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mleung

Free English Language Online Tools - Learn, Teach or Research English - 0 views

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    Online software tools for English language learners, teachers, journalists, writers, students. This software could be used in teaching, learning, linguistics research and more! Train your English language skills. ESL and EFL tools. Readability Test and Improve - Calculates and prints various readability tests. Finds sentences which you should consider revising to improve text's readability. Learn English Text - Provides tooltips with synonyms and dictionary links for difficult words. Vocabulary Builder - Generate vocabulary lists for any English language text. New Words English Dictionary - Create custom vocabularies and dictionaries (for teachers and students). Dictionary - Explains to you meaning of the words. Learn English words. Reference and lexicon. In Simple English - Allows you to find words in English text which are not considered simple or basic or they aren't in the word list you choose. Useful when one should write simple English texts. Filtered Word Frequencies - Allows you to find uncommon words in any English text or web page.
mleung

ELL Overlay - SAS - 0 views

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    The English Language Learner (ELL) Overlays for English Language Arts and Mathematics are designed to assist educators in developing instructional units, lessons, or activities that are meaningful and comprehensible for English language learners. They illustrate the dynamic process of adapting instruction and assessments based on the English language proficiency of students.
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

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

Legal Requirements for Districts Enrolling ELLs - 3 views

  • Sample Home Language Survey (HLS): HOME LANGUAGE SURVEY Please answer the following questions for each student Is a language other than English spoken in the home on a regular basis? YES       NO □            □       If YES, what language(s)?_______________ Does the student use language other than English on a regular basis? YES      NO     If YES, what language(s)?_______________ □           □ Is the student currently receiving “English Language Learner” services? YES     NO □          □ School Note: If any question is marked “YES”, then the district has a legal obligation to evaluate for limited-English proficiency following the WI identification process.  For more information see the following bulletin:  http://www.dpi.wi.gov/esea/pdf/bul_0701.pdf.
Julee Dredske

Webinar Archive: Turning the Tide: Strategies for Closing the English Learner Achieveme... - 1 views

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    Turning the Tide:  Strategies for Closing the English Learner Achievement Gap.  If you only have 2 minutes, watch 40:30 to 42:00.
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

The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12 - 1 views

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    The 78 strategies selected were modeled and discussed with the teachers during the practitioner-oriented courses. The GO TO Strategies was designed to be used as a resource by K-12 general education and content-area teachers with English language learners (ELLs) in their classrooms, ELL teachers, special education teachers, principals and other supervisors overseeing the instruction of diverse groups of students in North Kansas City Schools and for professional development of these educators.
mleung

WIDA Store - 0 views

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    Can Do Statements in English AND SPANISH
mleung

Using literacy assessment results to improve teaching for English-language learners - 1 views

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    This article focuses on how data from early literacy assessments can help teachers to better instruct English-language learning students
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