The National Center for Culturally Responsive Educational Systems A considerable amount of evidence suggests that approaches involving early intervention, ongoing progress monitoring, and effective classroom instruction consistent with Response to Intervention RTI are associated with improved outcomes for the majority of students in early reading and math e. Considerably less information exists, however, about the effectiveness of these approaches with a growing population of students, English language learners ELLs at risk for reading problems. We also have considerably less information about the types of interventions that are effective for students who do not adequately respond to the interventions that typically are effective Vaughn et al. Such students are likely to be identified as having learning disabilities.
ELLs often have problems mastering science, math, or social studies concepts, for example, because they cannot comprehend the textbooks for these subjects. ELLs at all levels of English proficiency and literacy development will benefit from improved comprehension skills, which allow them to Read more accurately.
Follow a text or story more closely. Identify important events and concepts in a text. Master new concepts in their content-area classes. Complete assignments and assessments. Feel motivated to read in school and for pleasure.
There are a number of ways to build ELLs' comprehension skills. Often, standard strategies that teachers use in mainstream classrooms are a good starting point—they just need to be tweaked with ELLs' language and academic needs in mind.
This article focuses on strategies that are part of three main approaches: Draw on students' existing knowledge.
Students may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students' experiences and new content. Allow students to use their native language with peers for a quick brainstorm to discover what they know about a topic before presenting their ideas to the whole class.
Build students' background knowledge.
Students with limited or interrupted schooling may not have the same level of knowledge as their peers, especially when it comes to historical or cultural topics. When starting a new lesson, look for references that you may need to explicitly explain. Take students on a tour of the text.
Each time you hand out a new textbook, take students on a "virtual tour. Explain how the text is organized, pointing out bold print, chapter headings, and chapter summaries.
Once students learn how to recognize these elements, they will be able to preview the text independently. Remember that students need to know how to use a tool in order for it to be helpful. Walk through the book with the students, pointing out photographs, illustrations, and other graphic elements.
Ask them what they notice about the pictures and how they think those details may relate to the story or content. Use outlines to scaffold comprehension.
Provide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. This will help ELLs pick out the important information as they listen or read.
Focus on key vocabulary: Choose the vocabulary that your students need to know in order to support their reading development and content-area learning.
Provide student-friendly definitions for key vocabulary. Include signal and directional words: Remember that students may also need explicit instruction in signal or directional words "because" and "explain"in addition to key content vocabulary "photosynthesis" and "evolution".
The percentage of public school students in the United States who were English language learners (ELLs) was higher in fall ( percent, or million students) than in . The majority of the million ELLs in the U.S. public school system speak Spanish as their first language, which makes the capability of teaching math in Spanish, using bilingual teachers or teaching assistants, a high priority. While English Language Learner (ELL) students are spread throughout the United States, their density, or the share they represent of total public school enrollment, varies greatly by state.
Use a "picture-walk" for vocabulary: Once students know a new word's definition, ask them to connect those new words to the pictures they see in the text. Teach students to actively engage with vocabulary: Teach students to underline, highlight, make notes, and list unknown vocabulary words as they read.
Give students practice with new words: Ensure that your students can Define a word. Recognize when to use that word. Understand multiple meanings such as the word "party". Decode and spell that word. Incorporate new words into discussions and activities.English language learners (ELLs) in the classroom are faced with a difficult task—absorbing content instruction while their English skills are still being developed.
American English Resources provide materials for teachers' professional development and for students in the classroom. Find classroom activities, audiobooks, MP3s, videos and pedagogical material to assist in learning English as a second language.
The purpose of the Tri-District English as a Second Language (ESL) curriculum is to provide both current and new teachers with an overview of skills and strategies.
|Activities for ESL/EFL Students (English Study)||Even though English language learner is a better term than others, it causes controversy. Native English speakers are also English language learners.|
|English-language learner - Wikipedia||According to the U. ESL students can and will be successful given that all teachers provide the necessary platform and ongoing continuum of support.|
|Make it Visual||Bilingual children have unique assets and advantages and have great opportunities ahead. The New York State Education Department strongly values bilingualism and strives to provide the best setting for your child to develop his or her full language potential.|
|What is an ESL Teacher | How to Become an ESL Teacher||Can't find what you are looking for?|
General ELL/ESL Resources Activities for ESL Students (published by The Internet TESL Journal) An extensive, diverse collection of prescreened online activities for ESL students of all levels and their instructors and a link to The Internet TESL (teaching English as a second language) Journal, which is a valuable resource for teachers.
English learners are part of a larger group of diverse learners that also includes student with disabilities and gifted students.
Universal Design for Learning offers strategies and resources appropriate for those students identified as diverse learners. There are a number of ways to support the language and literacy development of English language learners (ELLs) that also allow students to participate more fully in classroom activities and lessons.