Eal brandon

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Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
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  • 1. Teaching English as an Additional Language Learners Brandon EAL Teachers May 26, 2010 Presented by Faye Brownlie References: InstrucCon and Assessment of ESL Learners Grand ConversaCons, ThoughJul Responses Student Diversity, 2nd Ed Its All about Thinking
  • 2. Learning Intentions I can idenCfy and explain my mental model of learning for EAL. I have an idea of how to begin a collaboraCon with my colleagues, how to increase the focus on in-class support for EAL. I have several strategies to use with my EAL.
  • 3. Beliefs Kids rst, EAL second Talk, talk, talk Make it real Make it safe Make it interacCve Make it open-ended Make in construcCve Value meaning over form Develop language with content language Value approximaCons NO worksheets
  • 4. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
  • 5. Realia Pairs or triads 1 object/partner and 1 handout Sketch object and label Use handout to guide discussion Share with other pairs Web what you know about all the arCfacts P.74/75
  • 6. Journals Write daily either in front of the kids or show them your wriCng Have an explicit skills focus and content focus Read the journal; have kids read the journal aloud Examine the skills and the content vocabulary Students follow the model and write their own. Give feedback P. 82-83
  • 7. Sort and Predict with Pictures Students in 2s, 3s or 4s, 1 set of pictures/ group Cut apart the pictures and talk about each in small groups or as a class Decide how to sequence the pictures into a story Read the original text Re-sequence the pictures or write P.60
  • 8. Response Journals IniCally wrihen together in class Students can respond to a class novel, a read aloud, novels from literature circles, their texts from guided reading or their independent reading Develop criteria with students for what makes a powerful response
  • 9. Left Side Right Side Notes Early Stages: 1 Title of the Book One sentence I can read from the book. Writing is very limited in the 2 Title of the Book (After reading a pattern book) early stages. A sentence of my own following the pattern of the text. 3 Title of the Book My Opinion (e.g. The part I like best is ... My favourite character is ) End of Grade 1/Beginning of Grade 2: 4 S u m m a r y (What Happened?) My Thinking About What Happened Initially, expect a lot more writing on the left side than on the right at this stage. Later: 5 Two Events My Thinking About These Events Gradually expect the length of the writing to become more balanced on each side. 6 A Quotation from the Text My Interpretation/Thinking of the By Intermediate, expect 1 Meaning of this Quotation 2 sentences about an event and a paragraph of personal response.
  • 10. Building Vocabulary Examine a picture Brainstorm for words to describe the picture Use the words: Label Categorize the words Put the words in sentences Build a concept map
  • 11. Concept Map Brainstorm a list of words related to the text, the topic, the picture Choose 6 of these words as key words Link these 6 words with 10 dierent connecCons, wriCng the connecCon on the line that joins the words
  • 12. Students need: To see themselves as writers To have fun To develop a sense of sound/ symbol relationships To nd their stories To work with criteria Teachers Need: Whats Next for This Beginning Writer? Reid, Schultz, Peterson (Pembroke Pub)
  • 13. K- Writing: 1 Model - pictures & print Refer to criteria Kids draw & write Refer to criteria Pearson & Gallagher (1983)
  • 14. Criteria K/1 Big, Bold, Bright Make a picture that tells a story Tell some lehers Try some sounds you you know know Whats Next for This Beginning Writer? Reid, Schultz, Petersen
  • 15. Cinquain Poems Show a poem to the students and have them see if they can nd the pahern 5 lines with 2,4,6,8,2 syllables Create a cinquain poem together NoCce literacy elements used Brainstorm for a list of potenCal topics Alone or in partners, students write several poems Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher
  • 16. Garnets 4/5s Literary Elements Simile Rhyme AlliteraCon assonance
  • 17. Sun Run Jog together Heaving panCng pushing The cumbersome mass moves along 10 K
  • 18. Vicky Shy and happy The only child at home Always have a smile on her face my cheerful
  • 19. Candy Choclate bars Tastes like a gummy drop Lickrish hard like gummys Eat Thomas
  • 20. Vampires Quenching the thirst These bloodthirsty demons Eyes shine, like a thousand stars Midnight Hannah
  • 21. Majic LafaCng Wacing throw wals iing in air Macking enment objec Drec dans. Henry
  • 22. Opinion Line-Ups Review the previous lessons concepts Ask students to assume a point of view Present the problem, then each opCon, one at a Cme Aoer each opCon, have students line-up as to whether they agree, disagree or are somewhere in-between Have students talk about their posiCon Begin with several volunteers Increase speaking opportuniCes as condence rises (small groups, 1:1 with person next to you OR fold the line) Students return to their seats and write to explain where they would now be in the line-up and why
  • 23. Making Inferences Fact: The windows of the classroom have been boarded up for 3 months. Inference: New InformaCon: Inference:
  • 24. Inferring Character Choose one of the main characters in your story. Write down 4 facts (quotes) about him/her. Write an inference based on each fact. Based on the inferences, decide on several key character traits. Post traits around the room. Students move to add evidence to support these traits. Cindy Wong, ESL 2, Language and Literacy, grades 9-11
  • 25. QUESTIONS TO THINK & TALK ABOUT 1. How might you - or do you - use what you have seen in your classroom? What adaptaCons would you make to beher t your context? 2. How would these strategies help your students?
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Teaching English as an Additional Language Learners Brandon EAL Teachers May 26, 2010 Presented by Faye Brownlie References: InstrucCon and Assessment of ESL Learners Grand ConversaCons, ThoughJul Responses Student Diversity, 2 nd Ed It’s All about Thinking
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