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Successful Strategies for Teaching Second Language Acquisition and Literacy Development June 15, 2009 www.eeciseminars.com Presented by Fay Shin, Ph.D. Professor California State University, Long Beach Department of Teacher Education firstname.lastname@example.org.
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Successful Strategies for Teaching Second Language Acquisition and Literacy Development
June 15, 2009
Fay Shin, Ph.D.
California State University, Long Beach
Department of Teacher Education
“ We acquire language when we understand the messages or obtain Comprehensible Input”
Lots of visuals and realia
Build on prior knowledge
Limit teacher-centered lectures
TPR (total physical response)
Use grouping strategies
Focus on the meaning, not the form
Make the text comprehensible (Give ELLs access to the content)
Make home-school connections (connect home language and culture with school)
Independent reading opportunities
Beginning - Level 1
Students have limited comprehension
one or two word responses.
charts and graphs
Student tasks include:
One or two word responses.
Examples of questions
Where is the….?
Is this a table? Yes or no?
What color is the…?
Pluto- 3,688 (explain it used to be a planet but it is now “demoted” to dwarf planet status)
Neptune – 2,794
Uranus – 1784
Saturn – 887
Jupiter – 483
Mars – 142
Earth – 93
Venus – 67
Mercury – 36
Quick Start GuideThis is an example of explicit directions and questions for how a lesson plan card can be used. It is intended to be only a guideline for a person not familiar with the program to demonstrate one way of teaching it.
Topic: Zoo Animals (ELD Lesson Plan Card 3.1 Level A)
Vocabulary words for clothing:
pants, dress, socks, shirt, scarf, hat, skirt, blouse
Reminder: Use realia or pictures to demonstrate
Lava over rocks
Can we get out of the way?
Ash can come out too
Oh my! By Randy Drumm
sEquence of DNA
No two alike
chromosomE by Vicente Perez
Rain storms by Steve Vang
WORD What I think it means Definition What it means to me
Frayer Model (for vocabulary development or concept development)
Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word.
(Adapted from Frayer, Frederick, & Klausmeier, 1969)
The third planet in order from the sun with an orbital period of 365 days
5th largest planet
71% covered in water
Atmosphere: 77% nitrogen
Electricity is a type of energy. Energy is a force that makes things work. We use electricity to do many things. Electricity lights our homes. It helps us search the Internet. It even helps us wash our clothes. Our world would be a very different place without electricity.
Electricity is possible because of tiny pieces of matter called atoms. Atoms are so small we cannot see them. Still, we know that they make up everything in the world, including people. To understand how electricity works, we need to understand more about atoms.
All atoms are made up of even smaller particles called protons, electrons, and neutrons. Protons have a positive charge. Electrons have a negative charge. Neutrons have no charge. Positive and negative charges attract, or move toward each other. Similar charges repel, or move away from each other. Atoms usually have equal positive and negative charges, so they are neutral.
(excerpt from: It’s Electric! By Greg Roza. Rosen Classroom Books and Materials. 2003).
ELLs need to have an opportunity to feel free to write and express themselves without their writing (spelling, grammar) being corrected
Writing process, writer’s workshop, composing process (brainstorming/pre-write, draft, edit, revise, publish) is a separate component of writing instruction.Dialogue journals as a tool for writing instruction for English Language Learners
An instrumental person that helped develop my literacy is my sixth grade teacher Mr. Jones. Although I was only his student for a year, we built a friendship that grew outside of the classroom. He became a caring friend and a person I deeply admired. He helped me with my reading and writing abilities through the process of daily journal assignments. We had to write in our journal every day after lunchtime for approximately 10 minutes. Mr. Jones allowed us to free write about anything that we felt a desire for.
I would write about what happened outside of school the previous day. Then Mr. Jones would read our entries and comment on them. Usually, he replied with thoughtful feedback and encouragement. This gave me the impression that he really did care about his students because some of my early grade teachers never responded to our writings.
I was also excited to see how Mr. Jones would respond to my entry each day. This assignment improved my literacy skills because I was eager to read and write.
For the first time in my childhood, I wanted to read and write more than hanging out with my friends.”
*Free voluntary reading results in better:
From Research to Practice
The following materials are from:
Shin, F. and Krashen, S. (2008). Summer Reading: Program and Evidence. Boston, MA: Allyn and Bacon.
Nagy and Herman(1987):Found in typical classroom 300 words a year, at most, are covered in direct instruction aimed specifically at word learning.Conclusion: even in an ideal program of vocabulary instruction, the number of words actually learned in a year will still be in the hundreds. In contrast, the number of words learned in a year from independent reading is in the thousands for the typical child.
Conclusion: Independent reading appears to be a far more important source of vocabulary growth than direct vocabulary instruction.
Summer school was great I had fun. The things I liked about summer school was Reading the books and stuff. Well at first I didn’t like to Read like fear street ones. Maybe I will even Read at home to. May be I’ll come back next year.
I thought this program is great now I’m not so lazy any more like I used to be. Now I read all the tine this program help me and others a hole lot.
This yare in summer school, I thouht the best part was when we went outside and read. I liked it because we got to cool of and have fun at the same time. Iliked my teacher as well she is a great teacher, and I think you should keep her next year. Thank you
Date Title Comments Teacher
Student's Name: ________________________Date: _____________
I would rate this book (circle one number):
1 2 3 4 5 6 7 8 9 10
Awful Okay Excellent
Comments or thoughts (optional):
2. Reading comics, magazines and newspapers
3. The first book (first book in a series)
4. Very narrow reading (Goosebumps, Captain Underpants)
5. Branching out – slowly (teacher encouragement)
6. Wider reading
7. Independently finding booksStages of Reading Development (Leonhardt, 1993)
Independent Reading Program for your classroom