Mazzocchi ESL

Archive for the ‘CLD & Special Education’ Category

Are you a culturally responsive teacher? This podcast includes the 7 steps to culturally responsive teaching as well as how to implement them in all classrooms.

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The World of ELLs

How can teachers use media sharing sites in the classroom??

Here’s a “Quick List” of ideas!

Use media sharing sites for…

  • Virtual tours of different towns, states, countries, and important sites around the world
  • A “What is it?” game with students guessing uses for an uncommon object
  • Autobiographies
  • Geography studies
  • Visual representations of novels, stories, and picture books
  • Evidence to support an argument using visual data or primary sources
  • Debates on a topic or essential question

Ideas by Grade Level Clusters

  • K-5: take digital photos of school and create a virtual tour for new students; upload photos to VoiceThread and post spoken or video comments about events, classes, and celebrations
  • 6-8: use Flickr as a multimedia reflective journal by creating a visual interpretation of poetry or young adult literature being read in class; upload photos to correspond with literature
  • 9-12: Upload images of places in the world being students as…

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The World of ELLs

How can teachers use social-networking sites in the classroom??

Here’s a “Quick List” of ideas!

Use social-networking sites for…

  • School club or class pages
  • Creating pages for someone famous in your discipline (e.g. a scientist, a sports figure, or a literary character)
  • Setting up an events page and inviting people to attend (e.g. have a look at the “Perseids Meteor Shower” on Facebook)
  • Fundraising for a service project or charity
  • Debating themes in literature, science, history, and so forth
  • Sharing videos, music, and other information with students or fellow teachers
  • Connecting to other classes around a common topic or theme

Ideas by Grade Level Clusters

  • K-5: brainstorm what a character’s Facebook page would look like, design a page as a class that reflects the character’s personality, Twitter – compare and contrast typical school day after connecting with a class in a different country
  • 6-8: visit “cause” pages to learn about a…

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The World of ELLs

How can teachers use social bookmarking sites in the classroom??

Here’s a “Quick List” of ideas!

Use social bookmarking sites for…

  • Team research projects
  • Webquests
  • Taking notes directly on a Web page
  • Annotating text
  • Asking questions regarding confusing information
  • Collecting research data
  • Collaborating on group projects
  • Finding new information via social networks

Ideas by Grade Level Clusters

  • K-5: collect class web sites and to share them with caregivers at home.  Students access to research, homework, and group projects
  • 6-8: group projects, keeping track of favorite sites, collaborative work, comment and critique each other’s collections
  • 9-12: write reviews and summaries, post questions or summaries

(From: Empower English Language Learners With Tools Form the Web, by Lori Langer de Ramirez)

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The World of ELLs

How can teachers use virtual worlds in the classroom?

Here’s a “Quick List” of ideas!

Use virtual worlds for…

  • Sharing autobiographical information via avatars
  • Oral practice with virtual partners
  • Pronunciation practice
  • “Fantasy trips” to other countries
  • Interpersonal communication practice
  • Nonverbal communication practice (via avatar gestures)

Ideas by Grade Level Clusters

  • K-5: sign on to Panwapa and create avatar – great connection to vocabulary of physical description and clothing
  • 6-8: starting at age 13, students can use Teen Second Life; can create avatar and talk with another resident about simple, everyday topics; take a screen shot of the interaction and report back to class about conversation; read news articles about online virtual worlds and set up a debate
  • 9-12: in Teen Second Life, set up conferences and presentations for other residents in world; 18+ can graduate to adult version and visit English Learning World, university areas, and other areas

(From: Empower English…

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Language with Lindsay

Building background knowledge is necessary for CLD students. Understanding a student’s prior knowledge affects their ability to understand new information. “Instruction that helps CLD students connect new concepts to their prior life and learning experiences improves their language comprehension” (296). The SIOP method encourages teachers to consider 3 indicators. These include students’ life experiences, students’ prior learning experiences, and key vocabulary. This helps CLD students create a constructivist context for understanding new concepts. Putting an emphasis on vocabulary helps connect what they already know to new words in L2.

This link discusses the importance of building background knowledge.

ttp://www.youtube.com/watch?v=Po0lKqVELPk

This link discusses explicit details for building background knowledge.

http://www.youtube.com/watch?v=ytXeEFCTMbg

Herrera, Socorro G., & Murry, Kevin G.  (2011). Mastering ESL and bilingual methods: differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Pearson Education, Inc.

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Language with Lindsay

Cognitive development is sometimes neglected in the classroom due to its complexity. CLD Students often face challenges in instruction. These challenges include interrupted cognitive development in L1, instruction that fails to target a variety of learning styles, In English vocabulary knowledge and comprehension are primary determinants of reading comprehension ability, core structures of some subject areas are extremely difficult for ELL students, and some content areas require a high level of declarative and precedural knowledge of integration.

 

As teachers, what can we do??

Teachers need to keep the following in mind:

  • Self- Concept/ Self- Esteem: Create a safe environment by being friendly- make the student feel appreciated!!
  • Peer Acceptance and Socialization: Adolescents often have a strong desire to belong to a group for feelings of self- worth.
  • Physical Development: Teachers need to be aware that ELL students are experiencing not only the expected physical changes, but also the…

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