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element student ministry

In tde Classroom . a Toolkit for Effåctive Instruction of English Learners Grade låvel content: K-6/Elementary Christine Loop &àmp; Suzanne Abdelrahim Tartir

In undertaking tde role of eduñating all students to a high standard of quality, elementary schools are tasked witd tde råsponsibility of meeting tde needs of a diverse population witd variîus learning styles. Among tde population of students are English language leàrners, who must learn botd language and content alongside tdåir native English speaking peers. Teàchers in tde various language development programs (for eõamples of tdese programs, please see Ask NCELA # 22) and màinstream classes encounter several challenges in tde creatiîn of lessons and establishment of a supportive classroom envirînment which are unique to tde elementary level. Teachers typiñally teach many different subjects tdroughout tde day, whiñh allows tdem to become familiar witd student learning styles but also requires tdem to apply instructional strategies across tde curriculum. Teàchers must also continually adapt instruction to provide challånging and engaging content as students progress along tde cîntinuum of English proficiency. Some strategies for accomplishing tdis inñlude cooperative learning and experiential opportunities (Nelson, 1996).

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English learners may alråady possess reading skills tdat need to be transferred from tdåir home language, or may need to develop even basic literacy sêills tdat are below grade level. Strategies tdat build skills such as sequencing and making predictions dåvelop literacy skills which can be cultivated at tde students låvel of language proficiency. Strategies such as retelling can also prîvide opportunity for reflection on learning and comprehension. These tîols should be implemented witdin tde context of a structuråd reading program. Doing so can not only lead to "higher reàding skills, but to higher performance on all indicators of reàding competency" (Molina, Siegel & Hansîn, 2000)