ENGLISH LEARNER COMPARE-CONTRAST MATRIX
June 2012 – SB 1292
CLASS
ELD Proficiency Level (CELDT)
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NEEDS
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BEHAVIORS
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SUGGESTED TEACHER RESPONSES
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SAMPLE TEACHER QUESTION TYPES
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MISCELLANEOUS
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1 – Beginner
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· To
feel comfortable, safe and secure
· Low
affective filter
· Time
and patience
· Ways
to communicate with others
·
Confidence
·
Understanding
·
Support
·
Reassurance
·
Consistency and routine
·
Resources, materials in primary language
·
Scaffolding (especially modeling and
contextualization)
·
lesson design
·
comprehensible input (French lesson)
·
“buddy” system
·
Lots of modeling
·
Chance to interact with L2 at level
·
Kindness and attention
·
Verbal and written word exposure
·
Beginning text
·
Pictures to illustrate meanings
|
· May
be shy and nervous
· May
be confused
· Sit
in the back
· May
be detached because they don’t understand
· May
lack confidence
·
trying to survive
·
reserved, frightened
·
might act up because they were brought to US
against their will
·
Scribbles
·
1- or 2-word answers
·
Symbolic drawings
·
Responds non-verbally
·
Points to pictures to show understanding
·
Begins to identify some text features like
titles, periods, captions
·
Relies on picture clues
·
Writes isolated words (may be copying friends
or board)
·
May be stand-offish or withdrawn
·
Nodding to show understanding
·
Writes symbolic scribbles
·
Draws to represent ideas
·
May be quiet or shy
· Non-participative
when uncomfortable
|
· Stay
in tune with student
· Engage
the student in whatever they CAN do (drawings, gestures to show they
understand)
· Encourage
their successes
· No
“sage on the stage” – interact with them more; mingle
· Make
sure input (lecture, lesson, etc.) is comprehensible
· try
to communicate in L1
· patience
· smile
· treat
them with respect
· let
them show what they know through gestures and visuals
· Simple
commands: go there, do this, sit down, stand up, walk slowly, etc.
· Modified
cloze, props, visuals, realia, TPR (total physical response)
· Emphasize
frequently-used sight words
· Model
appropriate interactions frequently
· Present
familiar English sounds
· Emphasize
frequently-used sight words
· Graphic
organizers
· Pairing
with buddy or partner
· Extra
time for understanding, wait time
· Empathy
· Illustrate
and contextualize
· Modified
assignments
|
· Basic
questions (colors, numbers, nouns)
· Yes/no
· Ask
them to point to pictures
·
Ask them to tell about themselves and things
they know
·
Ask them to point to choices
·
Ask them to draw
·
Point at the answer
·
Where is the ____?
·
Show me the ____.
·
This is the feeling J
·
Are safety glases _______ in color?
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· Let
them think and solve problems in their L1
·
Let them predict and brainstorm in L1 – use L1
as a support
· Use
higher order thinking skills even with beginners!!
·
May not know more than 50 words, receptively
or productively
·
Vocabulary charts showing sketches or photos,
and using L1 and English when students have L1 literacy should be available
on classroom walls.
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2 – Early Intermediate
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· Projects
that provide examples
· Complex language delineated and made more
understandable (amplify, don’t simplify)
· Opportunities
to practice oral and written communication in a team or with partners
·
Increased
vocabulary instruction
·
Patience
·
To use words to build sentence and short
phrases
· Sentence
and grammar structures
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· Beginning
to participate more in class
· Becoming
more attentive because they understand
· More
self-confident
· May
still be a little shy or nervous about using L2
·
Retells key elements
·
Answers questions factually with comprehension
·
Shows increased confidence
·
Writes short phrases or simple sentences
·
Comprehends questions
·
Self correcting
·
Begins to use correct spelling
·
Uses invented symbols
·
More willing to participate when sure of
answer
|
· Maintain
a connection with follow-through that confirms they are moving in a positive
direction
· Use
activities that validate comprehension (T-graph, 10/2, team projects,
brainstorming, communication lines)
· Encourage
to use L1 to think and help to express in L2
·
Open ended questions:
“Describe…?”
“What’s the
difference…?”
·
Name 5 tools we use when drafting?
·
What would happen if __________?
·
Provide short paragraphs and ask questions on
meaning
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· Tell
me three things you already knew and three you know now/learned
· Tell
me three things you want to learn
· What
do you think?
· Tell
me more…
· Either/or
questions
· Who/What/When/Where/Why/How
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·
Begins to learn BICS much more easily through
peers
·
Benefits from use of sentence starters
·
Still needs use of pictures to expand on
vocabulary
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3 – Intermediate
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· To
be challenged and feel competent
· Some
trust in the teacher
· Sense
of accomplishment
·
Lots of support to attack challenging academic
work.
·
To continue to develop academic vocabulary,
Tier II and III words
· Structured
peer interaction with English-only students.
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· Forms
simple sentences
· Self
corrects
· Reads
texts approaching grade level
· More
engaged in class
· BICS
is pretty well developed; social language may seem quite fluent
·
Phases or short sentences
·
Shows lack of punctuation
·
Self corrects during oral reading
·
Speaks with less hesitation
·
Writes longer texts though inaccurate
·
Begins to interact more in English.
· Limited
CALP unless teacher structures opportunities to develop it.
|
· Positive
reinforcement
· Error
correction needs to be done constructively or “sneakily” by providing
mini-lessons, practice-practice-practice-practice the right way (choral
chanting, etc.)
· Structure
lots of opportunities to hear/say, read/write academic language
·
Jokes, riddles, word games
·
Predict, interpret, dramatize in think-aloud
and read-aloud
·
Ask open-ended questions
·
Journal entries
·
Assign more or increase the level of work
·
Detailed sentences
·
Character sketches
·
Poem
·
Arrange given paragraphs in correct order
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· More
open-ended
· Describe
personal experiences
· Detailed
steps
·
Phrases and short sentences - How are you today?
·
Use pictures to introduce more CALP vocabulary
when asking questions
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·
Many ELs in California stay at level 3
(intermediate) for more than two years. Called “long term ELs” or “EL
lifers.”
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4 – Early Advanced
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· Practice
and use academic language in communication and writing
· Positive
reinforcement and encouragement to keep doing well
· Appropriate
praise but also challenge
·
To be encouraged to be creative and continue
English language development.
·
Opportunities to use high levels of language
in authentic academic interactions.
·
High challenge with high support.
|
· More
confident
· Less
confused
· Asking
and answering complex questions
· Form
complex sentences using difficult vocabulary
·
Writes detailed summaries
·
Explores concepts in great depth
·
Distinguishes between fact, opinion, inference
·
Cause/effect
·
Uses more extensive, varied vocabulary
·
Interacts with most students
·
Not reluctant to attempt projects
·
Few grammatical errors
·
More willing to participate even if may be
wrong
|
· Encourage
and challenge them to progress
· Encourage
independence
· Own
problem-solving; remove some scaffolds
·
Continue to push for increased development
·
Challenge the student to read difficult
material independently
·
Encourage the student to maintain his/her L1
·
Group discussions
·
Group projects
·
Positive reinforcement and interaction
·
Provide more complex writing assignments and
basic essays, teaching the writing process and writers workshop
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· Ask
complex, detailed questions
· Cause
and effect
· Continue
with open-ended questions
· Problem-solving
·
Why did you like the movie?
·
What was the theme of …?
·
What is an isometric drawing?
·
Give me the definition of ________
·
Tell me how ___ is similar to ____.
· Tell
me how ___ is different from ____.
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·
Help with topic sentences and theme or thesis
· These
students may seem totally fluent in English but need additional development
academically (CALP) to fully succeed and reach their potential.
|
|
·
To watch out for cultural differences
·
Very little help
· To
practice writing essays on self-chosen subjects
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·
Writes persuasive compositions
·
Describes main ideas from text
·
Produces language with varied grammatical
structure and vocabulary
·
Does independent work with ease
·
Ability to lead discussion
·
Uses resources
·
Standard grammatical forms
·
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·
Complex sentences
·
Opportunities for debating and judging
·
Assignments should include poetry, drama,
fiction, etc.
·
Provide rubric and have student choose from a
set of topics
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·
Analyze _________.
·
Why should we continue ______?
·
Describe the use of _________.
·
What are the benefits of ________?
·
Tell me all you know about ___________
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·
Give constructive feedback for English mastery
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