Distinguish understudies English capability levels as indicated by the obliged national, state or region ESL norms .

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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 fshin@csulb.edu.
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Effective Strategies for Teaching Second Language Acquisition and Literacy Development June 15, 2009 www.eeciseminars.com Presented by Fay Shin, Ph.D. Educator California State University, Long Beach Department of Teacher Education fshin@csulb.edu

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Identify understudies\' English capability levels as per the required national, state or area ESL benchmarks National ESL Standards (TESOL): Beginning (Level 1) Intermediate (Level 2) Advanced (Level 3)

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Second dialect obtaining A. Dialect is obtained when it is important. B. Conceivable info is required. " We secure dialect when we comprehend the messages or get Comprehensible Input " (Krashen, 1988)

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Sa gua

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Order for ESL Instructional Medium *Realia-genuine protests Most compelling *Model of the question *Photos * Drawings * Written Word * Oral Word Least viable

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" We procure dialect when we comprehend the messages or get Comprehensible Input " (Krashen, 1988)

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Primary dialect versus second dialect as a medium of direction? "time on undertaking" hypothesis

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Affective factors identify with the accomplishment in second dialect acquistion. 1. Emotional factors: Motivation Self-certainty Anxiety 2. At the point when showing English dialect learners, instructors need to recollect to keep the learner\'s full of feeling channel low

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Academic Language 1. Intellectually requesting and complex ideas should be educated through protected direction or SDAIE (Specially Designed Academic Instruction in English) 2. Content region guideline gives testing vocabulary and gives ELLs the chance to keep up in topic. Guideline must be understandable .

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Important segments for an ESL program ESL "time" must happen every day Includes guideline concentrating on requirements for particular English capability levels: Students are assembled by capability levels and needs Minimum 45 minutes Encourages oral support Builds on understudy\'s earlier learning and encounters

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SDAIE Strategies for the ESL Classroom Speak gradually Lots of visuals and realia Context inserted Manipulatives and hands-on Build on earlier information Limit instructor focused addresses TPR (add up to physical reaction) Use gathering systems Focus on the significance, not the frame Graphic coordinators Preview-audit Alternative appraisal Make the content fathomable (Give ELLs access to the substance) Make self-teach associations (interface home dialect and culture with school) Independent perusing openings

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Differentiated instructional arranging and lesson conveyance is suggested on the grounds that it considers WHO is being educated, not exactly WHAT is being instructed

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Activities for Language Acquisition Stages Beginning - Level 1 Characteristics: Students have next to no appreciation No verbal creation Activities: Use heaps of visual guides and moderate discourse. Oral creation not constrained. Watchwords composed on board. TPR (Total Physical Response) Use realia. Understudy undertakings include: listening physical activities drawing gesturing coordinating Examples of inquiries: Find the… . Indicate the… .. Stroll to the… ..

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Beginning – Level 1 Characteristics: Students have constrained cognizance maybe a couple word reactions. Exercises: pictures part playing outlines and charts names Student errands include: One or two word reactions. Naming, naming Listing Categorizing Yes/no answers Examples of inquiries Where is the… .? Is this a table? Yes or no? What shading is the… ?

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Intermediate - Level 2 Characteristics: Good cognizance Simple sentences with constrained vocabulary Many mistakes in language structure, linguistic structure and elocution Activities: Matching, characterizing Games Group talks Charts and tables Student tasks: Small gathering work Summarizing Describing and explaining Role playing Complete sentences Retelling Examples of inquiries: Tell me about… Why did the… . Portray… . What do you think… . How did the kid feel… .

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Advanced - Level 3 Characteristics: Excellent comprehension Few linguistic use blunders Appears familiar when talking, yet has issues with abnormal state scholastics and education Activities: Paraphrasing Use SDAIE strategies Journals Oral exchanges Language encounter Outlining and mapping Newspaper articles Student undertakings: Analyzing Prediction Give instructions Giving feelings, defending Reading and writing Examples of questions: Compare (the lion and the tiger… .) Contrast ( the betray and the rain woodland) Which do you incline toward? Why? How would you think this story will end?

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Distance from the sun (in a huge number of miles) Pluto-3,688 (disclose it used to be a planet however it is currently "demoted" to midget planet status) Neptune – 2,794 Uranus – 1784 Saturn – 887 Jupiter – 483 Mars – 142 Earth – 93 Venus – 67 Mercury – 36

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Quick Start Guide This is a case of express headings and inquiries for how a lesson arrange card can be utilized. It is proposed to be just a rule for a man not acquainted with the program to exhibit one method for showing it. Point: Zoo Animals (ELD Lesson Plan Card 3.1 Level A) Whole Group (Levels 1, 2 and 3) Instruction Introduction/Background/Motivation: Introduce zoo creatures and vocabulary utilizing picture cards, soft toys, photos, books, recordings, realia (genuine items), or real creatures if conceivable. For instance, to inspire understudies: bring a creature (like a snake or winged creature) into the classroom and let understudies touch or hold it. Bring various types and sizes of soft toys or creature dolls and place them in the front of the class Ask understudies to convey their most loved plush toy to class. Indicate photos of a zoo and inquire as to whether they have ever been to the zoo. Solicit understudies: what number from you have been to the zoo some time recently? What creatures have you seen at the zoo? What do you do at the zoo? Record reactions on graph paper. Make a table or draw a bunch outline the answers. Perused a book about creatures or the zoo. Utilizing the book A Trip to the Zoo , demonstrate the intro page and inquire as to whether they can foresee what the book is about. Say and ask understudies inquiries, for example, I am going to peruse a book. Does anyone know what this book will be about? Why do you think the book will be about _______?

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Beginning (Level 1) Some vocabulary words for zoo creatures: elephant, lion, croc, bear, eating. Guided Instruction: Using realia (genuine items), visuals or picture cards, indicate the creature and distinguish them a few times. Say the words and articulate every word gradually and obviously. (Educator focuses as she says the accompanying): This is an elephant. Say elephant. Is this a lion ?(indicating the elephant picture). No. This is an elephant. This is a lion. (indicate a lion) Is this a lion? Yes. This is a croc . This is a bear . (Rehash with various creatures) What creature is this? Indicate the croc. What shading is the bear ? What is the bear eating ?

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Intermediate (Level 2) and Advanced (Level 3) Vocabulary words: hide, wings, trunk, scale, sharp (Note: These words are notwithstanding the Beginning-Level 1 vocabulary. Survey vocabulary words for Level 1 initially) Guided Instruction: Introduce vocabulary words indicating the photos. Lions have hide. Do you know different creatures that have hide? This elephant has a trunk. Do you have a trunk? Does a lion have a trunk? Flying creatures have wings. Have understudies recognize and arrange the creatures. Which creatures have hide? Which creatures have wings? Which creatures have a trunk? Request that understudies come up and demonstrate the class a creature you name. Sally, where is the lion? Gone to the front and hold it for me. Juan, where is the crocodile? Gone to the front and hold it for me. Who is holding the bear? Which creature do you like? On the off chance that you like lions, come and remain by Sally. Educate me concerning this bear. Depict what a giraffe resembles. What do you think about gators? Why do you think a giraffe has a long neck? Why do you think crocs have sharp teeth? Why do you think bears have bunches of hide? Which creatures do you like? Why? Which creature would you lean toward? Why? Think about an elephant and a giraffe.

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Language Experience Approach movement Choose a theme (zoo creatures, lions, our most loved creatures, and so on.) Write the title or subject on diagram paper or a white board. Request that understudies make a story or give you sentences about the subject. Compose the sentences on the outline paper. When you are done, perused the sentences to the class gradually and obviously. Perused it again yet request that understudies read it with you. Request that understudies read it all alone in the event that they can (quietly or outloud) Ask understudies to duplicate the sentences on a bit of paper. Have understudies represent their own particular paper. Case of a Language Experience action: Zoo creatures There are bunches of creatures at the zoo. I like the lions. I like elephants. Lions have hide. Elephants are enormous and have trunks. Bring home book: Small and Big Animals Pass out duplicates of the bring home book. Crease and staple them together. Perused the bring home book to the understudies. Rehash and request that understudies read it with you. Have understudies perused the bring home book quietly. Have understudies shading the photos and finish the movement on the last page (let understudies work freely, in sets, or in gatherings on the off chance that they pick)

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Components for ESL Lessons Each lesson ought to have no less than at least one SDAIE procedure recorded for every segment of the lesson. Lesson point or topic: Grade and English Language capability level: Language objective: Content goal: ESL Standards Key vocabulary: Supplementary materials: Introduction or

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