Checkpoint accommodating english language learners
Use the step-frame, slow motion, and replay features to focus student attention on key concepts.Group projects & cooperative learning – Many of the activities in this book employ group work and cooperative learning.
This helps English language learners correlate written and spoken English, and helps them see spelling and sentence construction. Your browser will take you to a Web page (URL) associated with that DOI name. Item Price: $20.00 At present Amazon gift card is the only method of payment we are accepting.Use a variety of methods to see which work best with your teaching style and students.Speak slowly, distinctly, and write down key terms – Anyone who has learned a foreign language in class, then traveled to a country where the language is spoken, has noticed that it is difficult to understand natives because they seem to “talk too fast”.Vector diagrams (16.1), scientific diagrams (16.2), pictorial riddles (16.3), photographic analysis (16.4), movie analysis (16.5), and map development and analysis (21.1-21.7), are a few of the many activities that can be used to build visual literacy.
Graphic Organizers – Graphic organizers are a means of introducing and assessing concepts in a manner that encourages meaningful learning.
Graphic organizers are diagrams or maps that show the relationship between new and existing concepts, thereby facilitating integration of new and familiar ideas.
They require minimal language and are therefore helpful tools when teaching science to English language learners.
Most of this increase in diversity was due to immigration from Latin America and Asia, and with this increase in ethnic diversity came a corresponding increase in linguistic diversity.
For example, in 2002, nearly 42% of students in Los Angeles Unified School District, the second largest district in the country, were classified as English language learners.
The Institute of Education Sciences of the United States Department of Education defines English language learners (ELL) as: “Individuals who (1) were not born in the United States or whose native language is a language other than English; or (2) come from environments where a language other than English is dominant; or (3) are American Indians and Alaskan Natives and who come from environments where a language other than English has had a significant impact on their level of English proficiency; and who, by reason thereof, have sufficient difficulty speaking, reading, writing, or understanding the English language, to deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society.” Today’s science teachers must be prepared to teach students whose first language is not English.