Group 3 ELL Strategies by Ashley Pierson https://padlet.com/ashley_pierson/2a8tt5vhpl09 Made with a wish on a star en-us 2019-10-27 00:18:40 UTC 2023-01-23 03:50:42 UTC hello@padlet.com Second Language Acquisition ashley_pierson https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403082311 Stages of ELL production
  1. Stage I: Pre-production
  2. Stage II: Early production
  3. Stage III: Speech emergence
  4. Stage IV: Intermediate fluency
  5. Stage V: Advanced Fluency

]]> 2019-10-27 21:10:10 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403082311 Developing a Bilingual Classroom ashley_pierson https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403082449
  • Students in pre-production benefit most from repetition 
  • Ell students will benefit from having an English speaking buddy
  • Use pictures to build vocabulary
  • Understand if their native language is similar to English and how
    1. This it important to avoid confusion on similar words and phrases
  • Avoid slang and simply English without dumbing it down
  • Have students identify word families to find similarities in words
  • Have students work in small groups 

    • ]]>     2019-10-27 21:11:05 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403082449     Strategies to Incorporate in Your Classroom coldime https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403094966 2019-10-27 22:41:07 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403094966 Teaching EL Students coldime https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403095665 2019-10-27 22:44:30 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403095665 ELL Instructional Strategies Video glmonsma https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403095929 2019-10-27 22:46:04 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403095929 Student Support coldime https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403096506 2019-10-27 22:49:09 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403096506 Empathy & Community marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403096665 2019-10-27 22:50:04 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403096665 Sharing Stories to Build a Community marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403096871 2019-10-27 22:51:12 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403096871 Think Pair - Share marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403097300 Steps of a Think-Pair-Share 
    In a think-pair-share, students are given think time to reflect on a question silently, so that they have more time to process the question, the language, or think of the language needed to convey the answer. By then discussing their answer with a partner and the class, students have the opportunity for increased interaction, and teachers can monitor comprehension. In order to use this activity, follow these steps:
    1. Ask a thought-provoking question of your class.
    2. Give students some time to think about the question on their own, as well as the language they will need to respond.
    3. Have students share their thoughts with a partner; this gives the students the opportunity to 'check out' their answer with another student or hear another possible answer. If confused, the students can ask their peers for help.
    4. Finally, ask students to share thoughts with the whole group, which serves as a form of accountability for the students. In this discussion/explanation, the teacher gets feedback on what the students do or don't know though informal assessment.
    In the example given above, the teacher asks the class,

    "Why did the ancient Egyptians create pyramids? Let's do a "think-pair-share." Everyone take a moment and think about the question."

    The room is silent for a minute while everyone reflects. At this time the ELL students may be putting together language and content concepts. Next the teacher instructs the students,

    "Now turn to the person next to you and tell them what you are thinking."

    The ELL student has an opportunity to offer his/her idea in a relatively comfortable setting — perhaps with grammatical errors — or to get more information from his/her partner. This can reinforce the student's confidence in his/her thinking and provide modeling for how to say the idea correctly in English. The teacher lets students share for a couple of minutes and then brings their attention back.

    "Okay, I heard lots of good ideas. Who would like to share what you talked about?"

    At this point, when students offer an answer, they have had some time to work with the concepts and also may feel that they are not offering the idea "on their own" but as part of a pair, which may not seem so intimidating.

    Benefits

    A benefit of the think-pair-share is that the teacher has an opportunity to hear from many students — including the "quiet" ones. I have seen some of my shyest students offer wonderful answers after they had an opportunity to do a think-pair-share. It also gives the teacher the opportunity to observe all the students as they interact in pairs and get an idea of whether all students understand the content or if there are areas that need to be reviewed.

    (readingrockets.org)
    ]]>     2019-10-27 22:53:54 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403097300     Circle Chat marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403097550 A "circle chat" is another activity for student-to-student interaction that is a little more involved, but always fun and informative. In this activity every student speaks with a variety of partners, which allows for greater exposure to other thoughts and students. I have often used this as a pre-writing exercise to really get my students' imaginations going. Here is a step-by-step guide to the activity. It may be a bit confusing the first time you try it, but once the students get the hang of it, you'll be able to start it easily. For younger students the teacher may want to ask simple questions and make the discussion time much shorter.
    1. Clear a space in the room large enough for all the students to stand together in two concentric circles.
    2. Take the total number of students in the room and divide it by half. This is the number of students you will call forward. Let's say in this example it is 10 students.
    3. The 10 students stand in a circle.
    4. Call the next 10 students to come forward and form a circle around the first circle of students.
    5. Tell the students in the inside circle to turn around and face their new partner in the outside circle. Everyone should have a partner. (If there is an odd number of students the teacher may form one group with three students).
    6. The students will have two minutes to talk to their partners about the question they are asked. The teacher will want to use a bell or another sign to get the students' attention when the two minutes are up.
    7. At the two minute signal, the teacher asks student in the outside circle (make sure students understand that only the "outside" circle moves) to take one step to the left. Now each student has a new partner to talk to.
    8. Continue this process — asking a new question each time new pairs are formed — until the students have worked their way around the circle.
    This activity is quite noisy and usually generates energy and laughter. For some pairs — quieter students, emerging English speakers, or those without much to share on the question — the conversation may be short and teachers may observe them standing quietly waiting for the bell to signal a change to a new partner. This is okay, because new partners and new questions bring new opportunities to interact. Teachers may also enjoy circulating among pairs as they talk in order to hear what great ideas students are sharing.

    (readingrockets.org)
    ]]>     2019-10-27 22:55:44 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403097550     marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098036 2019-10-27 22:58:51 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098036 5 Key Strategies for Teaching ELL Students marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098138 2019-10-27 22:59:31 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098138 Teaching Strategies for ELL Learners marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098254 2019-10-27 23:00:21 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098254 TED - The Danger of a Single Story marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098346 2019-10-27 23:00:56 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098346 A Class Divided marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098492 2019-10-27 23:02:00 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403098492 marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403450646 2019-10-28 16:55:42 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403450646 marcusdmonroe https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403451315 2019-10-28 16:56:47 UTC https://padlet.com/ashley_pierson/2a8tt5vhpl09/wish/403451315