Academic Texts For Ells And Sells

Running Head: Academic Texts for ELLs and SELLs

Academic Texts for ELLs and SELLs Zach Zimmer National University

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Academic Texts for ELLs and SELLs 2

Abstract The following assignment will explain a few of the many characteristics and struggles of ELL learners. Key characteristics of emerging level learners, expanding level learners, bridging level learners, and students speaking non-standard varieties of English are discussed. Two verbal instructions examples that students may hear in PE are given. The assignment then details some of the possible struggles that ELL students may face when hearing these instructions. Finally, the author reflects on some of the considerations teachers should make when having ELL students in their class.

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1. Characteristics Emerging Level

● Very limited set of skills when it comes to communicating in the English language. ● Will understand very basic vocabulary ● Speak in fragmented sentences ● Emerging level students should be able to read and understand very brief sentences (with familiar vocabulary) from academic texts ○ Graphics should be available to refer to ● Should be able to vocalize their basic needs with hand gestures or simple sentences ○ Ex. going to the bathroom, wanting a drink of water, etc.

Expanding Level

● Should be able to carry on simple conversations with minimal assistance ○ Both academic and social settings ● Can read grade appropriate text ○ Should not have to rely on graphics as much ○ Understands the text through context and previously learned knowledge ● Able to express ideas and thoughts in writing and orally with minimal assistance

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Bridging Level

● Students can actively communicate with a wide-variety of audiences and on varying topics ● Able to read a wide variety of grade level text with little difficulty or help ● Able to express feelings/emotions in social settings with peers

Non-Standard Variations of English

● Will often be seem to be speaking in lazy or broken grammar ○ Will often leave simple verbs such as is/are out (such as in African American Vernacular English) ○ Will often break common english speaking rules, such as double negatives.

2. Academic Texts/Verbal Cues a. “Today class we are going to be working in small groups to complete tasks at various stations to enhance some of our soccer skills. The first thing I’m going to ask you to do after I'm done explaining the stations is to get toe to toe with your fellow classmates in groups of four. Our first station is going to be simple passing back and forth. You should practice passing the ball accurately and receiving the ball softly so it does not get far away from you. Our second station is going to be a dribbling exercise. You will weave in and out of the cones while dribbling a soccer ball, you will be racing another group, the first group to be completely done and sitting down wins. Our final station is going to be practicing defending. With a partner you will practice “threading” your partner down the sideline to not

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allow them any space then steal the ball from them. I will be playing music. When the music stops you will rotate stations.” i.

Grade Level: 9-12

ii.

Instruction on how to form groups as well as what will be being performed at each station

b. “Today we are going to review how to properly throw a baseball for our mushball unit. Our first step when throwing is to make a T, or tree, with our body. We extend both our arms out, our non throwing arm is pointing to our target while our throwing arm is extended behind us with the ball facing outwards. I like to imagine picking an apple off a tree. Next, we will step with our non-dominant foot towards our target. When throwing the ball remember to make an L with our throwing arm. The ball should be about eye level. Following the release of the ball remember to follow through. Our throwing should end up down at our opposite foot, as well as our dominate side foot following through into a defensive position ready to field the ball.” i.

Grade Level: 4-6

ii.

Cues to properly throw a baseball, softball, etc.

3. Struggles Text Type

Academic Text/Verbal Instruction 1

Academic Text/Verbal Instruction 2

Soccer Stations

Throwing Drill

● Emerging students will

● Emerging students will

Level of Reading Emerging Proficiency Level

struggle understanding

ultimately struggle to

much of the instruction

comprehend all the

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○ It is important to

spinning plates or steps

visually

that go into proper

demonstrate what

throwing technique

you expect from each station ● It’s important to note that many emerging level learner will

○ A good idea for a PE teacher would be to pair groups up smartly ○ Pair the emerging

struggle to formulate

level student with

complete

a competent

sentences/ideas

thrower that feels

○ An aide might be

comfortable

needed for more

helping them one

one on one

on one

instruction Expanding Proficiency Level

● Students who fall into

● One of the struggles

the expanding level are

expanding level

continuing to expand

students will face with

their vocabulary and

the throwing verbal

linguistic skills

cues is the

● Expanding level

understanding between

students will be able to

dominant and non-

comprehend the

dominant foot.

majority of what is

○ Make sure to make

explained by the

clear in the visual

teacher. May struggle

demonstration the

with more advanced

difference between

terminology such as

the dominant/non-

dribbling.

dominant foot.

○ Similar to

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emerging level learners, visual demonstration will be key Bridging Proficiency Level

● Bridging level learners

● One struggle students

have gained a firm

at the bridging will

grasp on vocabulary.

face in the throwing

However, double

instruction is the

meaning words will be

understanding of a

a difficulty for them.

follow through.

Words like threading,

Follow through could

a defensive strategy of

be a difficult phrase

cutting your opponent

for even bridging

off to the sideline to

levels to quite

entrap them, may

understand.

confuse them. ○ A important

○ The teacher should explain the

strategy to help

follow-through is

is a skill that all

simply an

PE teachers

expression for last

should check for

step. The follow

regardless. This

through in a

is to check for

throwing motion

understanding

helps the student

after instruction.

have better

It is important to

control and

make sure your

velocity of the

students don't

ball.

have any questions or are

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simply confused. A PE teacher should ask, “Does anyone have any questions?” as well as follow-up questions, “What skill will we be performing at station 1?”. Standard English Learner

● A grade-level

● Standard English

standard student

Learners should

should be able to

understand all the

comprehend and

cues/instructions.

understand all the instructions.

○ However, often students at younger levels all need to be taught the difference between their dominant and non-dominant side.

4. Reflection Following the assignment, I believe that the teaching practices I have learned during my education have been further reinforced even after learning the many considerations a teacher must make when taking ELL students into account. I truly believe that PE is one of the best subjects for ELL and SELLs to flourish in. The importance of teachers using visual

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demonstrations is a perfect way to assist a student learning the English language. Rather than relying on simply the auditory instructions in a language they are still trying to learn, they can simply work to mimic the teacher demonstration. This will also help them in learning the English language. The immense amount of socialization of PE will be a phenomenal tool for ELL students. Learning a new language through socialization with peers is an important step for ELLs. It will not only help them begin to understand the language better but also begin to learn nuances of the English language. In PE students will often be working in groups or teams. Learning how to communicate with peers in a fun game setting is a great tool that will help ELLs form will not only help them learn the English language, but also help them form relationships with their peers in a new setting.