1. ALL CHILDREN ONBOARD! IMPLEMENTING DIFFERENTIATED INSTRUCTIVE INTERVENTION IN JUNIOR HIGH SCHOOL Presented by Arleen Quien May 3, 2010 Arleen Quien 2010

2. ★ 教師對英語文教學的需求？ What is the most difficult aspect of teaching English? 您認為英語學習領域教學最困難的部份是什麼？ □ 教材太難 □ 教學資源不足 □ 學生基本知識不足 □ 多媒體設備不足 □ 教師專業知識不足 □ 其它 Arleen Quien 2010

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9. STRATEGIES FOR DIFFERENTIATING INSTRUCTION Arleen Quien 2010

15. GROUPING Arleen Quien 2010

17. RECOMMENDED CLASSROOM ACTIVITIES Arleen Quien 2010

20. Consider using visual text first to teach these strategies. For example, use complex but short films (5 – 15 minutes) to teach strategies, build background knowledge, and for students to use for practice. These films do not have dialogue and, therefore, no language burden. Arleen Quien 2010

21. Next, use comprehensible texts, including short stories, excerpts from larger works, and adolescent novels . Give students time to apply comprehension strategies while in collaborative learning groups. Finally, use complex texts such as novels, non-fiction, and academic exposition. The goal is for students independently to choose and use strategies for different purposes, and to be able to critically analyze, in writing or in speech, the texts they read strategically. Arleen Quien 2010

22. SUPPORTING VOCABULARY ACQUISITION FOR ENGLISH LANGUAGE LEARNERS Arleen Quien 2010

23. Adolescent ELLs are often talented at basic interpersonal communication skills, which often masks their difficulty in attaining content and academic literacy proficiency. This is due to the vocabulary load that middle and high school learners suddenly face. It is estimated that that students need to know 88,500 word families to understand their content-area texts, yet only 10% of needed vocabulary is usually learned through direct instruction. Arleen Quien 2010

24. Before reading a text, identify key content vocabulary and vocabulary that may be difficult for language learners, such as phrasal verbs and prepositional phrases . ELL's tend to acquire these language forms last because they do not exist in many languages. Also, identify potentially difficult idioms , homonyms , and slang phrases . Pre-teach essential vocabulary words and phrases through word walls. Arleen Quien 2010

25. Use Google images to pre-teach vocabulary. "Google" the focus vocabulary words, and choose the images category. Connect the images to the vocabulary words. When vocabulary words are more conceptual than concrete, use the images to start a discussion rather than name an object. When possible, bring in the real thing to make the meaning of objects clear , physically demonstrate verb phrases or ask students to role-play , and use relevant film-clips to illustrate vocabulary . In short, use multiple modalities to teach vocabulary. Arleen Quien 2010