Transcript ELL Strategies - Niles Township High School District 219

ELL Strategies
http://www.youtube.com/watch?v=bIHwIoqTPhU
Modern Family, baby cheeses
Modern Family, drop-in vs. drop-off
Ed Murphy
What will we talk about today?
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The Background of our ELL Population
The Background of our General
Education Population
Academic Vs. Social Language
Niles Township’s ELL Program
Strategies to use with ELL Students
Things to Remember
The ELL Population at Niles:
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As of October 20th, there were 78 ELL
students at Niles North and 139 ELL
students at Niles West.
The largest language group is Assyrian.
This is true for Niles North and Niles West.
The next largest language groups are
Urdu, Arabic and Korean.
The ELL Population at Niles:
Language
West
North
Arabic
20
1
Assyrian
46
26
Bulgarian
1
0
Cantonese
1
0
Cebuano
1
0
Chaldean
0
1
Farsi
4
2
French
2
0
Gujarati
6
6
Haitian Creole
3
1
Hindi
1
0
Indonesian
0
1
The ELL Population at Niles:
Language
West
North
Jamaican
1
0
Japanese
1
0
Korean
14
4
Malayam
2
1
Mandarin
1
0
Mongolian
0
1
Punjabi
0
1
Russian
2
4
Spanish
6
6
Swahili
1
0
Tagalog
5
4
Tamil
2
0
The ELL Population at Niles:
Language
West
North
Thai
1
0
Urdu
15
15
Vietnamese
1
2
How many more ELL students will
come?
We can expect about 70 new ELL students
at Niles North and Niles West.
 On average about one new ELL student
enrolls every 2 and ½ days.
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How many students will exit the
District’s ELL program at the end of
the 2010-2011 school year?
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At Niles North about 25 students will exit
from the ELL program into the general
education program.
At Niles West about 45 students will exit from
the ELL program into the general education
program.
How many students report that a
language other than English is
spoken in their homes?
North
West
#
%
#
%
A language other than
English is spoken in
the home.
1257
57%
1638
63%
Total # of Students in
School
2195
2581
How many different languages are
spoken in the homes of our
students?
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There are 78 different languages reported
being spoken in the homes of our students.
Language Aquisition
There are two types of language
that students must acquire:
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Basic Interpersonal Communication Skills
also known as BICS (James Cummins, 1984)
Cognitive Academic Language Proficiency,
also known as CALP (James Cummins,
1984)
It takes one to two
years to achieve
proficiency.
BIC
S
It takes five to seven
years to achieve
proficiency.
CALP
James Cummins, 1984
Important to Remember about ELL
students:
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It typically takes one to two years to learn
social language.
ELLs who speak English well in social
situations are not necessarily prepared for
academic tasks in the classroom.
How long does it take to learn
academic language?
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It usually takes from five to seven years.
Research (Thomas & Collier, 1995) has
shown that if a child has no prior schooling
or has no support in native language
development, it may take seven to ten
years for ELLs to catch up to their peers.
What is our ELL programming like?
Intro to ELL 1-2
(4 prds)
Students have no English skills. Often
have experienced interrupted education.
ELL 1-2 (3 prds)
Students have between a 1st and 3rd
grade reading level.
ELL 3-4 (3 prds)
Students have between a 3rd
grade reading level.
and 6th
ELL 5-6 (2 prds)
Students have between a 6th
grade reading level.
and 8th
ELL Am. Lit. &
U.S. Hist. (2 prds)
Students have between a 7th
grade reading level.
and 8th
As a teacher, what can I do?
Take time to learn about your ELL
students’ background, countries they
came from, and various cultures.
 Try to understand the culture that the
students come from.
 Provide opportunities for other students
to learn about their ELL classmates.
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How can I improve communication
with ELL students?
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Avoid using idiomatic expressions.
Avoid the use of cursive writing.
Avoid the use of the passive voice.
Write out simplified directions.
Use commands. Avoid phrases like, would
you please take out your paper.
Tape record yourself and listen to it.
How can I improve communication
with ELL students?
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Face students when speaking to them.
Put key words on the board when
presenting new information.
Be aware of vocabulary, especially words
that sound similar. For example: wind
[wind] and wind [wīnd]
Strategies for Mainstream Teachers
Working with ELLs
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Use highlighters and sticky notes to
identify the material you expect them to
focus on.
Identify several essential ideas for
students to learn in each lesson.
Provide a concentrated list of core
vocabulary from the lesson.
Strategies for Mainstream Teachers
Working with ELLs
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Frequently check for understanding.
Use gestures, draw pictures when
appropriate, use physical activity (TPR).
Rephrase or paraphrase in shorter
sentences using simpler syntax.
When showing a film, use subtitles in
English.
Strategies for Mainstream Teachers
Working with ELLs
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Provide graphic organizers.
Provide students with pre-copied class
notes before the lesson.
Help students make connections between
prior knowledge and new learning.
Restate a student's response.
Strategies for Mainstream Teachers
Working with ELLs
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Use think-alouds.
Use scaffolding techniques throughout the
lesson.
Provide ample wait time for responses.
Assessment
How can I help my students?
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Know your students.
Teach them how to do a Scan-tron exam.
Have clearly defined, reasonable goals and
expectations.
Assessment
How can I help my students?
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Test the way instruction was delivered.
Take the first item of each section and do it
with the class on the overhead the day
before the quiz or test.
Provide study guides before tests.
Assessment
How can I differentiate assessment ?
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Allow oral response vs. written response.
Allow product-based / performance
response vs. written assessment.
Read the test for the student vs. having
the student read the test.
Use checklist vs. using essay style for low
functioning ELL students.
Assessment
How can I differentiate assessment ?
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Shorten the task, reduce the number of
items.
Allow additional time.
Assess frequently on smaller chunks of the
content.
Consider using the “open book” test
format.
Assessment
How can I differentiate assessment ?
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Allow free choice in the style and content
of performance indicators (poster,
PowerPoint, music, graphics, etc.)
Allow the student to use the ELL Resource
Center to take quizzes and tests.
Remember, English is tricky.
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Steve Martin
http://www.youtube.com/watch?v=sjdDIhG5WvU
http://www.youtube.com/watch?v=ORw8PKNt1Yo&NR=1
http://www.youtube.com/watch?v=sjdDIhG5WvU&NR=1
Remember, English is tricky.
Why is it…
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reads [rēdz] but likes [līks]?
read [rĕd] sometimes and read [rēd] other
times?
plane [plān] and plain [plān]?
two [tū], too [tū] and to [tū]?
Remember, English is tricky.
Why is it…
I am on the plane, I am on the train, I am
on the bus, but, I am in the car?
 Look me in the eye, he punched me in
the nose?
 I open up the store and I close it up?
 I open up the clogged up drain?
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Remember, English is tricky.
Why is it…
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John will take Cybil out tonight at 7:00.
I don’t want to take on that responsibility.
I don’t like that picture. Can you take it down.
I said you were a nice person, but I take it
back.
We saw the plane take off on time.
The militant opposition will take over the city.
Jim really takes after his father.
My mom said I can not take in any more dogs.
Remember, English is tricky.
Imagine trying to understand idiomatic
expressions:
 A little bird told me.
 Bats in the belfry
 Cold turkey
 Benedict Arnold
 Blackball
 Greenhorn
 In like Flynn
Remember, English is tricky.
Imagine trying to understand idiomatic
expressions:
 John Hancock
 Whistling Dixie
 Banana Republic
 Bread and butter
 Carrot and stick
 Get wind of
 Shoot the breeze
References
Dredske, J., Frinak, C., & Goggin, P. (Eds.). (2007). Working with students who are learning to
speak English. Retrieved from
http://web.cesa5.k12.wi.us/site_uploads/news/newsfile424_3.pdf
English idioms & idiomatic expressions [Idiomatic expressions]. (n.d.). Retrieved October 26,
2010, from http://www.usingenglish.com/reference/idioms/
Haynes, J. (n.d.). How long does it take to learn English? [Research on ELL students].
Retrieved October 22, 2010, from Everything ESL website:
http://www.everythingesl.net/inservices/_long_does_take_learn_english_55843.php
Haynes, J. (n.d.). SIOP: Making content comprehensible for ELLs [SIOP explanation].
Retrieved October 19, 2010, from everythingESL.net website:
http://www.everythingesl.net/inservices/using_siop_model_08621.php.php
Helping educators work effectively with English language learners [SIOP description]. (n.d.).
Retrieved October 20, 2010, from http://www.cal.org/siop/index.html
Hume-Nigro, J. (2004). Strategies for mainstream teachers working with English language
learners [strategies]. Retrieved October 22, 2010, from ELL Consortium website:
http://www.ellconsortium.com/Data/FileManager/strategies.doc
Modifying for ELL students [strategies]. (n.d.). Retrieved October 21, 2010, from Bethlehem
Central School District website:
http://bcsd.k12.ny.us/academics/ESL/esl_modifications.html#instruction