84. Grammar – 7th grade. How do I teach such detailed information (See worksheets) to non-English Speakers? Should I throw out the worksheet and use basic vocabulary worksheets or something better suited to their level?

WORKSHEETS:

YES, throw out the worksheets!!!!!! These worksheets were prepared for students who are totally and completely fluent in ENGLISH, not for English Language Learners. ALL of the worksheets are for "Spelling Development," NOT for teaching non- or limited-English proficient students how to listen with understanding and how to speak. NOR were these worksheets designed for English Language Learners to develop vocabulary, to master the incredible random array of words presented in the worksheets.

I have NEVER used a worksheet!!!!! To use a worksheet I must FIRST build the entire language presented in the worksheet. Otherwise, instead of fulfilling the purpose of the worksheet –for example, "Spelling Development," as in the worksheets shown above—I spend all the instructional time developing vocabulary from a worksheet NOT intended for vocabulary development!!!!

Notice, in the worksheets shown here, how many words non- or limited-English proficient students must learn to understand, learn to speak, learn to read in context, learn to actively use in sentences, BEFORE they could possibly be concerned about spelling so many otherwise unknown words!!!!!!

YES, throw the worksheets out!!!!

 

SPELLING DEVELOPMENT:

Part 1 and Part 2

 

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For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net