Continuum Strategies

This set the precedent of allowing increased funding as the Bilingual Education Act made additional English instruction mandatory. Programs such as ESL classes and sheltered immersion were created to help these students make connections between the content and the language that they are learning. ESL classes have specialists come to the classroom to help the student, while sheltered immersion classes have more specialized teachers that can help facilitate the connections between the students’ native language and English so that they are able to understand the importance of the content they are learning.

Hence, it is implied that the common core is just as effective as the teacher that is teaching it to their students. And, “preparing ELs to meet the Common Core standards must become a shared responsibility among all educators, including teachers of “mainstream” English language arts, as well as those in other content areas” (Bunch, G. C., Kibler, A., & Pimentel, S. (2012). Some educators, are “insufficiently equipped to teach ELs effectively could be that developing ELs’ language skills have traditionally been viewed as the responsibility of ESL teachers” (Bunch, G. C., Kibler, A., & Pimentel, S. (2012)). Because there has been an influx of ELL students in the main stream classroom, teachers are finding it more difficult to find an alternative and effective instruction for the ELL students in the classroom. Therefore, schools should provide, “teacher preparation and professional development programs that will be designed to support the deeper content, performance and language demands expected of students” (Santos, Darling-Hammond, Cheuk (2012)). By providing teachers with this CCS preparation, teachers will have a better understanding on how to approach ELL students in improving their oral language. And providing ELL students with “the language demands

She also notes the difference between academia language also known as CALPS: cognitive academic language proficiency and meaningful language - BICS: basic interpersonal communication skills. She mentions how academic language requires more comprehension of the language than interpersonal language; which is more informal and contextual. She also illustrates the importance of treating students for who they are going to become, not the by the fact that they are struggling. A methodology that is represented throughout the book that illustrates the ways teachers can accommodate their language learning students is with scaffolding. Scaffolding is a variety of instructional techniques that are used to assist students to move towards a better understanding of the content and towards independence when it comes to their learning processes. The teacher provides a form of temporary support that will assist the students reach increased levels of understanding and skills acquisition that would not be achievable without aid. All in all, this book will be great for all K-12 teachers and professors; but, I did not review this book because I already did a book review for this book in a different course and it would not widen my prospects of learning more about special

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

As I previously mentioned in the past paragraphs, I have English learners in the classroom, for that reason I decided to focus on several SDAIE strategies throughout the unit. Those strategies are visuals, graphic organizers, gallery walk, and sentence starter/frames. The use of visual aids including kinesthetic delivery of the lesson creates a real experience for the students and a real model of what they are learning about. The use of various SDAIE strategies will be incorporated, including but not limited to speaking slowly, providing individual assistance, and scaffolding. The SDAIE strategies are helpful for all of the students in the class because most of the students come from Spanish speaking homes and they struggle with the language. In order to provide extra support to Els, I designed the unit with lots of group work and pair sharing which is very helpful for Els, because it allows them to participate and become engaged with the content verus having to work alone. These accommodations for learning and assessment tasks provide students with access to the curriculum and allow the students to demonstrate their learning through a variety

According to the textbook, a memory strategy is the deliberate mental activities individuals use to store and retain information (Berk, 437, 5). For example, if a student named Sarah has many words to remember for a project, she can use rehearsal to effectively remember the necessary words. Rehearsal is an activity that involves repeating the information to herself. Additionally, language expertise predicts the development of rehearsal in the early grade school years, perhaps because a clear vocabulary size and ability to automatically name items is required for children to use the strategy (Berk, 437, 5). In an educational setting, teachers can encourage students to try this strategy to prepare for assessments! Teachers can play a huge role in promoting this effective strategy to the class in order for the students to be aware that this strategy is an option!

Sheltered Instruction Observation Protocol (SIOP), is a high quality instruction model, that guides teachers of English Language Learners (ELL) in providing well planed lessons, to enable students to be successful in second language acquisition. The SIOP is research-based, and field-tested as well as being closely aligned to ELL and State content language standards. The purposes of this paper is to create and describe a SIOP model lesson plan, and identify and

- This standard ensures that teachers understand the need to focus learning around content-based education and comprehend spoken and verbal english for educational and social purposes. It also ensures that teachers understand the need for standard based teaching in ESOL classrooms. It also presses the importance standard based reading materials for different level ESOL students in an effort to build on their written and spoken english. This standard also ensures that teachers understand the need for ESOL students to be exposed to different types of writing activities in the classroom as well as the need for technological assistance in the classroom. Finally it ensures that teachers provide the necessary instruction to help the ESOL student’s communication and vocabulary

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.

The students that make up the school are mostly Latino, African American, West Indian and white. Language is the medium through which students gain access to the curriculum. (Tamara Lucas). For example, Maria was placed in a dual language classroom, since arriving from Mexico and when she entered middle school that was taken away. The teacher in her English class needs to realize it takes second language learners longer to develop fluency in academic English than in conversational English. (Tamara Lucas). Ms. O’reilly should take this inconsideration when it comes to the strategies used in the classroom. Social interaction will help Maria’s language development and a method that can be useful to promote social interaction is the use of group work. Using group work will allow Maria to not only expand her English skills but also learn from the other students. Tamara Lucas states; “Scaffolding learning for ELLs requires teachers to consider the relationship between students’ linguistic abilities and the tasks through which they are expected to learn”. Ms. O’reilly has set the goal of having all the students to be on the same level at the end of the school year, this might not be a realistic goal since each child comes from different backgrounds and learn at different speeds. Different scaffolding strategies should be use to accommodate the ELLs in her classroom. Group work, sharing about ones culture, knowing the child’s mother tongue and creating a comfortable environment where the students can raise their hand or ask questions without feeling dumb or like an

There are many different strategies that an instructor can use in ELL classrooms or in classrooms in which ELL students have been mainstreamed. As always, instructors are called upon to constantly modify their curriculum and instruction in order to meet the needs of each individual learner. This is made more possible if the instructor has more knowledge of different teaching methods and strategies. There are many possible research sources that offer ideas, methods and strategies for everyday use in an ELL classroom. Several of the more common or functional strategies will be discussed here.

They are capable of preforming grade level core material up to but not including Basic level in ELL-IV for reading concepts. In other words, this student is performing at an Emergent level in EEL IV and therefore has reached all the performance indicators in the Pre-Emergent levels of skill progression ("ELPS Guidance Doc.," 2015, p. 2). Now the teacher can review all the domains and performance indicators to adjust and implement sheltered instruction observation protocol (SIOP) methods of instruction, activities, and assignments to accommodate the lack of English skills need to perform at grade level. By using the AZELLA an instructor has the tools in order to facilitate achievement among the English Language Learners in their classroom.

English learners (ELs) struggle with content literacy task because the “academic language of texts is not the language of conversational speech” Vacca et al. (2014, P.77). Every content area has a specific language. ELs find it difficult because they are not familiar with the academic language in that content area. For example, an English learner in first grade might have difficulties understanding his peers in a reading group excises because of the content language but, when they go outside to play, they communicate fluently because this English learner has mastered the playground language. Teachers can make content more accessible to students by using a variety of instructional strategies or aids to assist students with English language problems in reading, writing, listening and speaking. Interactive, cooperative activities, pictures, relevant media etc. are some of the shelter instructional strategies which teachers can use to make content accessible to students (p.82).

Processual approach: Strategy is produced in an incremental fashion, as a 'pattern in a stream of decisions'. Fuzzy approach: Companies sometimes adopt an incremental approach to change. What's different between these two approach?