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  It’s  All  about  Thinking  

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.  

Beliefs

Kids  first,  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  

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

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  

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  

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  

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  

Left Side Right Side Notes Early Stages: 1 Title of the Book One sentence I can read from the book. 2 Title of the Book (After reading a pattern book)

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 …)

Writing is very limited in the early stages.

End of Grade 1/Beginning of Grade 2: 4 Summary (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 Meaning of this Quotation

By Intermediate, expect 1 – 2 sentences about an event and a paragraph of personal response.

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  

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  different  connecCons,  wriCng  the  connecCon  on  the  line  that  joins  the  words  

Students need: •  To see themselves as writers •  To have fun •  To develop a sense of sound/symbol relationships

•  To find their stories •  To work with criteria •  Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)

K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria  

Pearson  &  Gallagher  (1983)  

Criteria – K/1

What’s  Next  for  This  Beginning  Writer?  –  Reid,  Schultz,  Petersen  

Big,  Bold,  Bright   Make  a  picture  that  tells  a  story  

Tell  some  lehers  you  know  

Try  some  sounds  you  know  

Cinquain Poems •  Show  a  poem  to  the  students  and  have  them  see  if  they  can  find  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  

Garnet’s  4/5s  Literary  Elements  

•  Simile  

•  Rhyme  

•  AlliteraCon  •  assonance  

Sun  Run  Jog  together  

Heaving  panCng  pushing  

The  cumbersome  mass  moves  along  

10  K  

Vicky  Shy  and  happy  

The  only  child  at  home  

Always  have  a  smile  on  her  face  

                                                               my  

cheerful  

Candy  Choclate  bars  

Tastes  like  a  gummy  drop  

Lickrish  hard  like  gummys  

Eat  

Thomas  

Vampires  Quenching  the  thirst  

These  bloodthirsty  demons  

Eyes  shine,  like  a  thousand  stars  

Midnight  

Hannah  

Majic  LafaCng  

Wacing  throw  wals  fliing  in  air  

Macking  enment  objec  

Drec  dans.  

Henry  

Opinion Line-Ups •  Review  the  previous  lesson’s  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  confidence  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  

Making Inferences

•  Fact:  – The  windows  of  the  classroom  have  been  boarded  up  for  3  months.  

•  Inference:  

•  New  InformaCon:  

•  Inference:  

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    

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  fit  your  context?  

2.  How  would  these  strategies  help  your  students?