|
Content Area |
Strategy and Description |
Justification |
| Speaking and Listening | Total Physical Response (TPR)- The teacher, in this case, will use physical movement in reaction to verbal input. The teacher combines hand gesture and instructions in trying to link the brain and expected actions of the students. The teacher, for example, can motion the opening of a book while at the same instance telling the students to do so. Similarly, the teacher can point at a picture on the wall while pronouncing the name at the same time (Herrell & Jordan, 2015). | The approach is used at the pre-emergent level where the learner has close to 500 words in their vocabulary. They cannot speak while some repeat after the teacher. The learners are attentive listeners, and therefore this approach is useful in helping them form a link between action and speech. The learners can, thus, connect the words ushered by the teacher and the objects or activities performed at the same time. This approach also helps students understand hand gestures which are critical to their progress to the next level of proficiency (Herrell & Jordan, 2015). |
| Reading | Teacher Led Picture Walk- A teacher-led highly structured approach in which the teacher uses text and pictures and focuses on key ideas that assist the students in drawing connections with acquired knowledge in previous classes. The teacher should be familiar with the fundamental concepts and vocabulary in the text before introducing them to the earners. The teacher can also use pictures to predict what will happen in the story (Shell Educational Publishing., 2007). | This approach is beneficial for ELLs in their reading exercise. The teacher will lead the students on how to do a picture walk through a book to draw connections using knowledge previously acquired knowledge. The ability to visualize will help the young learners who cannot even read to understand what the story is all about (Shell Educational Publishing., 2007). |
| Writing | Model writing – In this approach, a teacher will say a word as she is writing it down. The teacher will demonstrate to the learners how to write the words on a chalkboard or a piece of paper. In this exercise, the teacher will be pronouncing the words slowly to allow the students’ time to understand as they observe the teacher writing the word (Herrell & Jordan, 2015). | In this approach, the students see how spoken words are presented in symbols. The teacher writes slowly and uses a simple technique to allow the learners time to process the words that the teacher is writing (Herrell & Jordan, 2015). |
Emergent teaching strategies
|
Content Area |
Strategy and Description |
Justification |
| Speaking and Listening |
Total Physical Response- (TPR) The teachers, in this case, can start by teaching commands that incorporate merely body movements as well as using simple basic commands like "sit down, stand up." The teacher can then gradually graduate the class to other more advanced commands, for example, they can ask the learners to, "point to, touch the, or give me." (Terrell & Jordan, 2015) |
This approach allows the students to understand new vocabulary as they relate the instructions from the teacher and action performed. Most of the student's work involves listening and taking operations according to the instructions from the teacher who models the instructions in a way that the learners quickly understand them and take appropriate actions. The students can quickly learn from this approach as they can relate the teachings with actions (Herrell & Jordan, 2015). |
| Reading | Guided reading –book walk- The teacher helps the students to go through a book from the cover page to the back page. In this exercise, the learners will go through the table of contents, pictures, graphs, charts and other visual elements within the book. The learners can then use whatever they have seen to draw connections with previously acquired knowledge (Herrell & Jordan, 2015). | A book walk is beneficial to the learners as it gives them an overview of what they are expecting to learn. Some of the students will develop an interest in learning even before the rest of the class has started reading the book. The teacher can then support the students either individually or as a group. As students develop proficiency, they can read the text at they own pace unaided by the teacher (Herrell & Jordan, 2015). |
| Writing | Teacher Modeling Cloze Procedure- The teacher, in this case, can introduce a prewritten passage to the class. The reading will contain blank spaces in which the teacher will support the students to fill in the empty spaces using provided words. The learners can then read the completed passage giving them an opportunity to comprehend the text (Lopez & Iribarren, 2014). | This approach is appropriate for ELLs at this stage because it gives them an opportunity to complete the passage without having to write it in its entirety. Similarly, the students have a chance to compare the different terms in the word bank and therefore choose the most appropriate. Students can develop their comprehension abilities by filling the blank spaces and reading the completed passage (Lopez & Iribarren, 2014). |
Delegate your assignment to our experts and they will do the rest.
Basic instructional strategies
|
Content Area |
Strategy and Description |
Justification |
| Speaking and Listening | Communication games – In this approach, moments for listening and verbal communication are created to convey information. The teacher can use this method to allow the students to ask questions related to a book or even play. The teacher can help to clarify issues raised by the students concerning the book (Terrell & Jordan, 2015) | This approach is appropriate for creating communication skills by giving the students an opportunity to listen and interact with other students and the teacher. Students can work in groups to solve an assigned problem helping the students to reinforce their communication skills (Terrell & Jordan, 2015) |
| Reading | Teacher Led Echo Reading- in this strategy, the teacher reads a pre-selected text aloud for the students and ask them to repeat or echo each sentence (Herrell & Jordan, 2015). | This approach is primarily used for students at this level who are not in a position to use the correct grammar. The students can pronounce the word in a better way by listening and echoing the teacher. This approach is inherently useful in graduating the students to understand complex sentences and words that they are new to them (Herrell & Jordan, 2015). |
| Writing | Cloze procedure – In this approach, the teacher tries to develop the comprehension skills of the students by omitting some words in a passage and asking the students to fill the omitted words (Terrell & Jordan, 2015). | This approach is incredibly useful to the learners because it gives them an ability to acquire valuable comprehension information. The students can make proper word choices enabling them to use their reading skills to complete the passage. It has the potential to enhance their grammar and writing skills. Students also develop critical and logical thinking abilities (Terrell & Jordan, 2015). |
Intermediate
|
Content Area |
Strategy and Description |
Justification |
| Speaking and Listening |
Think-Pair-Share(TPS), The teacher, selects a text to read and create questions that the students can answer using TPS strategy. The teacher will demonstrate to the students how to think about the subject and pair with a partner and share their ideas. A large group can be used where the students practice with different students (Terrell & Jordan, 2015) |
The TPS approach is mainly useful at this stage as it gives the students an opportunity to work together to tackle a question. The students work with partners to gain new skills like communication and to benefit from new ideas from their partners. The students have an opportunity to think about the answer or topic under discussion (Terrell & Jordan, 2015, p. 305) |
| Reading |
Free Voluntary Reading (FVR) In FVR the teacher encourages silent, self-selected reading of books enjoyed by the student. The student can also continue to read the text in their free time (Terrell & Jordan, 2015). |
Giving the students freedom to read selected books of their choice enables them to build on their reading, writing, grammar as well as vocabulary skills. It also improves the students' attitude towards reading by giving them an opportunity to learn their favorite books at their most convenient time (Terrell & Jordan, 2015). |
| Writing |
Writer’s Workshop Writer’s workshop introduces the students to writing and how they can write a successful paper. The teachers’ responsibility is to start by teaching the writing process which involves the following procedures prewriting, drafting, consulting, revising, editing, and publishing (Terrell & Jordan, 2015). |
Writing workshop exposes the students to written work enabling them to understand written work. It helps to enhance their grammar, creativity and writing skills. Students can develop content and after learning the writing process. Students practice wring at all step as they are allowed time to understand each level before graduating to the next. The teacher offers continuous guidance and advice (Terrell & Jordan, 2015). |
References
Lopez, F., & Iribarren, J. (2014). Creating and sustaining inclusive instructional settings for English language learners: why, what, and how. Theory into Practice , 53(2), 106-114
Shell Educational Publishing. (2007). Successful Strategies for reading in the Content Areas.
Terrell, A. L., & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (Fifth ed.) [Pearson Learning Solutions]. Grand Canyon University. Retrieved from https://viewer.gcu.edu/SignIn/D2DPGX.
