How to Teach Non-english Speeaking Students Read
Hi in that location! My proper noun is Deb Hanson, and I am thrilled to be guest posting today on Rachel'due south blog! I am an ELL (English Language Learner) teacher in Nebraska. I take taught ELLs in all elementary class levels and in all stages of language acquisition. Today, I want to focus on those Level i students – often newly arrived immigrants who have lived in the country for a short period of fourth dimension.
As an ELL teacher, this scene has occurred several times during my teaching career: A concerned teacher rather frantically approaches me and exclaims, "What practise I do? My new student doesn't speak whatsoever English!!" When this happens, I tend to react in ii ways. First, I call back my own feel during my first year of didactics when 2d grader Jessica arrived at my classroom door one morning…and I sought out the school'southward ELL instructor and spoke the verbal same words to her! And then, I start to calmly run down my "tiptop ten list." I'chiliad sharing that list with you today!
ten. Pair your new pupil with a buddy!Ideally, this buddy would exist a patient, kind role model who speaks the same language equally your educatee (and can translate!). When this isn't an option, still, choose a patient, kind English-speaking classmate, who will be agreeable to helping your new student follow your directions.
9. Use lots of gestures and/or quick sketches! If you merely use words, your new student volition quickly become overwhelmed and/or bored. For example, if you are telling the class about your bulldoze abode from schoolhouse the prior evening when you almost hit a deer, you might do this: "Yous'll never believe (easily on cheeks) the scary thing that happened to me yesterday! I was driving abode (hands wait like they are moving a steering wheel) when a deer (describe a quick sketch of a deer on the board) jumped (use your easily to indicate a bounding motion) in front of my motorcar!" Don't recall yous could depict a deer? Enquire a student to assist by saying, "Tim, you're a good artist…would you come to the board and draw a quick sketch of a deer for Nafiso then she can sympathise what I am talking well-nigh?"
8. Utilize Google Images! I always take my iPad open up to Google Images, and I am oftentimes typing in words to provide a necessary visual for my students. Accept, for example, a lesson where you are trying to teach your students the meaning of the roots –ped and –pod. Use Google Images to show your student what a pedestrian, pedal, tripod, podium, and centipedeare, and talk over how they are all related to the word "pes." I can about guarantee that this action will benefit many students in your classroom, not only your new ELL!
As an ELL instructor, I apply Google Images frequently! Merely last week, I was reading a job card with an ELL pupil about a bashful "blossom girl." I was worried that this fairly new student from Africa would call up it was referring to a female flower, so I popped out the iPad, opened to Google Images, typed in "flower girl," and then showed her the pictures. I used the photo in the upper left corner, and we discussed the American tradition of the bride choosing little girls to throw flower petals during the wedding ceremony.
I'g certain you know this, but information technology bears repeating: Exercise caution when using Google Images!!! At that place are times when you do an innocent search, and an inappropriate prototype is shown. I always turn the iPad so it is facing me only and enter the word I am searching for. Only after I take scanned the images for ceremoniousness do I turn the iPad to share the images with students!
7. Be aware of how oft you use idioms like "hold your horses" and "he allow the cat out of the pocketbook" when yous talk. These can confuse fifty-fifty advanced ELLs, merely new students tin be really stumped by them. You might even want to consider telling your other students to heighten their hands when they grab yous using an idiom! They'll larn to recognize idioms, and you will exist able to take the opportunity to explain their meanings!
6. Speak slowly and conspicuously, especially when you are speaking directly to the new pupil.
v. Practise not correct your student'southward errors when he/she attempts to speak in English language. (I know it'south tempting!) Rather, celebrate that he/she tried to communicate in English. If you have an opportunity, so model the correct way to say the phrase. For instance, if your educatee tells you, "Mom have baby yesterday. Girl." then you can answer, "Really?!? Your mom had her infant yesterday? The baby was a girl? How heady!"
iv. Accept small steps with writing.Writing is a tough field of study for a newly-arrived student who doesn't speak English. Yeah, many upper uncomplicated students can write in their native language, but they quickly become bored writing for a non-existent audition, since virtually teachers do non runway down an interpreter each mean solar day to translate their writing for them. I think it is wise to let them go along writing in their native linguistic communication about twice a week. However, I also brainstorm to teach them how to write simple English sentence structures soon after their arrival. I begin with educational activity my new students color words (see the freebie below!), and this vocabulary provides the base for beginning the writing process! Yous see, once they larn the color words, they tin can write simple sentences! For example, later on I get my other students started on their writing assignment, I walk over to my new student's desk-bound and help him/her detect a writing notebook. I open up the notebook to a blank page, and depict a big T on the folio (forming a T-chart). I write, "I similar _____________." at the tiptop of one column, and "I don't like ________________." at the top of the other column. Then, students tin write colour-related sentences in the columns, like "I like dark-green." or "I don't like pink."
Use sentence starters with new ELLs! They will acquire important common sentence structures, and they will have an opportunity to utilise the vocabulary they have been acquiring!
Picture dictionaries also come in handy during writing. For example, on a post-obit mean solar day, you might open the motion-picture show dictionary to a food folio, and students can write, "I like blueberries." or "I don't like apples."
Other simple structures might include:
- After students have learned bones verbs: I can spring. I tin'tswim.
- After students have learned torso parts and numbers: I take two brown optics.
- After students have learned wear vocabulary: I am wearing a blood-red sweatshirt.
- Later students accept learned sports: I play soccer. I don't play tennis.
3. If possible, provide books and simple dictionaries in the student's native language. Many upper uncomplicated immigrants enter our classrooms already knowing how to read and write in their native linguistic communication. Definitely capitalize on this! Give your new educatee some "down-time" each day when he/she can return to his/her comfort zone and read in his/her native language.
two. Alter your learning objectives for your new student. For example, if your social studies objective is to "name the three branches of authorities and explain the roles of each," then this is probably not a realistic expectation for your new student. However, I do not retrieve it is unrealistic to expect Level 1 ELLs to match a movie of a gauge to an index card that says "judicial branch," a moving-picture show of the president to an index menu that says "executive branch," etc. (I'd return to Google Images to chop-chop access those photos!) Start by deciding what exactly you desire your educatee to learn from the lesson, find a way to teach it to him/her, and assess it.
Find that I covered some of the search words, then as non to give the student clues!
1. Keep a positive mental attitude! Even if they tin't understand everything you say, they can read body language very well. Students know whether they are warmly accepted or not. After all, don't you someday want them to say," I'll never forget how prissy Ms. ____ was to me when I first came to America! I was so scared, merely she fabricated me feel welcome"?
This FREEBIE contains eleven color flashcards and sixteen school object flashcards that I utilize with newly-arrived ELLs. It also includes directions on how to effectively introduce the words and the directions to play a fun memory game with the cards!
I am but finishing upwards my 16th year of teaching! I started my education career in 2nd form, but speedily discovered that I have a passion for teaching ELLs! Currently, I teach 3rd, 4th, and 5th form ELL students. Almost seventy% of my solar day is spent co-educational activity English language Linguistic communication Arts in four classrooms in my school. The balance of my mean solar day is spent working with pocket-sized groups of students. I love to observe students larn linguistic communication, and I consider myself so fortunate to work with students as they progress through iii course levels! Stop by my TPT shop when you have a free moment. I think I am most well known for my upper elementary ELA craftivities.
Source: https://minds-in-bloom.com/debs-top-10-tips-when-you-are-assigned/
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