November 23, 2021

🏃 I Just Barely Made It!

Hi everyone,

During the previous year I noticed that a group of my ESL intermediate speakers of English were struggling with the phrases ‘just barely’.  



They were substituting ‘just hardly’ for just barely.  I put together a one day  ESL lesson and then created this chant for continued practice, until they became fluent with the phrase.  



I want to share the call back with any of you who might be able to use it.  So here is the little ESL call back chant I wrote to practice the phrase “just barely”.



🏃🏃

I just got out of bed,
and barely touched my breakfast.
I just grabbed my books
And headed out the door!

WHEW!
I just barely made it.
I just barely made it.
I just barely made it, to school on time!
 
Happy Teaching,
 

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November 1, 2021

English Learners and Specific Learning Disability


As ESL ELD teachers we are always worried about the misidentification of English learners.  Specific Learning Disability (SLD) is a language and literacy-related disability referring to a psychological processing disorder.  If focuses on understanding or using spoken or written language. 

Determining whether an EL’s learning difficulties are from language or something else is a tangled web.

Like many ELD teachers, I am often asked questions from colleagues and specialists that seek clarification and guidance on deciding how to untangle this web. 

Here is a recent question/inquiry I received:

“For this little person, since you see other students with ELD needs, would you say her challenges are based on ELD needs or that it’s likely she has a learning disability? Any guidance or advice you could offer in this case would be greatly appreciated.”


As teams of educators ponder how to work best with English Learners, they can reflect on many different approaches.
  

Here is a preliminary list of considerations I offer our staff:

·      What different types of interventions has she had and what were the outcomes?
·      What kind of differentiation has been used in the classroom?
·      Has she been in classrooms with a teacher who has been trained in SIOP?
·   Consider whether the learning environment appropriately supports or has supported the student and her/his language needs.
·      Use the data supplied here to examine student language development and performance.
·      Conference with parents to see what THEY are noticing about their child.  Ask questions about the child’s language abilities in both English and the native language.  This is important because students who do not have a solid foundation in their first language struggle much more when learning English.  Does the student have a strong native language?
·      Analyze student data to compare student progress in relation to peers who are making typical progress over time.
·      Where are the gaps?  If a phonics assessment has been made look for sounds/letter combinations that were incorrect.  Are those errors that are sounds or combinations that are different or nonexistent in the native language?
 
 
Click here if you would like to download this quick guideline.
 


 
I would love to hear what considerations you offer your school teams when working with ELLs.
 
Happy Teaching!


 


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