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Language learning in multilingual classrooms. A practical approach Coelho…

- - - - Label classroom objects and places in the school in more than one language
      - Surround learners with environmental print such as street signs, brand names,
        labels, advertisements, and material written by students.
      - Create a ‘Word Wall’ or chart of words and phrases related to specific concepts
      - provide examples of some words in context.colour-code
        the words: for example, blue for nouns, red for verbs
    - - create a story from personal experiences or a shared experience such as a story, a field trip or excursion, photographs, a film, or a school event
      - invite each student to contribute one or two words or sentences for you to print in large letters on the board or on chart paper
      - As they dictate the story, write their words verbatim, controlling spelling and punctuation but without editing grammar (suggest change later or just leave it)
      - .Make sentence strips for students to arrange in the right order......Make close sentences based on the story, with some new words deleted, provide a list of words for studetnts to chooose from, listed in random order.....Other (see pic in onenote)
      - Make flash cards for students to read aloud
      - Analyze the form of words that follow similar patterns (word study)
    - - select age-appropriate materials
      - revisit the book by asking students to act out the story through roleplay or puppetry, or read the story in role (narrator and characters) in “Reader's Theatre,” sequence events from the story, or complete cloze sentences about the story, choosing from a word bank or set of word cards provide by the teacher, retell the story from another character’s point of view, or interview one of the characters, or focus students’ attention on concepts about print, such as directionality, punctuation and capitalisation, or to develop discrete reading skills such as recognizing rhyming words, common sound-symbol correspondence, words that begin with the same letter or sound, words that have the same meaning.
    - - Three step Process
        
        Before reading
        
        Choose text that is within the reach of the students (e.g. no
        more than 10 new words in every 100 words of running text
        
        Pre-teach key words, Use pictures, photographs, films, speakers, field trips, concrete materials, and
        anecdotes to develop background knowledge and prepare the students conceptually for the material they are going to read, Use a KWL chart (Know, Want to Know, Learned) to help students activate prior knowledge and prepare for a new topic./guide students to a survey of the text so that they have some ideas about organization, content and features of the text/key visuals
        
        During reading
        
        Guiding question or prompt related to main idea in each paragraph or short section of the text
        
        Read some sections aloud to students
        
        Modelling effective strategies for handing challenging text
        
        Graphic organizer
        
        T-charts, Venn diagrams, flow charts, story
        maps, time lines and decision trees
        
        Integrating grammar instruction into the intensive reading process
        
        Look for a recurring pattern in a text or a lesson
        
        Comparative and superlative forms of adjectives (greater than, fewer than, less than, the highest, etc.) in mathematics and in the interpretation of graphs and charts
        
        Various past tense verb forms are used in narrative fiction, in history, and in the retelling of personal experiences.
        
        Simple present tense and subject-verb agreement are required in many contexts: for example, listing components (each molecule of water consists of one atom of oxygen and two of hydrogen); describing (an isosceles triangle has two sides of equal length, the Canadian Shield is a region of ancient rock which stretches from the Great Lakes to the Arctic Ocean); and retelling fiction (Romeo falls in love with Juliet at first sight).
        
        Passive voice is used to describe processes or results, as in a science experiment (the water was heated) or an agricultural or industrial process (the trees are felled, the branches are removed, the logs are transported, etc.).
        
        After reading
        
        Invite students to read some passages aloud: for example: Find the most important sentence in each paragraph and be prepared to read it aloud, and tell us why it is important
        
        Encourage students to re-read specific sections
        
        Encourage students to use context to infer the meanings of new words. For example,to help students with predominant: ‘Find a word in paragraph on page_that means the most important, or the most powerful’. Students can rehearse in groups before whole class discussion.
        
        some words and phrases for vocabulary study.
        
        Encourage students to make inferences beyond the text
        
        Encourage students to form opinions about what they have read. They may engage
        in small group discussion or write a personal journal response
        
        Focus on connectives (sometimes called ‘transition words’) and explain how these words are used.
        
        Organise a role-play activity. For example, students can re-enact scenes from a novel or story, interview a character, or devise an alternative scene or ending. In history and social studies they could interview some key personalities, or develop alternative outcomes. In other subjects they could take on roles as famous musicians, painters, scientists and inventors, etc. Encourage students to use some of the new words from the text; for example, ‘Choose five of the new words and use each word at least three times in your role play.’
      - Extensive reading: students read material of their own choice that is just slightly beyond their independent reading level. The emphasis is on personal enjoyment and on volume
        (number of words, pages, or books read). This is one of the best ways for students to develop their vocabulary knowledge, and for this reason is described in detail in the chapter on vocabulary (Chapter 10).
      - Literature circles: students read books selected by the teacher and discuss them in small groups. Chapter 6 describes this approach and suggests how it might be used to integrate various cultural perspectives into the reading programme.