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mleung

Language of Math Task Templates - 0 views

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    "Language of Math" Task Templates are language-focused activities that can be used by teachers to design and write their own language-focused activities. These "Language of Math" tasks were designed to support students in learning to read and understand word problems, communicate about mathematics, and build disciplinary and academic vocabulary, and develop practices in mathematics.
mleung

English Language Learners and the Five Essential Components of Reading Instruction | Re... - 1 views

  • Considerations when instructing ELLs in vocabulary Vocabulary development is one of the greatest challenges to reading instruction for ELLs, because in order to read fluently and comprehend what is written, students need to use not just phonics, but context. It is possible for students to read completely phonetically and not comprehend what they have read because they do not have the vocabulary. Therefore, vocabulary needs to be taught explicitly and be a part of the daily curriculum in addition to learning to read. This can be done through class time devoted strictly to English as a Second Language (ESL) or English Language Development (ELD). Scientific research on vocabulary development demonstrates that children learn the majority of their vocabulary indirectly in the following three ways:
  • Through conversations, mostly with adults; Listening to adults read to them; and Reading extensively on their own (CIERA, 2001). This finding has serious consequences for ELLs, whose parents and other adults in their lives are often not fluent in English. It is therefore extremely important for educators of ELLs to know and incorporate the ways that students learn vocabulary directly, including: explicitly teaching vocabulary words before students read a text, how to use dictionaries, how to use prefixes and suffixes to decipher word meanings, and how to use context clues (CIERA, 2001).
  • In the discussion of literacy development for ELLs, it is useful to consider a theory that distinguishes the language proficiency needed for everyday, face-to-face communication (BICS, for Basic Interpersonal Communicative Skills) from the proficiency needed to comprehend and manipulate language in the decontextualized educational setting (CALP, for Cognitive Academic Language Proficiency) (Cummins, 1992). The BICS/CALP distinction highlights the fact that some aspects of language proficiency are considerably more relevant for students' cognitive and academic progress than are the surface manifestations commonly focused on by educators. Additionally, in terms of vocabulary development, it highlights the fact that an ELL student may have the vocabulary to hold a conversation about weekend activities, but might not have the vocabulary to comprehend a science or social studies text.
mleung

5 Strategies for ELL Instruction - 1 views

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    English Language Learners (ELLs) face the double challenge of learning academic content as well as the language in which it is presented. Teachers have traditionally treated language learning as a process of imparting words and structures or rules to students, separate from the process of teaching content knowledge. This approach has left ELLs especially unprepared to work with the complex texts and the academic types of language that are required to engage in content area practices, such as solving word problems in Mathematics, or deconstructing an author's reasoning and evidence in English Language Arts. ELLs need to be given frequent, extended opportunities to speak about content material and work through complex texts in English with small groups of classmates.
mleung

Academic Language - 0 views

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    Building academic language.
mleung

What Does Research Say about Effective Practices for ENGLISH LEARNERS? - 1 views

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    English Learners (ELs)-students whose second language is English and who are not fully proficient in English-constitute the fastest growing portion of the K-12 student population. By 2025, according to U.S. government estimates, as many as one in four students in the United States will come from a home where a language other than English is spoken. Because many of these students tend to do poorly in school, teachers are encouraged to regularly use research-based practices to improve these students' academic achievement. Yet knowing which practices actually are research-based-that is, they are supported by research demonstrating impact on student outcomes-is not clear to many educators. This series of articles will help educators identify students' levels of oral and academic language proficiency, offer interactive and direct techniques to promote literacy development, and build and maintain effective programs for ELLs.
mleung

The Common Core Challenge for ELLs - 1 views

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    An article about English language learners and the Common Core. Great for administrators.
mleung

Welcome to Avon Grove School District - 0 views

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    English as a Second Language (ESL) is offered at Avon Grove School District at each level. The ESL curriculum is based on the TESOL Standards for Listening, Speaking, Reading and Writing and the PA Academic Standards for Reading and Writing.
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