First, let me apologize for not posting daily of late. I am leading a 3 hour institute at the annual California Association of Bilingual Educators in two weeks and am still working on it. When the conference is over, I will be posting all my materials on my website (ELL TEACHER PROS). My institute is on developing teaching resources to support ELLs in mainstream classes. I am quite excited about this opportunity to be a resource for teachers around the state (and beyond through this blog and the website).
Now---on to the blog post for today:)
If teachers still have some concerns over implementing common core over this year and the next, they may wish to keep this site in their bookmark folder (or mark as a favorite) for future reference. Quite a few teachers are wondering if they must re-create all their lessons, assessments, assignments, etc. so they require proof positive that nothing could be further from the truth. In the past, a "mile wide and one inch thick" was golden rule in prepping students to take standardized tests. This is no longer the case. Pacing calendars which were developed to make sure that teachers "covered" all the material in time for the test are on their way to being dropped. Will implementation of CCSS improve the high drop out rate among high school students? The belief is that they will if teachers are fully supported in developing a firm handle on how to effectively re-energize instruction with them.
So, though many schools in 46 states implementing CCSS have (or plan to have) already provided their teachers with many professional development sessions to facilitate the move to CCSS, teachers will need support far beyond a few all day inservices. Some districts have added academic peer coaches to ease the transition. Further, many schools encourage teachers to attend academic conferences in their field of expertise to further hone their skills. Still, even with such support, it is not there 24/7:) What other options are available to teachers then?
Let me state a resource which most don't really think about and yet use this source regularly--colleagues. It seems that on almost every campus and within every department there exists several teachers who jump at new approaches and enjoy the process. They are more often than not willing to jump and assist any colleague who asks for help. Such untapped sources should be looked at for immediate feedback:)
There is also the internet. That being said--it can be an exhausting process trying to find just the right tool. With this in mind, this site (and there are others) has tried to develop a bank of sites, suggestions for their use, lesson ideas in all content areas and at all grade levels (just go to SEARCH and type in the subject area), etc.
Here is the latest tool on assisting teachers with using CCSS based lessons--COMMON CORE STANDARDS IN ACTION! Most of the material is free, but to receive support in developing lessons (as well as have access to already developed ones), teachers must have a premium account. However, that is only $50 a year. This is small change and title 3 would cover it. Such a tool for such a price will ease teacher stress levels. Still, some might not need that level of service. If that is the case, just sign up for the limited access one (I have that one since I have been following CCSS for over 1 year now).
Last, if you look at the top 10 blog posts for this site, 9 of them are on CCSS--videos, lessons, instructional strategies, etc.:)
Denise
ELL TEACHER PROS
P.S. Enjoy the inauguration of Pres. Obama tomorrow. It will be broadcast around the world. Regardless of political party loyalties, the history beyond this inauguration to all the others which preceded it will be woven throughout and that should excite history buffs:)
Showing posts with label speaking. Show all posts
Showing posts with label speaking. Show all posts
Sunday, January 20, 2013
Friday, August 3, 2012
SOLID STRATEGIES TO DEVELOP ACADEMIC VOCABULARY FOR LONG-TERM ELLS AND STRUGGLING ENGLISH ONLY STUDENTS
Students will start back to school shortly and among them will be many academically struggling students. With Common Core Standards being rolled out this year in many parts of the country, students will be undertaking tasks far more academically challenging than those in the past. The need to do more independent work will be new to many of them. Teamwork will also be a focus. Here the group is confronted with a problem that they must solve as a team. Each member of the group contributes possible solutions to the problem along with evidence to back up their ideas. This is the goal of CCSS--- to prepare our students to succeed in life beyond high school be it in the global workforce or in college.
In doing research or following academic lectures in content classes, students will encounter academic vocabulary that will be totally unfamiliar to them. Of course, developing techniques to share with students to overcome this obstacle will fall on their teachers:) There are specific strategies which address this issue with relative ease. In fact, most teachers are familiar with some if not most of them.
Based on the article STRATEGIES FOR VOCABULARY DEVELOPMENT FOR ELLS AND STRUGGLING STUDENTS and my own experience in teaching such students, the following approaches DO NOT WORK:
1. Use the dictionary to find the meaning. Copying down the definition is pointless. No connection is being made between the word and the student's background knowledge.
2. Write a sentence using the word in it. If this is done before the meaning of the word (within context) is made clear, it is not effective.
3. Take note of the context in which the word is found. This approach only really works when a student brings background knowledge to the reading passage in which the word is found. Since the context is totally unfamiliar, such an activity would serve little benefit to the student.
4. Memorize the definitions. Students are highly unlikely to remember word lists and definitions. Think back to the vocabulary tests you took in school. The isolated words had no connection to anything studied. You memorized them for the test and that was all.
What DOES work?
1. Tie new vocabulary to what students already know. Activate prior knowledge and help students make connections to it.
2. Use the new words repeatedly in different formats so that students can eventually internalize the definitions.
3. Provide many opportunities for the students to use the new words in reading, writing, and academic discussions. By taking this approach, teachers are broadening their academic vocabulary bases. As this base grows, it leads to better writing and easier access to demanding reading assignments.
4. Bring in word parts in context. The more word parts (affixes) students know, the broader their vocabulary becomes.
5. Use dictionaries aimed at second language learners. Longman, Cengage Learning, and Oxford have excellent dictionaries for ELLs (beginning through advanced). These dictionaries have clear examples, CDs, and workbooks. Struggling native speakers would benefit from them also.
6. Identify the MUST-KNOW words and teach those. If teaching a science class, narrow down the vocabulary to 7-10 absolutes a week. The other vocabulary can be talked through by the teacher when they are encountered.
7. Point out antonyms, synonyms, examples and non-examples when teaching vocabulary. In doing so, students will be able to establish more connections between known and new.
This article has even more on this topic. The ones above I have used and with success:)
Denise
ELL TEACHER PROS
In doing research or following academic lectures in content classes, students will encounter academic vocabulary that will be totally unfamiliar to them. Of course, developing techniques to share with students to overcome this obstacle will fall on their teachers:) There are specific strategies which address this issue with relative ease. In fact, most teachers are familiar with some if not most of them.
Based on the article STRATEGIES FOR VOCABULARY DEVELOPMENT FOR ELLS AND STRUGGLING STUDENTS and my own experience in teaching such students, the following approaches DO NOT WORK:
1. Use the dictionary to find the meaning. Copying down the definition is pointless. No connection is being made between the word and the student's background knowledge.
2. Write a sentence using the word in it. If this is done before the meaning of the word (within context) is made clear, it is not effective.
3. Take note of the context in which the word is found. This approach only really works when a student brings background knowledge to the reading passage in which the word is found. Since the context is totally unfamiliar, such an activity would serve little benefit to the student.
4. Memorize the definitions. Students are highly unlikely to remember word lists and definitions. Think back to the vocabulary tests you took in school. The isolated words had no connection to anything studied. You memorized them for the test and that was all.
What DOES work?
1. Tie new vocabulary to what students already know. Activate prior knowledge and help students make connections to it.
2. Use the new words repeatedly in different formats so that students can eventually internalize the definitions.
3. Provide many opportunities for the students to use the new words in reading, writing, and academic discussions. By taking this approach, teachers are broadening their academic vocabulary bases. As this base grows, it leads to better writing and easier access to demanding reading assignments.
4. Bring in word parts in context. The more word parts (affixes) students know, the broader their vocabulary becomes.
5. Use dictionaries aimed at second language learners. Longman, Cengage Learning, and Oxford have excellent dictionaries for ELLs (beginning through advanced). These dictionaries have clear examples, CDs, and workbooks. Struggling native speakers would benefit from them also.
6. Identify the MUST-KNOW words and teach those. If teaching a science class, narrow down the vocabulary to 7-10 absolutes a week. The other vocabulary can be talked through by the teacher when they are encountered.
7. Point out antonyms, synonyms, examples and non-examples when teaching vocabulary. In doing so, students will be able to establish more connections between known and new.
This article has even more on this topic. The ones above I have used and with success:)
Denise
ELL TEACHER PROS
Friday, May 11, 2012
Prove To Your Students That Learning A Language CAN Be FUN:)
If you teach ELLs (ESL students) at the beginning level, you will like the following site:
FREE LANGUAGE COURSES
In this site, students can practice basic vocabulary, do some writing based on dialogues, focus on listening/repeating, and complete a wide variety of exercises. The conversations are geared to beginners. With the summer fast approaching, beginners will need some support in maintaining their English skills over the summer. This is one source, but there are many more within my blog (just go to SEARCH box on the home page and type in English activities). Since all the sites are free and on the internet, all a student needs is access to a computer (or smart phone).
For ELLs with more English, why not have them try the following site:
ELLO
Here students will hear people speaking English from all over the English speaking world. The topics addressed cover an fascinating collection of subjects that students will find amusing to say the least. One that caught my eye was on a young man who was broke in New York City. He had been living in a bust boom cycle over several years. Here (as with all the other scenarios) you have real world conversations on high interest topics.
Students will also find listening games. Students are presented with several pictures which are talked about in a short dialogue. Students need to identify the specific objects the narrator addressed and if they do, they score high:)
There are also many videos in many different language settings. Speakers of English talk about a wide range of topics of interest to them. This is great listening practice and for free.
FREE LANGUAGE COURSES
In this site, students can practice basic vocabulary, do some writing based on dialogues, focus on listening/repeating, and complete a wide variety of exercises. The conversations are geared to beginners. With the summer fast approaching, beginners will need some support in maintaining their English skills over the summer. This is one source, but there are many more within my blog (just go to SEARCH box on the home page and type in English activities). Since all the sites are free and on the internet, all a student needs is access to a computer (or smart phone).
For ELLs with more English, why not have them try the following site:
ELLO
Here students will hear people speaking English from all over the English speaking world. The topics addressed cover an fascinating collection of subjects that students will find amusing to say the least. One that caught my eye was on a young man who was broke in New York City. He had been living in a bust boom cycle over several years. Here (as with all the other scenarios) you have real world conversations on high interest topics.
Students will also find listening games. Students are presented with several pictures which are talked about in a short dialogue. Students need to identify the specific objects the narrator addressed and if they do, they score high:)
There are also many videos in many different language settings. Speakers of English talk about a wide range of topics of interest to them. This is great listening practice and for free.
Why not make it an assignment to have them find their favorite section and report back to the class on what they discovered? :) Over the summer, how about having them create their own videos?
Denise
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