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Beyond Two-Way Dictionaries and Beyond Two-Way Dictionaries and Extended TimeExtended Time
Rita McDermott2008
Why should we be concerned? The number of ELLs in Maryland public schools
increased 150% last year.Over 430 languages are represented by speakers in
U.S. Schools. 56% of ELLs are native born, but still LEP in
secondary school.ELLs are required to take the English II HSA after
being enrolled in school one year (with “accommodations”).
After three consecutive years of schooling, the test must be taken in English.
ELLs are held accountable as a subgroup for AYP.
How are we doing? English II HSA Data for ELLs
SkillSkill Median Median Non-Non-LEPLEP
MediaMedian LEPn LEP
DifferenDifferencece
Comprehension & Interpretation
416 370 46
Making Connections & Evaluating
418 375 43
Composing 408 385 23
Language Usage & Conventions
412 382 30
What’s the problem?Often, we are accounting for linguistic and cultural
barriers (vocabulary, sentence structure, concepts) with nonlinguistic accommodations (extended time, small group, transcription).
Nearly 70% of ELLs enrolled in only 10% of schoolsHigh rates of poverty, health problems, teacher turnover,
and emergency certified staff.The other 30% are enrolled at schools with low numbers
of ELLs, so schools are less likely to offer appropriate inservices, support, instruction, and programs. (de Cohen 2005)
What’s the problem? Seven factors from Gandara and colleagues
(2003)1) ELLs more likely to be taught by new teachers
and those with emergency credentials2) Inadequate professional development at
universities and in districts3) Inequitable access to appropriate assessment4) Inadequate instructional time5) Inequitable access to materials and curriculum6) Inadequate access to school facilities7) Intense segregation in school and classrooms
What is one way to help?
Share linguistic accommodations teachers can make in the classroom.
Pretests: Page 11 in your handbook – Legal
ResponsibilitiesPage 16 in your handbook – Classroom
Practices
Rate the Following TermsESOL Vocabulary
Cloze Passages Accommodations
ELL (English Language Learner)
Sheltered Instruction
LEP (Limited English Proficiency)
Two-way Dictionaries
Cooperative Learning Bilingual
ELP (English Language Proficiency)
Background Knowledge
Individualized Warm-ups Idioms/Figurative Language
BICS (basic interpersonal communication skills)
Length
Immersion Dramatization
CALP (cognitive academic language proficiency)
Chunking
Comprehensible Input Challenges
1 1 never knew this word existed
22 heard it before
3 3 know what
it means when I
read/hear it
44 use it often writing and speaking
Word SplashPlease arrange the following terms
into a concept map. ESOL Vocabulary
Cloze Passages Accommodations
ELL (English Language Learner) Sheltered Instruction
LEP (Limited English Proficiency) Two-way Dictionaries
Cooperative Learning Bilingual
ELP (English Language Proficiency)
Background Knowledge
Individualized Warm-ups Idioms/Figurative Language
BICS (basic interpersonal communication skills)
Length
Immersion Dramatization
CALP (cognitive academic language proficiency)
Chunking
Comprehensible Input Challenges
Save The Last WordReview your handbook.
Write down three points you find important, poignant, surprising, interesting, and so on.
Get into groups of four.
One person will read a point he or she wrote down.
The person to their left has one minute to comment on the point – Why is it important? What is it saying? How does it relate to you?
The chance to comment for one minute passes around the circle until it reaches the person who chose the quote. That person has the last minute (the last word…) to explain the choice and answer questions raised by the group in their comments.
ESOL Vocabulary
Cloze Passages Accommodations
ELL (English Language Learner) Sheltered Instruction
LEP (Limited English Proficiency) Two-way Dictionaries
Cooperative Learning Bilingual
ELP (English Language Proficiency)
Background Knowledge
Individualized Warm-ups Idioms/Figurative Language
BICS (basic interpersonal communication skills)
Length
Immersion Dramatization
CALP (cognitive academic language proficiency)
Chunking
Comprehensible Input Challenges
Review pages 25 & 26 in your handbook.
VocabularyTexts should not contain more than 10% new
vocabulary for students to access the text successfully.
How does one choose which vocabulary to teach?Is the word critical to understand the passage? Will the word be useful to the student in the
future?Is the word versatile?
VocabularyWhat are ways to teach vocabulary?
Rate first - fingers, corners of roomWord parts (exponentially raise vocabulary) Word TreesVocabulary CirclesChange word for parts of speech
Consider a word study section in notebooks.3 Column Charts
Prefix/suffix/root, meaning/function, example words
More than just story vocabularyExcerpt from “the Giver” – Double entry journal
Tone word listsMood word listsCharacter trait word listsCommon topic lists to help identify theme
Justice, friendship, love, loneliness, goals, fearTransition Words
http://www.somers.k12.ny.us/intranet/reading/signalwords.html
“Target” Words – i.e. – words to set up a specific structure http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Connect.html
Alike but Different
Categorize your word group in a way that conveys the nuances of the words.
Suggestions: Alike but different chart Intensity thermometer Word circles Illustration ladder of connotations
Wipe out wimpy words… Generate a list of specific words to replace
each generic word. Come up with a graphic or dramatization to
present the list to your students.
1) Attractive2) Nice3) Scary4) Sad5) Ugly
EuphoricBlissfulEcstatic
CheerfulHappy
ContentSatisfied
Sample English Lesson
Setting and Characterization in Ellen Foster
Identify where an ELL would have trouble.
Identify possible accommodations that could be embedded to teach the whole class.
She Did What? Revising for Connotation.http://www.readwritethink.org/lessons/
lesson_view.asp?id=80
Analysis of PassageChallenges
Lack of punctuation/quotations“…is what he said” structureLack of punctuation/quotations
Background Knowledge of Racism in the USA
Concept – “People say they do not try to be white.”
Idioms – “Blue in the face” “hold myself”
Euphemisms – “do their business” “do it” “somebody goes”
Embedded Accommodations
ModelingReview of characterization
and theme (with visuals)Written directions on
handoutsGraphic OrganizersSentence promptCooperative learningShort chunk of textSmall group and partner
work allow opportunity to speak
Opportunity to illustrateKey points also written on
overhead or board.
Every ELL is DifferentNative LanguageCultural
BackgroundPrevious Schooling
ExperienceReason for
Relocating to the USA
Length of Time in USA
Age
Motivation for Learning English
Native Language Maintenance
Socioeconomic Factors
Native Language Literacy and Proficiency
English Language Literacy and ProficiencySee pages 7-8 in handbook and Stages of Second Language
Acquisition Handout.
Every ELL is DifferentUsing the list of variations among ELLs, profile a
possible ELL that could attend your school in the near future.
Write his/her:English Language Level Proficiency
and Information about at least five other areas of variations
andHow many other ELLs are in the same English class
Individual Accommodations Trade “students” with someone/ another group, and after reviewing the students’ profile, write individualized warm-up that the student could complete at the beginning of the Setting and Characterization Lesson. Your warm-up may be based on vocabulary, sentence structure, idioms, sociocultural context, or any other areas you think appropriate.
WHOOOAAA! Break down the WHOOOAAA! Break down the directions!directions!
Individual Accommodations 1) Trade “students” with someone/ another group.
2) Read about your “student.”
3) Think about the Setting and Characterization Lesson.
4) Write an individualized warm-up that would help prepare this student for that lesson.
Your warm-up may focus on one of more of the following: vocabulary sentence structure idioms sociocultural context
Important Points to ReiterateIt’s not all about translations, extended time, or
Spanish. Try to include ELLs in happenings of the regular as
much as possible without surpassing their frustration levels.
Create a nonjudgmental classroom environment. Each ELL is different (pages 7-8).Make use of both “embedded accommodations” and
“individualized accommodations.”Warm-ups are a great opportunity for differentiation. Be sure to include opportunities for all fours aspects
of language in every class – Reading, Writing, Listening, Speaking.
More Important RemindersSpeaking can be intimidating – be aware of the silent
period, use partners, give advance notice of being called on, correct spoken mistakes by rephrasing or repeating correctly.
Conversational skills ≠ Academic Skills Focus on types of errors in writing that native speakers
would not make. Keep a record of types of errors made. Use an individualized rubric.
Post lists of helpful words around your room. (Have students make these for you if they finish an assignment early!)
Use modeling, writing templates, and sentence combining. Use literature/prompts that expose students to various
cultures.
Create or Modify a LessonMake “ELL-friendly” modifications to one of your
lessonsor
Use “Snow” to create a lesson on P.O.V, tone, or character.
or After reading the sample student essay, create a
future mini-lesson, or writing assignment along with graphic organizers, rubric, and running record chart that would address issues in the essay.
Create or Modify a LessonRemember -
Create a model answer to the assignment, which you will complete while thinking aloud to your students.
Include both embedded and individual accommodations.
Create your handouts (remember to have written directions!) and visuals aids.
Include opportunities for all four language facets – R, W, L, S
See pages 17-19 and 25-26 while planning
