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Supporting ELL Students

Learning a Second Language Developmental Sequence . Initially use their home language.. Stage I: Pre-production Nonverbal period: . They may have up to 500 words in their receptive vocabulary. New learners of English can listen attentively They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension. .

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Supporting ELL Students

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    1. Supporting ELL Students

    3. Stage I: Pre-production Nonverbal period: They may have up to 500 words in their receptive vocabulary. New learners of English can listen attentively They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension.

    4. Strategies: Frequent repetition of English Pair with a “buddy” who speaks the language. Use concrete and real materials whenever possible Utilize pictures and visuals as well as gestures and body movement. Focus: Listening comprehension activities like action CDS, and songs with movement as well as chants and use of predictable books.

    5. Stage II: Early Production Use individual words and phrases in new language and some children code switch. Usually speak in one or two word sentences. Develop a receptive and active vocabulary of about 1000 words. ???What is code switching?

    6. STRATEGIES Ask yes/no and either/or questions. Accept one or two word responses. Give students the opportunity to participate in some of the whole class activities. Use pictures and realia, (concrete objects) to support questions. Modify content information to the language level of ELLs. Build vocabulary using pictures. Provide listening activities. Simplify the content materials to be used. Focus on key vocabulary and concepts. Use simple books with predictable text.

    7. Stage III Begin to develop productive use of the second language

    8. Strategies

    9. Strategies Provide materials that encourage oral language development in all areas of the room (e.g., flannel board stories in the library area, puppets and props in the dramatic play area, small plastic figures in the block area).

    10. Home Language Support Provide a portion of instruction in the child’s home language. Interact with children in their home language.

    11. Home Language Support Incorporate children’s home languages into the daily classroom activities through song, poetry, dances, rhymes, counting, & books

    12. Home Language Support Create materials in the children’s home language to represent familiar stories, songs or poems.

    13. Home Language Support Make efforts to learn the students’ home languages. Even a few words or phrases will communicate respect and value.

    14. Home Language Support Provide books and other printed materials in home languages

    15. Home Language Support Use Environmental Print in both languages.

    16. Home Language Support Encourage children and families to share & record stories in home language.

    17. Home Language Support Encourage parents to converse and read with their children using their own strongest language

    18. Essential Messages Adults need to provide children who do not speak English with opportunities for listening, speaking, reading and writing in both English and their native language. Experiences and materials need to be available in both languages.

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