Daily Archives: November 1, 2013
Getting ESL Students to Talk About Feelings
Max AhumadaReal Life English
Describe how you’re feeling right now using three words from this picture
Language Objectives
A short video explaining what language objectives are, why they’re important, and how to write them.
Resources and Downloads for Differentiated Instruction
Resources and Downloads for Differentiated Instruction
Educators from Mesquite Elementary School, in Tucson, Arizona, have provided these resources for you to use in your own school.
Preparing Learners: Activating Prior Knowledge
Grades 6-8, ELA, ELL
CCSS: ELA.SL.7.1c ELA.SL.8.1c
Watch video HERE.
Objective
Analyze structural, organizational, grammatical, and lexical choices
Video Length
6 min
Questions to Consider
- This lesson asks students to utilize various forms of “communicative functions” through the three-step interview. Why is this important for ELLs?
- How does the structure of this task ensure that all students are engaged in the work?
- How did Ms. Park-Friend activate her students’ prior knowledge?
Interacting with Complex Texts: Scaffolding Reading
Grades 6-8, ELA, ELL
CCSS: ELA.RI.7.2 ELA.RI.7.4 ELA.RI.8.2
Watch video HERE.
Objective
Prepare learners by building background knowledge
Video Length
7 min
Questions to Consider
- Ms. Park-Friend frames the reading by using focus questions. Why is this important for ELLs?
- Students are interacting with the text in a variety of ways. How do all of these interactions support students to write their own persuasive speeches?
Podcast: Helpful Tips for Instructing ESL Students
Here are a few pointers as to how mainstream teachers can help make their ESL students feel more comfortable with their learning experience, as well as involve their parents.
5 Key Strategies for ELL Instruction
From Teaching Channel:
English Language Learners (ELLs) face the double challenge of learning academic content as well as the language in which it is presented. Teachers have traditionally treated language learning as a process of imparting words and structures or rules to students, separate from the process of teaching content knowledge. This approach has left ELLs especially unprepared to work with the complex texts and the academic types of language that are required to engage in content area practices, such as solving word problems in Mathematics, or deconstructing an author’s reasoning and evidence in English Language Arts. ELLs need to be given frequent, extended opportunities to speak about content material and work through complex texts in English with small groups of classmates.
The new, widely-adopted Common Core State Standards and Next Generation Science Standards also call for all students, including ELLs, to master an array of academic language practices that…
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