My classroom is made up of 6 English leaners (ELs), one of them is a CELDT level 2, one is a CELDT level 3, three are at CELDT level 4, and one is a CELDT level 5. The CELDT level 2 student can repeat sentences, phrases, and speak in simple sentences. This student can also write in simple sentences and excels in mathematics. Will need a lot of repeated oral vocabulary in order to grasp the academic language. The CELDT level 3 student can easily recall facts when prompted, but can’t remember them when he is working by himself. Can easily speak English and is able to read passages and describe what he just read. Is able to write on familiar topics, but struggles to stay on topic when writing. Both CELDT level 2 and 3 will need the assessments to be read out
…show more content…
In reading groups, all of my reading levels are currently working on pulling facts from an informational texts and comparing similar texts to others. When I provide homework, I encourage students who don’t understand a problem to come to the back of the classroom to get additional help the next day. This strategy is especially useful for my struggling and CELDT level 2 and 3 students who have trouble understanding the wording of a problem.
When looking at my classroom as a whole to include all reading and language levels for my learning segment, students will need to learn the vocabulary before they can grasp the concept of fractions. Vocabulary will be introduced through visual aids that will be posted throughout the learning segment so students will be exposed to the academic language. These visuals will especially benefit my struggling students and EL’s because visuals are a great scaffold. I will also provide hands on opportunities that will benefit my struggling and EL’s, which will help students see fraction
In reading groups, all of my reading levels are currently working on pulling facts from an informational texts and comparing similar texts to others. When I provide homework, I encourage students who don’t understand a problem to come to the back of the classroom to get additional help the next day. This strategy is especially useful for my struggling and CELDT level 2 and 3 students who have trouble understanding the wording of a problem.
When looking at my classroom as a whole to include all reading and language levels for my learning segment, students will need to learn the vocabulary before they can grasp the concept of fractions. Vocabulary will be introduced through visual aids that will be posted throughout the learning segment so students will be exposed to the academic language. These visuals will especially benefit my struggling students and EL’s because visuals are a great scaffold. I will also provide hands on opportunities that will benefit my struggling and EL’s, which will help students see fraction