Académique Documents
Professionnel Documents
Culture Documents
Abstract
Today classrooms are extremely diverse, language is no exception. In order to teach those
learners at different proficiency levels a teacher has to scaffold the learning process. As learners
progress the teacher can remove the scaffolds leading to competency and designation as a fluent
speaker. The author has provided different proficiency stages, sample student behaviors, and
activities for those stages.
English Language Development focuses on four skill areas: function, form, fluency, and
vocabulary (Spillett). Functions are the purposes of communication (Spillett). The structure of
the English language is referred to as form (Spillett). Fluency is how easily and clearly language
is spoken (Spillett). The skill of vocabulary is important and research shows the ELL students
should be taught key words before learning a lesson in order to help them with language
acquisition (Spillett).
Kindergarten Standard: Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents know about letters, words, and sounds. They apply this knowledge to read simple
sentences.
Stages and Assignments to facilitate ELL movement to the next learning level
Stage
Preproduction
Points to nonverbal
responses
Actively listens
Responds to commands
Early production
Assignment
ACTIVITY: Fold a piece of
paper in half to create a two
page book. Write your name
on the front of the book.
Write the title (I Like to)
under your name on the front
of the book. On the inside
two pages draw pictures of
what you like to do. On the
back cover draw a picture of
yourself.
ACTIVITY: Circle the
correct answers on a
worksheet. What do you see
on the left side of the paper?
List what you see on the right
side of the paper (class will
answer and fill in together on
the board and individual
worksheets). List the animals
from biggest to smallest.
What do these animals eat?
Where do they live? Who do
they live with? (Students will
Intermediate Fluency
Demonstrates comprehension
Carries on conversations
Answers in sentences
Advanced
Ready to be designated as
fluent
English speakers
The writing activities will help the English learners to progress to the next level of English
proficiency because the activities get a little more challenging as the learner is progressing. In
the beginning there is a lot of scaffolding by the teacher. As the learner progresses and learns
more about the English language the scaffolds slowly begin to disappear. Students will begin by
listening, following commands, and responding through nonverbal responses. They will then
move to one word responses and phrase answers. Learners will then progress to demonstration
of comprehension and writing in whole sentences. By the last activity students will be working
to show proficiency in reading, writing, and speaking. English speakers at this point are
working with little scaffolding, and are ready to be designated as fluent.
The strategy of Copycatting, which is extremely effective in teaching English learners has
been incorporated into all activities. Students in the class will have the opportunity to create
their own individual work using examples and descriptive words on the board. This strategy
enables students to learn patterns of the English language before they are able to create their
own sentences as individuals (Ventriglia, 2013, p. 97). Students will be practicing writing and
English patterns through use of copycatting. When students practice this strategy they are able
to see how verbs and nouns are put together to form a sentence. The strategy of copycatting
provides reinforcement and practice with English in the written form.
References
Spillett, A. (n.d.). Strategies for Teaching English Language Learners | Scholastic.com. Retrieved August
24, 2014, from http://www.scholastic.com/teachers/article/strategies-teaching-english-languagelearners
Ventriglia, L.D. (2013) Differentiated Instruction: The rule of foot (8th ed.) Younglight Educate Light
Up the Mind.