I adapt the text materials for ELLs in my classroom by first of all, teaching them and constantly modeling how to preview the text and to make predictions by carefully looking at the text features. This strategy has resulted to be very effective not only for my ELLs but also, to my Tier 2 & 3 students. Secondly, I try to build some background knowledge and understanding for the students by having a conversation about the text important or difficult words and effective strategies to unveil their meanings. If possible and if is available, I play a short video about the topic to relate the students with the main concept or topic that the text will be about. This helps them to grasp a better picture of the big ideas. In addition, I base the
The purpose of the study is to compare divergent teaching methods in Canada and China, and to identify which teaching approaches are effective to Chinese ELL students. The research contains pre- and post-tests, and one open-ended survey for 20 Chinese ELL students at one university in Canada.
I was interested in finding out how teachers can help ELL students to develop this type of vocabulary and whether or not there is a highly effective technique that can benefit every student in class. As classroom teachers we need understand the unique needs of our ELLs. We need to understand that while they are just as capable as our native speakers, they are at a distinct disadvantage because of the amount of information they must process all at once that is in a language they do not fully understand. I have found that there are a number of ways that teachers can foster vocabulary growth in ELLs, I am going to focus on of the most effective: use of graphic organizers.
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
I chose this article because the title interested me and after reading the first few lines I wanted to know more. Currently in my computer class I have a few students who are EL. I there I am trying to introduce to them new vocabulary, while also teaching him how to use Microsoft PowerPoint, Microsoft Word and the content knowledge. The classroom setting is changing now days and to understand best practices with our ELL is a growing priority. This article if understood correctly could help me better serve my students and become a better educator. Words for English- Language Learners by Andrew Biemiller argues that ELL students and native-English learners learn in a similar way. The other argument is that it is easy to find the words that are
This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety...
Teachers can rotate or randomize who is called on to answer. 4. Use response signals so ELLs are able to monitor their own comprehension. ELLs can use the following sentence stem for this: “If I do not understand ____ I can say___” 5. Build background knowledge by utilizing visuals and a focus on language. ELLs can use this sentence stem for this purpose: “This sign says ___ it tells me ___” 6. Promote ELLs’ participation in structured reading activities. A sentence stem that ELLs could use during reading activities is: “The illustration tells me that this text is about…” 7. Promote ELLs’ participation in structured conversations and writing activities. An example of a sentence stem for ELLs can be: “The subject ___ agrees/disagrees with the
Justice plays a valuable part in the public’s life; no matter who you are or where you are from. In Michael Sandel’s Justice: What’s the Right Thing to Do? the reader encounters six specific approaches to lawfulness and ethical morality, which constitute of utilitarianism, libertarianism, Locke, Kant, Rawls, and Aristotle. Each of these definitive philosophies falls under one of three general concepts and categories. These consist of freedom, virtue, and welfare. Exclusively judging the title of the book, one may think that it attempts to solve or bring forth ethical and moral issues of our time. After reading the book however, the reader becomes aware that Sandel’s work is much
In preparing students to take tests there is no need to create a different test for ELLs, but there are tangible adjustments, that include: highlighting important key terms and phrases, which will draw the students attention to the content first so that they can acknowledge the key concepts; reading test directions aloud and having students follow with their fingers, which will allow them to know how to decode the words; allowing step by step directions, which is an appropriate approach for ELLs; sharing your class notes with students; having alternate definitions and explaining vocabulary of confusing terms (Fregeau & Leier, 2008).
There are many different ideas about teaching ELL students and the above articles discuss some of the laws and history behind some of those laws and methods that direct out instruction of ELL students here in the United States.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Students need to understand the essence of what is being said to them or presented to them during instructional periods. For students to understand what is being said to them, teachers should use graphic organizers to help students understand what is being taught to them. Teachers can also present applicable background information and content about what they are teaching. Teachers can also present information that brings the ELLs’ cultures and experiences into the curriculum and vocabulary;...
Even the target of materials is not for the ESL/EFL learners, still they are applicable to be spread out to them. There are many types of authentic materials. Genhard (1996) as cited in Azri and Al-Rashdi (2014) classified “authentic materials into three categories as follows: 1. Authentic listening materials, such as radio news, cartoons, songs, etc. 2. Authentic visual materials, such as street signs, magazines and newspapers pictures, post cards, etc. These categories also can be defined as auditory materials which provide students an audio and video. Students can practice easily through this material and the visual shown from the materials can develop students’ interest and motivation during the learning. 3. Authentic printed materials, such as food order form, reports, newspapers, ATM screens, train tickets, etc”. For instance food order form, the students can learn about the way how to order and offer food, drink, desert or appetizer. ATM screens can be a guideline for students to learn and practice how to transfer and take money from ATM machine; starting from inserting the card, choosing language up to taking back the card. Magazines and newspaper can be very useful for students to practice English
This lesson is designed to review and reinforce a few important concepts about plants (e.g. Needs, parts, sequence of planting) and to also guide the students through applying a few scientific inquiry (e.g. Making observations, experimentation, discussion, reflection, reporting results etc.). The students have previously planted corn and bean seeds and today’s lesson has provided the students a chance to see the results of the planted corn and bean seeds. Additionally, seeds have been planted under and growing under the following conditions: without water, and without soil. The students see the results of these seeds planted under these conditions for the past week. Two plants in particular have already been grown their growth has been
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