Kriscia Tomasino Sanchez NNA1 Task 4- Essay
docx
keyboard_arrow_up
School
Western Governors University *
*We aren’t endorsed by this school
Course
NNA1
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by AgentField13091
Kriscia Tomasino Sanchez
NNA1 Task 4 Essay
A. Use of Nonlinguistic Strategies and Specially Designed Academic Instruction in English (SDAIE)
One of the most effective and convenient ways to teach something new is to do it verbally or in writing which are both considered linguistic ways of teaching new information. However, many people, including English Language Learners, also learn in nonlinguistic ways. Nonlinguistic methods explain information beyond the use of words; they can include pictures, body movement, demonstrations, graphics, and/or role playing. Therefore, nonlinguistic strategies are a key component for a teacher to use while working with ELLs. As an example, a newcomer ELL student may have limited English language proficiency and might not be able to produce a sentence using their long-term memory. They should, however, still be capable of recalling such information using an image. In this essay, I will discuss the use of nonlinguistic strategies to use with ELLs such as gestures, visuals, demonstrations, and hands-on experience used in the four educational videos: Finding Variation in Living Organism: An Integrated ELD lesson, Making a Claim About Variation: Designated ELD: Practice using academic language in small group, Foundational Literacy Skills with Newcomers, and Lit Circles: Fostering Heterogenous Collaboration.
Video 1: In Finding Variation in Living Organism: An Integrated ELD Lesson, Ms. Dearlove used multiple nonlinguistic strategies in her lesson regarding finding variations among different living organisms. First, she posted the content objective and language objectives. She also use anchor charts on the board that included sentence frames, words with some small illustrations. Then, Ms. Dearlove modeled how to use the visual aids to fill out the chart to find the different variations among animals and how to properly use the academic words presented to explain the correct meaning of each variation. Students were also able to use picture books to show the variations on different animals.
Kriscia Tomasino Sanchez
NNA1 Task 4 Essay
Ms. Dearlove worked with ELLs in small group setting for 30 minutes before the lesson to teach and practice academic language with them. She also had small group conversations during the lesson to help students discuss content with each other. Peer interaction strategy engages students in heterogenous groups to help develop language proficiency and social and academic skills. Video 2: In Making a Claim About Variation: Designated ELD: Practice using academic language in a small group, Ms. Dearlove uses objects to demonstrate the meaning of variations in animals to ELLs. She showed students three different balls to represent variation and students use their senses to explain their understanding of the concept of variation.
Ms. Dearlove used anchor charts with pictures to explain academic vocabulary and synonyms. She also used sentence frames to show sentence structure to be use to support claim on variations. Students also worked together to create claims and find supporting evidence from the text. In both, video 1 and 2, Ms. Dearlove gave students talking chips to promote participation
during small groups. She created a student-centered learning environment by allowing students to choose their own picture books to use for the discussion about living organisms. Students also worked together in small groups to develop communication and negotiation skills. She also used talk gestures which students used to agree or disagree with each other. The strategy allows students to give feedback to each other regarding making a claim using sentence frames
and anchor charts. Then the teacher asked students for feedback about how confident they felt about their own claim after working in small groups. Video 3: In Foundational Literacy Skills with Newcomers, Mr Maldonado used various nonlinguistic strategies such as gestures when talking to students and for them to communicate with each other. He used his hands to show common gestures when speaking to help newcomers and low proficiency-English speakers to understand what he was explaining. He also provided sentence frames on the board for students to refer back during instruction and
Kriscia Tomasino Sanchez
NNA1 Task 4 Essay
class discussions. Mr. Maldonado encourages students to practice academic language by allowing students to take turns reading specific learning targets. Another effective nonlinguistic strategy that he uses is letting students use drawings to support their oral responses to share their ideas during small group discussions.
Mr. Maldonado assigned students to pick other students to read aloud and practice academic language. He also pairs students strategically to help ELLs with fluency practice and other communication skills. Students are also allowed to used their native language if deemed necessary to strengthen their concept understanding. In this video, the teacher created opportunities for students to work together to share their similar experiences between newcomers and other students. Mr. Maldonado used self-
assessments to support academic process and allow students be more proactive in their learning. Video 4: In Lit Circles: Fostering Heterogenous Collaboration, Mr. Halloy-Erby used nonlinguistic strategies by selecting a text that ELLs can relate with to also engage students. The teachers provided prompts to initiate discussion and sentence frames to assist students in literature circles. These strategies are very effective in helping students feel comfortable while expressing their ideas with each other.
In this video, Mr. Halley-Erby works with small group discussions with the literacy circles to help students brainstorm ideas about each section of the book. He uses this strategy to encourage students to interact with each other in a meaningful ways and using academic language.
Mr. Halley-Erby assigned roles to each student in the literature circles and they worked together to discuss different concepts in the book. Students each recorded their discussions and
worked on this discussion as part of the end of class assessment. This strategy helps students have power over their own learning.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Kriscia Tomasino Sanchez
NNA1 Task 4 Essay
B. Use of Nonlinguistic Strategies in Teaching Academic Content
It is a real challenge for ELLs to communicate what they want to say to others in a new language. The use of nonlinguistic strategies can create a connection between any gaps students understanding and their ability to communicate properly. Incorporating nonlinguistic strategies is very important in the classroom because they help students retain information when presented as images, pictures, and physical representations. By using nonlinguistic strategies, teachers can access students’ prior knowledge by allowing them to use these strategies to demonstrate their knowledge in the content area. There have been many studies showing that using linguistic strategies helps activate the left side of the brain and nonlinguistic strategies using movement and the five senses activate the right side of the brain. So using both
types of strategies, linguistic and nonlinguistic, helps students acquire knowledge and they are better at thinking and recalling what they have previously learned. (Marzano’s 9 PD). Nonlinguistic strategies are usually part of my lessons, including science and the solar system. While learning about moon phases in 2
nd
grade, I used Oreo cookies as a nonlinguistic strategy to help them learn to identify different moon phases. It is difficult for students to learn and remember all the phases of them moon and their names, especially for ELLs. All students were able to use Oreo cookies to represent the phases of the moon and named them. Students also learned how the moon orbits around the Earth by moving the cookie around a foam ball and how the different phases change. Students had a great time during this hands-on activity and were able to understand and explain the different phases of the moon. They were able to share their acquired knowledge using their own words and details they remembered regarding the phases of the moon. It is very helpful to allow students to use drawing and/other representations when expressing main idea and details in a text. When teaching this by reading a text to the class, I can show students how to use drawings and graphics to help identify the main idea and details without using linguistic strategies. Students would be able use these nonlinguistic strategies
Kriscia Tomasino Sanchez
NNA1 Task 4 Essay
when sharing their ideas in small groups when relating to the main idea and key details in any given text.
Kriscia Tomasino Sanchez
NNA1 Task 4 Essay
References
California ELD Standards https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
CommonCore.org, (2019), Common core state standards initiative, Retrieved from http://www.corestandards.org/ Hope, Charles, Then and Now. Wilddog Books, 2016
Nonlinguistic Representation - Marzano's 9 PD
. Google Sites. (n.d.). https://sites.google.com/site/marzanos9pd/time-tracker/Non-linguistic- representation. Sato, Tracy, Then and Now. Pearson/Scott Foresman, 2008
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help