@ScienceHeatherM@ELchatFCPS I use language targets for my level 2s. It makes sense to focus on it for them. Not sure how useful it is with my Level 1s.
@AbottNicoleta @ELchatFCPS I also like how there is movement involved and I could do it like musical chairs. I’ll do anything to teenagers moving and their blood flowing, especially after lunch.
@ELchatFCPS I used a variation of the map game with my L1s. We have a bunch of new students who the other students really try to help get around the building. It wasn’t quite suited for the 1’s. I pre- taught some vocabulary but not enough! Forgot to mention words like locker, h20 fountain!
@AbottNicoleta @ELchatFCPS I agree but I like to do a lot of quick listening assessments to try to identify a students level of comprehension or to discern their ability to discern between similar sounds.
@ScienceHeatherM @Christi58907541 @ELchatFCPS That’s a great point- we need to teach and encourage students to inform the speaker when they don’t understand something.
@ELchatFCPS Students need the background knowledge to help to help them understand in listening situations but they also need support to identify and hear the differences in many sounds. I always remember how terrified I was when I had to speak in a foreign language over the phone!
@MannonTracy@ELchatFCPS That is true! So many texts talk about the variety of pets people have and I have yet to have a student who actually has one. Not that relatable for them.
@AniaMikelinich @AbottNicoleta @ELchatFCPS This is not academically related but once we had a lockdown drill just before Halloween. I was later told by the dad of my brand new Thai student that he thought the drill was a Halloween activity- sitting on the floor in the dark!!
@ELchatFCPS I fall prey to language challenges again and again in texts for my level ones. I’ll focus on making sure they understand the nouns in the text (which I’ll support with pictures or a discussion) but then I’ll miss the boat some verbs or adjectives that completely throw them off.
@AbottNicoleta @ELchatFCPS This was also a good reminder to me of the heavy cultural load found in so many texts. I really struggle finding age appropriate texts for high school level one students.
@ELchatFCPS The four reader roles shouldn’t be used or relied upon singularly or individually. Each role has utility but also drawbacks but using them in as facets in a combined approach, helps the reader balance the phonetic and cultural demands as well as framing author’s purpose.
@ELchatFCPS Worked with the Government teacher to write a reflection. She provided a model so in my class we talked about the purpose and I provided sentences frames so students could write independently. Had also discussed possible responses.
@ELchatFCPS I’m thinking about my level ones so I want to work with a teacher in a content class so students can gather the relevant information regarding a content subject and we can work on it together in my class.
@ELchatFCPS In Eng 9, pairs of students had academic conversations about discerning between fact and opinions then followed up on that with a separate conversation on how to determine accuracy of a statement.
@AbottNicoleta @ljschwartz_esol@ELchatFCPS There’s definitely less pressure in writing so it’s often preferable to speaking but it’s sometimes easier to fumble through speaking using tone, facial expressions and gestures.