徐家仕What_Works_for_English_Learners[1]

1、 LanguageLiteracyContentlLearning English well is a huge challenge since it takes an average of 5-7 years to acquire full proficiency in academic English. lLiteracy Learning: It is a more gradual and difficult task to learn to read in a language in which a teacher is not fully proficient. Literacy s

2、kills only begin to catch up with oral language skills when the ET reaches an early advanced to advanced level of proficiency. lContent knowledge can only be acquired through meaningful language. The curriculum becomes increasingly abstract and complex as teachers move up through the K-12 grades. Th

3、e likelihood is that ETs language proficiency will not keep pace with the growing demands of the curriculum. K1-6 English Learners are given the same Language Arts/Reading curriculum as native-English speakers. It is up to the schools to provide teachers with the expertise and materials to make effe

4、ctive modifications for students or to supplement the “regular” curriculum. Materials do not provide sufficient guidance or support.lGrades 4-6 EL are provided an “intervention” program and labeled “struggling readers.” At this point, they are expected to achieve two years of academic growth per aca

5、demic year of instruction to catch up with their grade-level peers in reading and writing skills.lThe majority of EL in K-6 receive a curriculum so focused on English language acquisition and reading that they are not provided access to systematic content-area instruction, in particular through text

6、books written at a reading level that is both comprehensible and sufficiently, but not excessively, challenging. Therefore, they enter secondary school with gaps in their content knowledge.lEL students are expected to keep pace in core content classes despite gaps in their content knowledge. In addi

7、tion, very little attention is paid to their lower levels of reading and writing skills, which are normal because they are only beginning to close the gap between oral language skills and literacy skills (academic English).lIf EL are not provided the appropriate instruction they require to catch up

8、in middle school, they will continue to lag behind their peers on into high school. They need specific attention to gaps in their content knowledge and targeted development of reading and writing skills to pass NMET, which tests students at a 8-9th grade reading level.lLongitudinal NMET datalSecond-

9、language acquisition researchlSecond-language literacy researchlResearch in differentiated instruction, thematic content-area instruction, content-based instruction.lSound principles of curriculum design and effective instructionlResearch into the characteristics of effective bilingual and second-la

10、nguage programs for ELlThe recharged experiencelProvided with Basic Language Arts & Reading for EL Textbook AdoptionlRequire textbooks to address the Standards in Language Arts & Reading and in the Content AreaslProvide core curriculum materials and teacher materials for diffentiating instru

11、ction in the content areas in K16.lProvide Newcomers Programs Grades 1-6lImplement reading/writing & study-skills focused programs & materials 1-6徐家仕What_Works_for_English_Learners1lReaffirm the objectives and effective programs for preparing all credential candidates for teaching EL student

12、slSpread information about effective models and programs for teacher preparation for ELlProvide ample funding and access to high-quality professional development for all teachers in effective programs and strategies for teaching EL students.lSpeaking:1、能在課堂活動(dòng)中用簡(jiǎn)短的英語(yǔ)進(jìn)能在課堂活動(dòng)中用簡(jiǎn)短的英語(yǔ)進(jìn)行交際；行交際； 2、能就熟悉的話題進(jìn)

13、行簡(jiǎn)單的交流；、能就熟悉的話題進(jìn)行簡(jiǎn)單的交流； 3、能在教師的指導(dǎo)下參與簡(jiǎn)單的游戲和角色、能在教師的指導(dǎo)下參與簡(jiǎn)單的游戲和角色扮演活動(dòng)；扮演活動(dòng)； 4、能利用所給提示、能利用所給提示(如圖片、幻燈如圖片、幻燈片、實(shí)物、文字等片、實(shí)物、文字等)簡(jiǎn)單描述一件事情；簡(jiǎn)單描述一件事情； 5、能、能提供有關(guān)個(gè)人情況和個(gè)人經(jīng)歷的信息；提供有關(guān)個(gè)人情況和個(gè)人經(jīng)歷的信息； 6、能、能講述簡(jiǎn)單的小故事；講述簡(jiǎn)單的小故事； 7、能背誦一定數(shù)量的英、能背誦一定數(shù)量的英語(yǔ)小詩(shī)或歌謠，能唱一些英語(yǔ)歌曲；語(yǔ)小詩(shī)或歌謠，能唱一些英語(yǔ)歌曲； 8、能在、能在上述口語(yǔ)活動(dòng)中語(yǔ)音、語(yǔ)調(diào)基本正確。上述口語(yǔ)活動(dòng)中語(yǔ)音、語(yǔ)調(diào)基本正確。l

14、Reading:1、能正確朗讀課文；能正確朗讀課文； 2、能理、能理解簡(jiǎn)短的書(shū)面指令，并根據(jù)要求進(jìn)行學(xué)解簡(jiǎn)短的書(shū)面指令，并根據(jù)要求進(jìn)行學(xué)習(xí)活動(dòng)；習(xí)活動(dòng)； 3、能讀懂簡(jiǎn)單故事和短文并抓、能讀懂簡(jiǎn)單故事和短文并抓住大意；住大意； 4、能初步使用簡(jiǎn)單的工具書(shū)；、能初步使用簡(jiǎn)單的工具書(shū)； 5、除教材外，課外閱讀量達(dá)到、除教材外，課外閱讀量達(dá)到4萬(wàn)詞以萬(wàn)詞以上。上。lWriting:1、能正確使用常用的標(biāo)點(diǎn)符號(hào)；能正確使用常用的標(biāo)點(diǎn)符號(hào)； 2、能使用簡(jiǎn)單的圖表和海報(bào)等形式傳達(dá)、能使用簡(jiǎn)單的圖表和海報(bào)等形式傳達(dá)信息；信息； 3、能參照范例寫(xiě)出或回復(fù)簡(jiǎn)單的、能參照范例寫(xiě)出或回復(fù)簡(jiǎn)單的問(wèn)候卡和邀請(qǐng)卡；問(wèn)候卡和邀請(qǐng)卡； 4、能用短語(yǔ)或句子描、能用短語(yǔ)或句子描述系列圖片，編寫(xiě)簡(jiǎn)單的故事。述系列圖片，編寫(xiě)簡(jiǎn)單的故事。徐家仕What_Works_for_English_Learners1lListening:1、能識(shí)別不同句式的語(yǔ)調(diào)，如能識(shí)別不同句式的語(yǔ)調(diào)，如:陳述句、疑問(wèn)句和指令等；陳述句、疑問(wèn)句和指令等； 2、能根據(jù)語(yǔ)、能根據(jù)語(yǔ)調(diào)變化，判斷句子意義的變化；調(diào)變化，判斷句子意義的變化； 3、