6. I really know what it means an ELL, ESL student, limited language proficient and HOW difficult it is
7. What if I mispronounce II don’t understand Boring! Why are we learning this Should I raise my hand The teacher talks all the time How can I use this in real life? I hate sitting at my desk for 50 minutes.
9. I know how frustrating it can be to teach English as a second language and to deal with the diversity of students in this country. We always look for the best method to use to increase our students academic success.
10. Before finding the best method, we have to know WHO our students are and WHAT their needs and expectations are
11. Where are our learners from? Every corner of the planet
20. 2. Building Background By making purposeful connections to prior learning, teaching the most important vocabulary, trying to connect the content to something the student may have already experienced
21. Some activities for background building: KWL Charts: Students chart Pre-Reading Activities Using Symbols (Check marks, question marks, plus signs)
23. 3. Comprehensible Input Making instruction clear by using vocabulary students know and providing a variety of experiences
24. This component traces back to Krashen’s ‘Second Language Acquisition’ theory: Krashen suggests that natural comprehensible input is the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence. (Krashen, 2003)
25. Activities for Comprehensible Input Total Physical Response Vocabulary Cards Similar Words and Opposite Words Vocabulary Picture Puzzles Confusing Words Bulletin Boards
26. 4. Student Strategies for Success Teaching learners specific strategies to use that increase comprehension
27. Some of these strategies are: Survey, Question, Read, Review, Recite (SQRRR) Questions in a Can Gallery Walks Split Page Note Taking Similarities and Differences Using a Venn Diagram
29. Strategies for enhancing different interaction patterns: Sufficient Wait Time Group Consensus Find Your Partner Academic Relays
30. 6. Lesson Delivery Are you desperate for seeing students engaged %90 of the lesson?
31. It is not so difficult. Here are some tips: Heading into Questions Chunk and Chew Magic Buttons Procedural Knowledge Response Cards Secret Answer Take Your Corners What Do You Know?
33. Our learners need hands-on materials, opportunities to practice and integrate language skills by using: Bingo Graphic Organizers Compare and Contrast Fishbone Diagram Concept Webs Pizza Pieces Vocabulary Games Pyramid Game
35. To enable our learners to demonstrate mastery, we first need review. Review of vocabulary, language standards, and key concepts inevitably bring success.
36. To avoid frustration and failure of the students, we can do: Table Discussion Groups Simultaneous Roundtable Find a Person Who Knows Numbered Heads Together Sign in, Please Response Boards
37. After learning about SIOP, and its strategies, my teaching has changed a lot: S I O P Speaking Listening Reading Writing
38. My dream was having a class full of students eager to participate in the lessons, highly motivated, risk takers, autonomous learners, and able to integrate the language skills and use them in real life situations
39. Once I had a class who kept on asking why they were learning English, and they did everything possible to avoid participating in the lessons. Now I can understand the reason behind their unwillingness:
