Course. ESL 4: Language Acquisition and Development
Date Time Location Activity 9/2/14 2:00am- 3:00pm Ross Elementary School Colors and letters 9/9/14 2:00am- 3:00pm Ross Elementary School Colors and letters 9/16/14 8:00am- 12:00 pm McIntyre Elementary School Kindergarten Letters, dates, colors, shapes, numbers, weather, clothing The letter R 9/16/14 12:00 pm- 4:00 pm Ross Elementary School 4 th and 5 th grade Literacy, short story comprehension Vocabulary building with the concepts around volunteering
Section 1: Classroom Profile
School District: North Hills (Pittsburgh, PA) School Name: McIntyre Elementary Teachers Names: Tara Geouque, Lauren McClain Grade Bands: K-2, 3-5, 6-8 Teaching schedules: Tara Geouque: k-2 AM Lauren McClain: 3-5, 6-8
Subject Taught: ESL English Language proficiency levels of ELLs: Kindergarten: 5 entering, 2 emerging, 1 developing Curriculum Used: Reach and Inside by National Geographic Assessments: Various informal assessments, W-APT, Access (5.0 or higher to exit) PSSA (achieve basic to exit)
Section 2: Assessments
Class: ESL kindergarten Skill assessed: speaking in a complete sentence, everyday vocabulary Type of assessment: informal and formal Informal Assessment: The students spend time each morning practicing the days of the week, months of the year, numbers on the calendar, classroom objects, shapes, colors, letters, and weather descriptions. The teacher calls on one student to be the leader for each of the categories and the class practice the vocabulary words together while the leader points to a graphic on the wall. The students recite the words together and the teacher asks each to recite a different word on their own (informal assessment). The students move through the different categories and end on the weather description chart. The leader points to the words and pictures on the chart for sunny, windy, cloudy, rainy, and snowy. The students recite the words together and each is asked to recite one on his or her own (informal assessment.) As a final informal assessment, student are asked to individually approach a chart with the weather descriptions and a label with each of the students names. Each student finds his or her name on the chart and is asked to place his or her name next to the type of weather that he or she likes least. Once the students have labeled their least favorite type of weather, they are instructed to make a full sentence statement to the teacher about their choice (ex. I do not like rainy weather). The teacher can then assess their language skills and their abilities to form complete sentences. If the students could not form the sentence, they were instructed to retry until a correct sentence was formed. Results of the informal assessments
Student
Formed sentence On 1st attempt
Formed sentence on 2nd attempt
Formed sentence on 3 rd attempt
Did not form complete sentence 1 No Yes ----- ----- 2 Yes ----- ----- ----- 3 No Yes ----- ----- 4 No No Yes ----- 5 No No Yes ----- 6 No Yes ------ ----- 7 No No Yes ----- 8 No No No Yes
Formal Assessment: Each week students take a quiz based on their understanding of everyday vocabulary. Because these students do not yet write, they are asked to match pictures and to pronounce words based on similar pictures to the graphics used in the daily learning procedure. Students receive a formal grade and will be retested throughout the year to chart their progress. Reflection: Based on the various informal assessments in this everyday vocabulary lesson, it is clear that there is a disconnect in entering ELLs when it comes to sight recognition of words and translating the learned vocabulary into intelligible sentences. Upon assessing each students ability to state which type of weather they like least, it is clear that need more practice in translating the learned word from one context to another. Students can easily recognize the cues from the graphics hanging on the walls and all know what word they are supposed to recall. However, when asked to transfer this word into a new context, using it in a sentence about personal preference, almost none of the students were able to do so on the first try, and many had trouble even with a prompt from the teacher. This formative assessment was helpful in identifying what skills need to be worked on in the future to not only have students recognize and recite everyday vocabulary, but also transfer their understanding of the words into a new context or into conversation.
Section 3: Communication support strategies and methods
ELL Student Social Goal Academic Goal Support Strategies and Methods 1 Speak English to other ELLS Practice pronunciation Student works in cooperative groups with students with a different L1 to develop social English skills. Teacher will work with student on pronunciation both one on one and in a large group setting 2
Gain confidence to interact with other students Extend vocabulary learning As the student with the highest level of language acquisition in class, this student is an asset to the other students in the class. However, the student is shy and not social with the others. The teacher will work to pull him out of his shell by introducing course materials that meet his interest and ask him to share his knowledge. The teacher will also give this student extended vocabulary lists. 3 Encourage appropriate social interaction Pronunciation As the most social in the class, this student often is asked to stop talking and listen. However, his desire to speak English to the other students should be honed and utilized as practice. He does need to develop a clearer spoken English, as heavy traces of his L1 are still evident in this accent. 4 Learn student interests and engage in structure conversation Increase vocabulary and improve pronunciation Students 4 and 5 are siblings and have the same social and academic limitations and goals. These two do not like to engage in social conversations in English and seem not to understand American customs and norms. The teacher 5 Learn student interests and engage in structure conversation Increase vocabulary and improve pronunciation Will investigate their interests and try to conduct a group conversation centered on these interests. These students also need to continue to increase their English vocabulary and improve pronunciation. 6 Engage in conversations in English Increase vocabulary and improve pronunciation This student likes to speak to in the L1 to another native speaker in the room. The teacher will set up activities to engage student in structured social conversations in English. As with many of the students, this student needs continued practice in pronunciation and must develop a larger vocabulary. 7 Respond to yes or no questions Learn letters and sounds before learning new vocabulary. This students language skills are very low, so before this student can begin participating in social conversations, the student should be engaged in a conversation answering yes or no questions to increase comprehension. Also, this student needs more work in understanding English Letters and sounds through practice and interactive activities.
Section 4: Family home-school communication plan
Monthly Newsletter- I will create a newsletter to go out to ESL parents on a monthly basis that keeps them informed on all of the activities of the ESL classroom, what students have been learning, and what is coming up in the next month that they can anticipate. The newsletter will give parents all of the necessary deadlines for assignments and tests, as well has descriptions of projects that we are working on in and outside of class. The newsletter will keep parents up to date on what their child is learning and how well they are achieving in the ESL classroom. It will inform them on their specific role in helping their child be successful in the class and it will also contain any important contact information should they have any questions. Finally, the letter will contain important school-wide information and dates that they need to know. Translating the document will be a priority, and when possible, I will have the newsletter translated into the languages spoken in my students homes.
Home Visits- If they school permits, I would like to have the opportunity to visit my students at home before the beginning of the school year to gain an understanding of their home life; home much English is spoken, what challenges in the home might present issues in the classroom, etc. The visit will also give me a deeper understanding of the students culture and how to best communicate with their parents or guardians.
Regular Phone Calls/Emails- Depending on the parent/guardians preferred method of communication, I will be in constant contact with them via phone or email. These communications will be used on a weekly basis to touch base with parents, ask questions, and keep them informed of the day-to-day happenings in the classroom. Parents will be contacted when issues of behavior or academic problems occur, but they will also receive calls and emails or praise when their child is caught doing something good.
For all of these methods, a translator will be used when available and if necessary.
Section 5: Research based best practices
Title: Heterogeneous grouping
Citation: Tomlinson, C. A. (2001). How to differentiate in mixed-ability classrooms (2nd Ed.). Alexandria,VA: ASCD.
Description of Method: This method involves putting students into collaborative learning groups who are at a variety of readiness, interest, and language proficiency levels or who have different learning profiles or even students of different genders. The result of this type of grouping provides both challenge and support for each of the students in the group. More advanced students can challenge and accelerate the learning of the less advanced, and less advanced students can support and assist the students who understand the concepts better. Students can also be grouped socially, meaning more extraverted students can be grouped with the more introverted, the extraverts taking the lead and the introverts offering support, both gaining a deeper understanding of the concepts through their collaboration with one another.
Explanation of how it supports L1 or L2 language acquisition or development: Grouping students with varying language proficiency levels students will allow the lower-proficiency students to be challenged and supported by the greater understanding and language skills of the higher-proficiency students. The understanding of the higher-proficiency students, in turn, will be enhanced by the necessity to explain the academic content or process of activity completion to the lower-proficiency students.
Title: Balanced Literacy
Citation: Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
Description of Method: Balanced Literacy is an approach to reading instruction that combines both the Word Recognition and Sociopsycholinguistic view of reading instruction. This method believes that reading and writing good literature is essential to achieving reading fluency and comprehension. Balanced Literacy combines literacy instruction which is progressively from modeled, shared, interactive, and guided to independent reading and writing activities.
Explanation of how it supports L1 or L2 language acquisition or development: Because ELLs have trouble decoding an L2 and often times resort to recoding rather than really deriving meaning from text, this method, which incorporates aspects of both views of reading provides a well-rounded approach to reading instruction, giving both explicit phonetic and vocabulary instruction, and providing students with text which they can read to use their prior knowledge, langue cues, and context clues to derive meaning. Balanced reading also encourages the use of multicultural texts to increase interest levels of ELLs.
Title: Higher Order Thinking and Questioning/ Teaching Big Ideas
Citation: McTighe, J., Seif, E., & Wiggins, G. (2004). You can teach for meaning. Educational Leadership, 62 (1),26-31.
Description of Method: Teachers should implement Blooms Taxonomy to help students to develop higher order thinking skills which can transform them into critical thinkers and problem solvers. Teachers must move beyond the who, what, where, when, and how questions, which are considered lower order, and ask students to consider he big ideas associated with a text or concept learned in class. Higher order thinking questions ask students to comprehend, apply, analyze, evaluate, and create.
Explanation of how it supports L1 or L2 language acquisition or development: The use of Blooms Taxonomy in the ESL class will help the L1 and L2 develop Cognitive Academic Language Proficiency. For beginning language learners, teachers should start with the lower order questions, because these are the starting point for language acquisition, and then move up the order as language skills improve. When at all possible, teachers should ask students the higher order in the L1 so that students are internalizing the concepts as well as acquiring language skills.
Title: Emphasis on Literacy Development in L1
Citation: Tinajero, J.V. and Ada, A.F. (1993) The power of two languages. New York: Macmillan/McGraw
Description of Method: Because the acquisition of Basic Interpersonal Communication Skills (BICS) comes so much more rapidly and fluidly than Cognitive Academic Language Proficiency (CALP), educators can become concerned that an ELL will fall behind in learning important and grade- appropriate concepts. When at all possible, content should be taught in the L1 while acquiring L2 language proficiency.
Explanation of how it supports L1 or L2 language acquisition or development: Continued reading and developing literacy in L1 will contribute to the successful acquisition of L2. Offering bilingual instruction by teaching content in L1 and language in L2 will lead to a deeper understanding of the L2 because concepts and background knowledge have been developed in L1.
Citation: Echevarria, J. Vogt, M. & Short, D. (2004). Making content comprehensible for English learners: the SIOP model (2nd Ed). Boston, MA: Pearson Education, Inc.
Description of Method: Content instructors are encouraged to use the SIOP model to help making learning more meaningful for the ELL in the regular education classroom. The SIOP consists of the following steps: 1) Preparation, 2) Building Background, 3) Comprehensible Input 4) Strategies, 5) Interaction, 6) Practice/Application, 7) Lesson Delivery, 8) Review/Assessment
Explanation of how it supports L1 or L2 language acquisition or development: Implementation of the SIOP model helps to strengthen the ELLs prior knowledge and background information to make the course content more meaningful. This model helps to scaffold information to ELLs.
Section 6: Lesson development for RWSL
Grade Level: Kindergarten Subject: ESL Proficiency Levels of ELLs: Entering, emerging, developing Vocabulary: Students are learning the letter R. Vocabulary words associated with the letter R are red, rake, rain, roof, rose, ring, and rabbit Objectives: Student will be able to identify, sound out, and write the letter R. They will be able to identify vocabulary words beginning with R. Standards:
CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Level 3 Developing Specific content language, including cognates and expressions Words or expressions with multiple meanings used across content areas Level 2 Emerging General content words and expressions Social and instructional words and expressions across content areas Level 1 Entering General content-related words Everyday social and instructional words and expressions
Academic and Social Interactions: Students will use instructional materials to help learn the letter and sound. They will follow along with recordings and the teacher to recite and learn new vocabulary words. Students will speak to each other when sharing materials and learning together. Materials: Smart board, computer, audio recording, video projector, books, worksheets, flashcards, writing materials. Introduction: Students review the letters of the alphabet they have learned already. They are shown pictures of words that begin with the letter R and asked to identify the sound that the word begins with. Procedure: To begin, students are introduced to the letter R through a video. In the video, robots in a rock band sing a song about the letter R, with the chorus asking the question Are you ready for R? Students sing along with the video after a few versus and can follow along with the text along the bottom of the screen. When the video is over, the teacher passes around an oversized story book featuring the letter R. The teacher shows the class the upper case and lower case R on the cover and demonstrates how to trace the letters correctly with her finger. The students sit in a semi-circle and pass the book around, each tracing the letters with his or her finger. The teacher corrects any student that traces the letters incorrectly. The teacher collects the book and asks the students to make the R sound. They all practice staying the R sound individually, getting extra help and practice from the teacher when needed. The teacher begins a recording of the story while the students listen. The recording begins with the R sound, then reads the story highlighting words beginning with R very slowly. Students follow along with the text as the teacher points it out. The recoding reads the story again a bit faster while students listen. On the third reading, the recording prompts the students to recite the R words within the story.
Next, the teacher projects uppercase and lowercase Rs on the smart board with directions for writing them. Each student takes a turn writing the letters on the smart board following the arrows on the letters. Once back at their seats, they continue their writing practice on individual worksheets while the teacher helps one on one. When the students have successfully written several Rs, they are instructed to draw a picture of an object that starts with R.
Assessment: The teacher constantly observes and corrects student work during the lesson. Tomorrow, the class will review all of the letters they have learned, refocusing on the letters that students miss. At the end of the unit, students will take a quiz on letters, letter sounds, writing letters, and identifying vocabulary. Adaptations: The teacher uses scaffolding for each element of the RWSL lesson. She modeled the tracing of the letter R before asking students to do it on their own, and traced the letter with the student when necessary. The audio recording read the text in the book twice before asking students to join in. Also, the teacher modeled the R sound and the pronunciation of vocabulary words before asking students to recite them.
Section 7: Vocabulary lesson
2nd grade Science/Language Arts Language Levels: This classroom contains ELLs of varying levels, including bridging speakers and beginning learners, for this reason, the lesson will include aspects of bilingualism, and many scaffolds to meet the needs of each learner Vocabulary Words for The Water Cycle Evaporation Condensation Precipitation Weather Climate Temperature Meteorologist Thermometer Vapor Atmosphere
Instructional Plan: Students will gather on the reading rug to discuss what they know about the water cycle. The teacher will ask, What is rain? What makes rain and snow different? Where do you think rain and snow come from? The class will discuss what they know about the answers to the questions. The teacher will read The Magic School Bus and the Water Cycle to the class. When the teacher comes upon one of the vocabulary words, she will ask the class to define it in their own words using context clues. The teacher will guide the students to the correct definition and write the word and definition on the easel paper. Because the class is primarily composed of native Spanish speakers, the teacher will also ask student to volunteer any Spanish cognates for the English vocabulary words, such as evaporacion, condensacion, and temperatura. After reading commences, students will go outside and conduct a series of experiments, such as making water handprints on the sidewalk to watch the marks evaporate, and examining condensation on the outside of a cold water bottle to further discuss the new vocabulary words. Finally, students will return to class to create their own drawings of the water cycle and label the different stages with the vocabulary words. Content and Language Objectives: Through various activities throughout the week, students will use the new academic vocabulary to discuss the water cycle and learn about its different aspects. The reinforcement and consistent use of the vocabulary in authentic situations should help the students understand the complex nature of their definitions and internalize the meaning for use in the future.
ELP standards, common core, and PA Academic standards/anchors: CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words. CC.1.2.2.F Determine the meaning of words and phrases as they are used in grade-level text including multiple-meaning words. CC.1.2.2.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases. CC.1.2.2.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools. CC.1.3.2.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases. Level 5 Bridging Technical and abstract content-area language, including content-specific collocations Words and expressions with shades of meaning across content areas Level 4 Expanding Specific and some technical content-area language Words and expressions with expressive meaning through use of collocations and idioms across content areas Level 3 Developing Specific content language, including cognates and expressions Words or expressions with multiple meanings used across content areas Level 2 Emerging General content words and expressions Social and instructional words and expressions across content areas Level 1 Entering General content-related words Everyday social and instructional words and expressions Academic and social interactions: Students will conduct whole class discussions to build prior knowledge and will work together to define words in context. They will use social and academic language to conduct the weather experiments. Materials: Easel board and maker, The Magic School Bus and the Water Cycle, buckets, water, water bottles, ice, construction paper, crayons, vocabulary word labels. Introduction- Activating/Building Prior Knowledge: Students will discuss a whole group discuss about what they know about rain, snow and the water cycle. Procedures/Development: Throughout the unit, students will use the vocabulary words authentically to solve math word problems, to conduct sing-alongs, to create a puppet show/play about the water cycle, to create their own mini water cycle boxes, and to research the history of meteorology to compare it to the science of today. Assessment- Formative and/or authentic methods: Students will be graded on the aforementioned formative assessments and will participate in a labeling quiz with the vocabulary words at the end of the unit. Adaptations- Scaffolds, supports used during lessons: Teachers will partner the students up heterogeneously during project time. Some assessments and assignments will be modified to suit the ability levels of different learners. The teacher and aide will work one on one to address students needs during activity times. Academic and Social Interactions at the ELP Levels: The students will often be grouped heterogeneously so that the more proficient students can help the less proficient students with the academic language and also engage them in social language when appropriate. Connection: When creating the science projects, the puppet show/play, and during the research activity, the students will be grouped heterogeneously. The math word problems will be modified based on ability level as well as the assignments associated with the research of the history of meteorology. Section 8: Re-teaching plan Re-teaching the Letter R Re-teaching procedure: When the letter R is reviewed on the day following the Letter R RWSL lesson and students in the ESL Kindergarten class appear to need further instruction, the teacher will re-teach the letter utilizing the same methods implemented in the RWSL lesson but with different instructional materials. To ensure that students master reading, sounding out, and writing the letter R sound, students will need to practice their newly learned skills in repetition. The teacher will begin by modeling the R sound for the students again and showing the previously learned R vocabulary words along with some new words. The teacher will use pictured flash cards to show the words and have the students recite the words after her, ensuring that each student is correctly enunciating. The teacher will review the R story book with the accompanying recording. If students seem to remember and understand the books text well, then another R book will be introduced to reinforce the letter sounds and vocabulary. If students do not appear to understand the original R book, it will be reinforced again the next day to ensure understanding before moving on to a new book. Finally, a new tracing worksheet will be used to practice the correct writing of the letter R. Assessment: Once the letter R has been mastered by the class, students will be assessed on their ability to recognize, sound out, write, and identify in the letter in vocabulary words. The letter R will be assessed along with other previously learned letters to get a comprehensive view of their knowledge of letters of the alphabet.
Section 9: Instructional material adaptation and modification Instructional Material: Textbook Prentice Hall American Literature: Timeless Voices, Timeless Themes Ellis, L., Duer, A. K., & Prentice-Hall, inc. (2000). Prentice Hall literature: Timeless voices, timeless themes. Upper Saddle River, N.J: Prentice Hall.
This is the text book that I use most commonly in my American Literature Classes. It is designed for secondary English instruction in Literature and Composition and I use it to teach students at a 10 th grade reading level. In it are sections and full text novels, non-fiction texts, speeches, short stories and poetry. It also includes various activities designed for writing instruction, from grammar exercises to lessons in formatting. The text that I used most often from this text book is the full version of Arthur Millers play The Crucible. The play is based on the historical event of the Salem Witch Trials of 1690.
In order to adapt this text for ELLS, several routs could be taken. The first option is to get ahold of an abridged version of the text with modified language that is more consistent for the langue level of the ELL. In the original text, Miller used an adapted version of the English spoken by the Puritans of New England which can at time be confusing for even native English speakers, and reading this type of English would not be beneficial for ELLs. Prior to reading the text, much background knowledge building would have to be used (more on this) and vocabulary would be learned and practiced before reading and in context. During reading, the text could come alive and be made more relevant by acting out scenes with props and costumes. This could make the text more meaningful for ELLs and would require them to speak English aloud and communicate with one another on the stage.
Instructional Material: Documentary The Salem Witch Trials (History Chanel) In Search of History: The Salem Witch Trials. A & E Home Video, 2005. DVD.
This DVD explains the historical context surrounding the Salem Witch Trials. It explains the environment of paranoia and fear the Puritans lived in and how their Religious beliefs compounded with this to lead to the prosecution and execution of 19 men and women found guilty of witchcraft. The documentary uses reenactments as well as video and drawings to retell the story of mass hysteria. The video will help visual learners get a clearer picture of the context of the Salem Witch trials. To aid in its understanding by ELLs, they will be given a graphic organizer to fill out as they receive information from the DVD. The teacher will pause the DVD when relevant information has been given and the class will discuss it and record it in the graphic organizer together. If possible, the DVD will be set to the subtitles of the L1, and separate viewings can be conducted for the various L1s in the classroom.
DOCUMENTARY: SALEM WITCH TRIALS: GRAPHIC ORGANIZER In Search of History: The History Channel From the 14th to the 16th century there were witch hunts in ________________________, ________________, ______________________, and _________________________ which accounted for the death of 40,000 to 50,000 people. The idea of witchcraft came from peoples understanding of _________________________. Superstitious villagers, used it as a tool to get rid of ______________________________________________________________________. What types of proof were used to prove that someone was a witch? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ When the king of England became the head of the church, witchcraft became an act of __________________ that was punishable by __________________________. In _____________, the _________________________ moved to America to settle an ideal community and govern a colony in Massachusetts. They remained _____________________citizens. The theocracy they created had no separation between ____________ and ________________. In _________, the witch hunt began in the village of Salem which had _________ inhabitants. The Puritans feared the forest because it could conceal ________________ or ________________. They lived in a misogynistic community where women were subservient to men. They believed that women would be more likely to join the ________________________________ because they were more easily tempted. Elizabeth was __________ years old and Abigail was ___________ years old. Tituba, a slave, was from _________________________. What forbidden activities does Tituba do with the girls? ___________________________________________________ ___________________________________________________ ___________________________________________________ Page 2 How did the girls react? ___________________________________________________________ The first people to be accused were of _______________________ social class. What unusual evidence was accepted at the hearings? ___________________________________ How did Tituba survive? ____________________________________________________________ What was the next group of people to be accused? ______________________________________ What fed the girls accusations? ____________________ and ______________________. _______________________ was the date of the last executions. __________ were killed in total __________ died by hanging __________ died in prison __________ died by being pressed to death The trials were ended because _______________________________________________________. It took ______ years before the citizens of Salem repented for their actions during the witch hunt. __________________________ was the only accuser to apologize.
The documentary is available to view on YouTube at: https://www.youtube.com/watch?v=bmBT049__tQ
Instructional Material: Discussion Questions, Internet Sources will depend on individual student work
To make the concept of mass hysteria and history repeating itself relevant to students of various cultures, a class discussion will be held asking students pertinent questions about the role of integrity and justice in their lives. They will be given modern scenarios that reflect those of the Witch Trials and asked to record, then discuss how they would act in the situations outlined. After watching the documentary In Search of History: The Salem Witch Trials and discussing the connection that they playwright, Arthur Miller, was making between the witch trials of 1692 to the Red Scare of the 1950s, student will conduct research in their L1 and L2 or similar periods of mass hysteria from their native countries, or from another country if this type of even has never occurred in their homeland. Students will then create a PowerPoint presentation of their research findings to present to the class.
Discussion Questions Answer the following questions with True or False, then explain your answers.
Age does not matter in a relationship between a man and a woman.
All is fair in love and war.
Adultery is acceptable in todays society.
It is okay to lie or cheat as long as you dont get caught.
Withholding the truth is the same thing as telling a lie.
There are times in life when you should lie.
Gossiping is a harmless but fun way to pass time.
If the majority of people believe a statement is true, then it must be true.
In the American judicial system, the accused is innocent until proven guilty.
I am willing to accept the consequences of my actions.
Going to church helps to make you a good person. Strategies/Methods Rationales Most people have certain fundamental beliefs that they are not willing to compromise.
Building on prior knowledge (vocabulary lesson)
This strategy gets students thinking about what they already know about a subject. This allows the student to make connections to the content of the lesson which will help make it more relevant to their lives, and thus the learning becomes more meaningful. It is also a great way to raise the level of interest on a topic.
Introduce unknown vocabulary words
By discussing and defining unknown words before reading, it will help students to understand and follow along with the text without getting tripped up by the unknown words.
Defining words using context clues
Defining and discussing the same vocabulary words as they appear in the text using the context clues is meaningful way to help students not only understand the words definition, but the connotation as well. Hearing and reading words in context helps to make them more relevant and clarifies any confusion that a definition might have.
Bilingual instruction
Another way to help students understand the meaning of a new vocabulary word is to pair it with its Spanish (or other L1) counterpart. This type of bilingual instruction draws on the learners prior knowledge by using the L1.
Authentic instruction By participating in hands-on activities such as the water condensation activity, the students are witnessing the description of the words first hand in an authentic setting. This type of instruction helps the students to internalize the new language through an authentic experience and is beneficial for kinesthetic learners as well. Strategies/Methods Rationales
Building on prior knowledge (vocabulary lesson)
This strategy gets students thinking about what they already know about a subject. This allows the student to make connections to the content of the lesson which will help make it more relevant to their lives, and thus the learning becomes more meaningful. It is also a great way to raise the level of interest on a topic.
Introduce unknown vocabulary words
By discussing and defining unknown words before reading, it will help students to understand and follow along with the text without getting tripped up by the unknown Section 10: Comprehension and learning strategy rationales
Section 11: Reflection Language is such an integral part of society. Trying to navigate a new society without knowing the language is a near impossible feat. With that being said, I am amazed at how quickly people, especially children, can pick up a new language when fully emerged in it. Often times, the L1 and L2 of a new student in our public school system will naturally blend together, and so it is important to remain consistent in the instruction and formative assessment of our students langue acquisition and development. With the field of ESL expanding at such a rapid rate, there are some really reliable and successful best practices for improving the langue skills of ELLs. Culture is imbedded in every aspect of our lives; from the way we talk to the way we eat, think and act. Sometimes difference in culture can affect the language acquisition and development of ELLs because the materials that they are given in their new schools fail to take their diverse cultures into account. Often, examples that are used in the course content in our public school curriculum are tailored for the experiences and traditions of American children, and can leave ELLs feeling confused and frustrated because even if they recognize the language, the context is totally foreign. words.
Defining words using context clues
Defining and discussing the same vocabulary words as they appear in the text using the context clues is meaningful way to help students not only understand the words definition, but the connotation as well. Hearing and reading words in context helps to make them more relevant and clarifies any confusion that a definition might have.
Bilingual instruction
Another way to help students understand the meaning of a new vocabulary word is to pair it with its Spanish (or other L1) counterpart. This type of bilingual instruction draws on the learners prior knowledge by using the L1.
Authentic instruction By participating in hands-on activities such as the water condensation activity, the students are witnessing the description of the words first hand in an authentic setting. This type of instruction helps the students to internalize the new language through an authentic experience and is beneficial for kinesthetic learners as well. Assessment is probably just as important in language acquisition and development in our ESL classes as the instructional methods and materials. Without formative assessments, we would not be able to identify the areas that ELLs need to work on, and we would have no record of their progress. In language development, if we do not correct errors and build on prior learning, then ELLs will not every full acquire the language skills they need to be fully integrated into our schools and our society. Professionalism is fundamental when it comes to being an effective teacher. If a teacher does not conduct his or herself professionally, then he or she will not earn the respect of the students or their parents. In order to learn, students need structure in the classroom and have a set of rules and procedures to follow in order to feel safe and focused. In an ESL classroom, a teacher will be confronted with language and cultural barriers. It is so important for an ESL teacher to maintain the highest level of professionalism when encountering the obstacles that come with teaching students of other cultures.