Transcript Slide 1

ESL Classroom Applications
Eliza Sorte, Director
Northwest Montana Educational Cooperative
2290 Farm to Market Road, Suite A
Kalispell, MT 59901
Phone: 406-752-3302
Fax: 406-257-3869
Email: [email protected]
Fist to Five
What is your current understanding of second
language acquisition and teaching ELLs?
Show with a fist to five.
(fist being 0 understanding and 5 being expert
understanding—all other numbers somewhere
on that scale)
Objectives
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Can you deepen your understanding of
second language acquisition classroom
strategies?
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Can you plan to use strategies for improving
students’ understanding?
The Reality . . .
It is projected that by the year 2008, 41%
of America’s school children will be from
a minority.
Questions:
???How will that impact us here in the
Flathead?
???How many of those students will be second
language learners?
Terms
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SLA (Second Language Acquisition)
ELL (English Language Learner)
ESL (English as a Second Language)
LEP (Limited English Proficient)
CALP (Cognitive Academic Language Proficiency)
BICS (Basic Interpersonal Communication Skills)
Our Expectations
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All students can benefit from ELL strategies, but
ELLs cannot survive in the classroom without them.
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All students will learn English
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ELLs will learn content and concepts with the same
expectations we hold for native English speakers
(however, instruction, products, and assessments may look different)
BICS v. CALP
Basic Interpersonal
Communication Skills
(Basketball Court)
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Cognitive Academic
Language Proficiency
(Classroom Content)
BICS v. CALP
Level of Proficiency
Cognitive Academic
Language Proficiency
(Classroom)
Native English Speakers
ESL Learners
Conversational Proficiency
Level of Proficiency
Basic Interpersonal
Communication Skills
(Basketball Court)
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Academic Proficiency
“Problems arise when teachers
and administrators think that a
child is proficient in a language
when they demonstrate good
social English”
(Haynes 2006)
The Basic Standards for ELLs
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Reading
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Writing
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Listening
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Speaking
The Affective Filter Hypothesis
(Stephen Krashen, 1991)
Anxiety (low anxiety relates to second language
acquisition)
—Oscar story
 Motivation (higher motivation predicts more second
language acquisition)
---Alberto story
 Self-Confidence (the acquirer with more self-esteem and
self-confidence tends to do better in second
language acquisition)
—Josephina story
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Modification for ELLs
 Modify
Instruction
 Modify Assignments
 Modify Assessments
Stating Objectives
Can you . . . .
Students will . . .
Consider language objectives
necessary to complete the
day’s content objective.
Baby Steps in Your
Classroom and School
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Pronounce student names
correctly.
Clearly mark restrooms with
universal clip art.
Enunciate clearly—do not raise
your voice. Add gestures, point
to objects, or draw.
Write clearly, legibly, and in
print not cursive.
Develop and maintain routines.
Repeat information and check
for understanding by having
student SHOW versus answer
“Do you understand?”
Avoid idioms and slang.
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Present new information in the
context of known information.
Announce lesson objectives
and activities and provide stepby-step instructions.
Present information in a variety
of ways.
Provide summations of the
lesson and emphasize key
vocabulary.
Recognize success overtly and
frequently. But, be aware of
cultural views on praise.
My personal favorites!
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Response Cards
Partner Clocks & Spinner Grouping
Laser Pen
Word Walls (picture, word, definition)
Framed Writing and SUTW (Step Up to Writing)
M-4-2-1
Reciprocal Teaching
Jigsaw Work
Think-Pair-Share
Background Knowledge Workshop
Tickets out the Door
Response Cards
YES
NO
Partner Clocks & Spinner Groups
Guadalupe
Eliza
Ivan
Laser Pens and Pointers
Direct instruction vocabulary
always a focus!
Word Walls
Polygon
Straight Lines
Three sides or More
Closed
Framed Writing
There are three things I like about ________.
First, I like _______ because ____________.
Next, I also like ___________ because _______.
Finally, I like __________ because _________.
In conclusion, those are the three reasons I like
__________.
SUTW (Step Up to Writing)
There are two reasons
writing is fun. First, you can
share your ideas. No one has
the same ideas you do. Second,
you can paint a picture in your
reader’s mind. You can use
words to create an image. Each
reader can use their imagination.
In conclusion, these are the two
reasons writing is fun.
T=
SUTW
(Five Fingers for Constructed
Response)
Solution Sentences: First, Next, Then . . .
Restate question
Finally my answer is . . .
Objective
Simple Math so focus
can be on writing
Test format
Writing rubric
Specific
feedback
KNWS++ As a way
to work students
through problem
solving---with
modification, works
with Language Arts,
Science, etc.
M-4-2-1
Gradual Release
M = Model
4 = Groups Work
2 = Partner Work
1
= Independent Work
Reciprocal Teaching
Summarizer
Questioner
Clarifier
Predictor
Jigsaw Work
Chapter 1
Chapter 2
Chapter 4
Chapter 3
Think-Pair-Share
Think time individually
Share with
the Whole
Group
Partner Conversation
BBK-Building Background Knowledge
--Show a mystery item related to future topic
(picture, quote, song, model, etc.)
--Write down observations individually
(underline initial thinking)
--Share
--Provide a clue about mystery item
(modify initial thinking after talking with group)
--Continue as needed . . . to finally share new
understanding about topic and begin study
Tickets out the Door
I wonder . . .
In my
opinion . . .
I predict . . .
A Picture’s Worth 1000 Words
You don’t have to be an artist to support
instruction with non-linguistic
representations.
 Rubrics
 Checklists
 Class Routines
 Test Prompts
 Homework
Q&A
Planning Time
Take some time to think about the strategies
that have been shared, think about the ELLs
and their levels within your room, and think
about something you might try with an
upcoming lesson and/or activity.
Share your “game plan”
Reflection
Stars (compliments)
Steps (critiques)
Overall Rating 1 (low) and 10 (high)
Additional Resources
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OPI: Lynn Hinch 406.444.3482
everythingesl.net
Making Content Comprehensible for English
Language Learners (Echevarria, Vogt, & Short:
2000) ISB 0-205-29017-5
Reading, Writing & Learning in ESL (Peregoy &
Boyle: 2001) ISB 0-8013-3249-4
Classroom Instruction That Works with English
Language Learners (Hill & Flynn: 2006)
ISB 1-4166-0390-5