Try engaging students by using the student fishbowl, where a group of students circled in the middle demonstrate for the outside group. Before any activity or project, be sure to model what you want and how it will look when they have completed the task. You can even give them a rubric to follow along so they know what to expect.
High School Statutory Authority: All expectations apply to ESOL I students; however, it is imperative to recognize critical processes and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards.
While ELLs can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. For this reason, comprehension of text requires additional scaffolds that include adapted text e.
ELLs can and should be encouraged to use their knowledge of their first language e. Students can be expected to transfer those skills to English and progress rapidly in learning in English. ELLs are challenged in working with linguistic, cognitive, and academic development in all of their coursework and in a new language.
Their academic success depends on their ability to use academic language. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language.
Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture. Social language proficiency in English consists of the English needed for daily social interactions.
Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings. Academic language and grammatical structures are used across all subject areas and is specific to the content area, such as language arts, mathematics, science, and social studies.
Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential.
Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.
Proficiency levels are not grade specific: Beginning, Intermediate, Advanced, and Advanced High. The ELL student may exhibit different proficiency levels within the four language components: A student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level.
Understanding the level of English language proficiency of the student is critical in order for the student to have access to the curriculum. The proficiency level of the student determines the accommodations in language that must be made e.
Any combination of the language components is possible and is affected by opportunities for interaction in and outside of school.EFFECTIVE WRITING ASSIGNMENTS Scaffolding Formal Assignments Just as a construction worker on the outside of a building climbs the scaffolding one floor at a time, students need to climb intellectual.
When the Web was still young, Bernie Dodge, a professor at San Diego State University, came up with the idea of the WebQuest, a model for integrating the use of the Web in classroom activities. Differentiation Overview Learning Environment Ongoing Assessment Process Content Product Learning Profile Interests Readiness 1.
Start with excellent science teaching. 2. Cognitive Load and Multimedia 2 (Intrinsic) Cognitive load theory relates to the capacity of working memory and its effect on long-term memory schema acquisition. In this issue, we begin with an example of using “scaffolding.” Mr.
Friedman, an accomplished, conscientious 5th grade teacher, prides himself in his ability to find “keys to learning” for his students. My students collect, write about, and "publish" four interesting new vocabulary words from their reading assignments each week.
Every other Friday, we host a "Vocabulary Workshop" where my students teach their new words to their classmates.