Graphic Organizer Table PDF

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this is my graphic organizer for this class...

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DeAnn Parkin Grand Canyon University Esl 433n Professor Suzy Natividad November 29, 2020 Graphic Organizer Table Pre-Emergent Speaking & Listening Strategy - Read-Aloud: Read out loud to the ELL students to assist and point out their understanding. Justification - It is important for teachers to read aloud to the students at the pre-emergent level because they cannot read or understand the English language. Reading Strategy - Visuals: Use visuals and allow the students to point to pictures or play out the vocabulary words. Justification - Students at the pre-emergent level cannot read English. By doing this strategy they will look at the words that are given to them and try to connect to the pictures that the words are representing. When using the books that interest the students, they will be able to recognize the pictures to the words (2019Robertson & Ford).

Writing Strategy - Creativity: Encourage creativity and allow the students to draw pictures to express themselves. Justification -because the students are learning how to still speak they do not know to say the words, read them, or even write them, by doing this it is giving them the chance to be creative and draw pictures that they can connect with to remember the word. This also shows the teacher what the students are trying to say as well and learn the student’s native language at the same time (2019 Robertson & Ford). Emergent Speaking & Listening Strategy - Selective Questioning: teachers should ask questions that are going to get the students to give a short answer response, rather than just a yes or no answer. Justification - At this level, it is important to ask open-ended questions so that the students must explain their answer and give a description of why they believe that answer is correct. This also gives the students the chance to practice speaking the English language as well (2019 Robertson & Ford) Reading Strategy - Modify Text: When having the students read, teachers should try and consider making modifications to the passage so that it will delete the information that is not important to the objectives being taught at the time. Justification – Because the students are now slowly starting to learn the English Language, teachers should not over stimulate them or provide to much information to them because it can

make them confused and overwhelm the students. Baby steps when helping these students learn the English Language (2019 Robertson & Ford). Writing Strategy - Corrective Feedback: Teachers should provide the students with the right feedback on their writing assignments this allows the students to make suggested corrections to their work, this is also important to make sure students do not become discourage at any point of their learning journey of the English Language. Letting the students know that is common for mistakes to happen not only in writing but also a part of life and that is nothing to be discouraged about only to learn from the mistake and improve from it. (2019 Robertson & Ford). Justification – when at this stage it is important that the students be able to learn from their mistakes and that they need to fix their mistakes to make it better while also making sure that the teacher does not discourage them from fixing their mistake and letting them know that by not fixing their mistake it could result in a poor grade (2019 Robertson & Ford). Basic Strategy - Academic Language: this is where teachers need to introduce new academic vocabulary and model how to use it in a sentence. Justification -students are now able to speak English pretty good so it is important to encourage them to use proper academic language when speaking. The students will need to be encouraged to use proper language when speaking and when writing. Reading

Strategy - Retell Stories: let the students retell stories or experience while having other students write them down, then have one students bring them home and have them read the stories to someone at home to reinforce the learning (2019 Robertson & Ford). Justification - The students can now read the English language at this level, so it is important to encourage them to continue practicing reading while at home to reinforce learning. Writing Strategy - Fill-in-the-Blank: At this level, students will be provided with a fill-in-the-blank version of the assignment the rest of the students are working on, with the necessary vocabulary listed on the page. Justification - The fill-in-the-blank worksheet will help the ELL student because they have the list of vocabulary words to choose from. Then they can then use their knowledge to determine which word fits best in each blank space. Intermediate Speaking & Listening Strategy - Academic Language: It is important that students not only use every day English language to socialize but to also use the proper language because this encourages students to use proper language in the classroom as well and even during activities.

Justification - students who are using every day socializing language to speak to their friends and family in different settings while practicing to use proper language to finish their work in the school, having students get used to repetition will push students to keep using proper English all the time even after school situations. (2019 Robertson & Ford). Reading Strategy - Graphic Organizer: these will have the students be able to check to make sure they have filled them in with details, this will challenge them but also encourage them to make sure they have all the information that they need and can add more if needed. Justification - Having the students use graphic organizers can help them learn to elaborate and expand on certain topics. It can also help the student when determining the important details of the story they have just read. Writing Strategy - Academic Skills: this will introduce new academic skills such as brainstorming, summarizing, and comparing and contrasting to help further challenge the students. Justification - Considering the students are now starting to read, write, and speak the English language, they need to be encouraged to use these academic skills to further challenge them and get them to the level of advanced fluency.

Reference Robertson, Kristina & Ford, Karen. (2019). Language Acquisition: An Overview. Retrieved from https://www.colorincolorado.org/article/language-acquisition-overview...