Tools to effectively work with CLD students
- Key Content Word Bank
- Key content vocabulary will be introduced and reviewed as necessary through a variety of vocabulary building strategies like vocabulary scan, jigsaw, and class discussions.
- Key content vocabulary will be introduced and reviewed as necessary through a variety of vocabulary building strategies like vocabulary scan, jigsaw, and class discussions.
- Strategic Grouping
- Specifically, students will work in a low-anxiety setting with heterogeneous groups that have been determined based on ability to work together as well as homogenous groups to provide an opportunity for students to discuss content based in a common language.
- Specifically, students will work in a low-anxiety setting with heterogeneous groups that have been determined based on ability to work together as well as homogenous groups to provide an opportunity for students to discuss content based in a common language.
- Assessment Modifications
- All of the informal assessments should be adapted appropriately for the variety of language levels in the classroom. Also, the material turned in needs to be graded according to the level of language ability of the students.
- All of the informal assessments should be adapted appropriately for the variety of language levels in the classroom. Also, the material turned in needs to be graded according to the level of language ability of the students.
- Individual Support
- One-on one help should be provided for all formal and informal assessments as well as assistants if the student is in a pull out ESL class for one period a day.
- Collaboration
- Close collaboration with the ESL coordinator is an essential part of helping students succeed.
Additional Instructional Approaches for CLD Students
Sheltered Instruction Observation Protocol (SIOP): Teachers can use the SIOP method to develop instructional strategies that link content objectives to language objectives (Herrera & Murry, 2011).
- Think-pair-share: This strategy allows students to work in pairs to share ideas about what they are learning. This helps students process what they are learning; participate in a low-stress situation; and develop language skills through discussion (Marrero-Colon, 2014).
- Survey-think-write-pair-share: This strategy requires students to skim a reading passage to get the main idea; process the information; and write a response before sharing in pairs. This allows students to apply reading, writing, speaking, and listening skills to content objectives in a low-stress situation (Marrero-Colon, 2014).