English support stages of learning (kumi)
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This document provides guidance for teachers on supporting English language learners. It discusses common hurdles students may face in listening, speaking, reading and writing. It then outlines the teacher's role in building rapport, motivating students, and differentiating instruction. Finally, it summarizes the typical stages of second language acquisition: pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. Teachers are advised to have realistic expectations and assess students' progress through the stages.
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Richmond Feb 2020Faye Brownlie
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This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.Quotations
QuotationsLfmoralesB
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The document provides definitions, principles, and activities for four language skills: reading, writing, speaking, and listening. For reading, it defines reading as a complex skill involving various component operations. It emphasizes giving students time for extensive and sustained silent reading. For writing, it notes that writing involves putting letters together to form words, phrases, and sentences. It recommends sharing writing with other students to add authenticity. For speaking, it defines speaking as constructing and delivering understandable messages using correct pronunciation and intonation. It stresses including techniques to help students perceive and use language blocks. For listening, it defines listening as understanding not just words but also speaker's meanings, and as a reciprocal skill. It recommends using authentic tasks so students seeUpdated :Para professional pd reading presentation
Updated :Para professional pd reading presentationSusan Wegmann
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The document provides an agenda and overview for a training on engaging reading practices for paraprofessionals. The agenda covers the fundamentals of reading over two morning sessions, including a lunch break, and an afternoon session applying the learning. The presentation discusses key areas of reading instruction including oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Examples and strategies are provided for developing skills in each area. Research supporting explicit instruction in these components is also summarized.Ad
English support stages of learning (kumi)
- 1. Enact a real life conversation between a homeroom tutor and an ES teacher? A heart- to -heart chat about the a student in your class who is on ES support
- 2. Hurdles When prior knowledge is being assessed While listening and speaking Struggling to express Struggling to be understood Struggling to understand While reading and writing Symbolism and imagery Density of words / spelling Speed Decoding words/ understanding sentences /ideas in paragraphs
- 3. word Decode and pronounce difficult words correctly sentence Make sense of sentences containing these words Paragraph Connect the sentence to the theme of the paragraph TASK Synthesizing, Comparing, Inferring and Reflecting, When reading a student may be trying to
- 4. Q1. Why do you think Petes uncle left the room in a hurry? Who was Pete? Oh! he had an uncle, Which room? Why did he leave? Was he in a hurry? Where can I find this answer? Maam. Can you help me? Its in the beginning. Read it carefully. Here Hurry. Have you finished? No Maam
- 5. Teachers Role Build a rapport Motivate Encourage Praise Have patience Be fair Differentiate Understand R E L AX
- 6. Pre Production (Silent Period). Early Production. Speech Emergence. Intermediate Fluency. Advanced Fluency.
- 7. Pre Production Stage or (Silent Stage) Stephen Krashen Can last for a year Students should not be forced to speak Students will respond very well to pictures and visuals Total Physical Response method works well Benefit from buddies Although students do not produce language it does not mean they are not learning Simple Listening comprehension activities to build receptive vocabulary
- 8. Early Production - 2 Can last up to for 6 months Active vocabulary of up to 1000 words Will speak in one or two phrases Will tend to memorize Accept one or two word responses Use pictures and visuals especially to build vocabulary Modify content information to language level Provide listening activities Use simple predictable text Support learning with graphic organizers, charts, graphs labeling and short sentence
- 9. Speech Emergence 3 Could have a vocabulary of about 3000 words Will ask short questions which may not be grammatically correct Will initiate conversation Beginning to develop Basic Interpersonal Social Communicative skills (BISC) Will be able to do some content work with teacher support Sound out stories phonetically Read modified text Match vocabulary words to definitions Understand and answer questions about graphs and charts Understand teacher explanations and two-step instructions Can compose brief stories based on personal experience
- 10. Intermediate Fluency - 4 Could have a vocabulary of about 6000 words Using more complex sentences in writing and speaking Are willing to express opinions and share thoughts Will ask questions to clarify thoughts They must be encouraged to synthesize and make Inferences A time for teachers to focus on learning strategies Will be able to understand more complex concepts
- 11. Advanced fluency It would take 4 to 10 years to reach C Cognitive Academic Learning Proficiency (CALP). Most students get exited from the program at this stage At the beginning of this stage students will need continuous support from classroom teachers especially in content area subjects.
- 12. Early Production _______________________________________ Will speak in one or two phrases ___________________________ Use simple predictable text and modify language level ____________________________ Focus on pictures and listening exercises ___________ _________________ Use graphic organizers , charts, etc to make instructions clear Speech Emergence ____________________ Will initiate conversation ___________________ Will read modified content based text ____________________ Will be able to compose brief stories ____________________ Will follow 2 -step instructions Intermediate Fluency ___________________ Will construct more complex sentences ___________________ Will understand more complex concepts ___________________ Should be encouraged to synthesize and infer ___________________ Should focus on learning strategies 2 3 4
- 13. Significance of BISC Jim Cummins Basic Interpersonal Communicative Skills It is the language skills required in social surroundings In the playground / school bus/ dining hall sports field/ parties/talking on the phone This language is not demanding and it also does not mean that the student is proficient in the language
- 14. Cognitive Academic Language Proficiency Formal Academic Learning Includes listening, speaking, reading & writing This level is required to make progress in school It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. Significance of CALP Jim Cummins
- 15. With your expectations When setting your goals While making assessments . . . and watch your students move from one stage to the other!
- 16. Listening or Reading Comprehensions
- 17. Garbage What happens to our garbage when we throw it out? Most garbage is picked up outside our house in a truck and taken to the landfill. Some things like cardboard and glass can be recycled. Some people throw food garbage like banana peels into a pile in their yard called a compost pile. Worms and tiny bugs eat the food garbage and make good soil to make plants grow.
- 18. Basic Flow Read or Listen Understand Enrich Vocabulary Study Grammar Think Critically Find Out Write or Speak Present PYP Learner Profile
- 19. Comprehension skills Summarizing Sequencing Inferencing Comparing and contrasting Drawing conclusions Self-questioning Problem-solving Relating background knowledge Distinguishing between fact and opinion Finding the main idea, important facts, and supporting details
- 20. Test students comprehension with carefully crafted questions, taking care to use simple sentences and key vocabulary from the text they just read.. Literal level Why do the leaves turn red and yellow in the fall? Interpretive level Why do you think it needs water? Applied level How much water are you going to give it? Why?
- 21. Credits CALP and BISC Theorized by Jim Cummins Silent Period According to Stephen Krashen The five Stages As explained by Judie Hayne Comprehension Skills Color鱈n Colorado website Levels in questioning Colorin Colorado - website Images Clipart Hurdles Teachers Role Basic Flow design