I am taking a graduate class to enhance my teaching and need help locating lesson plans that have detailed information using the Cummins and Sciop methods.
search for SIOP (not SCIOP) - nfmOn 1/14/10, Joy Chien wrote: > I am taking a graduate class to enhance my teaching and > need help locating lesson plans that have detailed > information using the Cummins and Sciop methods. > > Any help would be appreciated! > > Peace > Joy
The logical first task for this student is to learn English. Everything else - if we're going about it intelligently - can and should take a back seat to that. Except his comfort level - he needs to be helped to feel as comfortable as possible in his new school.
I'd say - get him the book in Spanish - what a GREAT idea. Not every teacher would have thought of that. Your other students will be intrigued. It shouldn't matter at all if you can assess his comprehension or not - it pales in comparison to the real need for him to learn English.
But there are schools and principals of schools who go around yelling that 'school can't stop for just one child' and the like. My principal would say "figure it out. But make sure you have grades to put on his report card."
speaking of principals who just don't 'get it' .....
Have your class learn a few words in Spanish - good day, hello, my name is ....
Have fun. > I just received a new student on Friday who does not speak > English. I teach in a private school, we do not have an ESL > program of any sort. I have no idea what I'm doing! I went > and purchased several ESL books from the teacher store, and > I think we'll muddle through in areas like Math and Science. > I just don't know what to do when it's time for reading. > My class will be starting The Mouse and the Motorcycle in > two weeks. There is no way he will be able to read that! > My principal didn't seem to think about any of this at all, > but what is done is done. I thought about getting the book > for him in Spanish, but then I realized I don't know how to > assess his comprehension. I think panic is the best word > for how I feel right now. So I'm asking the professionals! > Any help or guidance would be greatly appreciated.
I am taking classes to obtain my endorsement and then my master's in ESL. DOes anyone have any lesson plan suggestions on the following language strategies:
1. The Silent Way 2. Desuggestopedia 3. Total Physical Response 4. Community Language Learning
I teach the English half of the day to first graders at a bilingual school in Guatemala.
We do daily TPR warm-ups during Circle Time, and the target language changes depending on what our lesson focus will be. The three types I use most are Simon Says, Red Light-Green Light, and TPR songs.
We play Red Light-Green Light in this way when we are learning to write the alphabet. Since I use the terms floor, table, and ceiling for penmanship (i.e., "The letter c sits on the floor and touches the table. The letter k touches the ceiling and the floor, and has a hand on the table and a foot on the floor."), I want them to know these words.
Teacher: "When I say Green Light, point to the ceiling. Green light!" Students: [pointing] Teacher: "Red light!" [Repeat with table and floor.] This continue, and we do various combinations of the commands and the target language: Teacher: "When I say Green light, stand up. [standing] Red light! When I say Green light, sit on the floor. When I say green light, touch the table. When I say green light, sit on [or under] the table. When I say green light, put a hand on the table and a foot on the floor. When I say green light, write a C in the air."
We also have a morning song with commands to follow like "Clap your hands, twist your feet, stretch your arms, etc." We vary the verses later in the year to "Sing fast!" "Sing slow!" "Sing like a monster!" etc.
Here's an overview of how we used TPR during a science lesson on plants.
The content words are: seed, roots, stem, leaf, grow, move, breathe, drink. Students have already been introduced to these words previously (we used pictures in our books and on the board to point and say the nouns, and we used Grow, Move, Breathe, and Drink during Simon Says.)
Materials: large sheets of blue paper or blue plastic bags
Draw picture on board of plant, then stick figure of a child. Explain that we will do the life cycle of a plant. Explain that legs will be pretend roots, body pretend stem, and arms pretend leaves. Explain the blue paper/plastic pieces are water. Then group children around the water.
1. Tell them "be a seed (model this as curling into a ball and lying on floor.)
2. "Grow roots." (While still lying down, stick out legs touching paper.)
3. "Drink water with your roots." (Wiggle feet and make drinking noises.)
4. "Grow a stem." (Sit up but keep arms by your sides.)
5. "Drink water with your roots."
5. "Grow leaves." (Stick out arms.)
6. "Drink water with your roots."
7. "Breathe with your leaves." (Wave arms and breathe loudly.)
Repeat without modeling.
(Then we continued the lesson- we had a drawing to label, and another one to sequence.)
I hope this gives you some ideas! Good luck.
Allyson
On 1/25/10, joann wrote: > I am taking classes to obtain my endorsement and then my > master's in ESL. DOes anyone have any lesson plan > suggestions on the following language strategies: > > 1. The Silent Way > 2. Desuggestopedia > 3. Total Physical Response > 4. Community Language Learning > > Target group: primary grade level > > Thank you, Jo Ann
I've noticed that some ESL teachers have been looking for an activity that addresses what is going on in Haiti. I thought that it would be good to make one that focuses on the relief efforts instead of just the bad news that we are inundated with every day. In this activity, students read an article and choose the correct word or phrase that makes a correct sentence at key points in the article.
Hi! I read the post about Inside and Edge, NatlGeographic. We are looking at that too. Is anyone using it in Colorado and could I come visit some classrooms?? Also, anyone using Visions or Cornerstone or know anything about them??
On 1/30/10, esl teacher wrote: > On 1/29/10, Diane wrote: >> Hi! I re...See MoreI like Inside...I don't have time to cover it all because I'm also "layering" what the kids do in their mainstream classes, but when I need phonics or reading instruction, it's helpful. It helps those kiddos who don't have a good sense of decoding the language.
On 1/30/10, esl teacher wrote: > On 1/29/10, Diane wrote: >> Hi! I read the post about Inside and Edge, NatlGeographic. >> We are looking at that too. Is anyone using it in Colorado >> and could I come visit some classrooms?? Also, anyone >> using Visions or Cornerstone or know anything about them?? > > Inside is a re-packaging of High Point (well, that is true > for High Point: The Basics, but I don't know if it's true for > the upper levels.) For the lowest level of Inside, the > workbooks are a little different from HP and the HP textbook > is split into two books. They add a content reading for each > chapter. > > If you ask for feedback about High Point you might get more > responses since it's been around longer. Personally, I like > High Point: The Basics for the first part of the book but > then I think it gets boring when it tries to do more content > stuff. But the content readings in Inside make it a much > better text than High Point.
If you want your middle and high school to use the same series, I...See MoreOn 1/29/10, Diane wrote: > Hi! I read the post about Inside and Edge, NatlGeographic. > We are looking at that too. Is anyone using it in Colorado > and could I come visit some classrooms?? Also, anyone > using Visions or Cornerstone or know anything about them??
If you want your middle and high school to use the same series, I'd recommend either Keystone (not Cornerstone) or Visions. If you're okay with middle and high schools using different texts, I'd recommend High Point or Inside for middle school and Edge for high school.
Edge is written at a higher level than the other books you mention, generally too advanced for middle school, but great for high school students who are transitioning to mainstream. If you do decide to use Edge, be sure to look at the levels carefully before ordering materials and placing students in levels - since Edge is more advanced, a student who might place into Level C of the other programs could place into Edge Level B, etc.
Visions is good for high school. I think it would be fine for middle school as well. There are two different beginning levels (Basic and Introductory); Introductory covers everything that's in Basic and then some, so I'd skip the Basic level altogether and go with Introductory and levels A, B, C.
High Point is aimed at middle school. Inside is the newer version, slightly reorganized (leveled differently and with some new material). I'm more familiar with High Point than with Inside, but from what I've seen, they're very similar and very appropriate for middle school students.
I would not use Cornerstone for middle or high school; it's an elementary program. But, Longman has a middle and high school equivalent called Keystone, which looks good although we've never used it - Keystone has a set of texts specifically for middle school, another set specifically for high school, which I see as a plus (material stays age- appropriate as students mature, and high school students don't have to repeat material that was used in middle school).
I've worked with the reps of all of these publishers and they've been very helpful in providing information, samples, etc., so I'd recommend that you contact them as well. If you need the websites for finding any of these materials or their reps in your area, let me know.
I am in a "failing" schoo...See MoreI'm an ESL teacher, and after many years of fighting the administrators in my school, I finally "surrendered" and I am currently "pushing in". I couldn't take the stress of being hated anymore..lol, so I have submitted to their whims. I figure the sooner I do this, the sooner they will see that THIS DOESN'T WORK!
I am in a "failing" school which is under restructuring. I guess this means that they'll eventually close the school down, rename it, and reopen it someday. Naturally, they tell me the ESL kids have brought test scores down. This is unbelievable. When my kids are eventually exited from ESL, they all do incredibly well. Too bad, under the NCLB, my non-speaking-English kids are still supposed to pass the test. This is such an unfair practice and I am still fighting the powers that be.
What really gets me is that these administrators have no clue as to what we do. They would rather believe that we are just wasting time with our students. Do they really think we are working harder by "pushing in"??? This is such a joke!
My job has been simplified. I walk into a classroom, sit down by one or two of my kids (if I can) and observe what is going on in the classroom. I've been told to "jump in" by the classroom teacher if I want to. Jump in??????????? To me, "jump in" means to interrupt, so I basically just sit there. Everything the classroom teacher does is scripted. There is no real teaching going on in any of the rooms I "push in".
My kids are suffering and I'm suffering from boredom. Who are the "geniuses" who came up with this so-called "literacy program"??? I'm afraid that public education in the USA has become so political, that all of us are about to be "pushed out". Thank God I can retire in about 3 years. I just can't care anymore because if I do, I'll go crazy.
Hi All, Another series is Milestones, available since last year and doing extremely well. It focuses on literature and content and has Dr. Robert Marzano as the vocabulary advisor, so it is very strong in academic langiage. Have a look! Thanks, Rita Sacks rita.[email removed]
Hi, I hate to ask, but I need to interview an ESL teacher for a paper in my masters class. If anyone is willing to answer questions about the assessments and programs that you use with your students, I would appreciate it.
Currently, ESL is becoming nearly invisible in many corners as it is encouraged to melt in to general ed.
Research public school newcomer centers. That will probably turn up the most interesting results. All day English language instruction for ELLs.
On 2/01/10, nava wrote: > Hi, I hate to ask, but I need to interview an ESL teacher > for a paper in my masters class. If anyone is willing to > answer questions about the assessments and programs that > you use with your students, I would appreciate it. > > I am grateful for any offers to help!! Thanks.
This is the second article in my "Global Issues" set of activities. The first one was a video and worksheet activity about development in the Dominican Republic. Here's the link if you want to check that one out, too:
[link removed]
However, now I've found that my ideas have run thin. I would like to continue doing these types of activities, but I have developed a bit of writer's block and would like to get some input from other teachers. What "Global Issue" do you think would be good to cover in the ESL classroom?