How To Do In The Esl?

By Author: Chris Pual
Total Articles: 24
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1. Building Background
The first place where collaboration can occur is through simply sharing the upcoming material and information about the students. Who are the ELLs in the English classroom? What are their background experiences? How will these experiences affect how the novel is taught? The elements of collaboration between ESL and English language arts (ELA) teachers could be to discuss the students and the classroom context of each discipline. In addition to helping teachers understand GHD the students' needs, interests, abilities, and background knowledge, these discussions can also focus teachers on the similarities and differences of each other's disciplines.

2. Establishing Learning Goals
The next place where collaboration can naturally occur is in the establishment of learning goals and instructional activities for the unit. English teachers can share what they have determined to be the fundamental concepts and ideas that they are planning to focus on and how the learning goals will support the students in acquiring the specific knowledge, concepts, and ...
... skills that they need to be successful in their learning. The elements of collaboration between ESL and ELA teachers at this stage of planning could be for the ELA teachers to provide information about what activities the students will be engaging in, the materials used, the expectations, and the content objectives of the ELA unit. The ESL teachers would work with the ELA teachers in terms of how some of these goals might be modified to accommodate the ELLs in the mainstream classroom. In addition, the ELA teachers can share specific activities, writing prompts, and discussion prompts with the ESL teacher who can discuss ways to differentiate instruction, modify content, group learners, and scaffold instruction in the mainstream English classroom so that the ELLs have access to the curriculum. For example, what types of support and scaffolding will ESL students need to complete a personal narrative or a "Critical Lens" essay? What vocabulary will cause particular problems? What is the rhetorical structure common to ELLs' particular cultural backgrounds and how does it differ from that of Standard English?

3. How Do We Know They're Getting It?
Assessment is another key place where ESL and ELA teachers can collaborate. The elements of collaboration between ESL and ELA teachers during the development of an assessment plan for a unit or for the school year can include the English teacher sharing mainstream assessments with ESL teachers so that the ESL teachers can develop skills and parallel assessments to facilitate the acquisition of the content and success in the academic classroom. The ESL teacher can inform the ELA teachers about assessment modifications, considerations, and criteria that are sensitive to the needs of the ELLs in the mainstream ELA classroom.

4. Build a Relationship
If we ended this column telling you that collaboration is easy to engage in, we would be less than honest. Collaboration requires considerable effort on the part of teachers. Effort must not only be expended during the GHD IV MK4 Pink collaborative activities but also in finding someone with whom to collaborate. Collaboration is a type of relationship, and we know from experience that relationships, even professional ones, work better when people like and respect each other and can find common ground. The first step in informal

Collaboration is a type of relationship, and we know from experience that relationships, even professional ones, work better when people like and respect each other and can find common ground. Collaboration is to develop a relationship with your ESL colleague. The next steps are to engage in a series of discussions about common students, challenges, and ways that you both might work together to achieve the common goal of success for ELLs in the mainstream ELA classroom. The first step may be the hardest, but it can be as simple as knocking on a colleague's door.