![]() ![]() Through the PWIM, ELs are engaged in thinking and in all language domains: listening, speaking, reading, and writing with scaffolds and supports such as visuals and sentence stems or frames. PWIM leverages students’ funds of knowledge and builds upon them. This literacy technique is quite flexible and can be used cross-curricularly no matter the grade level, language level, or content. The benefits of using PWIM with English-learners are many. ![]() I’ve found the Picture Word Inductive Model (Calhoun, 1998) to be one of the most effective instructional techniques in my experience teaching ELs. When we see our English-learners’ assets first, we recognize everything they come with and value not only their culture but also the content and literacy they bring to the table. Shifting the way we approach teaching English-learners can have a positive effect on their success in our schools. You can reach her through her website or on Twitter : Her work can be found on Seidlitz Education and on MiddleWeb. Valentina delivers professional development and coaches teachers on sheltered instruction strategies. Valentina Gonzalez is a former classroom teacher with over 20 years in education serving also as a district facilitator for English-learners, a professional-development specialist for ELs, and as an educational consultant. Now, to responses from today’s guests: Picture Word Inductive Model Two particularly useful posts that have not yet made it into that summary collection (I update them every summer) are Thirteen Instructional Strategies for Supporting ELL Newcomers and Ten Strategies for Teaching English-Language Learners Online. You can learn more about ELL teaching strategies at previous posts appearing in this column-find them at Teaching English-Language Learners. You can read more at The Best Resources For Learning About Total Physical Response (TPR). It’s active, can be done in a very playful mood, and can be made increasingly complex. Total Physical Response (TPR) describes a process where the teacher (and, later, students) model a physical action when teaching a new word (standing up when teaching the word “stand”). ![]() It’s particularly useful for mixed-level classes-everyone can participate in the activity, and then students can write sentences about it that are simple or complex depending on their language proficiency. Those sentences can then be used for a myriad of other follow-up activities. The LEA describes a lesson in which the entire class does a common activity (playing a game, watching a video, anything), and then the teacher leads students in a process of writing about it. Two that contributors to this series don’t mention and are ones I like to use often are the Language Experience Approach (LEA) and Total Physical Response (TPR). ![]()
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