An Overview By Mary Mitchell Summer 2012

SIFE stands for student with interrupted formal education. These students come to us at all literacy and ability levels. Many of these students attended school in a refugee camp, but some did not attend school at all. Many SIFE children can read in their first language, but some cannot or do not even have a written form of their first language.

Many of these students have recently come from refugee camps- EVERYTHING here is new to them. This can be very overwhelming. Basic things we take for granted, they may have never seen or used before coming to this country. For example: flushing toilets, coloring books, books, crayons, playgrounds, pizza, beaches, etc DONT assume they know the basics. Some students may appear greedy or not want to share or leave their belongings. REMEMBER: They may have come from a place where necessary supplies were scarce. Gently teach them that there is enough to go around. Some students may appear very shy. This could be for several reasons: 1, they ARE shy! 2, in many of these students home countries it is common for teachers to use corporal punishment so they are afraid to make a mistake. 3, It is a natural part of the language acquisition process to go through a silent period.

Do Have high standards Use pictures, gestures, etc Use simple and explicit language Be flexible and patient Ask student questions about past, home countries, etc. Research student's homeland (politics, educational system, language, etc.) Incorporate student's experiences Read picture books to class (based on your lesson vocabulary and discussion). Use a variety of groupings and seating patterns to encourage conversation

Do Not Assume literacy in the student's native language Assume student is monolingual Assume students from the same country will automatically befriend each other or act the same way Assume students will quickly share personal stories into lessons Speak extra loud and close

Allow and encourage students to use L1 when they can. Show pictures and teach important functional words. Have students share what they know about a topic. Give students a copy of what you are showing whenever possible and explicitly show them that they have the same paper you have.

Content Language

1. Students will be able to name and identify school nouns in English

1. Students will be able to read, write, and say cardinal numbers 1-10 in English. 2. Students will be able to tell how many of something there is in English using There is and There are. 3. Students will be able to use the plural -s when speaking, reading, and writing in English. By the end of this lesson, students will understand and be able to say: There is one crayon. OR- There are five crayons.

1. Teach new words orally first. 2. Use realia and/or pictures to provide a visual of the word. 3. Show learners the word in print. 4. Read the new word to them and have them repeat it. 5. Finally have them copy and spell the new word and if they can, have them write the word in their L1 as well. Recycle vocabulary in future lessons. Encourage learners to use the new words in speaking and eventually in reading and writing.

Mixed language groupings Repetition Memorizing poems or chants, etc Games (go fish, Simon says, match game, spiders and candy, Bingo)

students

student

teacher

desk

chair

table

books

book computer pencil

pen

crayons

notebook

folder

In English, we use an s at the end of a word to show more than 1.

1 crayon

8 crayons

1 folder

5 folders

pens

pencil

chairs

notebooks

desks

table

pencils

computer

5 pens

1 pencil

4 chairs

4 notebooks

2 desks

1 table

5 pencils

1 computer

In English we use There is to tell how many when we only have 1 item. We use There are to tell how many when we have more than 1 item.

There is 1 desk.

There are 3 desks.

There are 5 pens. There is 1 pencil.

There are 4 chairs.

There are 4 notebooks.

There are 2 desks. There is 1 table.

There are 5 pencils.

There is 1 computer.

I always end my lessons with a game to review the grammar, content, and/or the vocabulary. - Examples include: I Have/Who Has? Go Fish Spiders and Candy Review vocabulary and concepts the next day before continuing on with your lessons! Repeat the same activities using different words, numbers, etc. REPEAT, REPEAT, REPEAT!

Help them build confidence by teaching them how to ask and answer these simple questions in English: Whats your name? Where are you from? How old are you? What is your address? What is your phone number? Make sure students know the following verbs: Look, Listen, Say, Draw, Write, Read, Play, Go, Sit Make sure students know the following nouns: Book, workbook, notebook, pencil, folder, paper, sharpener, bathroom, teacher, nurse, water