Scribd
Upload
373 views2 pages

Professional Learning Network #2

The document discusses strategies for teaching English language learners (ELLs). It discusses setting clear content and language objectives for lessons and adjusting teaching based on student feedback. It also discusses explicitly teaching vocabulary using techniques like context clues, cognates, prefixes/suffixes, and introducing words in familiar and technical contexts. Writing is emphasized as a way to build knowledge, using approaches like "Because, But, So" and having students write the effect after being given the cause. The goal is to boost ELL comprehension through comprehensible input and a focus on building knowledge across content areas.

Uploaded by

Nikos Stathopoulos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
373 views2 pages

Professional Learning Network #2

The document discusses strategies for teaching English language learners (ELLs). It discusses setting clear content and language objectives for lessons and adjusting teaching based on student feedback. It also discusses explicitly teaching vocabulary using techniques like context clues, cognates, prefixes/suffixes, and introducing words in familiar and technical contexts. Writing is emphasized as a way to build knowledge, using approaches like "Because, But, So" and having students write the effect after being given the cause. The goal is to boost ELL comprehension through comprehensible input and a focus on building knowledge across content areas.

Uploaded by

Nikos Stathopoulos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Professional Learning Network #2

a. One great benefit that I realized from applying the SEI strategies in my teaching
process is that I can easily determine content and language objectives for each
lesson. More importantly, I am able to write a content objective for every lesson
in the language that my ELLs can understand. At the end of each lesson, I make
sure to ask students if the content objective was met. Based on their feedback, I
am gaining better knowledge of the effectiveness of my teaching approach and I
am always adjusting my performance accordingly. In addition, I like to set
language objectives for the ELLs for each lesson, in order to make the lesson
content easily comprehensible. For example, if my content objective is for ELLs
to provide examples of solids, liquids, and gas, the language objective could be to
write simple sentences about the stages of matter. I find this strategy very
effective with ELLs especially in science, where the academic language is
naturally at higher levels.

Another way that I have benefited from learning SEI strategies is that I always
modify vocabulary instruction for ELLs. ELLs do not usually learn new
vocabulary indirectly. It needs to be explicitly taught in order for them to
understand texts that they are reading. ELLs need many more exposures to new
words than native-English speakers. They need to learn cognates, prefixes,
suffixes, and root words to enhance their ability to make sense of new vocabulary.
I always offer context clues such as embedded definitions, pictures, and charts
that build ELLs’ schema. The 7-step strategy has been very useful to my ELLs,
because learning words out of context is difficult for them. I make sure not to
overwhelm my students with too many new words, by picking the absolutely
essential vocabulary in each unit. In science and math lessons, I introduce the
vocabulary in a familiar and meaningful context and then again in a content-
specific setting. For example, in a science unit on tornadoes, the word “front” will
be reviewed in a familiar context and then taught in the context of the unit.
Finally, I use vocabulary Mind Maps as visual tools to increase the
comprehensibility of my ELL students.

b. I believe that reading skills and strategies alone cannot boost comprehension. I
am convinced that students should be able to acquire more knowledge across
various content areas. A content-focused classroom is broader with vocabulary
and comprehensible inputs like graphic organizers, photos, charts, highlighted
words, etc. I take longer time to teach each topic and I apply more listening
comprehension techniques in each lesson. Read-Aloud is used on a standard
basis, but many times I direct the reading to pairs of students, where one is the
Reader and the other is the Commentator. The Commentator must paraphrase
the text with his/her own words! Next, the roles are also changed… Some experts
call this “The protégé effect”.
Writing is very powerful in building knowledge, so I always focus more on the
content. A writing activity that I introduced to my ELLs recently is the BBS
approach (Because, But, So). During write-arounds I will give my ELLs a
sentence from the mentor text and I ask them to write their responses using BBS.
For example, in science I would give them the sentence:
“Species variation is very important to an ecosystem, because……, but……, so…….”
The students must reply with their own sentence inputs to all three blank spaces.
Finally, I often use the Effect/Cause backwards! Students must think and write
the Effect after I have given them the Cause. The results are very promising…..

You might also like