ELL STRATEGIES PORTFOLIO

Mary Ellen Clubb

EDU643: Methods, Materials, & Tech for Learning a Second

Language

Dr. Shelley

28 October 2012

Part I: Planning

Little success can be achieved in the classroom without appropriate and adequate planning strategies (Diaz-Rico, 2008). The English language learner classroom is no place to skip out on this important step. Planning strategies will aid in the smoothness of everyday classroom activity. In the following slides, descriptions of two strategies for planning are mentioned, but individual teachers must find the strategies that will work for them.

Mirror, mirror, on the wall…

When planning for lessons and activities in the English language learner classroom, it is vitally important for teachers to take the time to reflect on previous work and evaluate themselves and their performances in the past. Setting time aside for daily reflection and planning may seem impractical and impossible, but this strategy may just save time and effort in the long run, not to mention the prevention of gray hairs and stomach ulcers!

II don’t think an actual mirror was really necessary here…

Plan for Differentiated InstructionDifferentiated instruction is actually a “collection of strategies” that allows teachers to make accommodations for the multiple learning styles that are represented in the classroom (Heacox, 2002). Teachers should always strive to present the information in as many ways as possible, especially by utilizing available technology.

An example is presented on the next slide.

Example: Differentiated Instruction

Approach #1

Students will read a story from a book and answer questions about that story in writing using critical thinking skills.

Approach #2 After reading the

story, students will watch a video or DVD of the story and will be asked to respond to questions verbally.

Both strategies ask students to achieve the same learning goal. Approach #2, however, uses technology and extends the learning further by asking students to use their verbal skills to discuss the story.

• Students must understand what they read or else the material will have absolutely no effect at all. In order to help students achieve comprehension and to understand the reading, many strategies are available and just waiting for a good teacher to use them!

Part II:BuildingComprehension

Just Skim the Surface…• One strategy for building comprehension is the

use of skimming and scanning skills. These tricks of the reading trade are particularly helpful for students with low language proficiency, but can be used for any level of reader (Diaz-Rico, 2008). Students may have difficulty reading everything that they need to read in the amount of time provided, so teaching them to scan for important information can be highly effective for students who struggle with reading comprehension. Even native speakers of the language can always improve their reading speeds!

No, not that kind of scanning!

Choose and Use Age-Appropriately• Students should be able to read outside of their

designated levels for entertainment or practice, but they should only be given material that is age and level appropriate when they are assessed on comprehension (Diaz-Rico, 2008).

• The “Accelerated Reader” program allows students to choose from a list of books that have been organized according to reading levels, and then take computerized tests over those books. Not only does this strategy allow students to consciously read at a level that is appropriate for them, but it also incorporates technology that makes learning more exciting and fun for students (Renaissance Learning, 2012).

Example: The Hunger Games• The novel, The Hunger Games, by Suzanne Collins

is an Accelerated Reader book that is placed at a 5.3 reading level. That means that the writing style of this book is appropriate for a student who reads at an advanced-beginner, 5th grade level (AR Book Finder, 2012). Students who read at this level should be challenged by this book, but should be able to successfully comprehend it. There is a computerized test available to check the student’s comprehension of this book.

Photo courtesy of www.scholastic.com

Part III: V

ocabulary and Fluency

Vocabulary instruction is necessary even for native speakers of English, so it is very important for English language learners (Diaz-Rico, 2008). Increased fluency, for any learner, results in greater ease in understanding words and the different applications those words might have. Strategies for teaching vocabulary are numerous, so teachers must strive to find the methods that are most suitable and appropriate for their students.

• He bought her a beautiful diamond ring.

• When class begins, your teacher will ring the bell.

GIVE ME A CLUE…

Teaching vocabulary in context is one of the most effective strategies for increasing fluency. Students may not understand that one word can mean different things when placed in a different context, so they will need examples and illustrations to show them what word is associated with which concept or object. Teaching contextual redefinition allows students to be able to identify the meanings of words used in different settings, which ultimately increases their vocabulary significantly and leads to greater fluency (WVDE, 2012).

See the difference?

• This is a rainbow.

• This is a flower.

• He is smiling.

GET THE PICTURE?

Using technology to present pictures that represent vocabulary words is a great way to increase fluency and build vocabulary. There are many electronic resources that offer free photos for anyone to use, including the Clip Art feature on Microsoft Office. Many times students will not be able to connect the word with its concrete meaning simply because they do not know what it is. Showing students what the word represents in a visual manner will allow them to make that connection and allow them to freely use the words that represent certain objects or ideas.

TO MAKE VOCABULARY MORE FUN, TEACHERS COULD UTILIZE A SMART BOARD. FOR EXAMPLE:

DRAG THE WORDS FROM THE LEFT NEXT TO THE PICTURES ON THE RIGHT. THE FIRST ONE HAS BEEN DONE FOR YOU.

Words

• Pencil

• Eraser

• Books

• Scissors

Pictures

Pen

PART IV: STUDENT INVOLVEMENT Students should always stay interested

in the classroom activities and should feel excited about what they are learning. English language learners can often get lost in the shuffle of directions and activities, so it is particularly important to keep them engaged and focused while participating in the classroom.

BE PICKY! The selection and modification of

materials and resources can be one strategy that helps keep students involved in learning(Diaz-Rico, 2008). Because all students are different and have different needs, it is important that teachers search for materials that are applicable to those individual students’ lives. Including a variety of materials will maximize success, reaching to students with all different interests and learning preferences.

OR … OR BOTH???

IN THE GAME… Many technological resources allow teachers

to pose questions and elicit responses from students in the form of a game. Classroom clickers make answering questions a fun competition, as students can try to be the first to buzz in with the correct answer. Using these types of resources in the classroom encourages participation and allows the ELL to answer questions that (s)he is comfortable with. When students are more comfortable, they will participate and enjoy the activity even more, increasing student involvement and resulting in more and better learning.

EXAMPLE: GUESS THE LETTERS! The first students to buzz in using the

clicker will be allowed to guess a letter to fill in the puzzle. Whoever can guess what the puzzle says first wins!

Part V: Assessment

Assessments serve as a tool for monitoring student progress to help them advance to higher levels of achievement (Diaz-Rico, 2008). Assessments can also help teachers reflect on their methods and make adjustments that will make learning more beneficial for students. Strategies for assessment go beyond the traditional pencil-and-paper tests, as will be illustrated in the following slides.

More than just marking an answer!

Put it all together…

Portfolios are a great way for teachers to assess what students have learned over an extended period of time. Digital portfolios are even better because they are easily accessible and demonstrate a student’s working knowledge of technological resources while providing a representation of the work that has been completed by that student. Furthermore, digital portfolios provide examples of more than one application of the learning, so students are able to demonstrate everything that they have learned during an instructional unit and how they are able to use that information. Doing provides a more complete representation of knowledge than traditional pencil-and-paper tests (Mueller, 2012).

If she had a digital portfolio, she would not have to carry that around everywhere.

Encore! Encore! Performance examinations are an

effective strategy for ensuring that students are able to use what they have learned in a practical, useful manner. This strategy goes beyond the basic levels of thinking skills and reaches into the higher levels that are necessary for success in everyday life. Furthermore, performance exams can be used to direct differentiated instruction, as teachers will have an adequate idea of their students’ mastery of a certain skill set or concept. Different students may need different approaches to the same material, and a performance exam will illustrate whether that student has received the instruction needed or not (Diaz-Rico, 2008).

No ticket needed for this performance!

Example: Performance ExaminationAfter a unit on how to play tennis, students may be asked to demonstrate their knowledge of proper serving techniques on the tennis court. Students should be given a rubric ahead of time to know exactly what is expected of them and what they will need to be able to do in order to successfully complete the examination.

AR Book Finder. (2012). Retrieved from http://www.arbookfind.com/.

Diaz-Rico, L. T. (2008). A course for teaching English learners. Boston, MA: Allyn and Bacon.

Heacox, D. (2002). Differentiated instruction in the regular classroom. Minneapolis, MN:

Freespirit Publishing.

Mueller, J. (2012). Authentic assessment toolbox. Retrieved from

http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm.

Renaissance Learning. (2012). Inspire and enthrall students’ imaginations with the power of

Accelerated Reader. Retrieved from http://www.renlearn.com/ar/.

West Virginia Department of Education. (2012). Vocabulary strategies. Retrieved from

http://wvde.state.wv.us/strategybank/VocabularyStrategies.html.

References