The lesson that
I will be teaching the class is about food webs as well as the various interactions
there are between the organisms in them. The four different ELL learners that I
have in the class are, Stage I: Pre-production, Stage II: Early production, Stage
IV: Intermediate fluency, and Stage V: Advanced Fluency. Due to the large
differences between these individuals it is important to prepare a variety of
level appropriate activities that won’t neither overwhelm them nor bore
them.
When
trying to prepare this lesson for a Stage 1 ELL learner, who has very limited
English, it is imperative to use a strategy that uses plenty of visuals that
allows the students to make a better connection between the words and their
meanings. This can be done by using Venn diagrams, story maps as well as
flashcards. I would just give a worksheet with different animals in the food
web and have them memorize the names (they could also draw animals that they
know). Teachers should focus more on listening comprehension and on building
vocabulary at this stage. At this point they can’t speak at all so it is
important as a teacher not to force them to answer questions because this will
cause them unneeded stress. Heads nods would be acceptable or yes/no answers. These
individuals can also benefit from having a buddy who speaks the same language
to help them during the class. Spending more time with them and guiding them
through the activities will also help. Repetition too is also very important at
this stage. Having them move around (kinesthetic activities) as well as singing
songs will help with retention.
The second stage ELL learner will need a
little more challenge. Along with having a bigger vocabulary they are able to formulate
short answers. At this stage, the teacher should ask yes/no questions or accept
short responses. Get the student to start writing and labeling diagrams using
short sentences. Visuals are still important at this stage. Get them involved
in group activities where the ELL learner plays a role (ex: draw pictures or making
diagrams). Teachers should model what is to be expected from the activity and
not just tell them to do it. One strategy that can be used at this stage is
Guided Interaction. Simple activities such as class surveys can be done. In addition,
having them involved in a project with others, such as drawing a poster, will
not only help with language acquisition but with building a better relationship
with their classmates. The teacher should always be there to help the student
out when needed.
At the
Intermediate Fluency level, students will have the confidence to ask questions
when they are unsure of something. They are able to formulate complex sentences
when speaking but still need the guidance of the teacher especially with
writing. At this stage teachers should focus on a variety of teaching
strategies. One of them, Meaning-Based Context and Universal Themes involves
relating the things learned in class to the outside world. The ELL learner
could take what they learned in class and find videos or newspaper articles
that deal with the food webs. I would get them to write a journal or do a small
presentation with the new information acquired from the class.
The last level is advanced fluency. These students are pretty much
at the same level as the native English speakers although they may still need
help with writing or with advanced topics. A strategy that can be used at this
level is Metacognition and Authentic assessment. This method involves teaching
the students how to describe their thinking process. An activity that I would
do with these students is a journal explaining the importance of each
individual in the food web and the effects of removing them from the system.
Debates could be another activity that would challenge them.
References
Hayne, Judy Stages of Language Acquisition
Alliance for Excellent Education Case Study 2005 Six Key Strategies for Teachers of
English-Language Learners
http://suu.edu/ed/fso/resources/esl-six-key-strategies.pdf
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