Newcomers
and Strategies
Embedded Files
"Don't underestimate me. I know more than I say, think more than I speak, and notice more than you realize." --unknown
"Don't underestimate me. I know more than I say, think more than I speak, and notice more than you realize." --unknown
NEWCOMER is often used as an umbrella term for students born outside the United States who have recently arrived and are new to the country. Newcomer students often include English learners and may also include, but not be limited to, asylees, refugees, unaccompanied youth, undocumented youth, migratory students, and other immigrant children and youth identified by the local educational agencies (LEAs).
Don't PANIC!
move
FROM Deficit-Based TO Asset-Based
FROM MONOLINGUAL TO emerging BILINGUAL
FROM LIMITED English proficient TO DEVELOPING English
FROM Language barrier (wall) TO language DIFFERENCE
FROM struggling reader TO STRIVING reader
FROM .... TO ....
12 WAYS to SUPPORT NEWCOMERS in the MAINSTREAM CLASSROOM
1. Make it VISUAL
2. Build BACKGROUND KNOWLEDGE
3. PRE-TEACH KEY vocabulary
4. Develop and Practice SKILLS needed to succeed in content areas
5. Slower paced lessons with CONSISTENT steps
6. Build in more GROUP WORK
7. COMMUNICATE with the EL Teacher
8. Honor the "SILENT PERIOD"
9. Allow some SCAFFOLDING with the NATIVE language
10. Look out for CULTURALLY UNIQUE VOCABULARY
11. Use SENTENCE FRAMES to give practice with academic language
12. Learn about the CULTURAL BACKGROUND of your students
13. DON'T make the student speak for their ENTIRE CULTURE
14. Show them how to take themselves LESS seriously
15. ALWAYS take THEM seriously
Click the button above to access more information from the Blog: 12 Ways to Support English Language Learners in the Classroom. These refer to the 12 ways to the left and help support ALL students, not just your ELLs.
Lesson Planning Considerations for Newcomers and Emerging Bilinguals
Lesson Planning Considerations for Newcomers and Emerging Bilinguals
The strategies and scaffolds to the left are suggestions for making it easier for ELs to access the content and show you what they know. Choose several strategies that can easily be embedded into your lesson. Then, use the scaffolds to make content and assessments more accessible and specific to your ELs.
Grammar = Acceleration
It is important to incorporate specific grammar instruction in your classroom daily. Contextualized and inductive instruction can help our ELs improve proficiency and accuracy at a higher rate.
Scott Thornbury's Pedagogical Grammar
"It is possible that L2 learners might be better served by a combination of implicit and explicit instruction. For instance, because the development of implicit knowledge is so time consuming, it may be a more efficient use of instructional time to provide explicit instruction." (Loewen, 2015) Choosing how you give grammatical feedback can have varying effects. Use the button below for a quick discussion of the chart to the right.
PARTS of SPEECH: Building Blocks of a Sentence
Color-code the parts of speech and then create a Grammar Board. This could be a way to organize your word wall or have it exist alongside your word wall.
Color-code the parts of speech and then create a Grammar Board. This could be a way to organize your word wall or have it exist alongside your word wall.
Sentence builder
Sentence builder
The teacher creates the sentence structure; the student creates the sentence.
Grammar Wall Example #1
Grammar Wall Example #1
Key words are categorized by its part of speech. A variation would be to post the POS and its definition in its color. Key words could also be posted in the appropriate color.
Grammar Wall Example #2
Grammar Wall Example #2
For newcomers, a picture that illustrates the key word could be placed in the appropriate column or space on the grammar board.
CLICK HERE FOR: Thornbury's Six Rules of Grammar Teaching
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