Differentiated Instruction for Student Readiness - Literature review Example

Number: Assessment and Differentiation Differentiated Instruction for Readiness Introduction Teaching students or learners, who have a narrow understanding of the English language, can be a difficult task (Cruz, 2005). Since ESL learners speak a different language at home, a great number of them do not discern the meanings of basic English phrases and words. Therefore, it can be a tough task for teachers or educators to communicate with such students. Nevertheless, educators can practice more tolerance and try to find the appropriate ways of helping their students become more skilled in the English language. A statewide assessment of teachers in California recognized the top three challenges facing high school teachers regarding English language learners (Gibbons, 2002). The leading problem is communicating with English-language learners regarding academic, personal and social issues. The second challenge is motivating and encouraging English-language learners. The final challenge is addressing the diverse and individual needs of English-language learners in both English-language acquisition and academic skills. Critics have, however, proved that if teachers improve on their skill, then they will be in a better position to teach these ELL students (Cruz, 2005). Therefore, on to the thesis, this article is addressed particularly to teachers, as well as administrators in schools, which have bilingual, or dual language programs, but lack proper strategies of implementing them. The article will describe strategies that will help educators scaffold content along with language learning for ELLs. It will also suggest likely steps in implementing some of the vital elements of the strategies and direct educators to additional resources. These strategies are derived from numerous research studies from the past years that recognize effective methods for improving English language learners’ content knowledge. It also focuses on ways of improving English along with other subjects such as math, history, literature and science. Vocabulary and Language Development Content Knowledge The first strategy is vocabulary and language development whereby teachers or educators introduce fresh concepts through discussing vocabulary, which is vital to the concept being taught (Helmer & Eddy, 1996). Exploring crucial academic terms, such as algorithm, starts a sequence of lessons on greater math concepts, as well as the student’s background knowledge. Educators could join student-accessible concepts or synonyms to the essential vocabulary. Educators could also help students in differentiating word meanings and their uses for subject-specific duties and prerequisite language skills (Gibbons, 2002). Academic Language It is essential to engage beginning-level learners in using the basic social and school phrases, vocabulary, as well as sentence structures (Gibbons, 2002). As the ELLs progress, educators should continue to contextualize instruction of complex language forms and uses. Teachers can, at this point, incorporate subject-specific vocabulary, sentences and grammatical forms in the readings and writings in the class (Helmer & Eddy, 1996). Sample Activities and Assessments Assessing the progress of these students could be done in a variety of ways such as word analysis and interactive editing (Hu & Nation, 2002). Word analysis involves practices such as ELLs dissecting words into their parts like prefix, suffix and root. Interactive editing, on the other hand, involves noting cloze paragraphs, reading subject-specific journals and dictations. Finally, when assessing the progress of ELLs, it essential to give them journals or A-B-C books to read out loud to the educators to check on their progress (Nation, 2001). Guided Interaction Content Knowledge Guided instructions assist teachers to structure lessons for students to learn together so as to understand what they read (Nation, 2001). This can be achieved through, speaking, listening, reading, as well as writing collaboratively, regarding the academic concepts in the text. Educators could clarify outcomes, expectations and procedures related to tasks for flexible group activities. Also, educators should allow students to practice their primary language in order to understand concepts (Helmer & Eddy, 1996). Academic Language Teachers could set up numerous opportunities for peer-to-peer interactions to enhance listening, speaking, writing skills and reading comprehension (Cruz, 2005). Also, educators could aid language interaction with the use of graphics, preview/review of language forms or other kinds of modeling (Gibbons, 2002). Sample Activities and Assessment In reviewing or assessing ELLs, under the guided interaction field, educators could try the following techniques (Helmer & Eddy, 1996). They can incorporate partner interviews, tea parties, class surveys, think-pair-share, four corners or numbered heads together (Cruz, 2005). Teachers could also use perspective lineups, poster projects and readers’ theatre of group presentations to check on the progress of their ELLs. This is also a technique of improving their language. Metacognition and Authentic Assessment Content Knowledge Teachers could teach their students the metacognition process that is the pre-writing and pre-reading skills, ways of monitoring their reading comprehension and word analysis (Nation, 2001). It is also essential teach and model ways for ELLs to describe their thinking processes in writing or verbally. Teachers can also employee various activities and tasks to check the on the content understanding of their students (Hu & Nation, 2002). Academic Language In addition to the components mentioned above, teachers should ensure that assessment activities are appropriate to learners’ assessed language development stage (Cruz, 2005). Also, another strategy of teaching ELLs is through giving enough time to complete activities, appropriate feedback, models and rubrics to guide students’ self-assessment (Gibbons, 2002). Sample Activities and Assessments Some of the strategies of teaching ELLs, under this stage, comprise of guided reading, reciprocal teaching, completing chapter pre-reading guides and Directed Reading and Thinking Activity (Nation, 2001). Teachers can also advocate for thinking aloud when it comes to assessing the academic progress of their ELLs (Cruz, 2005). Student will be told to read aloud vocabularies either in front of the class or to the teacher to check on their progress. Explicit Instruction Concept Knowledge Explicit instruction means teaching students vital grade-level ideas and building ELLs background knowledge for understanding instructions (Helmer & Eddy, 1996). Explicit instruction also means connecting overreaching concepts, examining instructional components and culminating with learners’ own synthesis or application of ideas (Cruz, 2005). Concept knowledge of explicit instructions involves teaching academic language and cognitive reading skills necessary for completing subject-specific activities. Academic Language Teachers should teach vital language forms to assess and improve the understating of their ELLs (Nation, 2001). They could do this by incorporating listening and speaking, as well as reading and writing skills. Educator could also use contextualized introduction and explicit modeling of words with repeated practice (Cruz, 2005). Sample Activities and Assessments Teachers could teach or explain prerequisite language applications such as reading directions, sentence starters, idioms, essay formats, completing a story map or pattern drills (Cruz, 2005). Educators could also teach or train reading silks, which will enable ELLs to complete tasks, procedures, word problems, answering questions and understanding texts or graphics (Gibbons, 2002). Meaning-Based Context and Universal Themes Content Knowledge Educators can fresh concepts and ideas through familiar resources, visuals, prompts or instructional themes (Hu & Nation, 2002). Teachers can also employee diverse types of realia familiar or meaningful to ELLs to affirm the suitable context for using new language. Educators could also motivate ELLs to learn the challenging concepts through linking concepts to resources or contexts, which reflect students’ interests and linguistic or sociocultural backgrounds. Academic Language Educator should use the methods listed above to introduce academic vocabulary, language uses and sentence structures to their ELLs (Hu & Nation, 2002). They can link current language practice or activities to both school-related and community-related uses. Educators could also compare and analyze language use, as well as meanings, to other contexts and cultures in order to promote metacognition (Cruz, 2005). Sample Activities and Assessments Assessing students, at this stage, involves using activities such as quick-write responses to current event stories, visuals, real-life models, role play, teacher reads aloud, video clips and thematic prompts. Identifying and analyzing diverse perspectives and language references also help in assessing ELLs at this stage (Cruz, 2005). Modeling, Graphic, Organizers and Visuals Content Knowledge At this stage, educators teach ELLs how to complete tasks. They can do this by using meaningful visuals to help ELLs’ recognition of necessary information (Helmer & Eddy, 1996). Also, they could use graphic organizers to help ELLs understand activities and vital academic language. Finally, educators could incorporate organizers to aid in metacognition and overall comprehension (Gibbons, 2002). Academic Language In order to improve the academic skills of ELLs, teachers should properly modulate language delivery. They should modify the enunciation and speed when modeling language forms and presenting content (Cruz, 2005). Sample Activities and Assessments Educators could use diagrams, double entry journals, semantic attribute journal, story maps and jazz chants to motivate their ELLs (Helmer & Eddy, 1996). Conclusion If educators have ELLs in their classroom, then learning about the above strategies will influence the cognitive, as well as academic development, of English language learners. It will also help educators form better instructional decisions. References Cruz, S. (2005). Six key strategies for teachers of English-language learners. Retrieved from www.all4ed.org/files/archive/.../SixKeyStrategies.pdf Gibbons, P. (2002) Scaffolding language, scaffolding learning. Portsmouth, NH: Heinemann. Helmer, S., & Eddy, C. (1996). Look at me when i talk to you: ESL learners in non-ESL classrooms. Toronto, Ontario: Pippin Publishing. Hu, M., & Nation, P. (2002). Unknown vocabulary density and reading comprehension. Victoria, New Zealand: LALS, University of Wellington. Nation, P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press. Read More