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Welcoming ELL’s Into The Classroom and Beginning English Instruction. Group 1 ( 5 students). The Role of ELL Guides. Newcomer’s first companion Demonstrate how class work is to be done Communicate with the new student. The Teacher’s Role. Balance a mixed-language classroom
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Welcoming ELL’s Into The Classroom and Beginning English Instruction Group 1 (5 students)
The Role of ELL Guides • Newcomer’s first companion • Demonstrate how class work is to be done • Communicate with the new student
The Teacher’s Role • Balance a mixed-language classroom • Get extra adult help • Plan schedule
Greeting a Newcomer It’s important to have these considerations when ELL student first arrive to the classroom: • Welcome should be done warmly by teacher and students. • Newcomer should have seat ready and be seated next to guide. • Guide should make sure newcomer has necessary school supplies ready (pencil, paper, etc) • Guide should also share books with the student for the rest of the day. • *Choosing the guide carefully is very important. This student will have critical role in assisting and welcoming the ELL student.
At recess... During recess guide should: • Get acquainted with ELL student • Show the newcomer the playground and engage him/her in playing activities
Lunch Time... • Lunch time will be a great time for the EL student, guide and teacher to get more acquainted. Also it will help the teacher know the amount of English the ELL student knows. During lunch time: • Have hot lunches brought to the classroom for the three • It’s a great chance to go over classroom kit and have a brief orientation • Teacher explain kit in a way that is not overwhelming by pantomiming or pointing • Teacher should go over necessity card of major places and objects in the school
Make sure ELL student knows... • He/she can point to pictures, cards etc so others know what he/she needs or wants • Guide is his/her helper and he/she should watch, follow guide’s lead and ask guide for any questions.
The First Week... • Continuing with lunch meetings for the next couple of days is recommended. • As newcomer begins to learn some words in English, don’t worry about direct vocabulary instruction; that time will come later on. • The first week should be focused on letting ELL student adapt to classroom, follow guide and imitate other students.
Welcoming the ELL as a Unique Person • Conversation with EL student should be friendly and not demanding. • The noon-hour meetings should not all be about business but personal chats. If communication is a problem, teacher can draw pictures and pantomime. • At lunch meetings guide and teacher should try to learn a few words or phrases from ELL student’s language. • Teacher can post these words on the classroom so the whole class can practice pronouncing words. • Orientation process should involve the teacher and whole class. • Adapting and integrating ELL student’s language and culture is essential and will enrich the class curriculum.
Effects of Personal Characteristics on Learning 3 Levels of English Language Learners: • 1, 2, 3. The 1’s and 2’s have little to no English and basic English. The 3’s have more English language at home and school. 2 Types of Newcomers: • One that is outgoing and learns English words and phrases from being around classmates and others. They also use what they learn. • The other one is quieter and does not rarely speaks because of shyness or afraid and does not use what they have been learning. • They both need individualized instruction.
Initial English Instruction • Level 1 and 2 need multiple sessions a week for 1-2 months before regular participation. • They should be involved with the groups from the beginning • Level 3 shorter lessons and less often • Students working together is important for language acquisition • When pairing students put an advanced student with the EL students • Picture cards, physical demonstrations, objects, and oral language can teach new vocabulary and sentence structure.
Teaching Vocabulary and Sentence Structure • Start with oral, only when a student has built a foundation should you move to print • Activities • Naming picture cards • Playing oral games using vocabulary and sentences • Playing games that include the written forms of words • Role-playing various types of real-life situations using one’s self
Picture Card Games • Vocabulary flash cards • Use pictures not sentences • Minimal amounts increasing the amount of cards as the child progresses • Beneficial to have cards with words that relate to things they are interested in
Oral Language • Use simple sentences linked with questions where only one word is differentiated Ex. My name is Brendyn Koerper. What is your name? • Work on vocabulary with cards Link card of pictures to the words • Use games like i-spy • Use commonly known songs Itsy bitsy spider Replace words (kitchen wall, table leg)
Role Playing • Role play common scenarios (breakfast, introductions)
Continuing Language Group Meetings • Meet in small groups occasionally • Change the types of activities carried on in these group meetings. • Make situations more challenging. • Give students more opportunities to suggest situations they are more interested in. • Talk over any problems or concerns and suggest solutions.
Integrating ELL’s into Regular Class Activities • Integrating should happen from the beginning for students at all levels. • Make content subjects manageable for ELL’s while enriching the learning of the rest of the class. • It is better for the ELL students to not be isolated from the other students. • Whole class teaching should explain new vocabulary, illustrate concepts, and make complicated issues clear. ELL and English speaking students will both learn effectively.
