hi and welcome to this week's episode of the language lady I'm your host dr. hem
Phil I'm so happy that you are joined me for another week of strategies and
resources for your English language learners if you have not watched a
previous video that I created about the WIDA Candice and what an ESL student can
do at their level I'm gonna link that video up above so that you can watch
that first before watching this video if you have watched the video what we're
going to be talking about today is what to do when you have an activity that you
want a classroom to do specifically in writing and what that looks like
depending on the level of language proficiency that a student has so we
know that when a student takes the access test they come out with an
overall score which is their composite score but then when you drill down
deeper the student will have a listening score or reading speaking and a writing
so that means that if I have a classroom of English language learners and let's
say for the purpose of this activity or for this explanation they are all level
two but a level two all of them may be a level two but if I look at their
individual scores in writing it may look different right so this the purpose of
this activity is to show you my thought pattern process of what I'd go through
with my co-teacher when my co teacher says okay this week
we're going to do this vocabulary activity this is what all students
should be able to do I what I do is I look at the candles I look at the
students level specifically in writing because since
there's an active vocabulary activity where they're writing their a definition
or their understanding of a vocabulary word I'm gonna look at the specific
domain of writing and what their level is and then I differentiate from there
so in the next clip I'm gonna be walking you through that process okay so this is
the activity that the students um are supposed to complete not considering the
fact that their English language learners this is just a default activity
students are expected to create a sentence for each of the vocabulary
words so I'm gonna ask myself what is the purpose behind it to show their
knowledge and their their ability to apply the knowledge of these if each
vocabulary word after having been exposed to the words through a
PowerPoint presentation and guided notes so with that knowledge and if I'm gonna
look at my English language learners specific score and writing because this
isn't it in itself of writing activity so what I'll do is I'll go to my Candice
look at in the domain of level one I know students able to label draw produce
I do want to say this even though we are in the home of writing I can look at the
language functions that exist in and borrow them from other domains so I know
that and a level one can also point they can follow one step match named answer
who what where when identify of course I'm gonna start with writing because
this is a writing activity but if I run out ideas of what they can do I can
borrow it from another domain as a matter of fact for this domain I want to
do a matching act like exercise so that so that ELLs at a level one can show me
their under standing of the word so I'm gonna have
them match a picture representation of the vocabulary word with the actual
vocabulary word this is what they're able to do just remember they don't have
the vocabulary yet to form formulate a complete sentence but easily they can
take a picture and match it then if I have any level two students I know that
they can make lists they can produce they can give information they can
locate they can identify they can select they can describe every state they can
match so what I will do for the actual activity what I'll do is this would be
for level two except that I would have them I would have the words here instead
of these pictures and then they must draw a picture to show their
understanding of that particular vocabulary word next on to level three I
know that they can produce barebone expository narrative text compare
contrast information describe events people's processes and procedures I also
know that they can they can locate that can follow multi-step directions that
can categorize they can formulate describe retell sequence identify and so
forth so I'm gonna take the same activity go one step level up and I'm
gonna give them not it's not necessarily a sentence frame but a fill-in-the-blank
and they're able to identify what words would go appropriately in the blank
based on the underlined word so by association then moving up to a level
four I know that a level four is able to summarize information edit create
original ideas and detail responses because they are at they're at a level
where they can actually create original text then I know that this is
appropriate for them so for the most part four level fours
and up you can still give them what the default activity is but if needed
you have to supervise based on what you know about that student and if they if
they do need a PowerPoint presentation give it to them
you thinking you can give them a copy of that you can even give them a list of
the vocabulary words with a picture as a support and then they can create their
sentence so the key is giving them the support that they need not just throwing
the default activity at them expecting that you're going to get the same result
you almost have to look at it as making the content accessible for everyone if
you want to if you want to get the same outcome there's something that you have
to give them in order to get them to the same destination because not everyone is
equipped with the same skills in order to get to that destination and that's it
for this week's video I hope you enjoyed it please comment like and subscribe and
don't forget to hit that notification Bell button as it will notify you
whenever I upload a new video thank you and see you next week