Ideas from their conversation can be shared with the larger group by the more proficient English speakers.

• Provide opportunities to practise oral English in small groups to facilitate the development of a sense of trust and belonging in the classroom.

• Simplify vocabulary and sentence structure to support understanding.

• Allow extra response time for opportunities to think in a first language and compose a response in English.

• Check frequently for comprehension, especially with complex tasks."

(Adapted from Capacity Building Series – Grand Conversations in the Junior Classroom, 2011)

A students receptive knowledge (the ability to understand a word) is much stronger then their productive knowledge (their ability to use the word in a meaningful way).

It may seem that the student understand when really they require continued support.

Tips for Direct Instruction:

-Small-group conversations about words ( I am picturing this in a math lesson when introducing a new unit)

-Word Charts (Creating word charts in a Foods classroom to learn the appropriate names of equipment)

-Cloze sentences (when their individual words become stronger)

-Contextual Clues (use of pictures/experiences to make sense of the word)

World of Words suggests starting with a baseline assessment and reviewing by the end of the year or periodically throughout.