Strategies for English Language Learners

Next term, I am likely to teach a Grade 4 science class on Magnets. Here’s a plan and some specific strategies on how I will teach this class. There are four English language learners at different levels in the class:

-          Rina: Early Production Stage

-          Zak:  Speech Emergence Stage.

-          Toni: Intermediate Fluency Stage

-          Rai: Advanced Fluency Stage

Unit: Magnetism

Lesson Objectives: The student will

-           Know vocabulary: magnet, magnetic, poles, repel, attract, and magnetic field.

-          Understand that magnets have poles

-          Understand the concept of attraction and repulsion

-          Understand that some materials are magnetic and some are not

-          Explore further: Uses of magnets

Video: Magnetism-The Dr. Binocs Show (3 minutes) https://www.youtube.com/watch?v=yXCeuSiTOug

Learning Center Activities: Magnetism Fishing, magnetic car race, etc.

All students will be required to know and define vocabulary for this lesson, as vocabulary and language development are important at all levels. Students can use flashcards or an online app to work on vocabulary. To differentiate instruction, the needs, abilities and interests of all four students will have to be taken into consideration. It should also be ensured that all students achieve the lesson objectives while building their English language skills.

All students will watch the video, then take part in exploring how magnets work at learning stations. In this guided interaction, students will discuss the results and verbalize their observations. Students will use graphic organizers like K-W-L chart and note-taking templates as the use of graphic organizers and visuals help students to think about what they are learning. All students will participate in a ‘Share what you have learned’ session.

Rina, who is at the Speech Emergence level, is beginning to use simple and short sentences. Retelling what she has learned or using the magnets to show how they attract or repel, will demonstrate her understanding of the lesson.

At the Beginning Fluency level, Zak is able to speak fairly well in social situations. However, new contexts and academic language still pose a challenge for him. In this lesson, he will be asked to give full answers to some questions, work on a ‘fill in the blanks’ worksheet, (with answers provided) and give a short oral presentation on ‘How magnets attract and repel.’

Toni, at the Intermediate fluency Level communicates ideas and thoughts fairy well in social situations,  but vocabulary and new contexts can still be a challenge  for her. Writing down her observations and doing further research on uses of  magnets will help her to understand more about the topic. 

Rai, at the Advanced Fluency stage, communicates fluently and faces all tasks efficiently and confidently. He will do further research on the internet and create a poster on the topic: Uses of magnets and why they are useful.

All students will benefit from mixing freely, experimenting and talking to peers about the activities, and using the right vocabulary when sharing their thoughts and ideas. Thinking about how magnets are used in their everyday lives will help the students to connect what they are learning to their lives (meaning- based context). 


Resources

Hynes, Judy. (2005). Stages of Second Language Acquisition. http://www.everythingesl.net/inservices/language_stages.php

Hill, Jane D. and Byork, Cynthia L. (2008). The Stages of Second Language Acquisition. Retrieved from http://www.ascd.org/publications/books/108052/chapters/The-Stages-of-Second-Language-Acquisition.aspx

Six Key Strategies for Teachers of ELL. (December, 2005) New Teacher Center. Retrieved from

https://docs.google.com/gview?url=http://suu.edu/ed/fso/resources/esl-six-key-strategies.pdf