY
CLASSROOM
2. What is EAL and EAL/D?
Useful Acronyms:
EAL – English as an Additional Language
EAL/D – English as an Additional
Language or Dialect
ESL – English as a Second Language
L1 – First Language or Mother Tongue
L2 – Second Language and subsequent languages
TESOL – Teachers of English to Speakers of Other Languages
TEFL – Teaching English as a Foreign Language
3. What is an EAL/D Student?
EAL/D students are those whose first language is a
language or dialect other than English and who require
additional support to assist them to develop proficiency in
English. (ACARA, 2012, p. 3)
EAL/D
Students are:
“Overseas and Australian-born
students whose first
language is a language other
than English.” (ACARA,
2012)
Aboriginal and Torres Strait
Islander students whose first
language is an Indigenous
language, including
traditional languages, creoles
and related varieties, or
Aboriginal English. (ACARA,
2012)
Australia Curriculum, Assessment and Reporting Authority (2012)
4. Who are EAL/D Students in Australian Schools?
EAL/D Students in
Australian Schools
Children of mixed
nationality languages
Refugees and
Assylum Seekers
Children of Migrants
Children of
University Students
Children of Foreign
Workers
Children Who Speak
Aboriginal English as a
First Language
Children Who Speak
an Aboriginal
Language as a First
Language
Adapted from: Davison, C (1991) and Australia Curriculum, Assessment and Reporting Authority (2012)
5. Language Learning Theory and
Current Approaches and Teaching Methods
“First language learning is remarkably similar all over the world”
(Lightbown and Spada, 2008)
Learning language can be likened to playing a game. At first there are
basic moves and rules to learn, but over time and with practice, these
become more complex and intricate until a level of expertise is
achieved.
Three theories of Language Acquisition
1. Behaviourism: children copy the sounds they hear in their
environment (p.9)
2. Innatism: Children are born with the ability to learn
language and it develops like any other biological function
(p.15)
3. Interactionist: children’s language develops as a
combination of the characteristics of the child and the
environment (p.22)
“The idea of how to teach a foreign language affects not just teaching
development, but also its results.”(McLaren, Madrid and Buen0,
2005)
Current approaches and teaching methods for L2 Acquisition
Task-based Language Learning
The Lexical Approach
Neurolinguistic Programming
Multiple Intelligence Theory
Cooperative Learning
Content-Based Instruction
Bilingual Programmes
Lightbown, Patsy M. (2008), 'Learning a first language', in Lightbown, Patsy M. & Spada, Nina., How languages are learned, 2nd ed.,
Oxford University Press, Oxford, pp. 1-25. and McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education.
Granada: Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal: GR./1.8010-2005, 737 pages.
6. Learning A Language
Learning A First Language Learning A Second Language
• Age
• Birth to Teens – Specific
language skills can be learnt at
later stages
• Type of Learning
• How the child learns a first
language
• Learning Context
• The processes of first language
learning
• Age
• L2 Language skills are usually
learnt in school
• Type of Learning
• How a child learns a second
language
• Learning Context
• The processes of second
language learning
Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.)
The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London
7. What are the differences in learning L1 and L2?
L1 L2
• Children normally achieve perfect
mastery of L1
• Success is almost guaranteed
• Little variation in degree of success
• Competence in target language
• Fossilisation is rare
• Children develop intuition of
correctness
• Instruction is not needed
• Correction is generally not necessary
• Other factors are rarely involved
• L2 learners are not likely to achieve
mastery
• Complete success is rare
• Overall success is varied, as is the
route to success
• L2 learners are often content with
less than competence
• Fossilisation and backsliding are
common
• L2 learners often unable to clearly
judge grammar
• Instruction is helpful or necessary
• Correction is usually helpful and
necessary
• External factors have a determining
role in proficiency
Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.)
The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London
8. Transferring Literacy Skills from L1 to L2
The transfer of Literacy Skills from L1 to L2
Directionality
Sequencing
Shape and sound distinction
Decoding skills
Semantic and syntactic knowledge
Knowledge of text structure
Meaning prediction using cues
Awareness of purpose of reading and writing
Confidence in self as a reader and writer
Critical and cultural literacy
From Roberts, C.A. (1994). Transferring Literacy Skills from L1 to L2: From Theory to Practice. In the Journal of Educational Issues of Minority
Students, p. 209-221. http://www.edtechpolicy.org/ArchivedWebsites/transf13.htm
9. Know Your Students
Teachers of EAL/D students need to know the
following about their students to aid in effective
planning of teaching strategies:
o Ethnicity
o Country of Origin (if non-Aboriginal)
o First Language and/or dialect
o Other languages spoken at home
o Status of Immigration (non-Aboriginal)
o Period of time already in Australia
(if not born in Australia)
o Religious background
o History of Education
Adapted from: Davison, C (1991) and Australia Curriculum, Assessment and Reporting Authority (2012)
10. Planning for Learning: Useful Strategies for
EAL/D Teachers
“EAL/D students are bilingual learners, and they are already language learners in at least one other
language.” (ACARA, 2014)
EAL/D Students can be an important resource in the classroom
Development of language awareness in other students
Maintenance of EAL/D students’ home language is important for English learning
Preserves and develops cultural identity
The Five Principles of Instruction
Present new words frequently and repeatedly in input.
Use meaningful, comprehensible input when
presenting new words.
Limit forced responses during the initial stages of learning
new words.
Keep forced semantic elaboration during the initial
stages of learning new words to a minimum.
Progress from less demanding to more demanding
vocabulary-related activities.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian
Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian
Curriculum.and Before You Know It (BYKI) Software. http://www.transparent.com/about/second-language.html
11. Planning for Learning: Linguistic Factors
“EAL/D students require specific support to learn and build on the
English language skills needed to access the general curriculum, in
addition to learning area–specific language structures and vocabulary.”
(ACARA, 2014)
The 4 Macro skills must be the learning base
‘language’ and ‘literacy’ are not the same
All students, including EAL/D students have capacity to
understand curriculum content, but need support.
Support should be to enable access to curriculum and to
demonstrate achievement.
Language requirements of tasks must be
identified without losing curriculum area
content integrity.
Australia Curriculum, Assessment and Reporting Authority (2012)
12. Planning for Learning: Cultural Factors
• All students (including EAL/D) have
cultural perspectives on issues and
phenomena, and have experience and
knowledge.
Draw on this to add to classroom experience of all
students
• Be aware of culturally loaded resources
EAL/D students experience may not include
content of many images and books
• EAL/D students may have different understandings
o Included are ethics, history, relationships, families, mathematics, currency, time and
temperature etc.
• Interpretation of body language
o Gestures and body language can be used and interpreted differently. Learning the
‘conventions’ may take years.
o Sensitive assistance is highly recommended
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian
Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.
13. Planning for Learning: Considerations
“It is important to consider that students with EAL/D
have diverse educational backgrounds.” (ACARA, 2014)
They may have:
Equivalent schooling to age-group peers in class
No, or limited education previously
Little or no literacy skills in their L1 language
Excellent literacy skills in their L1 language
May have had some prior English language learning, including
within the 4 macro skills
Prior learning of one or more languages or dialects other than
English
Academic skills in English but need to work on social register
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian
Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.
14. Feelings & How Does It Feel? (Elementary Level)
1. Feelings
Communicative activity 1 & 2
Function: Describing feelings
Structure: He/She looks….
He/She feels….
Copy 1 set of pictures and 1 number frame for each
student.
2. How Does It Feel?
Function: Describing sensual experiences
Structure: What does it feel/taste/smell/look like?
It feels/tastes/smells/looks….+adjective
1.
1. & 2.
Hadfield, J. (1984)
Vocabulary
1. sad, happy, tired,
angry, worried,
surprised, ill, bored,
puzzled, frightened,
hot, cold.
2. Rough, smooth, sweet,
sour, hot, cold, wet,
dry, light, heavy,
sharp, soft, hard,
bright, shiny, furry,
prickly, hairy, slippery.
2.
15. Communicative activity 3
Whatsitsname? (Intermediate Level)
3. Whatsitsname?
Function: Describing objects
Structure: a thing which ----s
a thing for ----ing with
relatives with end prepositions
Vocabulary: Cut, open, join, screw, beat, hit, put,
write, wash, make, turn, cook, dry, hold, paint, get out
of, dig, contain, heat, water, grass, bottle, tin, cork,
egg, wood, screw, nail, material, clothes, hole, food,,
flowers, hair, paint, fish, earth, tea, coffee, plants,
letter, paper.
Hadfield, J. (1990)
16. Communicative activity 4
The Excuses Game (Advanced Level)
4. The Excuses Game
Function: Inviting, accepting and refusing, stating
obligations and making excuses.
Structure: Would you like to….?
How about….?
What about….?
I’m terribly sorry, but I’m……..-ing / I’ve got to….
I’d love to, but I’m …-ing / I’ve got to…
I’m afraid I’m …-ing / I’ve got to…
I’d love to.
How nice!
Great!
That would be great/nice/lovely.
Vocabulary: bowling, skating
Hadfield, J. (1987)
17. Activity 5
Eyewitnesses (Advanced Level)
5. Eyewitnesses
Function: Talking about and sequencing past
events
Structure: past and past perfect tense
… was going to …
… was about to …
Sequencing of connectives: after, then,
before, etc.
Vocabulary: set (tennis), florist’s, pop into, bump
into, overdue, -ish (fourish=around four o’clock)
Hadfield, J. (1987)
18. Other Learning Activities
• There are many simple activities to use in the EAL/D classroom which can take
just a few minutes to fill the lesson with productive language sessions. These
can be used as lesson breaks or fillers. Some examples are:
o One Word Stories. This activity is extremely simple. Each student adds a single word to create a group
story. Despite the simplicity it can be really challenging but could be used with all levels. Lower levels
keep to simple sentences, while higher levels can make more complex sentences. The object is to use
higher level vocabulary, especially adjectives and verbs, to create an interesting (and usually humorous)
story.
o International Manners. Draw two columns on board with headings ‘Good Manners’ and ‘Bad Manners’.
Give students a few ideas to get started. Students should be able to fill the table with many examples of
both. Make a second table for students to fill in as before, but using the home country of one of the
students. Compare.
o Telephone Language. Speaking English on the telephone is a difficult task for even advanced level
English learners. Roleplay a simple series of situations for students to work on in pairs. Students sit
back-to-back. Work through the set of cards, giving pairs to the students (1a and 1b, etc)
https://www.teachingenglish.org.uk
19. Assessing EAL/D Students
Assessing the EAL/D child’s progress
Profile of the child’s prior learning
Silent phase monitoring (language and social
development)
Observation by Teacher(s)
Portfolios of classwork
Tests and set tasks designed by teacher and/or
specialist teacher (if one in school)
Benchmark achievements
Standardised tests
Parent/teacher meetings to discuss progress both at
school and at home.
Adapted from:
www.into.ie/ROI/InfoforTeachers/SocialInclusion/LanguageSupport/ReportsResources/NCCA_EALGuidelines.pdf
20. References 1:
Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from
the Australian Curriculum website on April 2, 2014.
http://www.acara.edu.au/verve/_resources/EALD_Learning_Progression_revised_Febr
uary_2014.pdf
Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from
the Australian Curriculum website on April 2,
2014http://www.acara.edu.au/verve/_resources/English_as_an_Additional_Language
_or_Dialect_Teacher_Resource_05_06_12.pdf
British Council and BBC World Service, https://www.teachingenglish.org.uk/
Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in
G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22.
London
Davison, C. (1990) When nature needs some help! The natural learning approach and the
teaching of ESL in the primary school. [online].TESOL in Context; v.1 n.1 p.15-18; 1990.
Availability: <http://search.informit.com.au/fullText;dn=167334;res=AEIPT> ISSN:
1030-8385. [cited 02 Apr 14].
Hadfield, J. (1987). Advanced Communication Games. Addison WesleyLonman Ltd.
England.
21. References 2:
Hadfield, J. (1984). Elementary Communication Games. Nelson English Language Teaching.
England.
Hadfield, J. (1990). Intermediate Communication Games. Addison Wesley Longman Ltd.
England.
http://easyexpat.blogexpat.com/blog/expat-trends
Ireland National Council for Curriculum and Assessment (NCCA), (2006),
www.into.ie/ROI/InfoforTeachers/SocialInclusion/LanguageSupport/ReportsResources/NCC
A_EALGuidelines.pdf
Lcentral English. www.Lcentral.net
Lightbown, Patsy M. (2008), 'Learning a first language', in Lightbown, Patsy M. & Spada,
Nina., How languages are learned, 2nd ed., Oxford University Press, Oxford, pp. 1-25.
Lorna Whiston Sdn Bhd. http://www.lornawhiston.com.my/
McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education. Granada:
Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal: GR./1.8010-2005, 737
pages.
O’Neill, R. 1998, Crucial Differences Between L1 and L2 Acquisition.
http://www.tedpower.co.uk/esl0412.html
Roberts, Cheryl, A. (1994) Transferring Literacy Skills From L1 to L2: From Theory to Practice.
The Journal of Educational Issues of Language Minority Students, v13 p. 209-221, Spring 1994.
http://www.edtechpolicy.org/ArchivedWebsites/transf13.htm
www.transparent.com/about/second-language.html
Editor's Notes
Pictures: http://www.lornawhiston.com.my/
Picture: http://easyexpat.blogexpat.com/blog/expat-trends
Presenter to run through each term and elaborate on the meaning and places most likely to encounter this.
Australia Curriculum, Assessment and Reporting Authority (2012)
The two main types of EAL/D student in Australia.
Give anecdotal information in form of own experiences as an L2 (EAL/D) learner as a child (Aboriginal English) and as an adult (Indonesian).
Text: Lightbown, Patsy. M. (2008), ‘Learning a first Language’, in Lightbown, Patsy. M. & Spada, Nina., How Languages are Learned, 2nd ed., Oxford University Press, Oxford, pp. 1-25. and McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education. Granada: Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal: GR./1.8010-2005, 737 pages.
Image: http://www.fb06.uni-mainz.de/user/kiraly/English/gruppe2/Wie%20lernen%20Kinder.html
Experiences of children learning a first language are remarkably similar. Elaborate on the 3 theories, but not too much detail, just what the staff need to know, ie., what’s relevant to them.
Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London
This will be expanded on in the next slide.
(Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London
and
O’Neill, R. 1998, Crucial Differences Between L1 and L2 Acquisition. http://www.tedpower.co.uk/esl0412.html
Specific differences
How will this have an effect on your classroom practice?
From Roberts, C.A. (1994). Transferring Literacy Skills from L1 to L2: From Theory to Practice. In the Journal of Educational Issues of Minority Students, p. 209-221.
Picture: http://www.lornawhiston.com.my/
Students who already have a level of proficiency in a language other than English (L1) will have many of these skills and may be able to demonstrate many of them in the classroom to some degree.
World Map from http://www.mapsnworld.com/worldmap-bigger-size.html
Teachers must have this information about EAL/D students in their care. This helps to determine a broader understanding of the student and will enable the teacher to prepare meaningful and sensitive programmes for the student, as well as enabling current students to be more involved in the EAL/D student’s learning
Ethnicity – Most countries are made up of different peoples and this can be the source of conflict that forced people to become refugees. Teachers need to be sensitive on this issue.
Country of Origin (if non-Aboriginal) – Which country’s passport does the learner possess?
First Language and/or dialect – Aids in developing syntactic lesson. Shows cultural sensitivity
Other languages spoken at home – People from many countries are often multi-lingual. National language, home language, community languages
Status of Immigration (non-Aboriginal) – What type of visa does the student hold for Australia?
Period of time already in Australia (if not born in Australia) – Has the child newly arrived? Are the parents migrants with little or no English themselves?
Religious background – Sensitive issue for minority religions and those who have suffered religious persecution
History of Education – Has the student attended school previously? Where? For how long? Are there any records?
Most of this information can be obtained by the teacher from the parents. Parents need to be approached by teachers in a comforting and non-threatening way as they be refugees from violence. If necessary, try to have an interpreter nearby who can assist (if available). Smile! It helps a lot!
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum. And.
Before You Know It (BYKI) Software, http://www.transparent.com/about/second-language.html
Picture: http://www.lornawhiston.com.my/
Basic principles for basing programming and preparation around.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.
Picture: www.Lcentral.net
Necessary linguistic factors in an L2 language learning programme.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.
Picture: www.Lcentral.net
Aspects that teachers need to be aware of when preparing for L2 learners.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.
Picture: http://www.lornawhiston.com.my/
Game 1 Rules:
Using Face pictures shown on slide to show emotions.
Play in pairs
Sit opposite across a table
Use a barrier so that partners cannot see what other person is doing
Player 1 arranges 12 pictures on 1-12 number frame.
Player 1 describes pictures to player 2 using target structures. “He looks sad.” etc.
Player 2 must arrange pictures on number chart in same order as player 1. Player 2 can ask questions using structure “Does he look tired?”
Hadfield, J. (1984) Elementary Communication Games. Nelson ELT, London, UK. (pages 17, 18, activities 33 and 34 plus accompanying activity pages)
Game 2 Rules
Play in pairs
2. Sit facing opposite across a table
Use a barrier so that partners cannot see what other person is doing
Player 1 arranges 12 pictures on 1-12 number frame.
Player 1 describes pictures to player 2 using target structures. “It looks/tastes/smells/feels…..” Do not say the names of the objects.
Player 2 must arrange pictures on number chart in same order as player 1. Player 2 can ask questions using structure “What does it feel like?”, “Does it taste sour?” etc.
How to Play
Students don’t need to know the names of the objects to play the game, but may want to learn them afterwards.
Copy 1 large picture for each student in class, copy enough small pictures so that each student will receive 4 random pictures.
Object is for each student to obtain 4 small pictures to match the items in their large pictures.
Students move around room asking other students for the things they require in their picture, but WITHOUT naming it (even if they know the name)
NOT “Have you got a lawnmower?” but “Have you got a thing for cutting grass?”
4. If they have it, the students being asked hand over the small picture.
5. Game is finished when all students have the objects required.
How To Play
Copy I cards and E cards so that there are 5 for every student
Shuffle and distribute so that everyone has a random mixture of I and E cards
Students with I cards move around class trying to get others to join them in the activity. They should state an appropriate time. Eg “Would you like to come for dinner tonight, Akmal?”
If the addressed student has an appropriate and convincing excuse E card he/she can refuse. “I’m sorry, I’m going to the movies tonight.” would be appropriate. Player then hands over the excuse E card.
If he/she has no appropriate card, he/she should accept the invitation and the first player hands over the invitation I card.
Object of the game is to get rid of all of your cards.
For 8-15 students
How to Play
Copy a role card and map for each student (if fewer than 15 students ensure inclusion of first 8 cards)
Give out cards and maps and allow students time to read and absorb information and ask any questions
Tell students that Jennifer, a young woman, was kidnapped yesterday. By talking to each other about where and when they last saw her they can work out where she had been and where she is being held.
The object is to work out where Jennifer is being held captive.
Students move about room talking to each other telling when and where they last saw her
Try to reconstruct her movements of the previous day and draw the route on the map.
The building left unaccounted for at the end will be where she is being held.
Telephone role-play cards
1a
You need to telephone your doctor. You have an appointment on Tuesday the 3rd at 16.45 but you need to change it to Thursday the 5th at 15.00. On Monday 9th you are busy all day, but Tuesday 10th you have a free day. Telephone the doctor’s clinic and speak to the receptionist. Make a new appointment.
1b
You are the receptionist at Medical centre, the doctor’s clinic. You have no free appointments on Thursday 5th as the doctor will be away that day. The next day the doctor is free is Monday 9th. Answer the telephone and help the patient make a new appointment.
2a
You need to telephone your partner at his or her office. You planned to be home early today so you could go out for dinner together but you have to stay at work until very late. Telephone your partner’s office and tell him/her the bad news! Make sure you say sorry.
2b
You work at Smith and Jones Publishing Limited, in an office with one other person. He or she is in an important meeting and you are taking messages if anyone telephones. Answer the telephone and take a message.
3a
You need to telephone a flower shop and order some flowers for friends who are having their 20th wedding anniversary. They love red roses. You want the flowers to be delivered to their house tomorrow. Telephone the shop and order the flowers. Don’t forget to include a message saying congratulations.
3b
You work at Blooming Wonderful, the flower shop. One of your services is delivery of flowers ordered by telephone. Answer the telephone and take an order. Remember you need the address and details of the message. Don’t forget to ask what kind of flowers the customer would like.
From: https://www.teachingenglish.org.uk/sites/teacheng/files/telephone.pdf
Adapted from: McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education.
Granada: Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal:
GR./1.8010-2005, 737 pages. And. www.into.ie/ROI/InfoforTeachers/SocialInclusion/LanguageSupport/ReportsResources/NCCA_EALGuidelines.pdf
Assessment methods will vary from child to child, but these are a general overview. Most are similar to what a class teacher would do with their sther students and will need little modification. The main purpose of these methods is to chart the improvements made by the child over time.