11. The learner constructs meaning from text primarily through illustrations, graphs, maps and tables

Answer

Read aloud and during the lesson use facial expressions to enhance meaning
Read predictable story books and sing songs that repeat the same line over and over
Label the objects in the room
Talk more slowly, but not unnaturally
Demonstrate words like jumping, reading, and writing
Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
Present language that is just slightly beyond the learner's current level of comprehension
Help the student find the starting place in the textbook
Provide opportunities for pupils to repeat and produce language in context in well planned pairs
Frequently check for understanding
Create cooperative groups that have English Learners and English Speakers
Have students create a word bank
Give students positive feedback when they use language that links to the learning
Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
Smile! This is universally understood
Provide picture dictionaries
Pantomime words for actions (e.g., eating and sleeping)
Have students illustrate their understanding
Simplify sentence structure and repeat verbatim before trying to rephrase
Tap students prior knowledge and experiences
Have students find the objects that you have displayed when you name the objects
Use visual charts and lists that enable students to show what they know
Use thematic units
Point out pictures, graphs, and other illustrations in the textbook to help the students visualize and understand concepts
Do not force students to speak
Make cross-curricular connections
Use physical movement and actions to help children learn the English words that name familiar concepts
Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
Use active voice
Use pie charts, graphs, pictograms, tables, and grids to present content with reduced language input
Have students read poems or short passages aloud with appropriate voice intonation
Use close-caption video or TV
Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
Give clear simple direction and ask students to retell in their own words
Use props and costumes frequently
Support vocabulary development with visuals
Sit the pupil near the board and your teaching station
Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
Pronounce words clearly
Use group discussion of prior experience

Section Access

CELDT