This document provides an overview of strategies for teaching English as an additional language to learners. It discusses the presenter's beliefs in creating a safe and interactive environment that values meaning over form. Various strategies are then outlined, including using realia, journals, pictures, response journals, vocabulary building, and poetry activities. The document emphasizes the importance of modeling, guided practice, and independent application of skills based on the presenter's references.

1. Teaching English as an Additional
Language Learners
Brandon
EAL
Teachers
May
26,
2010
Presented
by
Faye
Brownlie
References:
InstrucCon
and
Assessment
of
ESL
Learners
Grand
ConversaCons,
ThoughJul
Responses
Student
Diversity,
2nd
Ed
It’s
All
about
Thinking

2. Learning Intentions
• I
can
idenCfy
and
explain
my
mental
model
of
learning
for
EAL.
• I
have
an
idea
of
how
to
begin
a
collaboraCon
with
my
colleagues,
how
to
increase
the
focus
on
in-­‐class
support
for
EAL.
• I
have
several
strategies
to
use
with
my
EAL.

3. Beliefs
Kids
first,
EAL
second
Talk,
talk,
talk
Make
it
real
Make
it
safe
Make
it
interacCve
Make
it
open-­‐ended
Make
in
construcCve
Value
meaning
over
form
Develop
language
with
content
language
Value
approximaCons
NO
worksheets

4. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

5. Realia
• Pairs
or
triads
• 1
object/partner
and
1
handout
• Sketch
object
and
label
• Use
handout
to
guide
discussion
• Share
with
other
pairs
• Web
what
you
know
about
all
the
arCfacts
• P.74/75

6. Journals
• Write
daily
–
either
in
front
of
the
kids
or
show
them
your
wriCng
• Have
an
explicit
skills
focus
and
content
focus
• Read
the
journal;
have
kids
read
the
journal
aloud
• Examine
the
skills
and
the
content
vocabulary
• Students
follow
the
model
and
write
their
own.
• Give
feedback
• P.
82-­‐83

7. Sort and Predict with Pictures
• Students
in
2s,
3s
or
4s,
1
set
of
pictures/
group
• Cut
apart
the
pictures
and
talk
about
each
–
in
small
groups
or
as
a
class
• Decide
how
to
sequence
the
pictures
into
a
story
• Read
the
original
text
• Re-­‐sequence
the
pictures
or
write
• P.60

8. Response Journals
• IniCally
wrihen
together
in
class
• Students
can
respond
to
a
class
novel,
a
read
aloud,
novels
from
literature
circles,
their
texts
from
guided
reading
or
their
independent
reading
• Develop
criteria
with
students
for
what
makes
a
powerful
response

9. Left Side Right Side Notes
Early Stages:
1 Title of the Book One sentence I can read from the book. Writing is very limited in the
2 Title of the Book (After reading a pattern book) early stages.
A sentence of my own following the
pattern of the text.
3 Title of the Book My Opinion (e.g. The part I like best is
...
My favourite character is
…)
End of Grade 1/Beginning of Grade 2:
4 S u m m a r y (What Happened?) My Thinking About What Happened Initially, expect a lot more
writing on the left side than
on the right at this stage.
Later:
5 Two Events My Thinking About These Events Gradually expect the length
of the writing to become
more balanced on each side.
6 A Quotation from the Text My Interpretation/Thinking of the By Intermediate, expect 1 –
Meaning of this Quotation 2 sentences about an event
and a paragraph of personal
response.

14. Building Vocabulary
• Examine
a
picture
• Brainstorm
for
words
to
describe
the
picture
• Use
the
words:
– Label
– Categorize
the
words
– Put
the
words
in
sentences
– Build
a
concept
map

15. Concept Map
• Brainstorm
a
list
of
words
related
to
the
text,
the
topic,
the
picture
• Choose
6
of
these
words
as
key
words
• Link
these
6
words
with
10
different
connecCons,
wriCng
the
connecCon
on
the
line
that
joins
the
words

19. Students need:
• To see themselves as writers
• To have fun
• To develop a sense of sound/
symbol relationships
• To find their stories
• To work with criteria
• Teacher’s Need: What’s Next for
This Beginning Writer? – Reid,
Schultz, Peterson (Pembroke Pub)

20. K- Writing:
1
Model - pictures & print
Refer to criteria
Kids draw & write
Refer to criteria
Pearson
&
Gallagher
(1983)

21. Criteria – K/1
Big,
Bold,
Bright
Make
a
picture
that
tells
a
story
Tell
some
lehers
Try
some
sounds
you
you
know
know
What’s
Next
for
This
Beginning
Writer?
–
Reid,
Schultz,
Petersen

28. Cinquain Poems
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
pahern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• NoCce
literacy
elements
used
• Brainstorm
for
a
list
of
potenCal
topics
• Alone
or
in
partners,
students
write
several
poems
• Read
each
poem
to
2
other
students,
check
the
syllables
and
the
word
choices,
then
check
with
a
teacher

29. Garnet’s
4/5s
Literary
Elements
• Simile
• Rhyme
• AlliteraCon
• assonance

30. Sun
Run
Jog
together
Heaving
panCng
pushing
The
cumbersome
mass
moves
along
10
K

31. Vicky
Shy
and
happy
The
only
child
at
home
Always
have
a
smile
on
her
face
my
cheerful

35. Candy
Choclate
bars
Tastes
like
a
gummy
drop
Lickrish
hard
like
gummys
Eat
Thomas

36. Vampires
Quenching
the
thirst
These
bloodthirsty
demons
Eyes
shine,
like
a
thousand
stars
Midnight
Hannah

37. Majic
LafaCng
Wacing
throw
wals
fliing
in
air
Macking
enment
objec
Drec
dans.
Henry

38. Opinion Line-Ups
• Review
the
previous
lesson’s
concepts
• Ask
students
to
assume
a
point
of
view
• Present
the
problem,
then
each
opCon,
one
at
a
Cme
• Aoer
each
opCon,
have
students
line-­‐up
as
to
whether
they
agree,
disagree
or
are
somewhere
in-­‐between
• Have
students
talk
about
their
posiCon
– Begin
with
several
volunteers
– Increase
speaking
opportuniCes
as
confidence
rises
(small
groups,
1:1
–
with
person
next
to
you
OR
fold
the
line)
• Students
return
to
their
seats
and
write
to
explain
where
they
would
now
be
in
the
line-­‐up
and
why

42. Making Inferences
• Fact:
– The
windows
of
the
classroom
have
been
boarded
up
for
3
months.
• Inference:
• New
InformaCon:
• Inference:

43. Inferring Character
• Choose
one
of
the
main
characters
in
your
story.
• Write
down
4
facts
(quotes)
about
him/her.
• Write
an
inference
based
on
each
fact.
• Based
on
the
inferences,
decide
on
several
key
character
traits.
• Post
traits
around
the
room.
• Students
move
to
add
evidence
to
support
these
traits.
– Cindy
Wong,
ESL
2,
Language
and
Literacy,
grades
9-­‐11

44. QUESTIONS TO THINK & TALK ABOUT
1. How
might
you
-­‐
or
do
you
-­‐
use
what
you
have
seen
in
your
classroom?
What
adaptaCons
would
you
make
to
beher
fit
your
context?
2. How
would
these
strategies
help
your
students?