As the students’ English improves, these supports can be reduced or even removed. Structured responses may take the form of a sentence starter, a graphic organizer, a chart, or even questions posed with a multiple choice format.
This means that students may need to have a structured response, pictorial choices, or concrete manipulatives in order to participate in the instruction. This allows students to think about the learning objective, instead of minute details that impact their access to the content.Ĭonsider the student’s level of English proficiency when designing instructional tasksĪlign instruction to the students’ English proficiency.
If the vocabulary is a critical component to the instruction, then teach it outright. Sending students to the dictionary for every word they don’t understand just slows their ability to interpret the text. When vocabulary is critical to the understanding of the content or concept being taught, teach the vocabulary as a prerequisite. Knowing this, allows the teacher to either pre-teach the English meaning or to identify why students are making the mistake that they are making in content understanding. This is where many L2 learners make comprehension mistakes they generalize the wrong meaning of the word to the new context. False cognates are words that have similarities in spelling or sound, in both languages, but the meaning is different. Cognates are words that are similar or identical in both English and the students’ native language. Teachers need a basic understanding of cognates and false cognates to determine the impact that L1 has on meaning in L2. Simply pointing out the difference can correct the problem.Ĭreate a list of cognates and false cognates If the student creates a sentence in English, using the patterns of their first language, then this is a difference that will be corrected as the student becomes more proficient in English. Knowing the structure of L1 provides teachers with quick, concrete information regarding developmental patterns of sentence structure for English.
Understanding first language (L1) syntax allows the teacher to determine if the first language is impacting production of the second language (L2). I hope that you too will find them helpful. While these strategies are quite broad in scope, they can be used in conjunction with NWEA Learning Continuum statements derived from MAP data and have proven to be most beneficial in demonstrating growth for my students over the years.
Scaffold meaning in spanish professional#
If you find any bugs in this program please report me at You need to enable JavaScript to run this Website.As a speech language pathologist, I often get questions surrounding instructional strategies for English Learners whenever I facilitate professional development workshops, so I thought that it might be beneficial for me to share those recommendations with Teach Learn Grow readers.
Scaffold meaning in spanish free#
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