Transcript WORKING WITH ENGLISH LANGUAGE LEARNERS: BULIDING …

A SEVEN MEGA-STRATEGY FRAMEWORK TO
MODIFY LESSONS TO INCLUDE ENGLISH
LANGUAGE LEARNERS
Raising Student Achievement Conference
December 7, 2010
Karen A. Carrier, Ph.D.
[email protected]
1. COMPREHENSIBLE INPUT
AKA: MMIO, CONCRETE REFERENTS
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Use Appropriate Speech
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rate & enunciation - careful with idioms!
Gestures, Intonation
paraphrase and LOTS of REPETITION
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Use Manipulatives to demonstrate and illustrate
 Objects, pictures, videos, movement
 Explain Academic Tasks
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step-by-step, include written instructions
use visuals, put up a chart, overhead of steps
model it if you can
Focus on Key Concepts
 Use Graphic Organizers to reduce language load
2. CONTEXTUALIZED LANGUAGE
 Call
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Focus ELL on what s/he already knows about
subject
 Use
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up prior knowledge
Information Talk (Nissani, 2003)
describing while doing
 Beware
of reading and reciting without
comprehension
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The Parlation of Trizoles (Wagner, 2006)
3. VERBAL INTERACTION
 Frequent
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opportunities to work with Peers
Pair work
Group work
Centers
 Use
different group configurations
 Teacher Interaction
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Provide sufficient time to answer
• Count 10 seconds or more
• Return for answer later
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Give student question ahead of time
4. ACTIVE INVOLVEMENT
 “Try
it!”
 “Show me”
 “Let’s do it together”
 Hands-on Learning
 Application of Language and Content
Knowledge
 Activities that Integrate All Language Skills
(RWSL)
5. ANXIETY REDUCTION
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Use teaching strategies and grouping techniques
to create a safe environment for learning.
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pair ELLs with other children who speak their language
become aware of each ELL’s needs
avoid making the learner the center of attention
investigate ELL’s background, home country, arrival
experience
learn some first language phrases (Hello, That’s good,
etc.)
Involve entire classroom in helping ELL adjust, learn
language, and content
6. ENGLISH LANGUAGE DEVELOPMENT
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Language Objectives
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Support content objectives
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Learn how to write objectives painlessly (see Language
Objective Resources slide, R. F. Mager).
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Key Vocabulary
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contextualized
personal dictionary
concept definition map
word sort, generalizations
word Banks
-self selected
-word walls
-cloze sentences
-word study book
-sentence walls
Intentional planning of opportunities to speak, listen,
read, and write in English at student’s current level of
proficiency
THE MELTING SNOW (adapted)
 Subject:
Science, Math
 Grade Level: PreK-2
 Content Objectives: (English language development)

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SWBAT describe what a thermometer is and how it
works
SWBAT talk about what heat does to solids and
liquids
 Language Objectives: (English language development)
 SWBAT to use scientific vocabulary to talk about the
thermometer, heating, and cooling
 thermometer, melt/melting, freeze/freezing, snow,
ice, water, liquid, solid
7. DIFFERENTIATED ASSESSMENT
 Use
assessment technique appropriate to
ELL’s level of English language proficiency
 Assess content separate from language
 Provide multiple modes of output
 Assess at multiple times to evaluate
progress
 Base assessment on objectives of the unit
of instruction
LANGUAGE OBJECTIVE RESOURCES
Mager, R. F. (1997). Preparing instructional
objectives: A critical tool in the
development of effective instruction
(3rd ed.). Atlanta: CEP Press.
Echevarria, J., Vogt, M., & Short, D. J. (2008).
Making content comprehensible for English
language learners: The SIOP model (3rd. ed.)
Boston: Allyn and Bacon.
PRINT RESOURCES
Herrell, A. L., & Jordan, M. (2011). 50 strategies for teaching
English language learners (4th ed.). Boston: Allyn &
Bacon.
Reiss, J. (2008). 102 content strategies for English
language learners: Teaching for academic success in
grades 3-12. Upper Saddle River, NJ: Merrill/Prentice
Hall.
Vogt, M., & Echevarria, J. (2008). Ninety-nine ideas and
activities for teaching English learners with the SIOP
model. Boston: Allyn & Bacon.
Reiss, J. (2008). One hundred two content strategies for
English language learners: Teaching for academic
success in grades 3-12. Upper Saddle River, NJ: Pearson
Merrill/Prentice Hall.
PROFESSIONAL RESOURCES

STATE
 Literacy Education,
NIU,www.cedu.niu.edu/ltcy
 Illinois Resource Center,
www.thecenterweb.org/irc
 Professional Conferences
& Organizations – All
Teachers are Welcome!
 Illinois TESOL-Bilingual
Education, www.itbe.org
 Illinois Association for
Multilingual Multicultural
Education (IAMME),
www.iamme.org
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
NATIONAL
TESOL (Teachers of
English to Speakers of
Other Languages),
www.tesol.org
 NABE (National
Association for Bilingual
Education), www.nabe.org
 IRA (International Reading
Association),
www.reading.org