Suggestions and Activities for English Learners

Level 6

Perfection Learning®
 © 2013 Perfection Learning®
www.perfectionlearning.com

The purchase of this book entitles an individual teacher to reproduce

certain pages for use in the classroom. This permitted use of copyrighted
material does not extend beyond the building level. Reproduction,
transmittal, or retrieval of this work is prohibited without written
permission from the publisher. For information regarding permissions,
write to: Permissions Department, Perfection Learning, 2680 Berkshire
Parkway, Des Moines, Iowa 50325.

94970
ISBN-10: 0-7891-8372-2
ISBN-13: 978-0-7891-8372-9
ELL Strategies

Unit 15: The Sound

Unit 16: The Sound

© Perfection Learning Spelling • LEVEL 6 ELL iii

Unit 21: The Sound

iv ELL © Perfection Learning Spelling • LEVEL 6

ELL Activities

Unit 15: The Sound

Unit 16: The Sound

Unit 21: The Sound

© Perfection Learning Spelling • LEVEL 6 ELL v

 ELL Answer Key

vi ELL © Perfection Learning Spelling • LEVEL 6

INTRODUCTION
 This resource includes two reproducible approach that reduces the anxiety that
activities for each unit in the Perfection Learning naturally occurs when one attempts to
Spelling program. The two reproducibles for learn a second language; and (3) the
English learners include a Practice activity for monitor—the subconscious “device”
Unit words and a Reteaching follow-up activity that internally monitors or compares the
for inductive reasoning and word shapes. The English learner’s speech with that of
design of these worksheets incorporates the native speakers in natural, meaningful
following features: communication.
• Simple, clear instructions • Cummins’s concepts of basic
interpersonal communication skills
• Inclusion of selected Unit words for
(BICS) and cognitive academic language
inductive reasoning and word shapes on
proficiency (CALP) have influenced
the Reteaching follow-up activity
many ESL and bilingual teachers and
• Pictures directly related to the text on the program developers. The BICS/CALP
page, whenever possible distinction has proven particularly
• Embedded clues, such as completion of helpful in the design of instruction that
the first item concentrates on moving English learners
from the superficial (BICS) command
• Suggestions that students say key words of English to the use of English for
aloud, either to themselves or to a partner cognitively demanding activities (CALP).
• Repetition of the same format in different Cummins calls for the contextualizing of
activities throughout a level cognitively demanding input, allowing
second language learners to interact in a
• Focus on the Unit spelling generalization reciprocal way with each other and with
• Presentation of a task or tasks that lend other students whose first language is
themselves to cooperative learning, English.
individual seatwork, and/or center activities • De Avila’s theory integrates the three
The following sections discuss the theoretical major factors that influence learning:
basis for these activities, the importance of intelligence, motivation, and access. In
considering the language background of English the application of his theory, he calls for
learners for planning and managing instruction, students, particularly English learners,
and the structure of the recommended teaching to be provided access to interesting,
strategies. cognitively challenging activities
through cooperative problem solving in
heterogeneous small groups.
Related Theory
The theoretical constructs and the instructional
The theoretical support for the design of the applications cited by these theorists guided
worksheets and the recommended teaching the development of both the Practice
strategies found in this guide draw heavily and Reteaching reproducibles and the
on the work of the second language learning recommended teaching strategies. Clear,
theorists Steve Krashen and Jim Cummins, as unambiguous instructions, the use of relevant
well as the cognitive psychologist Edward De illustrations, and consistent lesson formats
Avila. maximize the probability that English learners
• Key tenets of Krashen’s model for will comprehend the input needed to complete
second language learning include (1) each activity. Cognitively demanding tasks,
comprehensible input—instruction such as the learning and application of
modified so that English learners English spelling generalizations, have been
understand the demands of each contextualized through the use of pictures,
task; (2) lowered affective filter—an embedded clues, verbalization of key words,

2 © Perfection Learning Spelling • LEVEL 6

and problem-solving activities that lend English instruction but will often remain in
themselves to cooperative learning. an English-as-a-second-language (ESL)
class until proficiency standards are met.

Contrastive Analysis Students who fall into either of these categories

may be at different levels of oral and written
The contributions of applied linguists in the English proficiency. In addition to standardized
field of contrastive analysis (of two or more oral proficiency and achievement tests,
languages) have also been incorporated in your observations of each child will indicate
the design of these teaching strategies and if the child is ready for oral and/or written
reproducible activities. You will find the basic expression of superficial (BICS) or cognitively
processes of contrastive analysis reflected demanding (CALP) concepts, such as spelling
in many of the suggested questions for each generalizations.
unit. In addition, most units include Contrastive
Analysis Notes, which focus exclusively on
English-Spanish comparisons. These notes Classroom Management
give you an idea of the types of similarities
Because of the diversity that often exists within
and differences that exist between any two
a group of English learners, the following
languages and can influence English learners’
procedures for classroom management,
spelling and punctuation.
scheduling, and grouping are recommended.
1. If children are receiving their language
English Learners’ Backgrounds arts instruction in their native language,
All classes are composed of a heterogeneous such as Spanish, do not attempt to teach
group of children. Whether English learners them spelling in English. Wait until the
are placed in a separate ESL class or not, you student has “transitioned” from language
face the challenging task of planning instruction arts instruction in the native language into
for children from a wide range of backgrounds. language arts instruction in English. The
Two categories or types of English learners are spelling resource materials for English
described below to aid you in understanding this learners are designed to maximize the
diversity. success of these transitioning children
as they move from bilingual into ESL and
1. Recent Immigrants These students’ English language arts programs. (The
educational backgrounds may vary from key elements of spelling, particularly in
little or no formal schooling to educational the primary grades, are best and most
levels in their home language that can easily mastered in the language that the
exceed those of their English-speaking student understands best. Until transition
peers in the United States. Ideally, these into English language arts occurs, ESL
students should be in sheltered classes at instruction should be primarily oral. For
first, with low teacher-student ratios and example, if a student is learning sound-
teachers trained to ease culture shock and to-symbol connections in his or her home
make instructional input comprehensible. language, introducing English phonics at
2. U.S.- or Foreign-Born Children in the same time could cause considerable
Bilingual Education Programs In confusion, particularly when the
the primary grades, these students are orthographic symbols are essentially the
instructed in their native language in the same in both languages, as is the case
content areas of language arts, science, with English and Spanish.)
social studies, and mathematics while 2. Place English learners in an ESL-only
learning English. In the upper elementary program in small, heterogeneous groups
and middle school grades, many of these of 3 to 6 students. This approach allows
students will have made the transition into children to see spelling instruction as

© Perfection Learning Spelling • LEVEL 6 3

 a series of problems to be solved
cooperatively and maximizes input
from peers at different levels of English
proficiency. This cooperative teaming
approach is suggested regularly for
both the Practice and the Reteaching
reproducible activities.
3. For English learners in an ESL-only
program, pair a bilingual student, fluent
in English and the home language, with
a limited English proficiency student for
“peer tutoring” to enhance the learning of
both students.
4. For children in the primary grades
especially, set up activities in centers for
individualized, self-paced instruction. For
example, place reproducible activities
in the language center for students to
complete. Provide a laminated answer
key for self-checking.

4 © Perfection Learning Spelling • LEVEL 6

ELL STRATEGIES
 Assign the ELL Practice master for Unit 1.
Assign the ELL Practice master for Unit 2.

Assign the ELL Reteaching Follow-up

Assign the ELL Reteaching Follow-up master for Unit 2.
master for Unit 1.

ELL

© Perfection Learning Spelling • LEVEL 6 1

ELL ACTIVITIES
 UNIT
Name
ELL Practice
1

© Perfection Learning Spelling • LEVEL 6 ELL • 1

 UNIT
Name
ELL Reteaching Follow-up
1

2 • ELL © Perfection Learning Spelling • LEVEL 6

 UNIT
Name
ELL Practice
2

© Perfection Learning Spelling • LEVEL 6 ELL • 3

 UNIT
Name
ELL Reteaching Follow-up
2

4 • ELL © Perfection Learning Spelling • LEVEL 6