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Enact a real life conversation between
a homeroom tutor and
an ES teacher?
A heart- to -heart chat about the a student in your class who
is on ES support
Hurdles• When prior knowledge is being assessed
• While listening and speakingStruggling to express Struggling to be understoodStruggling to understand
• While reading and writingSymbolism and imagery
Density of words / spelling
Speed
Decoding words/ understanding sentences /ideas in paragraphs
word• Decode and pronounce difficult
words correctly
sentence •Make sense of sentences containing these words
Paragraph •Connect the sentence to the theme of the paragraph
TASK •Synthesizing, Comparing, Inferring and Reflecting,
When reading a student may be trying to…
Q1. Why do you think Pete’s uncle left the room in a hurry?Who was Pete?Oh! he had an uncle,Which room?Why did he leave?Was he in a hurry?Where can I find this answer?Ma’am. Can you help me?It’s in the beginning. Read it carefully.HereHurry.Have you finished?No Ma’am
Teacher’s Role
Build a rapportMotivate
EncouragePraise
Have patienceBe fair
DifferentiateUnderstand
R E L AX
KNOWING THE STAGES
Pre – Production (Silent Period).• Early Production.• Speech Emergence.• Intermediate Fluency.
Advanced Fluency.
Pre Production Stage or (Silent Stage) Stephen Krashen•Can last for a year •Students should not be forced to speak•Students will respond very well to pictures and visuals•Total Physical Response method works well•Benefit from buddies•Although students do not produce language it does not mean they are not learning•Simple Listening comprehension activities to build receptive vocabulary
Early Production - 2• Can last up to for 6 months • Active vocabulary of up to 1000 words• Will speak in one or two phrases• Will tend to memorize• Accept one or two word responses• Use pictures and visuals especially to build
vocabulary• Modify content information to language level• Provide listening activities• Use simple predictable text• Support learning with graphic organizers, charts,
graphs labeling and short sentence
Speech Emergence – 3• Could have a vocabulary of about 3000 words• Will ask short questions which may not be grammatically correct• Will initiate conversation Beginning to develop Basic Interpersonal Social Communicative
skills (BISC)• Will be able to do some content work with teacher support• Sound out stories phonetically• Read modified text• Match vocabulary words to definitions• Understand and answer questions about graphs and charts• Understand teacher explanations and two-step instructions• Can compose brief stories based on personal experience
Intermediate Fluency - 4• Could have a vocabulary of about 6000 words• Using more complex sentences in writing and speaking• Are willing to express opinions and share thoughts• Will ask questions to clarify thoughts
•They must be encouraged to synthesize and make Inferences• A time for teachers to focus on learning strategies• Will be able to understand more complex concepts
Advanced fluency• It would take 4 to 10 years to reach C
Cognitive Academic Learning Proficiency (CALP).
• Most students get exited from the program at this stage
• At the beginning of this stage students will need continuous support from classroom teachers especially in content area subjects.
Early Production_______________________________________
Will speak in one or two phrases
___________________________
Use simple predictable text and modify language level
____________________________
Focus on pictures and listening exercises
___________ _________________
Use graphic organizers , charts, etc to make instructions clear
Speech Emergence____________________ Will initiate
conversation___________________Will read modified
content based text
____________________Will be able to compose
brief stories____________________Will follow 2 -step
instructions
Intermediate Fluency
___________________ Will construct more complex sentences ___________________Will understand more complex concepts
___________________Should be encouraged to synthesize and infer___________________ Should focus on learning strategies
2 3 4
Significance of BISC Jim Cummins
Basic Interpersonal Communicative Skills• It is the language skills required in social
surroundings• In the playground / school bus/ dining
hall sports field/ parties/talking on the phone• This language is not demanding and it
also does not mean that the student is proficient in the language
SOCIAL
• Cognitive Academic Language Proficiency• Formal Academic Learning• Includes listening, speaking, reading & writing• This level is required to make progress in
school• It includes skills such as comparing, classifying,
synthesizing, evaluating, and inferring.
Significance of CALPJim Cummins
ACADEMIC
• With your expectations• When setting your goals• While making assessments
Be Realistic
. . . and watch your students move from one stage to the other!
Garbage
What happens to our garbage when we throw it out? Most garbage is picked up outside our house in a truck and taken to the landfill. Some things like cardboard and glass can be recycled. Some people throw food garbage like banana peels into a pile in their yard called a compost pile. Worms and tiny bugs eat the food garbage and make good soil to make plants grow.
Basic Flow• Read or Listen• Understand • Enrich Vocabulary• Study Grammar• Think Critically• Find Out• Write or Speak • Present
PYPLearner Profile
Comprehension skills
• Summarizing• Sequencing• Inferencing• Comparing and contrasting• Drawing conclusions• Self-questioning• Problem-solving• Relating background knowledge• Distinguishing between fact and opinion• Finding the main idea, important facts, and supporting details
Test student’s comprehension with carefully crafted questions, taking care to use simple sentences and key vocabulary from the text they just read..
Literal level Why do the leaves turn red and yellow in the
fall?
Interpretive level Why do you think it needs water?
Applied levelHow much water are you going to give it? Why?