ࡱ> IKH[  *bjbj 4>ΐΐ "$ $ ggggg{{{{4{2444444-Z4g4ggI^gg22Pd,{_0)@))g 44)$ -: EFFECTIVE WAYS TO WORK WITH ENGLISH LEARNER STUDENTS Easy Strategies for Working with English Learner Students in Your Classroom 1. Seat the student close to where you, as a facilitator, normally give whole group directions and instructions to allow for fewer distractions. 2. Assign a dependable buddy to assist newer or less experienced students when additional directions are needed to complete assignments. Also encourage the buddy to adopt their charge for a few days to show the newer arrival some of the ropes of school survival/logistics. 3. Don't be afraid to repeat explanations, directions, or instructions as needed. Model your directions as often as possible to provide a visual image of the desired behavior. 4. Speak at a natural pace. Exaggerated slow speech is offensive and does not reflect real world language. Do be careful of using slang or idiomatic expressions. 5. Allow for a longer pause time after posing a question or making a key point. Some cultures have a longer natural pause time than we are accustomed to. It also takes a bit longer to process the new information when we are also dealing with a second language. 6. Allow time for the Silent Period to run its course. Don't expect the ELD student to give a lengthy response to your questions. Adjust your questions to elicit one word or gestural answers if needed. 7. Accept any comprehensible student response based on content, not form. Avoid the correction of errors in grammar, pronunciation, or vocabulary in a student's oral response. Accept and celebrate the effort as comprehensible, and then model the correct form without comment. 8. Provide visual support in content area instruction -- pictures, diagrams, graphic organizers, drawings, etc. 9. Provide a variety of manipulatives in all subject areas. The more senses we involve the more comprehensible the input! 10. Include physical activity in your content delivery whenever possible. Movement can be a profound teaching tool. Ways to Help Students Read a Difficult Text When the difficulty is a lack of experience, you could: 1. Fill students' knowledge gaps with teaching/input, film, video, or other reading on the following: Definition of key words, cultural or period background information in order to understand characters' motives, etc. 2. Draw upon your students' own knowledge and experiences on the topic, idea or concept being studied or read. Discuss the relevance of key ideas or concepts to be read in the selection before beginning to read the selection. Start with shorter works and move toward longer ones. Use discussion/response groups before, during, and after reading a selection. Provide a question, topic, quotation, or passage from the selection being read for students to focus on during the discussion. Use writing (from Reading Logs or Learning Logs) as the vehicle for establishing a continued personal relevance to the literary selection while reading the work. When the difficulty is the inability to identify with another culture, time period or character, you could: Build a chronological difficulty sequence by starting with a contemporary work and moving on to a work from another time period on the same theme. Discuss with students the relevance to their own lives those ideas, people, settings and locations in the literary work before they begin to read. Draw a connection between the ideas in the literary work with events in contemporary life, such as Red Badge of Courage to interviews with Vietnam War veterans. When the difficulty is the sustained use of language, you could: 1. Read the work aloud, in serial form (such as a chapter a day). 2. Use visualization activities or mind journeys. 3. Use reader's theater or scripted scenes of key chapters in the literary work. 4. Demystify difficult test so that there are no hidden messages or misinterpretations. 5. Model with one literary selection, then follow with several other works of the same type. 6. Reduce anxiety by telling students to read as much as you can . . . or to Scan the selection and pick out interesting passages. Ideas to keep in mind for students of all ability levels: 1. Emphasize and promote the enjoyment of the work. 2. Establish specific and worthwhile purposes that the reading fulfills. 3. Acknowledge the difficulty of some works and celebrate the completion of difficult works as an important accomplishment. Adapted From: Ways to Help Limited English Proficient Students Survive in the Content Area Classroom, Julie M. T. Chan and Barbara Chips (ETN Field Support Materials L.A. County Office of Education) ACTIVE PARTICIPATION ACTIVITIES Tea Party Tell students they're going to have a tea party (explain what people do at a tea party, chit-chat, exchange interesting bits of information). Then present the lesson, experiment, or information and have the students write down the most interesting idea they learned. Afterwards, have the tea party where they exchange their interesting ideas. Students walk around the room greeting each other and saying, Did you know ______? Each student is responsible for only one idea but is reminded of many facts in return. The facts can be categorized and organized for writing or further study. Pre and Post Word Banks Do a word map on a subject with the class before instruction and then again after instruction. See how much more they can add. Four Corners Good for class discussion, team building, TPR. Choose four concepts from your subject and label each corner in the room with one of the concepts. Ask the students to choose the concept they wish to discuss and have them go to that corner. Plan an activity for the students at each corner and then ask each corner to share their project or findings with the class. What I Know, What I Think I Know Before your lesson or demonstration, have the class write down what they are sure they know about the topic and what they think they know. The students can share with the class their lists or make a class list. Then present the lesson. Have the students revise their lists based on what they learned. Draw What You Saw After instruction, demonstration, or experiment, ask students to work together to draw a picture or symbol that represents the concept presented. T-Charts To encourage students to compare and contrast ideas or objects, have the students make a T chart on a large piece of paper. The students first find similarities and list those on the right side of the T. Then students look for differences and list those on the right side of the T. Students display their charts and discuss them with members of other groups. Numbered Heads Together Number off students within groups so that each student has a number (1, 2, 3, 4). Then ask a question and have students put your heads together to make sure that everyone in the group knows the answer. Call a number (1-4) and have students with that number raise their hands to respond Think-Pair-Share Ask a question and allow time for students to think of a response. Then have students pair up with a neighbor to discuss their responses. Invite students to share their responses with the whole group. Jigsaw Each person reads, experiments, studies, or observes something about the topic then teaches what he or she has learned to other members of the group. Prep Technique Use pictures, an experiment, or some other stimuli that will engage the students before they brainstorm. Works well to assess students' prior knowledge and especially well for ESL students. Using brainstorming with just a seed word can be limiting to ESL students. Concept Development Also known as Taba's list, group, label. Take a brainstorming list and group things that are related into categories and label each category. This can also be done with realia, flash cards, word banks, books, etc. You can extend this activity by using each category as a research study group. Story Board Students draw and label what happened First, Next, Then, and Finally in the lesson or experiment. Do this on a piece of paper folded into fours. Anything you can add? Compiled by Dennis Warman, Roosevelt School ________________________________________________________ Bilingual Cross-Cultural Education Bilingual/Cross-Cultural Education offers schools and teachers with support with the inclusion of English Language Development (ELD) standards in the classroom and scaffolds for English Language Learners (ELL). 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