View
76
Download
2
Category
Tags:
Preview:
Citation preview
Differentiated Instruction for English Language Learners
(ELLs)Strategies to Support Learning in
the Monolingual Classroom
New York State – LEP Identification Process
www.emsc.nysed.gov/biling/pub/LEPproc.pdf
b
Vocabulary Instruction for ELLs
• Lost in Translation – German Coast Guard
http://www.germancoastguard-sinking.mpeg
Elements of Successful Literacy Instruction for ELLs
Knowing Your ELLs
• ESL Literacy Factors – Age – L1 Literacy– L2 Literacy– Socio-economics – Parental Education/Expectations – Cultural Norms
• Gender roles• Talk patterns and dynamics in the home
What you don’t know about the English Language
• Activity: Word Facts and Figures
Handout
ESL Question of the Day
• Why is vocabulary instruction essential in promoting academic success?
Why English is one of the most difficult languages to learn…
• Cartoon -
Realities: Vocabulary Knowledge of the Targeted Population
• Socioeconomics: Students from poorer families generally know fewer words than their more advantaged peers (Biemiller & Slonin, 2002, Hart & Risley, 2003).
• The foundation of a student’s vocabulary is established before the student enters school.
• The “Matthew Effect”: ‘High-knowledge’ students in grade 3 mastered the same level of vocabulary as lower-performing students in grade 12 (Stanovich, 1986).
• Children must learn more than 2 words a day, beginning at age 1 (Biemiller & Slonim, 2001), or about 17 words a day during a 180-day school year (Baumann, Edwards, Boland, Ojelnik, Kame’nui, 2003).
VocabuIary Input for Our ELLs
• Common vocabulary (Tier 1words) comprises the majority of language used on television shows and in everyday conversation.
• Advanced language learners use more sophisticated vocabulary (Tier 2 and Tier 3).
• Vocabulary used in the content areas often includes Tier 2 words.
• Teachers must make Tier 2 and 3 vocabulary learning a priority.
Impact of Limited Vocabulary on Learning
• For older readers, their level of vocabulary mastery impacts their reading fluency and comprehension (Barnett, 2001).
• Unless students know 85-95% of the words they are reading, comprehension will be impeded (Samuels, 2002).
• Vocabulary must be taught explicitly before, during, and after reading.
What can we do to support our ELLs?
• Vocabulary instruction must be direct and consistent to adequately support struggling students.
• Vocabulary must be taught explicitly before, during, and after reading.
• Visuals, realia, and TPR will scaffold vocabulary acquisition for ELLs.
Components of Effective Vocabulary Instruction
Effective Vocabular
y Instruction
Teach and Model
Independent Word Learning
High Quality Oral
Language
Wide Reading
Direct Teaching of
specific words
Maureen McSparran. Vocabulary Instruction Research to Practice in a CORE Program. October, 2007.
Word Consciousness
1. Word Consciousness
• Self-Assessment: 4 Levels– I’ve seen the word before – I’ve seen the word, but I don’t know what it
means – I ‘sort of’ know the meaning of the word, or
have a general idea– I know the word well
Activity: Polysemous Words
• Handout
2. Wide Reading• Provide books at a variety of levels and encourage students to read
at different levels for different purposes.
• Accountable talk: encourage students to discuss what they are reading with you and their peers.
• Read with and to your students– Even older students love to be read to! – Encourage reading in the native language.
• Resources for Recommended Reading:– http://www.education-world.com/summer_reading/ – http://www.nea.org/readacross/resources/bilingualbooks.html– http://www.spl.org
3. High Quality Oral Language
• How do we expose children to more academic vocabulary?
– Read aloud from narrative and expository books. – Make a variety of audio books available to students.– Engage in storytelling and book discussion. – Model the use of targeted vocabulary during
discussions. – Realize that vocabulary used in casual social
situations is extremely limited.
4. Teaching and Modeling Independent Word Learning Strategies
• Teach word attack techniques. • Activate students’ prior knowledge.• Use context clues and visuals.• Use graphic organizers to support analysis.• Teach words related to English language structure
(prefix, suffix) – becomes a puzzle for students!– Words– Word parts – Word relationships
5. Direct Teaching of Specific Words
• Use student-friendly examples (comprehensible input).• Pre-teach key concept vocabulary. • Provide a daily vocabulary routine: oral and written.• Focus on words with multiple meanings. • Choose words that communicate concrete contexts.• Ensure that students practice targeted words in different
contexts.• Multiple exposure:
– Words that go across content areas.– Words used in multiple contexts.– Words that can be categorized.
Non-Linguistic Representation
• Visual representation of vocabulary and content concepts: – Visual aids as a learning reinforcement – Drawing pictures and constructing models – Activities which incorporate dance and
movement – Graphic organizers support students in
learning new concepts or reinforcing existing ones.
Strategy: Pre-Teaching Vocabulary• Pre-select the vocabulary. • Teacher says the word in English. • Teacher states the word in context. • Teacher provides a definition or key definitions using
visuals and realia.• Teacher provides an example of a word that clarifies the
meaning (kid-friendly). • Students engage in oral language activities and repeat
the targeted vocabulary: – Partner work with cloze sentences– Think-pair-share– Whole group chants/sing-along activities
Why am I teaching these words?
• What do I want to teach? • What are the critical lesson points? • What vocabulary expresses the content? • What is the best approach for teaching the
vocabulary and content? • How will students practice vocabulary and
demonstrate understanding?
A Model for Teaching Vocabulary • Teacher provides a description, example, or explanation
of the new term. • Students are asked to restate the description or example
in their own words.• Students draw a picture or create a graphic to represent
the term.• Teacher engages students in activities that help them
discuss and review vocabulary.• Students can participate in word games to reinforce
learning. • Students can work in groups/partnerships to review
words.
Activities for Vocabulary Instruction
• Word sorts • Vocabulary self-selection with highlighters
and personal word walls • Personal dictionaries • Cloze sentences • Diagram and label activities • Word study books • Vocabulary games (ex: flashcards)
Strategy: Word Walls
• What are some of the most commonly used vocabulary words in your content areas?
• How do these words relate to content objectives?
• Why are these terms vital to concept mastery?• How do these words differ from general
academic vocabulary?
Why vocabulary is important…
• Explicit teaching of vocabulary makes content area learning more comprehensible for ELLs.
• ELLs need a variety of strategies when learning vocabulary.
• Research-based approaches and activities will enable ELLs to access their grade level curriculum and excel!
And now…
• How will use what you have learned today in your classroom?
Recommended