Prezi

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in the manual

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

The Characteristics of Advanced ELLs

No description
by Sumei Wu on 27 July 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of The Characteristics of Advanced ELLs

The Characteristics of Advanced ELLs
Meet Sung:
How do we know Sung is at the advanced level?
Let's see how well he speaks, listens,
reads, and writes in English!
Sung listens:
Sung writes:
How do we work with Sung
to address her needs?
Check out our teaching tutorials for the advanced English language learners!
Sung is an advanced English language learner from Burma! She has lived in the United States for 4 years. She had studied English for 3 years before she came here. She now studies in a regular class in a high school. She loves to draw and eat different kinds of food, such as Burgers, Chinese food, and Tacos.
Sung speaks:
Sung reads:
My Best Day
comfortably in most conversations, with some pauses to restate, repeat, or search for words and phrases to clarify meaning
ELPS
with an ability to use complex sentences and complex grammar features
ELPS
with a good pronunciation
Understands longer, more elaborated directions, conversations, and discussions
Understands most main points, most important details, and some implicit information
Occasionally requests the speaker to repeat, slow down, or rephrase
Understands grade-appropriate concrete and abstract vocabulary, but has difficulty with less common words
Understand many words and phrases beyond their literal meaning
understands multiple meanings of commonly used words
ELPS
ELPS
ELPS
ELPS
ELPS
ELPS
ELPS
The students are sharing their experiences with the
rest of the class on the first day after the summer
break.
Teacher
: Ok, it's Sung's turn now. Sung, why don't you
share with us what you did over the summer?
Sung
: I was with my family most of the time. My uncle
has a house... in the lake, and we went with him and my cousins there. It was fun.
Teacher
: Did you get to do anything special with your family at the lake?
Sung
: We enjoyed nature very much. I love nature, and we walked around the lake almost every day.
Student1
: Oh, and did you get to see any wild animals? That would've been awesome!
Sung
: Mmm... No, I didn't see no animals, but we went in one... boat and go fish sometimes!
Teacher
: So you went fishing, huh?
Sung
: Yes! Fishing.
With some errors that may interfere with communication
ELPS
The students just watched an interview with the author of the book they are using in their Reading & Writing class, "Harry Potter". After the video, the teacher asks Sung some comprehension questions.
Teacher
: Sung, do you think the author of Harry Potter will ever go back to writing about Harry and his friends? Did she say anything about that?
Sung
: Well, I'm not sure. I think she said she never says no... right? But I also think she said something about... that the story is complete?
Teacher
: Very good, she did say that the story of Harry is "pretty much done". What about the Harry Potter movies, is she happy with them? Would she have changed anything in them?
Sung
: She says she likes the movies, but I'm confused about the second part of the question. I think she says that sometimes some things have to change, but I need to watch that again.
Teacher
: Did she say anything interesting that you liked?
Sung
: I liked that she started to write the story on... a napkin? I'm still not very sure, but I saw the picture of the napkin.
Teacher
: Good! That's exactly what they were talking about
The students have read an excerpt from "The House on Mango Street", by Sandra Cisneros. Sung is trying to answer some follow-up questions.
Teacher
: What do you think is the author's tone in this part of the text, Sung?
Sung
: Well, I think she is a little bit sad, because the situation is difficult. But she is also not sad, like, she also feels ok because she lives there.
Teacher
: What makes you think so?
Sung
: She speaks about strength and pride, so I think that is because she wants to live there.
Teacher
: Very good! Can you tell me where she says that?
Sung
: I think it's here, in this paragraph, but I'm not sure what... 'overwhelmed' means.
Teacher
: You feel overwhelmed when you find yourself in a situation that is hard for you to cope with. So you are right! She is telling us we should be strong! Is there any other aspect of the text that caught your attention?
Sung
: Uhm... I like that she is from a different culture than me. I like to know about different cultures, sometimes we are not very different when you think about it.
Link to the tutorials
http://blog.smu.edu/projectconnect/watch-and-learn/
See the full transcript