I generally use this during the first week of school and it really sets the tone for the goals of the class.
ELLs must pass a speaking portion of a language proficiency assessment to score out of ESOL services and be fully immersed in mainstream classes without support.
We always see a number of students, from every cultural background, who are too shy to speak up in the classroom or to answer a question, even when they have the answer.
These strategies help all students improve their language development in a supportive, encouraging way. At the end of the list are some strategies specific to helping ELLs acquire and use oral language.
Model what a fluent reader sounds like through focused read-alouds. Give each activity you do a name, the simplest and most accurate name that you can, and then repeat the activity, so students can learn the verbal and written cues and procedures.
Tell students what they are learning about each day and whether they will be reading, writing, listening, or speaking. Make expectations clear for behavior, written assignments, independent practice, and group work.
Write key expectations on a chart and keep the chart posted for reference. Use a rubric whenever possible to help students evaluate their behavior and work. Have students retell stories aloud.
Record their retellings in their own words to create a language experience chart that can be used for future reading and writing lessons with this group. Teach choral speaking and reading poetry may be the most accessible format with which to begin. Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but make sure you have heard the song first and can approve it.
Have students read and perform Readers Theater scripts. Practice dictation, especially for learning spelling. Allow students to take turns dictating, too.
Use full sentences for contextualizing the spelling words. Experiment with speaking and writing in different tenses and using different types of expressive language. For example, say the same word or phrase using a tone that is happy, sad, angry, and so forth.
Use facial expressions—a smile, frown, or quizzical look—to embed more meaning in your speech.Mar 12, · Write an ELL-friendly definition for each and post them where students can see them throughout the lesson.
Choose different strategies to teach each word. If there are five words to be pre-taught, use different ways of engaging the students to hear and produce each word in context.
The purpose of an outline is to help organize a paper by checking to see if and how ideas connect to each other, or whether some points need more support.
No matter the length of the paper, outlines can help a writer see the overall picture. Give each activity you do a name, the simplest and most accurate name that you can, and then repeat the activity, so students can learn the verbal and written cues and procedures. Tell students what they are learning about each day and whether they will be reading, writing, listening, or speaking.
Apr 09, · For some English language learners (ELLs), speaking and listening may be much easier than reading and writing.
For others, however, the challenge of speaking in front of classrooms, reading out loud, or making a presentation in front of the class can be overwhelming. Proficiency Standards Using the Arizona Department of Education (Office of English Language Acquisition Services (OELAS) website or the Department of Education website in your state, choose one ELL proficiency standard from each of the following sections: Listening and speakingReadingWritingFor each standard, create an outline that lists .
English-Language Learners are one of the fastest growing student populations in the United States: in fact, the percentage of ELL students grew 60% between and , according to .