Differentiation - Language Supports
English learners have unique needs in the classroom. Understanding where they are in their English language development can make targeting their needs for differentiating more manageable.
When contemplating the need to differentiate, think about a lesson you recently taught. What went well? What didn't go as well as you planned? Was the content or resources used too difficult, did the product not fit the task or students well, or was the thinking skill too advanced and needed to be scaffolded? Revisit your lesson and try to point out the area or need. Will any of these supports help your student(s) in the future? (pg. 80)
The following table, adapted from Integrated English Language Development by Eugenia Mora-Flores (pp 63-65, 80), is a good starting point for targeting the differing needs of ELs.
When contemplating the need to differentiate, think about a lesson you recently taught. What went well? What didn't go as well as you planned? Was the content or resources used too difficult, did the product not fit the task or students well, or was the thinking skill too advanced and needed to be scaffolded? Revisit your lesson and try to point out the area or need. Will any of these supports help your student(s) in the future? (pg. 80)
The following table, adapted from Integrated English Language Development by Eugenia Mora-Flores (pp 63-65, 80), is a good starting point for targeting the differing needs of ELs.
Make it Visual
Often times, EL students have a difficult time processing spoken language. So, anytime we can give our students visual support we are helping to improve their comprehension. The picture above is of a fifth grade anchor chart. The pictures help make a connection between the words and the concept.
Another example of how visual supports can be utilized to enforce a concept is to create picture cues. In lesson three of the Schoolwide launching unit, students are introduced to the "turn and talk" and the "stop and jot" concepts. These concepts can be confusing for a language learner. So, the skill is explicitly taught to the student(s) along with the picture cue. Now, whenever it is time to "turn and talk" or "stop and jot" the visual can be held up and the EL student knows exactly what direction was just given.
Another example of how visual supports can be utilized to enforce a concept is to create picture cues. In lesson three of the Schoolwide launching unit, students are introduced to the "turn and talk" and the "stop and jot" concepts. These concepts can be confusing for a language learner. So, the skill is explicitly taught to the student(s) along with the picture cue. Now, whenever it is time to "turn and talk" or "stop and jot" the visual can be held up and the EL student knows exactly what direction was just given.
Creating an interactive word wall is also another great way to help support the connections between spoken and written language. It provides a visual map to help children remember connections between words and the characteristics that will help them form categories. An interactive word wall can be as simple as a word with a corresponding picture or it can include a QR code.
Do you have an example of this that you would like to share? Share your pictures on Twitter or send them to me so I can showcase them in my next newsletter.
Do you have an example of this that you would like to share? Share your pictures on Twitter or send them to me so I can showcase them in my next newsletter.
D124 - Visual Cues and Strategies
Visual Cues
The above pictures are being used as visual cues for directions being given. Maggie Qualter, a Sheltered English Kindergarten Teacher at Southeast School, has created these visual cues as a scaffold for her level one kindergarten student(s). This type of visual support will help the student understand the direction that is being given in English. Eventually, as the student progresses in his/her English language development, these visual cues will not be necessary. Thank you Maggie for sharing this strategy.
Visual Strategies
Think time and objectives are two important considerations for all students, but especially for our English Learners. At Northwest School, ESL Teacher Christina Flores, has students use the visual cue "I'm Thinking," so that the students can show that they are thinking, but need some time. This is a great way to help the student remember that it is okay to take time to think about an answer. Many of our English Learners are translated language on the spot. Taking in what is being said in English, translating it into their first (native) language, and then translating it back into English. Additionally, English Language Development objectives allow students to know what they are working on. Christina has a L.A.W.S. folder for each student. The objective they are working on that day is circled, thus allowing students to know the exact skill they are working on for that lesson.
Understand the Relationship Between the Student's Native Language and English
Understanding how the student's native language is similar or different to English will help you understand some errors that the student may make. The student's native language and vocabulary may also influence how they translate phrases from one language to another. It is important that you are aware of the student's current language skills, in their native language, so that you can target your instruction. A great resource for this is "Using the Language Transfer Supports." This document highlights six of the most common languages and explains the grammar differences between the languages. It will guide you in targeting areas that need to be explicitly taught.
Scaffolding with a Student's Native Language
Allowing students some use of their first language (L1) in second language (L2) classrooms is an important part of the second language acquisition process.
When a student is still very new to a language, it is okay to pair him/her up with other students who speak his/her native language. Many new learners go through a silent period, when they will speak very little English, if at all. Pairing him/her up with a peer who speaks the same language can help them relax and feel like they are a part of the class.
This doesn’t only apply to spoken language. If you give a student a written assignment, but the EL student doesn’t have the proficiency to write the response in English, all them to write in their first language. This allows them to still participate. If you cannot read what they write, we can have someone translate it for you.
Do you have an example of when you have done this and want to share, send it my way!
When a student is still very new to a language, it is okay to pair him/her up with other students who speak his/her native language. Many new learners go through a silent period, when they will speak very little English, if at all. Pairing him/her up with a peer who speaks the same language can help them relax and feel like they are a part of the class.
This doesn’t only apply to spoken language. If you give a student a written assignment, but the EL student doesn’t have the proficiency to write the response in English, all them to write in their first language. This allows them to still participate. If you cannot read what they write, we can have someone translate it for you.
Do you have an example of when you have done this and want to share, send it my way!
Understanding Newcomers
What is a newcomer? A newcomer is a student that has recently arrived in the United States, they may know little to no English. There are many factors to consider above and beyond language acquisition. The presentation below is meant to offer background information and act as a guide to best practices.