Small group instruction offers a unique opportunity to nurture the language skills of English learners. In a smaller setting, teachers can provide more personalized attention, address individual needs, and foster a supportive environment where students feel comfortable taking risks and making mistakes. However, effectively teaching English learners in small groups requires explicit and strategic instruction with targeted skills and strategies. Deciding what to teach English learners in small groups and how to teach them, can be simplified with a strategic and approach.
1. Content Integration
First, consider the content you wish to integrated into the small group. An integrated approach supports students as they learn to understand and apply academic vocabulary. A recommendation is to integrate the content students are currently learning or will learn in the classroom. For example, if they are learning about Earth's atmosphere in science, students can be supported in small groups with texts and vocabulary aligned to what they will interact with in the science class. Another option is to introduce content in small groups before they will encounter that content in the science classroom. This helps English learners build content knowledge and learn the academic vocabulary they will hear and apply in the whole group setting. When planning instruction, designate time to learn what students already know about the content. Use this information when teaching to acknowledge and integrate what students already know and can contribute to teaching and learning.
2. Text Selection
Next, you will select the text students will read and discuss. It is imperative that the text is accessible to students. The text should support their language development and content knowledge. When selecting expository texts, choose texts that are at students' instructional level and include text features that will support understanding.
3. Vocabulary
When preparing instruction, intentionally select vocabulary that you will explicitly teach. These words are essential to comprehension and therefore should be practiced orally in context. You can explicitly teach definitions with images, but students must also have practice using the terms. They will need sentence starters and/or sentence frames that can support their application of newly learned vocabulary.
4. Fluency Practice
English learners will benefit from multiple opportunities to read the same text. Repeated fluency practice helps students hear the language with you and adjust pronuncations as needed. Oral fluency practice allows them to hear themselves speaking the words aloud in a way that sounds fluid and cohesive. Students will benefit from hearing a new text read aloud first by the teacher. Then, they can practice choral reading, echo reading, and partner reading with the same text in one week.
5. Oracy with Language Structures
Oracy is the ability to speak fluently and effectively and plays a crucial role in language development and learning. Oracy is much more than just speaking, as it involves understanding and applying various language structures to communicate clearly and confidently. Language structures are the rules and patterns that govern how words and phrases are combined to form sentences and convey meaning. Oracy relies heavily on these language structures. Effective speakers demonstrate mastery of grammar, possess a rich vocabulary, and use discourse markers strategically to structure their speech and enhance clarity. Intentionally teaching language structures with oracy practice supports students as they learn how to put sentences together and how to say them aloud. An essential part of instruction for English learners is to determine which language structures support their compehension of the text, and then have them apply those same structures in their spoken language and writing.
6. Writing Application
Finally, you'll want to decide how students will apply their knowledge and learning into writing. This practice allows them to integrate reading, listening, speaking, and writing to demonstrate their understanding of vocabulary, language structure, and content. Depending on your students, this may need to be scaffolded minimally or heavily. You may need to provide vocabulary, sentence starters, and/or sentence frames to support students as they write. Writing is complex and therefore should be guided. The writing students complete should align with what the expository text taught them and the language structures/skills that were taught and practiced with the text. If you want clear responses from students, you must be clear and strategic!
Small Groups for English Learners Aren't Just for the ESOL Teacher
Ideally, our English learners should receive targeted instruction with the classroom teacher and with the ESOL teacher. Our English learners require additional language supports throughout the day, so receiving service only from the ESOL teacher simply is not enough. Teaching our English learners is the responsibility of all teachers. The way we deliver small group support looks the same; its the content that changes. Targeted small group instruction is personalized and therefore increases participation, encourages collaborative learning, and enhances the engagement. Effective teaching requires ongoing reflection and adaptation. By regularly evaluating your strategies and seeking feedback from students and colleagues, you can ensure your small group instruction provides English learners with the support and opportunities they need to thrive.
Comments