MTEL 54 (study.com) CH.4-7
Flow Chart - ANS-with arrows between events that include both words and pictures
enables ELL students to comprehend steps or
... [Show More] sequential events
Venn Diagram - ANS-illustrates similarities and differences between concepts and
provides an opportunity for students to display their knowledge without the frustration of
sentence structure.
Graphic Organizer - ANS-great visual tool to help ELL students understand
relationships and organization of ideas.The visual representation gained from graphic
organizers strengthens their understanding, therefore making the content
comprehensible.
Direct Vocabulary Instruction - ANS-using concrete examples, breaking down words
into prefixes, root words, and suffixes, and using lots of visuals helps to create
connections. Pre-teaching vocabulary is also effective when introducing new content
material. Pre-teaching vocabulary involves introducing the vocabulary words prior to the
introduction of the content. This enables students to be familiar with the vocabulary
words as you use them in your instruction.
Sentence Stems - ANS-a great strategy that encourages and builds confidence in their
writing ability. Sentence stems help ELL students focus on the major content rather than
sentence structure. The stems provide scaffolding to practice correct sentence
structure. Sentence stems can also easily be modified to fit any content area. A few
examples of sentence stems you could use include the following: The main point of the
passage is ...; I believe ...because ...; The main character can be described as ...
because they ...
I do, we do, you do - ANS-great strategy that models concepts, provides practice, and
encourages independence. First, you should complete a math problem on the board
while the students observe. Next, the class will complete one together, and finally, the
students will work on problems independently
Wait time - ANS-is essential so that ELL students have the opportunity to assess their
environment and determine their next step. A beginner ELL student will be watching
peers for clues. Intermediate or advanced ELL students will need time to gather their
thoughts in their native language and then translate them into English. Speaking slowly
and clearly while providing them with a little extra time is important. This wait time
allows ELL students to process the information before they react or respond.
Total Response Signal - ANS-gauge which students are ready to move on without
embarrassing anyone. Asking for a thumbs up, pencils down, hands folded, etc., allows
you to quickly scan the room and provide extra assistance to the ELL students as
needed.
Speaking in complete sentences - ANS-Rather than speaking in half sentences like 'turn
in when finished' or answering a question with a mere yes or no, use complete
sentences to provide instructions and answer questions. When a student asks if he or
she may use the restroom, respond in a complete sentence, such as, 'Yes, you may use
the restroom.' By doing so, you are providing examples that ELL students will soon
begin to copy.
Sentence frame - ANS-is a sentence with missing words that the student can fill in,
often using a word bank.
Ex- ''An apple is _____, but an orange is _____''
This takes pressure off of English learners to produce an original sentence in a new
language while also modeling how to write a complete sentence.
scaffolding - ANS-gives the student lots of instructional support in the beginning and
then slowly removes it as the learner acquires the skills to write independently.
Differentiated writing strategies - ANS-Sentence frames/stems, scaffolding,
THINK-WRITE-PAIR-SHARE After posing a question or prompt, students individually
take a moment to think about their answer. Then, they write their response before
getting together with a partner to share what they've written. As they consult with their
peers, they can make changes or add to their writing. Finally, volunteers can share their
written responses with the class.
SNOWBALL:the teacher instructs students to respond to a writing prompt on a piece of
paper. After students finish writing, they crumple up their paper to resemble a snowball,
and toss it to a teacher-directed area (a specific corner of the room, or an empty trash
bin, for example). Students then randomly select a piece of paper and read the
response on the paper.
As an extension, students can write a response to what they read, and then repeat the
exercise so that multiple students have a chance to read and respond to each student's
work.
Differentiated Reading strategies - ANS-earlier stages of English proficiency ELL can
READ BOOKS IN materials in their native language. This may seem counterintuitive,
but literacy in the native language is a huge predictor of success in second language
acquisition. ALSO bilingual books, graphic novels, and picture books.
READ ALOUD to English Language Learners as much as possible, or provide AUDIO
resources to supplement the text.It makes comprehension more likely because students
are receiving language input in multiple ways. It also demonstrates reading fluency,
allowing students to hear the proper pace, tone, and pronunciation of the English
language
THINK A-LOUDS into your reading, or speaking your thoughts about the text aloud so
students become familiar with the process of interacting with the text.
PARTNER READING AND CHORAL READING
Use a variety of resources during reading instruction, including picture dictionaries and
other graphics, to help reinforce the text.
Finally, try to make reading less overwhelming by breaking down reading assignments
into smaller portions
STORY MAP: is a graphic organizer that combines reading comprehension and writing,
while also teaching students how to effectively summarize a text. As students read
literature, they keep track of essential information from the story on their story map,
such as the setting, characters, rising action, climax, and resolution.
This task can be done individually, or with the teacher modeling for students how to fill
in the information. Afterwards, students can work with a partner to re-tell the story using
their story map, and write a summary of the story. Thus, this strategy effectively
combines listening, speaking, reading, and writing.
Lower proficiency students will need the most support with this task. The teacher will
need to pre-teach the vocabulary associated with the elements of literature. Providing
sentence frames, a word bank, and interactive support through the use of partners, will
ensure that English Language Learner students can meet the standard.
GALLERY: the teacher poses a prompt related to a text read in class. Each student
responds to the prompt on a small piece of paper, such as a sticky note. Students then
place their response on the wall. Students rotate around the room, reading one
another's responses. They then break into smaller groups to discuss the prompt,
commenting on each other's ideas from the wallpapering exercise.
Speaking Strategies - ANS-INTERVIEW: teacher provides pairs of students with prewritten interview questions related to a topic being studied in class. First, Student A
asks Student B the questions and fills them in on his or her sheet. Then, Student B does
the same. Afterwards, Student A shares Student B's responses with the class, and
Student B shares Student A's responses. This works great as an introductory lesson for
a new unit because it elicits students' prior knowledge with the subject.
TALKING CHIPS: are poker chips that students place in the center of the table when
they have something to contribute to the conversation. The teacher provides each
student with a pre-determined number of chips. When a student's chips are gone, he or
she cannot add to the conversation until all students have used their chips. They can
then collect their chips from the center of the table, redistribute, and continue the
conversation or begin a new one.
Listening Strategies - ANS-PICTURE DICTATION: sequencing activity for lower
proficiency students because of the visual component. Small groups of students are
provided with a series of images that relate to a text read in class. As students listen to
the teacher read the text aloud, they work together to assemble the pictures in the
correct order
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