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Pedagogy small group instruction
Nonlinguistic teaching strategies for ell
Language acquisition principles for ells
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Recommended: Pedagogy small group instruction
Differentiating Instruction for English Language Learners
Strategy Chosen: Small-Group Instruction
Sehrish Qureshi
EDAQ 5730 900 SU15
July 20, 2015
Robyn Michaud-Turgeon
Small Group Instruction is a meaningful method of differentiated instruction to support the learning needs and various stages of language acquisition for of ESL/ELL students. It also supports the ability for program modification that can be better integrated in a smaller group setting. Small group instruction (SGI) provides for a safe environment in which ELL/ESL students feel comfortable to listen, read, write and receive feedback in English.
In the video, I observed the students withdrawn from the rest of the class receiving a 4:1 learning opportunity.
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This can also promote conversation with students that happen to be in a lower stage of SLA if in the same group.
- Within SGI, teacher can select and use a variety of enjoyable literature (including multicultural literature) in which students can demonstrate their comprehension using various reading activities that can be done in pairs or with all members of the small group
- Teachers can provide opportunities to use expanded vocabulary (Supporting English Language Learners, p.53) and allow time for self-evaluation
Stage 4
- Students in this stage have developed high fluency and confidence in English speaking and teachers within SGI can continue to facilitate communication activities such as sharing opinions, having debates, or taking part in improvised drama to practice oral communication skills as ELL progress in their language abilities
- Reading and writing can continue to be shared and/or independently can increase complexity of text which matches and slightly challenges ELL ability
These discussions need to be meaningful and have purpose to create a higher chance of student engagement and participation. The article states, “cooperative learning is a natural way to provide opportunities across the curriculum” (Wright, 2016, p. 28-29). The smaller the group, the more likely the ELL student is to add to the conversation, as native English speakers typically dominant whole group discussions. It is important that every student in the small group contributes so the ELL student can hear and practice their own oral language. There are many activities that could be used to ensure this engagement, such as think-pair-share, that requires students to work together and actually get information from each other. Activities that cannot be completed alone and require the thinking of another student would be best for this
...gies that can be implemented to diminish the achievement gap. Some strategies include pairing up the ELL student with a buddy in the class and incorporating the use of group work to help the student feel more comfortable asking questions and for help; also allowing the ELL student to practice their English with their peers.
Vogt, M. & Echevarria, J. (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston: Pearson Education, Inc.
We need to adapt vocabulary and consider how we interact positively with pupils as we listen and respond them.
Lee, C.C. (2007). Graphic organisers as scaffolding for students’ revision in the pre-writing stage. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. http://www.ascilite.org.au/conferences/singapore07/procs/lee-cc.pdf
required to get to know each other in group discussion sessions. Educators believe that it
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
The irony is that speaking to others is one of the most important, if not the most important, professional and personal skill students must have to be successful (Doyle 88). The student needs to understand the importance of this skill and realize that in the future many opportunities and career successes are directly impacted by working with others. Students are also encouraged to take charge of their learning. Giving the student control and as many choices is a good way to optimized their learning.
It develops students learning in the field of vocabulary and prepare them for a life – long learning process.
Language isn’t intentionally taught, but more picked up as the child grows up; “we do not learn words from dictionaries, we take them from conversations that subsequently shape our understanding of the world” (Thompson, 2009). Because of this, educators need to give time for children to practice their language skills. That doesn’t happen when children are doing skill-and-drill exercises over a concept, but rather when they are playing with their peers. Early educators can help facilitate this language development by introducing and teaching children new words and phrases.
The socializing among learners is not at its optimum is most schools. Schools are known as environments for socializing process for learners. It is a place where knowledge, culture, opinions, skills are exchanged and learnt. Teachers can start by involving learners by creating group work and activities so learners can interact with one
My observation is in a diverse title I class which allowed for me to experience and gain knowledge not only on ELL students but as well as special education. My interview consisted of a preschool and second grade classroom which help me understand the different milestones and differentiated instruction. When having a language barrier teachers need to not only know their students but check that the student is understanding the lesson. Instead of just asking questions that can make the student feel uncomfortable or different is by planning ahead and having activities where all students participate and answer (Herrell, 2015). When having everyone answer it helps students who don’t like to participate to feel comfortable when it’s their turn to
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
...attern among language learners have seen that they are no longer following the path of traditional students where the learning process occurs only in a classrooms. For the new generation of learners the learning process can occurred anywhere they wanted it to be. And the learning process also must not only involving the tutors or teachers to be with them having eye an eye contact during learning process, this is because the learning process nowadays can be done without the tutors or teachers being right in front of the learners. All they need is a digital devices that can connect them to the net and the learning process can be done through the digital world. However this doesn’t meant that teachers are no longer needed in learning process. Rather they can now try to come up with a more creative ways in having classes and should be more interactive with the learners.
The purpose for the development of an English Language Learner intervention was that many students who had tested out of the ELL program were not finding success in most of their classes. There was a recognized need for intervention in this area. One of the action plan goals is to increase the graduation rate from 86% to 91%. Also to increase the English Language Arts proficiency scores that have decreased from 48% in 2012 to 23% in 2013. Lastly to increase the Math proficiency scores which have also decrease from 37% in 2012 to 29% in 2013. In order to achieve these goals the ELL coordinator began the intervention by meeting with students who are not currently enrolled in her Sheltered English class, who were failing one or more class. Each student participated in a one-on-one conference with the ELL coordinator and a learning plan was developed. The learning plan addressed the students test scores in reading, writing, mathematics, and science. The data used in the development of the plan included CAHSEE, CST, and benchmark scores. The next part element of the plan was a discussion of the subject area or areas wherein the student was in need of intervention. Once these areas were identified, the student’s specific needs in the subject were discussed, and an intervention, complete with strategies, was developed. The student was then monitored every six weeks to determine whether or not the student had made satisfactory progress or achieved mastery. The students were also asked to reflect on how the intervention process was working. If the students were not being successful with the intervention, the next step was to hold a student support team meeting to discuss remediation strategies, includi...