5 Step Plan for ELL Students Promoting Culture,Equity and Language

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5 Step Plan for ELL Students Promoting Culture,Equity and Language by Mind Map: 5 Step Plan for ELL Students Promoting Culture,Equity and Language

1. Who will carry out the step?

1.1. Parents

1.1.1. Tutors

2. Welcoming and Supporting English Language Learners in the Classroom

2.1. Who will carry out the step?

2.1.1. Teacher

2.1.2. Peers

2.2. What is the step

2.2.1. Saudi

2.2.2. South Korean

2.3. Where will it take place?

2.3.1. Classroom

2.4. When will it take place?

2.4.1. Daily

2.5. Why is the step important?

2.6. How is the step going to be carried out?

2.6.1. Saudi

2.6.1.1. Assign a peer buddy who also speaks the same home language

2.6.1.2. Include in small group discussion

2.6.1.3. Give an opportunity to share his ideas and feelings and interests with the peer buddy and have them work on presenting them together in the class.

2.6.2. South Korean

2.6.2.1. Assign a peer buddy who has the same interest

2.6.2.2. Include in small group discussion

2.6.2.3. Ask to draw on paper or through any technology his feelings, ideas and interest.

3. Step 1: Data Collection,Assessment and Transitioning in the Classroom

3.1. Who will carry out the step?

3.1.1. Teacher

3.1.1.1. ELL Specialist

3.2. What is the step?

3.3. Where will it take place?

3.4. When will it take place?

3.4.1. Upon enrollment

3.5. Why is the step important?

3.6. How will the step be carried out?

4. Saudi

4.1. 7 year- old, male

4.2. came from a rich family

4.3. grew up with an Indonesian nanny who only speaks Arabic

4.4. Studied in a segregated Saudi school

4.5. 1st grade

4.6. Zero English proficiency

5. Conclusion:

6. Step 3: Bridging Gaps by Promoting Cultural and Linguistic Heritage

6.1. Who will carry out the step?

6.1.1. Teacher

6.2. What is the step

6.2.1. Saudi

6.2.1.1. Through geography lesson identify Saudi Arabia's location in relation to the other countries where the rest of the class came from.

6.2.1.2. Include in lesson in math about Arabic contributions to Mathematics

6.2.2. South Korean

6.2.2.1. Through geography lesson, incorporate lesson with the ELL students native countries and help them identify where they came from and relate it with the area that they are currently in.

6.3. Where will it take place?

6.3.1. Classroom

6.4. When will it take place?

6.4.1. Upon admission

6.4.1.1. daily lessons

6.5. Why is the step important?

6.5.1. Saudi

6.5.2. South Korean

6.6. How will the step be carried out?

6.6.1. Saudi

6.6.2. South Korean

7. Step 4: Parental Involvement

7.1. Where will it take place?

7.1.1. Home

7.1.1.1. school meetings

7.2. When will it take place?

7.2.1. Daily

7.3. What is the step?

7.4. Why is the step important?

7.5. How will the step be carried out?

7.5.1. Saudi

7.5.2. South Korean

8. Step 5: Identifying Language Differences and develop Intercultural Undesrtanding

8.1. Who will carry out the step?

8.1.1. Classroom teacher

8.1.1.1. ESL Specialist

8.2. What are the characteristics of the language?

8.2.1. Arabic Language

8.2.1.1. Alphabet

8.2.1.2. Phonology

8.2.2. South Korean Language

8.2.2.1. Alphabet

8.2.2.2. Phonology

8.3. Where will it take place?

8.3.1. Classroom

8.4. When will it take place?

8.4.1. Daily lessons

8.5. Why is the step important?

8.6. How will the step be carried out?

8.6.1. Saudi

8.6.1.1. use cooperative learning strategies

8.6.1.2. Use peer tutoring

8.6.1.3. Provide Arabic-English texts to engage students with texts that are culturally and linguistically relevant. .

8.6.1.4. Enroll in Bilingual program

8.6.2. South Korean

8.6.2.1. Provide "wait time"

8.6.2.2. simplify sentence structures and repeat sentences verbatim before trying to rephrase

8.6.2.3. rephrase idioms or teach their meaning

8.6.2.4. periodically check for understanding

8.6.2.5. use the students’ native languages to check comprehension and clarify problems

9. South Korean

9.1. 6years old, male

9.2. son of a Foreign Service family

9.3. Have been to several Asian countires

9.4. 1st Grade

9.5. English proficiency is below grade level