Chapter 4 - Sabrina.

As far as making the language more understandable for the students, there are a few things I try to do. I have in the back of my head at all times, to slow down my speech, make sure I'm speaking clearly, and to make the directions simple and to the point.

In reference to Feature 10, I need to speak slowly and make my directions simple and clear enough for my students to understand. This is especially important considering my grade level. I would say my students are at the beginning levels of English Proficiency in August, but have made great strides since the beginning of the year. From the examples in the book, I would say my students are now in between Beginning and Early Intermediate - some students leaning more towards one end or the other.

While I slow down my speech for better understanding, I do not let my students off easy. I push them to strive for more each day, and I believe that it shows in their abilities. I feel that by giving them as firm a start as I can in their school career, they will be set up for success in language for many years to come. I paraphrase for my students during guided reading, and make sentences simpler in order for them to better understand. The SRA program, Language for Learning, helps greatly with their language skills - and will hopefully improve their scores on the ELPT.

Feature 11 discusses the need for clear instructions - and I couldn't agree more. I am utilizing CHAMPS in my classroom so my behavior expectations are simply stated and visible to the students. This has helped immensely since I implemented it in my classroom. It helps them immediately understand what they need to be doing; rather than hearing my voice repeatedly telling them what to do. Depending on the activity, I will put up what we will do in words they can read or sound out. I keep the more naive students closer to me while we are doing seat work so that I can give them more support.

Feature 12 discusses techniques teachers can use to make concepts clearer for students. I use body language, manipulatives, and pictures whenever possible. When discussing solid figures this week, it was extremely helpful to have the SMARTBoard and wooden solid figures (thanks to Voni!) at my fingertips. The interaction with the SMARTBoard and the manipulatives helped my students understand the concept. I am amazed at how they are retaining the information, not to mention the "faces" of them!!!

In terms of previewing the material, whenever we do anything requiring seat work, I review the activity while they're sitting on the carpet. I make the directions as short and sweet as possible, and write them on the board when necessary. By explaining all the necessary information to the students beforehand, including behavioral expectations - sets students up for success, which is what all teachers should strive for each and every day.