Up For Academic Success EL Strategies for the Regular Classroom Core Concepts for Teaching English Learners Dont assume an EL is fully literate in English because they sound like a native English speaker in conversation ID: 740940
Download Presentation The PPT/PDF document "Setting English Learners" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Setting English Learners Up For Academic Success
EL Strategies for the Regular ClassroomSlide2
Core Concepts for Teaching English Learners
Don’t assume an EL is fully literate in English
because they sound like a native English speaker in conversation.*
ELs are not blank slates
. Having ELs share their unique knowledge is an opportunity to expand everyone’s knowledge and perspectives.
D
ifferentiate for language level
; do not change core content or lower depth of knowledge levels. ELs think critically and perform complex tasks as well as non-ELs when properly
scaffolded
. Slide3
Getting to Know Your ELs: Important Questions
Do you read/write in your native language(s)?
What was school like in your native country (if applicable)? What, if anything, surprises or confuses you about school in the U.S.?
Which language do you prefer to use when reading/writing for school
?Slide4
Getting to Know Your ELs: Important Questions
Do
you have a computer at home? Do you have internet access at home
? Do you have someone who helps you with homework?
What
supports or resources most
help you use/understand
English?
What can I do to help you
understand when
you are speaking/listening/reading/writing in English? Slide5
Background Knowledge Check!Question 1: What is BICs
?
Question 2: What is
CALP
?
Question 3: Why is it important for educators to recognize the differences between
BICs
and
CALP
?Slide6
English Learners Need to “SWRL”
All 4 domains of language acquisition—
Speaking, Listening, Reading, and Writing
—need to be exercised daily.
ELs benefit from content area lessons prioritizing and utilizing each linguistic skill equally.
When designing lesson plans, teachers should ensure ELs have to “
SWRL
.” Slide7
Introducing New Words/Skills: Talk It Out First
Once ELs possess
Basic Interpersonal Communication Skills (BICs),
they can use
BICs
as a base from which to learn and add to their academic vocabulary
.
However, since
BICs
are only oral communication skills, ELs
must
have academic conversations before being asked to use new language in reading/writing. Slide8
Strategies to Support ELs: Be A Model Speaking Mentor
Speak slowly and clearly; avoid slang, sarcasm, idioms, etc…
Intro concepts using simple language ELs already know
Highlight new vocabulary: Discuss, add to a word wall, use visuals, pantomime, gesture, act things out
Model critical thinking skills/strategies—let ELs hear your thinking
Allow wait time and keep positive tone
Don’t explicitly correct mistakes; do model correct usage in your own speech when respondingSlide9
Strategies to Support ELs: Be A Model Speaking MentorClassroom talk should not just be focused on the teacher checking for comprehension, but as a means of helping students develop their own thinking.
Be careful not to have all conversations use the “initiate/respond/evaluate” model.
Plan for classroom conversations to have a clear purpose and expected outcomes. Slide10
Strategies to Support ELs: Reduce Teacher Talk Time
Research shows that the more
students
talk and work together in class, the more they learn.
However, in today’s classrooms,
teachers
talk 75% of the time on average (Hattie, 2012).
Teachers
can support
ELs
by structuring their lessons to include opportunities for student speech. Slide11
Free Tools to Support EL Talk TimeAccountable Language Sentence Stems
Accountable Cards and Sentence Stems-Elementary and Secondary, English and Spanish
Accountable Talk Stems (Life in Fifth Grade)
“How to Empower Primary Students Using Accountable Talk” (Education to the Core)
Accountable Talk Bookmarks
Conversation Starter Bookmarks
(That Teaching Spark)
Accountable Talk Posters (Quality Educators)Slide12
Free Tools to Support EL Talk Time“Math Talk 101” with free Math T
alk Stems poster and bookmarks (Scholastic)
Math Talk Bookmarks
“26 Sentence Stems for Higher-Level Conversation in the Classroom” (Teach Thought)
“Question Stems to Help Apply Bloom’s Taxonomy” (
ThoughtCo
.)
Higher Order Thinking Question Stems (Grinnell)
Marzano
Taxonomy-Question Stems (Learning Sciences
Marzano
Center)Slide13
Strategies to Support ELs: Creative Comprehension Checks
Frequent comprehension checks are especially crucial for ELs.
Provide ELs with multiple avenues for responding and demonstrating comprehension (or lack thereof).
Make sure comprehension check methods do not all rely heavily on complex/extended language use. Slide14
Making Comprehension Checks SAFER for ELs
Making your classroom
SAFER
welcomes ELs to contribute:
S
afety: Make it clear it is safe to make mistakes in your class.
A
ttitude: Be positive and encouraging during checks.
F
requency: Checks become less stressful when they are a regular part of classroom routine.
E
quanimity: Check both students you think “got it” and those who did not. Everyone having to participate keeps it fair.
R
eturns: Point out progress made during checks. ELs who see checks are helpful are more likely to welcome them. Slide15
Free Tips and Tools to Support EL Comprehension Checks“10 Creative Ways to Check for Student Comprehension” (Busy Teacher)
“20 Simple Assessment Strategies You Can Use Everyday” (
TeachThought
)
“20 Creative Ways to Check for Understanding” (Brilliant or Insane)
“10 Ways to Check Reading Comprehension” (Busy Teacher)
“Six Ways to Check Comprehension in the Language Classroom” (S-TESL)Slide16
Free Tips and Tools to Support EL Comprehension Checks“Take Their Pulse! Formative Assessment in the Language Classroom” (The Comprehensible Classroom)
“Why You Should Never Ask ‘Do You Understand?’: 6 Tips to Help You Check Comprehension” (Busy Teacher)
“5 Creative ESL Reading Comprehension Activities Your Students Will Love” (
FluentU
)
“46 Activities to Check for Learner Comprehension” (ESLArticle.com)
Dipsticks: Efficient Ways to Check for Understanding (
Edutopia
)Slide17
Strategies to Support ELs:Lowering the Affective Filter
ELs must perform intellectual double duty when learning English and content info simultaneously.
This additional work is taxing, and can be stressful. ELs may exhibit increased tiredness or periods of “zoning out” compared to non-EL peers.
Anything that actively causes stress raises students’ “
affective filter
” and impedes comprehension and learning
.*Slide18
Strategies to Support ELs:Lowering the Affective Filter
Strategies that
lower affective filter
:
Learn to pronounce EL’s name properly
Assign a peer partner
Clearly establish classroom rules and routines
Post a visual daily schedule
Label classroom objects in both languages
Offer one-on-one assistance when possible
Allow low ELP ELs to participate using no language or limited languageSlide19
Strategies to Support ELs:Invite Culture into the Classroom
One crucial strategy for lowering affective filter is
providing opportunities for ELs to share about their native cultures
.
Strive to use books and materials that represent a wide variety of cultures
, including those shared by your ELs, and help ELs make connections between their cultures and those being discussed.
ELs need to see where they fit
in U.S. culture and classrooms and
feel their unique knowledge is valued
there.Slide20
Communicating New Content: Make It Multi-Sensory
Multi-sensory instruction
that appeals to the 5 senses gives ELs more than one way to make connections and learn concepts.
Since ELs rely on non-linguistic input to interpret English,
multi-sensory lessons
can greatly increase their understanding and participation
.
Conveying info using
multi-sensory methods
appeals to tactile, kinesthetic, auditory, and visual learners, and is especially helpful for ELs with learning/attention issues. Slide21
Background Knowledge Check!Question 1: What is a cognate?
Question 2: ELs should be allowed to access/use their native language when learning in English—true or false?
Question 3: What dictionary types are most helpful for ELs?Slide22
Strategies to Support ELs:Leverage Native Language and Cultural Knowledge
T
each ELs to look for
cognates
and provide references that identify real vs.
false cognates
.
A
nything ELs have learned in their native language
can be transferred to their learning in English
. Help ELs make these connections
by allowing native language resources and discussions.
S
upporting/encouraging native language literacy is key to EL success in learning English.Slide23
Free, One Stop Cognate Resource for ELs: Cognates.org
Cognates.org
has wonderful resources including:
The Online Dictionary of Cognates
The Cognate Highlighter Browser
Free
ebook
Teaching Cognates
The Cognate Writer
(highlights Romance language cognates in copy and pasted text)
Free cognate classroom posters
Many free cognate lists…and more!Slide24
Example Lesson: Differentiating Wonder* for EL 6th Graders
1 newcomer
(Composite ELP 1.7-native language Spanish, literate in
Spanish, had formal schooling in Mexico)
2 intermediate
(Composite ELPs 3.2 and 3.5-native languages Spanish and Burmese. Spanish speaker has always attended U.S.
schools; is not Spanish literate.
Burmese student literate in
Zomi
, but reads below grade level due to limited/interrupted schooling while a refugee
.)
1 nearly proficient
(Composite ELP 4.2-native language Vietnamese
. Entered U.S. in 2
nd
grade.
Literate in Vietnamese, but prefers reading in English). Slide25
Step 1: Ramp Up With Resources
P
rovide
Spanish edition of
Wonder
to newcomer
.
(Local libraries may have available, but free versions available online.)
Provide
abridged English edition of
Wonder
to all ELs.* Provide multiple versions at varying reading levels whenever possible.
Provide access to
free audiobook version of
Wonder
on
Youtube
. Slide26
Step 1: Ramp Up With ResourcesProvide access to tablets/computers, or allow ELs to use phones or personal devices to look up vocabulary and concepts with which they are unfamiliar.
Encourage ELs to use
Google Translate
to look up words in their native languages and listen to their pronunciation in English.Slide27
Step 2: Set Up Your Classroom For Success*
When possible, seat ELs with students who speak their native language.
Seat ELs with low ELP with ELs with higher ELP, and strong native English speaking students.
Make sure
EL resources
are organized and easily accessible, and that ELs can use them without calling attention to themselves.Slide28
Step 3: Make Vocabulary VividPreview key/academic
vocabulary
.
Review awesome, free vocabulary visual aids offered by
Mr. W. Reads
before
(and during)
class read
alouds
.
Have
students create their own definitions and draw pictures to accompany new words. Include sound and/or gesture with new words when possible.
Add new words to
word
walls
and/or
journals
* where they are easily visible/accessible to students.Slide29
Step 4: Build Basic Comprehension
Read aloud the picture book,
We Are All Wonders
. Consider using
other picture books
that tie into
Wonder
’s themes.
Discuss
Wonder
’s themes.
Provide visual aids
to illustrate ideas like difference/disability, bullying, and kindness. Provide sentence stems to help ELs frame their thoughts in English.
Watch
Wonder
movie trailers
. Discuss: What do students think will happen in the book after watching? What connections did they make while watching?Slide30
Step 5: Plan for Purposeful ReadingSelect/discuss
quotes illustrative of chapter’s theme(s)*
before beginning day’s reading. Discuss with class; include ELs by asking if there are similar ideas/sayings in their native language(s)/culture.
Preview chapters by viewing chunks of movie version of
Wonder
prior to day’s reading. Discuss or otherwise indicate any differences between book and movie.
Discuss/view
historical/cultural connections
. Where does
Wonder’s
story fit into what ELs already know?Slide31
Step 5: Plan for Purposeful Reading
Break reading into chunks; have students
partner read
and discuss. Provide Post-Its so they can annotate ideas and mark unfamiliar words or confusing passages.
Read aloud/lead class read aloud. Provide
graphic organizers*
to help ELs manage and record new info, such as a
story map
or
K/W/L chart
.*
Have students partner again and discuss after read aloud. Circulate to check comprehension and identify those who may need additional small group help. Slide32
Step 6: Creative Comprehension ChecksAllow many opportunities for students to orally answer questions and retell the reading in their own words. Make sure
questions are open-ended
and
require critical thinking
.
Do frequent formative assessments; provide choices for how students may choose to demonstrate knowledge.
Allow ELs with lower ELP to demonstrate what they know in ways that do not rely solely on English language use; e.g., acting things out. Slide33
Takeaway: “EL Strategies” Are Really “Good Teaching Strategies”All students benefit from multi-sensory teaching approaches, differentiation, and scaffolding.
All students benefit from being able to clearly see where they fit into the culture of their classroom, school, community, and the U.S. as a whole.
All students benefit from learning to use critical thinking strategies in speech before trying to apply them in their reading/writing. Slide34
Question Time!If there is anything I did not address today that you need to know, or if you have any questions about any of the topics discussed here today, please let me know—I’m happy to help!Slide35
Contact InformationPlease feel free to reach out to me—I’m always happy to help!
Elizabeth Warren
Director of English Language Proficiency Assessments
e
lizabeth.warren@sde.ok.gov
(405) 522-5073