Transcript Document

Presented by Alison Bruno & Maria Dorr
South Huntington UFSD
LIASCD Fall Annual Conference
Finding Optimism in Changing Times
Melville Marriott, Melville NY
October 5, 2012
Dr. Jonathan Hughes, The Coming Waves, 2010
Dr. Jonathan Hughes, The Coming Waves, 2010
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Advantages of having English learners in your
class
Challenges of having English learners in your
class
Needs your English learners have in your class
Needs you have to teach English learners
effectively
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EL:
EP:
LEP:
ESL/ESOL:
English Learner
English Proficiency
Limited English Proficiency
English as a Second Language;
English for Speakers Other Languages
TESOL:
L1/L2:
LTELs:
SIFE:
SIOP:
Teaching English to Speakers of Other Languages
1st Language; 2nd Language
Long Term English Learners
Students with Interrupted Formal Education
Sheltered Instruction Observation Protocol
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Motivation
First Language Development
Language Distance and Attitude
Access to Language
Age
Personal Learning Style
Peers and Role Models
Quality of Instruction
Cultural Backgrounds/Goals
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Basic Interpersonal Communication Skills (BICS) and
Cognitive/Academic Language (CALP) refers to different
language and communication skills based upon the work of
Jim Cummins (1979), University of Toronto.
The difference forms of speech and language focuses on the
varying timeframe typically required by ELL children to
acquire conversational fluency in their second language as
compared to grade-appropriate academic proficiency in
that language.
Conversational fluency is often acquired within two years
of initial exposure to the second language; at least five
years is usually required for ELL to gain academic
language of the second language
BICS/CALP (conversational/academic) distinction needs to
be made to assist students and foster success.
Cognitively
Undemanding
ContextEmbedded
Cummins
Cognitively
Demanding
ContextReduced
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A means for making grade-level academic content
(e.g., science, social studies, math) more accessible
for English language learners while at the same
time promoting their English language
development
The practice of highlighting key language features
and incorporating strategies that make the content
comprehensible to students
An approach that can extend the time students
have for getting language support services while
giving them a jump start on the content subjects
they need for graduation
Differentiated Instruction History Alive
Standards
Strategies
Cooperative Learning
Multiple Intelligences
Writers’ Workshop
Reading Incentives
Essential Questions
SIOP is the Overarching Concept with the focus on ELL Students.
Share
Objectives
Introduce
& Present
Link to
Background
or Review
Engage in
Activity
Practice/
Apply
Analyze
Activities
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Lesson preparation
Building background
Comprehensible input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
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Content objectives clearly defined and displayed
and reviewed with students
Language objectives clearly defined, displayed,
and reviewed with students
Content concepts appropriate for age and
educational background level of students
Supplementary materials used to a high degree to
make the lesson clear and meaningful
Adaptation of content to all levels of student
proficiency
Meaningful activities that integrate lesson
concepts with language practice (R,W,L,S)
CONTENT OBJECTIVE:
What is to be
taught lesson
activities
 Task students
need to complete
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LANGUAGE OBJECTIVE:
How to complete
the task
 Language skills
needed to
accomplish the
lesson activities
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Compare/Contrast
Apply
Rank
Analyze
Design
Measure
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Solve
Discover
Research
Compute
Search
Identify
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Describe
Explain
Discuss
Tell
Converse
Quick Write
Write
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Journal
List
Log
Listen
Read
State
Label
Content Objective
Students will be able to:
 Explore three decisions about the atomic bomb
that were faced by the U.S. during WWII, take
a position on each, and defend their position
orally
Decision A: Whether to build an atomic bomb
Decision B: Whether to drop an atomic bomb
Decision C: Whether Truman made the right
decision
Language Objectives
Students will be able to:
 Read information in a small group for each
decision and reach consensus on a position by
listening and discussing
 State their position and orally defend it in a class
dialogue
 Disagree with prior speakers in a respectful
manner
 In writing, defend a position on whether or not it
was justifiable to use the bomb on Japan
CONTENT
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Students will be about
to describe the means of
transportation used by
Native Americans in
New York during
Colonial America time.
Students will be able to
describe the importance
of the canoe to Native
American culture.
LANGUAGE
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Students will be able t o
review the text, interpret,
and discuss pictures in the
chapter, as well as identify
and define key
vocabulary terms.
Students will be able to
use past tense to describe
orally and in writing early
Native American uses of
the canoe.
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Maximized ability for reading comprehension and
fluency is directed associated with knowledge of
vocabulary.
To own a word, it means you possess the ability to
define it, recognize when to use it, knowledge of
multiple meanings, and ability to decode it and
spell it correctly. .
For ELLs, vocabulary development is essential to
become a strong reader.
There is Tier 1, Tier 2, and Tier 3 vocabulary
words.
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Tier 1 terms are words that ELLs typically know in
their own language.
Need to know words: Ex: run, rain, talk, name, teacher, uncle
Some Tier 1 words are simple cognates; these are highfrequency words in Spanish and English and may not
require substantial instruction because students may
know the word meanings in Spanish.
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Help students to watch out for false cognates; give the
correct translation.
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Examples: family/familia or preparation/preparación
Examples of false cognates are: rope/ropa (clothing)
Idioms are Tier 1, but need to be explained
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Ex.: Make up your mind; Hit the books; Once upon a time
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Tier 2 terms are more complex words than Tier 1 words. At
times, these words are abstract words.
Pre-Teaching words: Cannot be demonstrated and not a
Cognate
Terms important to understand text: character, setting, plot,
even numbers, and country
 Terms that have connections to other words & concepts:
between, among, by, combine, and estimate
 Words understood for the general concept, but need greater
explanation for full understanding of the concept: set, tables
(science and math), shy ashamed, stubborn, drizzle, jog, and
sprint.
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Some words don’t require elaborate discussions; can be
demonstrated: multiple meaning words
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Ex. Trunk – part of an elephant part, back of the car, part of a tree, part of a body
Tier 2 Cognates: High-Frequency in Spanish; Low-Frequency in English
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Ex: coincidence/coincidencia, industrious/industrioso, fortunate/afortunado
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Tier 2 terms are low-frequency words found in
content books or words that are not demonstrable
or cognates
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Ex.: velocity, isotope, procrastinate, amoeba, contiguous
All grade levels would benefit from having
bilingual dictionaries available in the classroom. It
aid a teachers when they need to translate a
vocabulary word into students' native language, it
is good reference tool for students. Students can
look up unknown words to aid in comprehension
when independently reading.
Tiered Vocabulary
Tier 3:
antique, ancient
Tier 2:
ageing, mature, elderly
Tier 1:
old
Tier 3:
Precision Vocabulary
Tier 2:
Descriptive Vocabulary
Tier 1:
Basic and General Vocabulary
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Speech appropriate for students’ proficiency level
Slower rate
 Enunciation
 Simple sentence structure
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Clear explanation of the academic task
Variety of techniques to make concepts clear
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Modeling
Visuals
Body language
Hands-on activities
Demonstration
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Two types of strategies should be addressed by the teacher
of language learners: Instructional Strategies & Learner
Strategies
Instructional Strategies: techniques, approaches, and
methods that teachers use to promote student learning and
achievement
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Verbal Scaffolds: techniques used to help students expand their
language (asking student to elaborate on an answer)
Procedural Scaffolds: lesson sequences and techniques teachers use
gradually withdraw support to foster independence of task completion
(modeling tasks, student grouping, clear routines)
Instructional Scaffolds: tools and techniques used to assist students in
the learning process (graphic organizers, labeled visuals, word walls
with key vocabulary, language chucks for writing, and manipulatives)
Learner Strategies: flexible, mental plans that students use to
more effectively accomplish a learning task
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Ex: asking questions as they read text; using cognates to determine
meaning of a word
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Background: Oral language development has been
directly linked to literacy development; National
Literacy Panel on Language-Minority Children
and Youth find a positive correlation between
students’ oral language proficiencies and their
reading/writing proficiencies
It is essential to promote oral academic language
experiences through planned, purposeful
interactions
Key vocabulary and language chunks need to be taught,
modeled, and clearly displayed
 Support should be provided to help students achieve
their content and language objectives
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Hands-on materials and/or manipulatives
provided for students to practice new content
knowledge
Activities provided for students to apply
content and language knowledge in the
classroom
Activities provided that integrate all language
skills (R,W,L,S)
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Content objectives clearly supported by lesson
delivery
Language objectives clearly supported by
lesson delivery
Students engaged approximately 90-100% of
the time
Pacing of the lesson appropriate to students’
ability level
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Comprehensive review of key vocabulary
Comprehensive review of key concepts
Regular feed back provided to students on
their output
Assessment of student comprehension and
learning of all lesson objectives throughout the
lesson
~ Alison Bruno & Maria Dorr ~
South Huntington UFSD
LIASCD Fall Annual Conference
Finding Optimism in Changing Times
Melville Marriott, Melville NY
October 5, 2012