Nature Reflections: Interactive Language Practice for English-Language Learners

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Nature is a theme that both fascinates and inspires students of all ages and from all cultures. In this lesson, students whose first language is not English reflect on nature through readings, a visit to a green area, and bookmaking using the writing process and peer feedback. English-language learner (ELL) strategies in this lesson include previewing before reading, read-alouds, choral reading, total physical response, shared reading, listening to recorded text, explicit error correction, interactive writing, and a wealth of oral and written language practice.

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FEATURED RESOURCES

Nature Quotations: Use this helpful handout to get your students reflecting on nature.

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FROM THEORY TO PRACTICE

Drucker, M.J. (2003). What reading teachers should know about ESL learners. The Reading Teacher, 57(1), 22–29.

• Research has found that even English-language learners (ELLs) who seem proficient in spoken English because they can talk to their peers may need much longer to become academically proficient.
  
  
• Teachers can help ELLs become more proficient using a variety of tools and strategies, including choral reading, shared reading, paired reading, books with tapes, language experience, interactive writing, total physical response, and read-alouds.
  
  
• Having students physically act out songs, poems, or reading-all forms of the total physical response (TPR) methodology-is an effective way to support vocabulary development.

 

Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152–162.

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