Strategies for Level 1

Sherin Ghevarghese Roger HernandezRogers ClassNamePrelevelPost LevelExit DateHours1Akpatsa, Rubaton120/1/30/14382Borja, Robaton13393Delon, Gertha13484Say, Walter13555Soriano, Rafia12706Angela, Gracia11687Gassant, Marie11758Sinner, Kaline11Weak students who need support. They are in the cusp range and close to making educational gain. Strong students who can enhance students who are in a cusp.Average students who has shown improvement and gain.26785431NameBP Scale ScoreBD Scale ScoreHours1Akpatsa, Rubaton288405872Borja, Robaton366426983Delon, Gertha3804351004Say, Walter378444905Soriano, Rafia301408656Angela, Gracia88226607Gassant, Marie108302788Sinner, Kaline12634080Student Assessment and Attendance ReportBest PWs Oral English Proficiency TestNameListeningComplexityCommunication6Angela, GraciaProblem UnderstandingBasicnods, few one word answers7Gassant, MarieSometimes UnderstandsBasicyes/no answers, one word8Sinner, KalineUnderstands WellBasicphrasesSpeaking SkillsRole playDialoguesDoctor and PatientDebatesInterviewsAsk each other questions about their personal lives, such as, Where do you shop for clothes? and Where do you buy groceries?

Speaking Skills (Cont.)Survey & ReportingExample: students ask each other questions and write down responses.The starters for questions and answers are provided.They must report their findings to the teacher in whole group.

Picture Cover UpDescriptionFind a picture, cover it up as a whole or partially, then students must guess what is covered up

Language FocusExcellent visual for students. Practice new vocabularyUse of have and hasFind Someone WhoActivityStudents will be given everyday tasks that most people do around the house.They will be required to then go around the classroom and find an individual that completed that task the previous day. Example: bake a cake. They will have to create questions such as, Did you bake a cake yesterday?

Simon SaysDescriptionThe teacher says a command by saying Simon says... (touch your nose)The students must obey the commandLanguage FocusImperativesFollowing directionsRevision

Scaffolding and PracticeScaffoldingStudents are taught to listen for proper pronunciation from their fellow classmates.Example:To teach how to say months of the year, class may be broken down into groups.First student says the first month, second students says the first month and the second month, and so on.PracticeStudents are asked to repeat the passages line by line with the teacher.This helps students listen to difficult words and hear how the word is pronounced.They are also taught to listen for intonation.Partner A / Partner BThe purpose of this activity is for students to inquire about the information they are missingExample: both students have pictures of the same clothes.But one student has the prices for half the clothes, and the other student has the prices for the other clothes.They must ask each other questions to figure out the missing information.

Acting Out - Who am IDescriptionMime a typical action of a character or let a student act it outOthers will have to guess what the action isLanguage FocusRevision of vocabularyExample: jobs

BingoThe teacher will provide students with real Bingo slipsThe teacher also has the bingo ball rotatorThe objective is to be able to form a word on their slipsStudents will have to be alert in order to winOnce a word is formed on the slip, the student yells Bingo!This activity is also replicated with specific units such as foods, daily activities, and more.

Information GapDescriptionStudents work in pairs or whole groups.They are given an activity with missing information which they need to find out from other students.Language FocusLanguage Development

TabooThe teacher will ask students to play taboo with the words they have learned in each unit. Example: If we just finished a chapter on foods, (ex: carrot) one student will put one word on the board. The teacher will write words that the other students cannot say. Then the other students have to describe the main word without using any of the taboo words or the given word.

Name These Fruits and Veggies!

Simple Reading PassagesTeacher provides short reading passages.Students must read passages line by line, then they repeat it again after the teacher.Finally, they must read the passage to their partner. This helps them understand the content and answer simple questions that they will be given.

InstructionRoutine InstructionsClassroom routines include: giving directions, handling transitions, starting and stopping tasks, and using materials effectively.Basic daily tasks such as cleaning the board, taking out the trash, and cleaning up the classroom are routines.Routines are important to cultivate a sense of responsibility.Assigning lower level students these tasks makes them feel like important members of the class. Reinforcing InstructionsIf students are unable to understand the direction they are given, they will not be able to properly act upon that instruction.Before starting any activity, directions are read numerous times carefully.Reinforcing instruction gets students into the habit of reading directions.They are able to understand those directions quickly as most directions are very similar.

Suggestions for TeachingProvide maximum opportunityReduce speaking time and increase student speakingBe positive when teaching. Encourage rather then discourage.Ask exciting questions. Do not correct too often. Circulate around the classroom.Provide vocabulary beforehand.