With more English language learners and students with special needs entering mainstream content classes, teachers with limited experience in working with such students will require instructional support to address both language development and access to core content material. Add to these new populations, the implementation of Common Core Based Lessons in which textbooks will take a back seat in the classroom. So, teachers are faced with the task of enabling students to build those vital links to interact with content while simultaneously developing proficiency in academic English.
A major key to progress in these areas is the use of key content images. The expression that a picture is worth a thousand words is quite accurate here. A detailed image often times has the potential to fill in the gaps in background knowledge that an ELL especially might have in say a class on the US Civil War or the Great Depression. Build in photos of people of the time, newspaper front pages, videos (yes, videos can be uploaded to boards as well), etc. and students can better visualize the historical event. Their interest rises since they can better imagine the time period as the lesson proceeds.
Here are three of my boards:
US History
Teaching
Science and space
Though students over 13 can open their own accounts, it might be better for the teacher to open his/her own account and then send students copies of boards the teacher has created (it also keeps students from wandering).
To open an account, go to PINTEREST. Once your account is open, you start pinning anything that suits your needs for school or personal interests. As you find a photo you like, you PIN it to a board that you give a title for. You may have as many boards as you like.
To provide access for students to teacher created boards, type http://pinterest.com/(your username)/(name of the chosen board).
Later on this week, I will share with you how to create a digital online magazine. Your students will definitely be motivated to read if they have a say in what reading material is added to their online digital magazine:)
Denise
ELL TEACHER PROS
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Showing posts with label special needs. Show all posts
Showing posts with label special needs. Show all posts
Wednesday, June 12, 2013
Friday, June 8, 2012
How to Address Common Core Challenges for ELLs in Mainstream Classes
The implementation of the new common core standards will be quite a challenge for ELLs. Teachers will need to accommodate in ways that they haven't done in several years due to the virtual elimination of ELD/ESL classes for the most part. These students, regardless of their English proficiency levels (beginning, early intermediate, intermediate, early advanced, and advanced) will no longer be kept in separate classrooms with fellow ELLs anymore.
What will this mean for the mainstream teacher? It will be now be necessary to not only be aware of their English levels, but to build into the class instruction multiple opportunities for ELLs to learn not just the content, but also English. Teaching both content and language may sound overwhelming, but it can be done. How?
Think back to the many professional/staff developments taken over the years dealing expressly with meeting the needs of ELLs. You were probably taught that all of the items below were effective ways to reach ELLs (and they STILL ARE):
graphic organizers, organized cooperative learning activities, sentence/paragraph/essay frames, academic vocabulary builders, complete sentence responses, incorporation of academic vocabulary in answers (written and oral), think-pair-shares, partner work, repeated checks for understanding without using YES/NO QUESTION format, regular feedback on assignment progress, constant monitoring in class so that ELL can do the homework, etc. (this blog offers many suggestions to support ELLs--just go to SEARCH WITHIN THIS BLOG and type in what you are looking for AND my website ELL TEACHER PROS).
The issue here is the common core doesn't offer much in the way of assistance in reaching ELLs. It may be addressed later on as the COMMON CORE STANDARDS are rolled out for all 46 states, but as of now, it is a "work in progress" and that means that teachers will need to support each other in providing a quality education for these students. Since teachers always rise to the challenge, I expect that ELLs are in good hands.
COMMON CORE CHALLENGES FOR ELLS
Denise
ELL TEACHER PROS
What will this mean for the mainstream teacher? It will be now be necessary to not only be aware of their English levels, but to build into the class instruction multiple opportunities for ELLs to learn not just the content, but also English. Teaching both content and language may sound overwhelming, but it can be done. How?
Think back to the many professional/staff developments taken over the years dealing expressly with meeting the needs of ELLs. You were probably taught that all of the items below were effective ways to reach ELLs (and they STILL ARE):
graphic organizers, organized cooperative learning activities, sentence/paragraph/essay frames, academic vocabulary builders, complete sentence responses, incorporation of academic vocabulary in answers (written and oral), think-pair-shares, partner work, repeated checks for understanding without using YES/NO QUESTION format, regular feedback on assignment progress, constant monitoring in class so that ELL can do the homework, etc. (this blog offers many suggestions to support ELLs--just go to SEARCH WITHIN THIS BLOG and type in what you are looking for AND my website ELL TEACHER PROS).
The issue here is the common core doesn't offer much in the way of assistance in reaching ELLs. It may be addressed later on as the COMMON CORE STANDARDS are rolled out for all 46 states, but as of now, it is a "work in progress" and that means that teachers will need to support each other in providing a quality education for these students. Since teachers always rise to the challenge, I expect that ELLs are in good hands.
COMMON CORE CHALLENGES FOR ELLS
Denise
ELL TEACHER PROS
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