Modifying a Lesson Plan for English Language Learners (ELL) By Linda Brown Teaching Literacy to ELL Students E6536 Instructor: Ella Benson Argosy University As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them acquire the knowledge and skills they need to succeed in the classroom. The SIOP Model* is a research-based and validated model of sheltered instruction. Professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. The Center for Applied Linguistics is an excellent place for educators to gather research-based tools for working effectively with English Language Learners.This is a model, I will use to create a lesson plan for ELL students. The key points are to clearly post, refer to, and review learning objectives and language objectives.
These assessments help support their student’s academic achievement and language proficiency. The data taken from the standardized tests is used to help determine student’s percentile score. There are also informal assessments which are combined into two distinctive types of categories: structured and unstructured. Structured consists of helping students improve in writing skills by utilizing a journal from beginning to the end of the school year. Frank Smith, (2004), argues that teachers should model collaboration for their students by participating with them in writing skills for brainstorming, composing, and editing.
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
Written communication This communication is also used very often in Llantarnam School. Written communication is when a personal communicates with other through letters, reports, and newsletters. This communication can be used to communicate a large quantity of people and it is the most convenient way to do so. Llantarnam School uses this communication to communicate with parents by sending them letter to tell them about their children’s behaviour or any school notice and it is a lot quicker than calling them one by one which is a lot faster, easier and cheaper too. In my opinion this communication is also very useful to an organisation but I don’t think that this is as good as verbal.
BALANCED LITERACY PAPER A balanced literacy program includes aspects of literature-based instruction as well as phonics. Linda Chen and Eugenia Mora-Flores (2006) say that this approach “recognizes the complexities of the act of learning to read and the need to utilize multiple approaches because children learn differently.” There is no one-size-fit all strategy to teach children how to read and write, instead we need to find out the individual needs of each student and give them several strategies to work with. It is our job as educators to provide our children with meaningful opportunities for reading and writing. Before laying out an instruction outline, we need to define our goal. Every year teachers need to
I think the aim of literacy is to teach children/young people the ability to understand the English language both verbally and non-verbally. Children/young people should be encouraged to explore the way the English language works for example through phonics for vocabulary, reading, writing and spelling, this will help children and young people to have the knowledge to be able to read, write and spell with confidence. Children and young people will be able to expand their vocabulary through holding literacy skills. Being a secondary school the school has an English department that teaches literacy to student from year 7 (key stage 3) through to year 13 (A level), students have 3 hours of English a week up to the end of their GSCS’s, A level English students would have 5 hours a week. We also have core studies, which are run by HLTA in the learning support department.
The objective “Analyze symbolic meaning in visual and print based texts”, was graded through an informal assessment of class discussion. It was also met in a formal assessment of evaluating the summative analysis of the students Voice Thread project, which uses a rubric based on the students’ use of visual aid, colors, expressions, and connectivity to the text. The teachers second and third objectives to, “Evaluate the analyses of their peers” and “Use new media tools to participate in digital conversations”, are tied to the same assessment of whether or not the students provided feedback to their peers that explored different perspectives and promoted questions and if they responded digitally through the website
What You Say: Language Context Matters Resource ID#: 56900 Primary Type: Lesson Plan This document was generated on CPALMS - www.cpalms.org In this lesson students will analyze three texts (Amy Tan's "Mother Tongue," Richard Rodriguez's "Se Habla Espanol," and Zora Neale Hurston's "How it Feels to be Colored Me") looking at language, tone, and style. Students will be scaffolded through use of graphic organizers and a Socratic Seminar to culminate in an essay about tone. Subject(s): English Language Arts Grade Level(s): 9, 10 Intended Audience: Educators Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector Instructional Time: 5 Hour(s) Resource supports reading in
Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities for the following areas : * literacy skills * numeracy skills * ICT skills * problem solving skills A learning support practitioner will contribute to the planning of an activity by firstly gaining a clear understanding of what the learning objective is and what the teacher wants the child to achieve from the activity. The practitioner will then find out the ability of the pupils they are working with and if they require any extra or specialist help , this then helps the practitioner provide the correct materials and equipment they need for the activity. A learning support practitioner would also contribute to planning as they will identify if pupils they are working with are likely to finish early and so can arrange with the teacher and additional sheets these children may need. An important part of planning would be for the practitioner to be aware of how much time they have to do the activity and can plan the activity to suit. A learning support practitioner will also be required to provide the teacher with feedback of the activity and the child's performance , so the practitioners should arrange with the teacher beforehand how they should be providing the feedback.
TDA 2.5 2.2 Describe the roles of external professionals who may work with a school Educational psychologist – These support the SENCO as they assess and observe SEN pupils to see if they require additional support, or liaise with parents to work on the individual’s needs. Specialist Teachers – These come into the school to support pupils with a range of needs. These could be in; behaviour support, social and communication needs or cases of autism. They may also be bi-lingual support for those who have English as a second language. Education Welfare Officer(EWO) – These work for the LEA and work with the Head Teacher to monitor pupil attendance and deal with absenteeism.