Transcript Motivating Your Ells to Succeed and Achieve”

“Differentiating Literacy Instruction for
ELL”
• TCEA
• February 2, 2015
• Presented by: Dr. Stephen A. White
- Assistant Professor
- University of Houston Downtown
Activity
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On a piece of paper number down 1 – 4.
Draw the following:
1. Triangle
2. Square
3. Circle
4. Squiggly line
Thought
• An expert is someone who knows as much as
everyone else but has a lot of Power Point slides
Assessment
• As an ESL instructor, what do feel are the
problems that face our ELLs?
• Easy
vs.
Hard
Abstract
• Keep your students enthusiastic about
learning English. Discover fun, easy ways to
get your class excited about learning. You’ll
gather great tips to engage students in
learning, motivate positive behavior and
create connections with your students. You’ll
even keep school fun while your students
tackle new challenges.
Thought
• Shot for the moon even if you miss you’re
among stars!
Hierarchy of Language Development
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Experience
Listening
Speaking
Reading
Writing
Refinement
Thought
• If at first you don’t succeed, then skydiving
isn’t for you!
Building the Foundation
• Language Proficiencies
• First and Second Language Acquisition
• Language Variation
• Cognates
• Vocabulary Strategies
Levels of Proficiency
• Emergent Literacy
• Limited Formal
Schooling
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Listen
Point
Move
Mimi
Draw
Select
Circle
Levels of Proficiency
• Beginning Proficiency
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Choose
Act out
Name
Label
Group
List
Levels of Proficiency
• Intermediate Level
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Respond
Categorize
Tell/say
Answer
Recall
Retell
Levels of Proficiency
• Advanced Level
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Define
Explain
Compare
Summarize
Describe
Role-play
Restate
Contrast
Levels of Proficiency
• Exit Level
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Analyze
Create
Defend
Debate
Complete
Evaluation
Justify
Support
Example
Levels of Proficiency/Bloom’s
Taxonomy (Handout)
• Knowledge
(Remembering)
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
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Beginning Level
Early Intermediate
Intermediate
Early Advanced
Advanced
ESL Categories
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Maria
Trung
Jaime
Xochitl
Luis
Clara
Rogelio
ESL Scenarios
• Maria – Maria has just arrived from Mexico.
She is the oldest child in a family of six. Maria
has attended school in Mexico and finished “la
primaria”. Maria scored a 1 on her English
language proficiency test and a 4 on the
Spanish language
Maria
• proficiency test. Maria was not able to take an
English achievement test because of her lack
of English.
Trung
• Trung has lived in the States for two years.
Trung has an older brother, Hai and a younger
brother “Freddy”. His achievement test score
is in the 26th percentile and his language
proficiency score is 4 in English. No test
available in Vietnamese.
Jaime
• Jaime is a native born Texan and an only child.
His mother does not speak Enlgish, while his
father is fluent in the language. On his
language proficiency tests, Jamie scored a 4 in
English and a 3 in Spanish. Jamie scored in the
14th percentile.
Xochitl
• Xochitl comes from a family with ten
children. Her family has just arrived in the
United States. When she was given the
language proficiency test she scored a 1 in
English and a 1 in Spanish. Xochitl does not
have enough language skills in English to
take the achievement test.
Xochitl
• While you were giving her the test, you
discovered that she had never been in school.
Luis
• Luis is from Puerto Rico. All members of his
family are fluent in both Spanish and English.
Luis scored a 5 on his English proficiency test
and a 3 on his Spanish proficiency test. His
achievement test score results were in the
22nd percentile.
Clara
• Clara is a recent immigrant. She lives with her
aunt. Her oral language test scores were a 5 in
Spanish and a 4 in English. Clara has scored in
the 35th percentile on her achievement test.
Rogelio
• Rogelio is a monolingual Spanish speaker. His
proficiency test score were a 1 in English and a
5 in Spanish. His lack of English skills
prevented him from taking the achievement
test. While looking in his permanent record
folder, you noticed that a
Rogelio
• certificate for high academic achievement was
given to him while he was in school in Mexico.
Knowledge/Remembering
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Questions
What is …?
Where is …?
How did … happen?
Why did …?
When did …?
Who was …?
Can you recall …?
Comprehension/Understanding
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Questions:
How would you classify the type of …?
How would you compare…? Contrast …?
Will you state or interpret in your own words …?
How would you rephrase the meaning …?
What facts or ideas show …?
What is the main idea of …?
Which statements support …?
Application/Applying
• How would you use …?
• What examples can you find to …?
• How would you solve … using what you’ve
learned …?
• How would you organize … to show …?
• What approach would you use to …?
• What would result if …?
• Can you make use of facts to …?
Analysis/Analyzing
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Questions:
What are the parts of features of …?
How is ___ related to …?
Why do you think …?
What motive is there …?
Can you list the parts …?
What inference can you make …?
How would categorize …?
Synthesis/Evaluating
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Questions:
What changes would you make to solve …?
How would you improve …?
What would happen if …?
Can you elaborate on the reason …?
Can you propose an alternative …?
Can you invent …?
How would you adapt ___ to create different …?
Evaluation/Creating
• Questions:
• Do you agree with the action …? With the
outcomes …?
• What is your opinion of …?
• How would you prove …? Disapprove of …?
• Would it be better if …?
• What would you recommend …?
• How would you rate the …?
Home Schooling the Old Fashioned
Way
• My mother taught me religion.
• “You better pray that will come out of the
carpet”
My mother taught me REASON.
• “Because I said so, that’s why”
My mother taught me about TIME TRAVEL.
• If you don’t straighten up, I’m going to knock
you into the middle of next week!”
Vocabulary
• A – Z (squares)
- Check prior knowledge about a topic
* Color in the blanks
- red (stop)
- yellow (not sure)
- green (it’s a go)
• A – Z (list)
- Words from a topic & then categorize
Vocabulary
• Word Diary
- By creating a four-part personal diary
entry for a difficult word, a student can make
the connections he needs to master vocabulary.
• Key
- Color code for the different content
subjects.
Word Splash
• Select key words or concepts and place them
randomly on a sheet of paper.
• Students are asked to make guesses or
predictions as to what words mean or why
concepts are important.
• After completion of topic or unit, use as
review.
Gallery Walk
• Post charts around the room with questions.
• Divide students into groups and have them
write answer to the question on the chart.
• Next, students rotate clockwise to the next
chart and write their answer to that question.
• Continue until each group has answered.
Thought
• If you think nobody cares if you’re alive,
try missing a couple of car payments.
Opin/Close
• Copy a paragraph from a text but white out
some interesting words or phrases.
• Students will in with their own opinions and
discuss.
Circle of Knowledge
• Group students – ask a question.
• In group, go around in a circle to answer (only
one person answering can talk) non-verbal
help is okay. Recorder writes down answers.
• At end of time, group by group (one at a
time), go through answers – no duplicates
allowed.
Clues and Questions
• Put one vocabulary word or concept on one
side of an index card.
• Randomly pass out cards to students.
• Students write questions whose answers are
the words on each card.
• Students quiz other students.
Texting for Seniors
• ATD
At the Doctors
• BTW
Bring the Wheelchair
• CBM
Covered by Medicare
• GGPBL
Gotta Go, Pacemaker
Battery Low
Texting for Seniors
• LOL
Living on Lipitor
• WTP
Where’s the Prunes
• WWNO
Walker Wheels Need Oil
• FWIW
Forgot Where I Was
Listening
• TIC – TAC – TOE
• The Fewest Clues
• Graph
Speaking
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Multicultural Bingo
Elements of Surface Culture
Basketball Spelling
Circle Spelling
Creative Ranking Activity
• Retell by drawing
pictures
• Connect personal
experiences
• Identify the main idea
• Make predictions
• Visualize
• Generate questions
• Identify main idea &
details
• Recognize sequence
• Use background
knowledge
• Compare & Contrast
• Make & revise
predictions
Creative Ranking (Continued)
• Distinguish between
fantasy & reality
• Identify cause & effect
• Summarize
• Identify author’s
purpose
• Draw conclusions
• Evaluation & interpret
meaning of figurative
language
• Analyze story elements
• Identify & analyze
problems & solutions
• Evaluate & interpret
author’s style &
technique
30 Years Difference
• 1982
• 2012
Going to a new, hip joint
Receiving a new hip joint
• 1982
• 2012
Rolling Stones
Kidney Stones
• 1982
• 2012
Disco
Costco
Basketball Spelling
• Set up the room by placing the two chairs side
by side at the front of the room, facing the
class, with a board and a marker. Place a fourfoot length of masking tape on the floor of the
two chairs. Divide the desks to separate the
class into two teams, with an aisle down the
middle. Place the wastebasket in the aisle,
approximately ten to fifteen fee in front of the
tape.
Circle Spelling
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Ask students to stand for review.
Designate a student to be the starter.
Call out one spelling word.
Ask the starter to give the first letter of that
word orally.
• Have the student to the starter’s left give the
next letter of the word.
Story Pyramid
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1. Name of main character
Two words describing main character
Three words describing setting
Four word stating the problem
Five words describing one event
Six words describing second event
Seven words describing third event
Eight words stating solution
Fill-in-the Squares
• Reading Comprehension
• To develop categorization skills
• To list items/names from a book/story within a
specific categories that begin with that letter.
Tricky Words
• To develop the ability to signal when one does
nto understand a word.
• To learn new vocabulary.
Bumper Stickers
• How Many Roads Must a Man Travel Down
Before He Admits He is Lost?
• Horn Broken – Watch for Finger!
• If We Quit Voting Will They Go Away?
• If You Can Read This, I’ve Lost My Trailer.
Bumper Stickers
• The Earth is full – Go Home.
• Politicians and Diapers Both Need to Be
Changed, and for the Same Reason.
• I Refuse to have a Battle of Wits with an
Unarmed Person.
• Caution – Driver Legally Blonde
Cultural Bag
A Short Course in Human Relations
• The six most important words:
“ I admit I made a mistake”.
• The five most important words:
“ You did a good job”
• The four most important words:
“ What is your opinion”
• The three most important words:
“ If you please”!
• The two most important words:
“Thank you”
Thought
• The one most important word:
“ We”
• The least important word:
“I”