Level 2 Session 5

ELAA (English Language Acquisition for Adults) and the challenges

Test Anxiety Supplemental InstructionIdentifying and using resources

Library Internet Faculty/Assoc. Fac. Tutoring

PlagiarismSigi3

ELAA Characteristic English Language Acquisition for Adults

ELAA’s may not have sufficiently developed oral language communication

skills in social and personal contexts in their primary language and/or in EnglishELAAs may not be able to use the rules of oral and written language that apply to English as you know it

Crucial for ELAA’s Success

Instructional strategies for promoting, building, and sustaining rich vocabulary in meaningful contexts

Activities that allow ELAAs to make personal connections with what they hear and read to written language

Opportunities for ELAAs to hear and see words in multiple reading and writing contexts

And, practice reading and writing

Language Development for ELAA Students

They need daily experiences in listening and speaking English: Use listening and speaking activities including: read-

alouds, songs, poems, and newspapers. Use pictures, and props if necessary to make the

meaning clear and develop a vocabulary list. Strategy Example: Use a life experiences, comments,

and questions to help them expand meaning. Adult learners need to know their life experiences are valuable to their continued learning as they were foundations to grow from.

Vocabulary Building

Create concept cards that illustrate in-depth word meanings; also make a personal thesaurus, and keep word journals

After using vocabulary strategies such as word mapping, identify word in textual context. Match word with primary language word, if possible

Act, draw, dramatize emotional words and phrases Use Frayer vocabulary model; teach how to use a glossary Walk through the school, do a proper noun search and discuss

objects, realia, etc Encourage students to make personal representation and

connection to new words/concepts, encourage appropriate internet use

Incorporate and use vocabulary building in ALL content areas, make vocabulary instruction intentional; display synonym/antonym graphic organizers

Comprehension Building

Use story mapping/story grammar and graphic organizers to teach structure as well as content

Utilize “jigsaw activities” where students become experts and share meaning with peers

Add visualization to the process of summarizing, clarifying, questioning, and predicting

Use group comprehension building: turn and talk with your neighbor, think-pair-share, QAR, etc

Try thinking and verbalizing out loud strategies Be intentional in teaching picture cures, titles,

captions, repeated readings, gloss notes, and conversations: Before, During, and After reading

TEST ANXIETY

Objectives

1, 2, 3, 4, 5, and 6

OBJECTIVE ONE

Why do we have test anxiety? What can be done about it? What do I need to do before I start the

test? Does it really make a difference? What do I do during the test? What do I do if I fail a test???????? Be sure you understand the scoring rules!

OBJECTIVE TWOReview some strategies to improve test taking skills

Effective test taking techniques. Where do I find key information? What is key information? Using reading strategies. What is the key to answering short

answer questions?????? (Sometimes you are given the option of picking one question to answer)

OBJECTIVE THREEWhat are the reading and writing skills I need to do my best

What are the hints to answering multiple choice questions?

Matching the words to answer a question. Fill in the blank kind of questions. Is there an easy way to write the dreaded

“essay”? What makes you think this will work for

me?

OBJECTIVE FOURTest taking behaviors that will help you succeed

•How to let go of test anxiety• Deep breathing• Rest• How to reduce anxiety• Don’t panic• Read carefully

OBJECTIVE FIVEHow do I improve my test scores?

Practice, practice, practice. Very important review the rules for

writing, stuff like, commas, usage and placement, sentence structure, and punctuation

Start with simple math exercises and work up to the harder stuff. Ask for practice materials

Science, pretty much the same thing. Start simple but practice makes perfect

OBJECTIVE SIXSupport services that are available and how do I request them?

The most important person for you to get to know is your Academic Counselor who can be found in the Student Services Office

Get to know who is who on campus. They will gladly help you find whatever services you need in support of your educational journey

Get a map of the campus lay out Ask questions of the Student Support people, they are your

lifeline to successPick up brochures, flyers, and any other material you see that

might effect your program. Catalogs, schedules, student rights, all will help you make the adjustment to the college scene

Forms to request help are available in many places, just ask for them

LibraryInternet

Faculty/Supplemental Instruction

Associate FacultyGroup Tutoring

Identifying and using resources

Supplemental Instruction

First line of defense is your full time resident faculty

Learning resources

Learning Assistance Center

Peer Group Tutoring sessions

Use the resources within your computer Spell Check

Sentence Structure Dual Screen

Some annotated Text reference books

Plagiarism todayWhat is plagiarism & why is it important? How can students avoid plagiarism? How to recognize acceptable & unacceptable plagiarism

Strategies for avoiding plagiarism Terms you need to know Interactive Tutorials Citation, Citation, Citation! MCC Library Plagiarism tools page 2009

Citation StylesAPA

American Psychological Association

MLAModern Language Associate

Chicago / Turabian

Sigi3

With Sigi3:**Explore your work-related values, interests, and skills **Develop an educational and career plan that is right for you **Access the latest information on jobs and how to prepare for them**Explore transfer options, two or four-year deg

Acknowledgment/Citations MCC Student Handbook, Tutoring Handbook, Policy

and Procedures all on-line at www.Mohave.edu Materials for ELAA adapted from

http://cnx.org/content/m17321/latest/ Materials for ELAA adapted from

www.reading.org/.../Teaching_ELAA_English-LanguageLiteracy_Acquisition_Students_in_Early_Literacy_Contexts.sflb.ashx

College Reading and Language Assoc.: Tutor Training Handbook, (CRLA), 2003, Deese-Roberts, CRLA KS.

Study Skills: in Practice, 1996, Deem, Houghton Mifflin, Dallas

Essential: Study Skills, 1997, Wong, Houghton Mifflin, New York