Working with early Interediate ESL students

Working with early Intermediate Level ESL
Teacher should:

- Assist students to actively developing receptive vocabulary.
- Promote students to Produce one & two- word answers to short sentences, and make them recite and repeat poems, songs, and chants.
- Students can retell simple stories using pictures and objects, and can engage in dialogues, interviews, or role-plays.

*Provide opportunities for contextually supported activities
*Model processes expected of students while verbally guiding students through tasks
*Use scaffolding techniques through out lessons, assisting and supporting
student comprehension
*Expose students to patterned or predictable books
*Provide opportunities for expression in speech and print for a variety of purposes and audiences

*Structure group discussion
*Provide some real texts

*Provide opportunities to create oral and written narratives
*Structure a variety of realistic writing experiences and include opportunities for journal writing, student-authored stories . and language experience activities.

*Use higher level questioning techniques to elicit generative responses
(Accountable Talk,I FL)
***Use data from results of classroom activities & assignments to determine what to teach next.

Exploring Teacher tube

When I spent sometimes watching and listening to teacher tube, I found one talking about"Why let our students blog?" I read the followings answers from many teachers:
for ownership, for sharing, for collabaration, for discussion, for empowerment, for interaction, for aprticipation, for motivation, for engagement, for CONVERSATION, for creativity, for excitemnent, for REFLECTION , for blogging to LEARN, to extend the wall of classroom, to give students a learning environment and for writing to learn. Most students are very young on the video. Check it out, www.teachertube.com

At first , I was looking for plants & and animals video clips for my ESL Science class then I found someone talking about student blogging.

The Center of Attention/Differentiated Instruction

The Center of Attention
Originally uploaded by jonSpot

I'm posting this teaching strategy for my student teacher.Birds are flying different ways too so our students them-selves learn at different pace.
Beginning Preproduction

-Simple repeated amounts of English instruction
-Rely on visual and other clues for understanding
-Students may illustrate characters, objects, and actions to convey meaning.
*Provide opportunities for active listening , incorporating props, visuals aids, and real objects into presentations
*pair or group students with more proficient speakers of English
*Conduct shared and guided reading that incorporate prior knowledge and involve the use of visual and graphic supports
*Use and involve students in physical movement and expression
*Involve students in literacy activities and provide students with exposure to written English
* Have students label and manipulate real objects and photographs or illustrations
*Pause during lessons to allow students to process and reflect on the information they are learning.
Source:Hampton Brown

Interesting SIOP website for teachers who work with ELL/ESL students.

Even though one may have been trained for SIOP strategies from Hamline University, it is good idea to refresh our teaching skills. Visit this website, I found it very useful, and I found more tools then I learned SIOP sometimes ago. Strategy of teaching Content Subjects to ELL students.www.siopinstitude.net

Thing #32 WIKI /My cutest cat was gone!

My cutest cat was gone!
Originally uploaded by banlang2000

When I use WIKI , I associate it to thing #10.
There are many complicated laws about copyright.
when I applied my thing# 10 in my classroom ESL L2, I used the copyright cartoon video with my students."copyright mystery".They seemed to understand .I went to www.gov./teachers.org
At the beginning I only used wiki as my dictionary later on I use it for many purposes.For example laws & copyright things.