Non fiction is something that we should take advantage of in our ESL classrooms. When students read non fiction texts they are exposed to words, ideas and concepts that they can use everyday in their own lives. Students are able to gain information about people, places and things and articulate that information to their peers.
When my students are reading non fiction texts I use the process: collect, summarize, and present. While students are reading, they collect important information and write it on post its. Then they summarize the information into their own words. Finally they present what they learned from the book. The present part can be done as an oral presentation. However, typically I have the students showcase their information through a writing piece and then share one thing from their writing. Different ideas for writing are as follows; a travel brochure, a feature article on a famous person, web comparing and contrasting two animals, write a letter to author about the book, etc. There are many different ways students can present their work, we just need to make sure our students are processing the information they are reading about.
Showing posts with label writing. Show all posts
Showing posts with label writing. Show all posts
Non Fiction - How students process the information?
Labels:
independent reading,
non fiction,
writing
Effective Listening Instruction in ESL
Labels:
comprehension,
listening,
reading,
writing
It is very difficult to teach and assess listening because listening is demonstrated through speaking and writing. Listening is a skill that needs to be taught and not expected. "Listen to the story" is not sufficient. We need to explain how to listen and how to demonstrate that we have listened.
What does listening look like?
Sitting up straight with your eyes focused on the speaker.
What does listening sound like?
When you are listening you are quietly comprehending what the speaker is saying.
How can we demonstrate that we have listened?
When the speaker is finished, you can demonstrate that you have listened by restating what the speaker said and asking your own question. "I heard you say that you like to baseball afterschool, why do you like playing baseball." This shows that you heard what the speaker was talking about and you are trying to understand more.
Another way to demonstrate you have listened is by writing a response. After the speaker is finished, write a response that retells what you heard and gives your opinions on the topic.
This is a simple way to teach your ESL students to listen and to teach them how they can show you that they are practicing listening. So next time you ask your students to "listen" explain to them how you want them to listen (looks like, sounds like) and how you want them to demonstrate (speaking or writing) that they have listened.
What does listening look like?
Sitting up straight with your eyes focused on the speaker.
What does listening sound like?
When you are listening you are quietly comprehending what the speaker is saying.
How can we demonstrate that we have listened?
When the speaker is finished, you can demonstrate that you have listened by restating what the speaker said and asking your own question. "I heard you say that you like to baseball afterschool, why do you like playing baseball." This shows that you heard what the speaker was talking about and you are trying to understand more.
Another way to demonstrate you have listened is by writing a response. After the speaker is finished, write a response that retells what you heard and gives your opinions on the topic.
This is a simple way to teach your ESL students to listen and to teach them how they can show you that they are practicing listening. So next time you ask your students to "listen" explain to them how you want them to listen (looks like, sounds like) and how you want them to demonstrate (speaking or writing) that they have listened.
Effective Writing Instruction in ESL
Labels:
diagrams,
esl charts,
writing
Writing is an integral part any student's learning. Often students are too concerned with their spelling and that gets in the way of actually producing writing. When ESL students write we are looking for meaning, voice, tone, etc. Spelling and grammar will come with practice and focused mini-lessons. When teaching writing I tend to focus on getting thoughts onto paper. During editing and revising is the time to fix grammar and spelling issues.
When you teach writing in an ESL class or with ESL students you need to think 3 steps ahead. For example, if I want my students to write a paragraph comparing and contrasting McDonalds and Burger King there are a few things that I need to teach before they can successfully write their paragraph. First, I would teach how to use a T-chart to record information. A mini-lesson would be appropriate for teaching how to use a T-chart. With the class on chart paper, fill out the T-chart on the right side write down things about McDonalds and on the left write down things about Burger King. Second, use a Venn Diagram to identify the similarities and differences between the two topics. Lastly, have students write sentences, "McDonalds and Burger King are different because ...". "McDonalds and Burger King are the same because ..."
Now, my students are ready to write. They can take their sentences, add details and their opinion to make a complete paragraph. When we teach we need to think 3 steps ahead (especially in writing) and give our ESL students what they need to succeed in our classroom and in their lives!
When you teach writing in an ESL class or with ESL students you need to think 3 steps ahead. For example, if I want my students to write a paragraph comparing and contrasting McDonalds and Burger King there are a few things that I need to teach before they can successfully write their paragraph. First, I would teach how to use a T-chart to record information. A mini-lesson would be appropriate for teaching how to use a T-chart. With the class on chart paper, fill out the T-chart on the right side write down things about McDonalds and on the left write down things about Burger King. Second, use a Venn Diagram to identify the similarities and differences between the two topics. Lastly, have students write sentences, "McDonalds and Burger King are different because ...". "McDonalds and Burger King are the same because ..."
Now, my students are ready to write. They can take their sentences, add details and their opinion to make a complete paragraph. When we teach we need to think 3 steps ahead (especially in writing) and give our ESL students what they need to succeed in our classroom and in their lives!
A Balanced ESL Classroom
In your ESL classroom you need to have balance. There are four necessary areas that we need to be addressing everyday - reading, writing, listening and speaking. These four areas are essential components in the ESL students mastery of English. You can incorporate all four skills into one activity - the Read Aloud.
Every period there should be a Read Aloud. A Read Aloud is a piece of literature that is read out loud to the students. You can read picture books, comics, articles, poetry, etc. Choose something that will be interesting for your group of students and something that is a little higher than their reading level. Since you will be reading the story to them you can help them understand what is going on.
While reading, the teacher needs to model good reading strategies. For example, when you come to a difficult word stop and sound it out. During the read aloud the students are practicing listening. Stop in the middle of reading and ask students to turn and talk to the person sitting next to them, talk about what you think will happen next. This allows each student time to practice speaking in a non-threating environment. Read a few more pages stop and ask the students to write down what has happened in the story so far. This gives students a chance to practice writing.
Once you are finished with the read aloud you can send students back to their seats to read their own book and practice one of the skills you modeled during the read aloud (skills - retell, prediction, make a connection, compare and contrast). This time, of course, will give students practice reading.
As much as you can incorporate these four skills into your daily routine. Try to avoid spending a whole period on writing or a whole period on reading. Make the class an interactive approach to learning English through these four skills - reading, writing, speaking and listening.
Every period there should be a Read Aloud. A Read Aloud is a piece of literature that is read out loud to the students. You can read picture books, comics, articles, poetry, etc. Choose something that will be interesting for your group of students and something that is a little higher than their reading level. Since you will be reading the story to them you can help them understand what is going on.
While reading, the teacher needs to model good reading strategies. For example, when you come to a difficult word stop and sound it out. During the read aloud the students are practicing listening. Stop in the middle of reading and ask students to turn and talk to the person sitting next to them, talk about what you think will happen next. This allows each student time to practice speaking in a non-threating environment. Read a few more pages stop and ask the students to write down what has happened in the story so far. This gives students a chance to practice writing.
Once you are finished with the read aloud you can send students back to their seats to read their own book and practice one of the skills you modeled during the read aloud (skills - retell, prediction, make a connection, compare and contrast). This time, of course, will give students practice reading.
As much as you can incorporate these four skills into your daily routine. Try to avoid spending a whole period on writing or a whole period on reading. Make the class an interactive approach to learning English through these four skills - reading, writing, speaking and listening.
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