Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h6EHWu716181; Mon, 14 Jul 2003 13:32:56 -0400 (EDT) Date: Mon, 14 Jul 2003 13:32:56 -0400 (EDT) Message-Id: <000101c34a2d$77544120$1a01a8c0@cccchs.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Sylvan Rainwater" <sylvan@cccchs.org> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9183] Re: Esl multilevel class X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Microsoft Outlook, Build 10.0.4510 Content-Type: text/plain; Status: O Content-Length: 2079 Lines: 47 I did a variation of this newspaper activity once with my (always) multi-level class. I divided the class into three (or four) groups. One group had the headline. One had the photo caption (I think there may have been two of these, so two groups). A third had the first paragraph, I think, or possibly the entire article. In each case, their assignment was to read their own piece, make sure they understood it (using dictionaries and each other), and make sure they knew how to pronounce it. Then each person had to stand up and read their piece out loud to the rest of the class. There are times when same-ability groups are useful and other times when multilevel groups are useful. There are also times when you want to kind of hedge -- in the above groups, for example, I'd want someone maybe of medium-level ability in the first group to help, and someone of higher-level in the second group. Maybe a medium-level in the third group as well, who might be able to handle it and could learn a lot from the interaction of the others. You want to be a little careful about pairing more advanced students with lower-level students -- it can work well for certain things, especially if they are structured carefully. But some advanced students have teaching ability and some do not, so it can backfire and be ineffective. Other times, it works beautifully. There are no hard-and-fast rules, in this or any other aspect of teaching, it seems. A lot of it is an art form. Sylvan Rainwater . mailto:sylvan@cccchs.org Family Literacy Coordinator Clackamas County Children's Commission/Head Start Oregon City, Oregon -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov] On Behalf Of AndresMuro@aol.com Sent: Sunday, July 13, 2003 12:36 PM To: Multiple recipients of list Subject: [NIFL-ESL:9161] Re: Esl multilevel class Hi Anna, your problem is easy to address. Just divide the class into level appropriate gourps. Say, four groups of five. Give each group an activity and ask the students to work together in each group to do the task. <SNIP>
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