The focus of this lesson is to provide an opportunity for children to develop oral language skills and to record their oral language to share with others.
This phonics program was developed to serve students with diverse educational backgrounds, with a specific focus on refugees. One of the challenges in working with refugees is that, unlike international students, they come to English classes with huge variation in educational experience. Some students may have finished high school or have a college degree, while others may not have ever picked up a pencil before. The goal of this program is to provide a bridge for those students with limited literacy skills so that they are able to move on to a more traditional beginning ESL class. There are a number of assumptions about academic skills made in most English language classrooms, even at a beginning level. As a result, teachers and students alike become frustrated when those expectations are confounded.
Resources for learning the abc Letter Names and Sounds. Originally created for adult English learners who are not literate in their native language. Each letter corresponds with a picture word to help memorize the letter sounds. Flashcards, an abc chart, and a wall chart are available to download. Game ideas area also included.
BC Reads: Adult Literacy Fundamental English Reader 1
This lesson is part of the Digital Literacy curriculum and is taken from the Northstar Digital Literacy standards for Basic Computer Knowledge.
The teaching and quiz are designed for ESL Level 1 and 2 students but could be delivered at any level with some modifications.
The quiz can be delivered in printed form, particularly with Pre-Lit students.
** This book has been donated to the public domain.**
From the introduction:
Hello there . . . ! Welcome to English Banana.com’s Big Grammar Book. It’s the third fantastic book from English Banana and the aim this time is to practise grammar, grammar and, er, more grammar!
It’s jam-packed from cover to cover with a great selection of photocopiable worksheets taken from the popular English Banana.com website. We wanted to provide teachers with a really useful book of no-nonsense grammar worksheets that they can dip into and use in class with students at Entry Level (ESOL Core Curriculum Entry Levels 1 & 2). It is also ideal for students to work with at home since the answers are all printed at the back.
The book is divided into four parts and is graded in difficulty, so that it begins with some basic stuff and builds up to more challenging grammar activities. It features a selection of Essential English worksheets which provide practice for crucial basic areas of knowledge for learners at Entry Level, like using numbers, writing the alphabet, spelling days and months correctly, and so on.
There is great need to understand individuals' functional language abilities, not only in education but in commerce and public policy discussion. The aim is to quantify language use patterns, proficiency, and dominance in the two languages of bilinguals. The Bilingual Language Profile (BLP) is an instrument for assessing language dominance through self-reports that is concise, quick, and easy to use. The BLP is intended to produce a continuous dominance score and a general bilingual profile taking into account a variety of linguistic variables. The BLP is an open and free assessment tool for researchers, educators, and anyone with an interest in assessing language dominance.
Idiom vocabulary study worksheet for Adult Education Advanced (Conversation) ESL students
The authors discuss the challenges of assessing English Language Proficiency (ELP) in ways that are aligned with the Common Core State Standards (CCSS), and then make recommendations for developers of the next generation ELP assessments.They identify challenges around three sets of related issues: Identifying language knowledge and skills in the CCSS. Defining alignment in the context of ELP assessments. Articulating a new ELP standards framework that can guide states in their development of next generation ELP standards and assessments.
This paper discusses the affordances and challenges of bilingual instruction programs in light of the new Common Core State Standards and Next Generation Science Standards. The authors argue that bilingual education has an important role to play because it has always placed language and literacy development at the core of instruction. Bilingual education that is high quality and that promotes full development of two languages leverages the native language of students in service of better English. It also provides an ideal context in which to address the demands content and language demands of the New Standards by allowing students to use all their language and cultural resources.
This version of the classic holiday story has been slightly abridged and lightly adapted for advanced students of English language. The text includes comprehension checks, discussion questions, and collaborative activities.
Science Content Storyline: Simple MachinesBriefly write the content story for the topic: PS2.A Forces and Motion Disciplinary Core Ideas: Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (3-PS2-1). The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.(3-PS2-2)Educational StandardsNGSS: 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size,or direction of forces. The assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]Summary: Machines make work easier. Levers, inclined planes, and pulleys are simple machines that help us to do work. Work is moving something across a distance using force. Force is a push or a pull. Machines help us to do work by reducing the force needed or changing the direction of the force. There is a trade-off between the amount of effort and distance. (You can’t something for nothing!)
Science Content Storyline: Simple MachinesBriefly write the content story for the topic: PS2.A Forces and Motion Disciplinary Core Ideas: Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (3-PS2-1). The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.(3-PS2-2)Educational StandardsNGSS: 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size,or direction of forces. The assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]Summary: Machines make work easier. Levers, inclined planes, and pulleys are simple machines that help us to do work. Work is moving something across a distance using force. Force is a push or a pull. Machines help us to do work by reducing the force needed or changing the direction of the force. There is a trade-off between the amount of effort and distance. (You can’t something for nothing!)
College ESL Writers: Applied Grammar and Composing Strategies for Success is designed as a comprehensive grammar and writing etext for high intermediate and advanced level non-native speakers of English. We open the text with a discussion on the sentence and then break it down into its elemental components, before reconstructing them into effective sentences with paragraphs and larger academic assignments. Following that, we provide instruction in paragraph and essay writing with several opportunities to both review the fundamentals as well as to demonstrate mastery and move on to more challenging assignments.
This site is designed for parents and teachers who are helping Spanish-speaking children learn to read in English. Find activities to help children learn about sounds, letters, and words. Use tips and materials to help children develop skills in reading. (Available in English and Spanish.) This site is filled with useful information, strategies, activities, and resources for all teachers of ELLs, whether you are an ESL teacher or a content area teacher with one or two English learners in your class. Although many of the activities have been designed for children in PreK-3, most can be adapted for children in upper elementary, middle school, and high school.
This textbook is designed for beginning-intermediate English language learners. It is composed of 7 chapters, each of which covers specific speaking and listening learning objectives and includes dialogues, interviews, discussions and conversation activities. Each chapter includes listening and speaking components such as dialogues, interviews, discussions and conversation activities. Each chapter also focuses on 10 target words from the New General Service List of English vocabulary. The textbook includes an audio component that consists of recorded conversations of native and non-native English speakers, as well as links to additional listening resources on the web.
When I first heard Lin-Manuel Miranda’s Hamilton I was, like everyone else, immediately blown away by its combination of music, history, emotion and empowerment. My second reaction is one only teachers can relate to: asking “How can I use this in my teaching?” I’ve been working on this project since 2015. Thanks to a grant from Open Oregon, I’ve been able to improve my materials and create a workbook that I hope will let others access this incredible musical.
The workbook is designed to be used over a 10-week college communication course. It is designed to cover academic listening, pronunciation, and public speaking, using a thematic approach tied to the musical Hamilton. Ideally, students would access the workbook in print form, as it is meant to be an interactive “notebook” which will be filled with notes by the end of term.
My See-Say Basic English Fluency Program offers a fun and efficient way to teach basic English. It uses picture cards (not text), so it is ideal for students who are not literate in any language. I find that it is a great way for any student to learn English. The teacher speaks a simple sentence while showing it as a sequence of picture cards. The cards represent the exact grammar of the sentence. As the teacher changes a card or two, students learn to speak the corresponding “change” they see in the sentence, for example, “I see a ball.” “She sees a ball.” “She sees a car.” “They see a car.” Suggestions for different types of partner-practice, songs, games and other activities are included in each session.All the materials (teacher cards, student cars, teacher's manual, orkbook, etc are available to anyone who would like to use them (see link below) By following the sequence of lessons in the manual, teachers introduce new cards (new grammatical elements) in a logical progression, so that students are soon able to speak simply, but correctly, using adjectives, adverbs, questions, different tenses, and so on.All materials (manual, workbook, card-masters to print, digital card images) are FREE and available on the internet. This project has NO commercial motive.This method can be used in the most rudimentary learning environment (e.g. a refugee camp) but is easily adaptable to technologically-enabled classrooms.The manual guides a teacher through a complete, self-contained core curriculum for basic English. However it can also be used to supplement any other basic English core curriculum.Access all materials by clicking on or cutting and pasting this link into your browser: https://drive.google.com/drive/folders/0B8Vb7TN7QKrfQlJLOGV0Y3JwS0E
This is a conversation class unit created using Google Slides. The lesson covers travel vocabulary and discussion activities as well as survival skills vocabulary and activities. The slides include lots of pictures and all the directions you will need to carry out these activities in your class. You can easily modify the slides by making your own copy of them.