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Identifying a Struggling Student- Observe behavior and collect data,…
Identifying a Struggling Student- Observe behavior and collect data
Observe body language: head down,
facial expressions, staring at the wall/window, etc.
Difficulty understanding and applying concepts/skills
Missing assignments or incomplete work
Cannot answer BICS questions in the ESL Classroom
Limited use of CALPS
Emotional outbursts or behavioral issues: frustration, swearing, causing a scene, bothering classmates, etc.
Moves inward: becomes alarmingly introverted, refuses to speak, lacking social constructs
Over time, lacks progress in skill-building and applying concepts
Cannot access Tier 2 or 3 essential questions or vocabulary words
Helping a Struggling Student
Creative/inventive ways of helping struggling readers- have them tutor younger students who also struggle with reading. (
https://www.youtube.com/watch?v=nMcbqEa9XL4
)
Introduce note taking, underlining or circling key words when reading passages.
Incorporating Word walls and boards with important information about the unit as a large visual
Incorporate interactive word walls to encourage critical thinking and application of concepts. (
https://www.youtube.com/watch?v=7h4NNChKV_g
)
Writing down the Essential Questions and Daily Objectives, Limiting Lecture Times, and Incorporating Graphic Organizers. (
https://www.youtube.com/watch?v=y0H5XsZ1gzA
)
Include both learning and language objectives.
Learning objectives= what the students will learn
Language objectives= how the students will demonstrate understanding through reading, writing, listening, and/or speaking. (
https://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners
)
Immediate feedback incorporating glows and grows:
glows= things the students has done well during the task
grows= things that the students needs to improve
Feedback should be short but concise. It is best not to give more than three areas for the student to work on. If the student is really struggling, 1-2 areas.
Changing the mindset. Helping students believe in themselves and their abilities.
opportunities for students to display socio-emotional learning through exit tickets where they can check a smiley face or fair face to easily check how they feel about the lesson. ((
https://www.youtube.com/watch?v=tsRlfTsPukQ
))
By: Jennilee Fletcher