Modifications of the
curriculum should be based on the proficiency level of the English
language learner as indicated by the stages of proficiency outlined
by the Pennsylvania Department of Education. Teachers should
use these descriptors to align teaching and learning strategies
with students’ English language proficiency and their educational
experiences. The descriptors should also be used to help determine
learning expectations and assessment and evaluation strategies
Objectives:
*
Acquiring knowledge
of the basic concepts in the subject area.
*
Relating content
to self, school, and outside world.
*
Development of English
language skills.
Instructional
Strategies:
*
Provide extra
time for processing.
*
Activate prior
knowledge: Think-pair-share; K-W-L; Build background
knowledge; Make daily links between lessons
*
Provide students
with an outline of the unit before starting instruction,
reading, and discussion.
*
Provide hard copies of
overhead materials, notes, handouts that include examples.
*
Introduce key vocabulary
as needed for the unit.
*
Provide numerous and varied
visual supports (e.g. pictures, graphs, maps, time
lines, charts) to communicate and clarify
information and concepts.
*
Formulate concrete questions
when investigating the topic.
*
Stress definitions of terms
based on students’ observations.
*
Encourage careful, thoughtful
reading of short selections in which one main idea
is presented.
*
Encourage students to
underline or highlight key words or important facts
in text.
*
Teach learning strategies
to help all students learn: Notes, graphic organizers,
mnemonic devices, etc.
*
Practice cause and effect
relationships by providing language and visual clues.
*
Use a variety of sources.
*
Contrast interrogative,
negative, and affirmative statements drawn from the
lesson.
*
Model instructions, paraphrase
directions.
*
Maintain a culturally sensitive
and supportive environment.
*
Use bilingual dictionaries,
glossaries, and word lists.
*
Model instructions and
examples.
Providing
activities (practice) for the English language learner:
*
Encourage collaborative
group work.
*
Encourage discussion
of new ideas and divergent thinking.
*
Have students
listen to a tape recording of a lesson (repetition),
or a tape of directions for an assignment.
*
Extend time for projects,
assignments, and assessments.
*
Use a word bank.
*
Have students complete
charts and diagrams, identify similarities/differences,
and investigate solutions to problems.
*
Have students use key
vocabulary and simple sentence structures to communicate
ideas, procedures, and results, orally and in writing
*
Allow the students to make
choices in tasks (not all reading and writing).
*
Give opportunities to revise,
rethink.
*
Give real-world opportunities
(or simulations) to apply new knowledge.
*
Include concrete experiences
(manipulatives, links to prior personal experience).
