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bull Limited English Proficient studentbull Does not refer to the program the students is placed
inbull Refers to the students himselfherself The student can
bebull in the bilingual programbull in the ESL programbull attending elementary schoolbull attending middle schoolbull attending high School
bull A students can be LEP and still take STAARbull A student can be LEP for hisher entire school careerbull A student can be LEP and be in all mainstream classes
bull Refers to the programservices the student is receivingbull Does not refer the students himselfherself student is LEP not ESLbull Teaches the student to read write and speak in English while
learning the grade level TEKS and ELPSbull At ________ School we have ~___ LEP students and ____ monitored
studentsbull 4 Levels of ESL
bull NewcomersESL 1 ndash students still in the beginning stages of English acquisition
bull ESL 2 - students still in the IntermediateAdvanced stages of English acquisition
bull ESL 3 ndash students in regular classes with ESL certified ELAR teachers
bull plus ESL SPEDbull SPED is primary programbull ESL and SPED work together on IEP
A student is considered for the ESL program whenbullhome language survey indicates a language other than English is spoken by studentbullstudent scores less than fluent on the IPT exam (oral exam given by the ESL teacher)bullstudent scores less than the 40th percentile on the ITBS exam for language and reading (written exam given by the ESL teacher)
How do they get in the ESL program
Student does not meet criteria
bull Student is entered into the ESL program
bull Student is placed in sheltered classes with an ESL certified ELAR teacher or with the ESL teacher (depends on level of English)
bull Student is monitored in all core content classes by the ESL teacher
bull Additional language acquisition assistance is available
bull Student in invited to the after school ESL club when available
Students meets all criteria
If the students scores fluent on the IPT and above the 40th tile of all areas of the ITBS exam thenbullStudent is considered a DNQ or Does Not QualifybullNot entered into the ESL programbullPlaced in all mainstream classes
at _______School
bull NewcomerBeginners (ESL 1) ELAR classes ndash ______
bull IntermediateAdvanced (ESL 2) ELAR classes ndash _______
bull STAAR Takers amp STAAR Failures ndash Regular
ELAREnglish
classes with ESL certified teachers
bull Science Social Studies Math ndash regular classes with a
variety of teachers
bull IPT ndash IDEA Proficiency Test oral Englishbull TELPAS - Texas English Language Proficiency
Assessment System includes an online multiple-choice reading tests holistically rated student writing collections and holistically rated listening and speaking assessments
bull STAARndash This is the sameldquoliverdquo STAAR test on-grade level in reading writing math science amp history Students with less than 3 years in US schools are eligible to receive limited additional help plus they can take until the end of the day to complete the exam
Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students
bull Fluent English Speaker on the oral IPT exambull Student must achieve Advanced High on all domains of
TELPASbull Readingbull Writingbull Speakingbull Listening
bull Exited ESL students are monitored for two years by the LPAC chairperson
bull Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson
How do students acquire the target language
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Refers to the programservices the student is receivingbull Does not refer the students himselfherself student is LEP not ESLbull Teaches the student to read write and speak in English while
learning the grade level TEKS and ELPSbull At ________ School we have ~___ LEP students and ____ monitored
studentsbull 4 Levels of ESL
bull NewcomersESL 1 ndash students still in the beginning stages of English acquisition
bull ESL 2 - students still in the IntermediateAdvanced stages of English acquisition
bull ESL 3 ndash students in regular classes with ESL certified ELAR teachers
bull plus ESL SPEDbull SPED is primary programbull ESL and SPED work together on IEP
A student is considered for the ESL program whenbullhome language survey indicates a language other than English is spoken by studentbullstudent scores less than fluent on the IPT exam (oral exam given by the ESL teacher)bullstudent scores less than the 40th percentile on the ITBS exam for language and reading (written exam given by the ESL teacher)
How do they get in the ESL program
Student does not meet criteria
bull Student is entered into the ESL program
bull Student is placed in sheltered classes with an ESL certified ELAR teacher or with the ESL teacher (depends on level of English)
bull Student is monitored in all core content classes by the ESL teacher
bull Additional language acquisition assistance is available
bull Student in invited to the after school ESL club when available
Students meets all criteria
If the students scores fluent on the IPT and above the 40th tile of all areas of the ITBS exam thenbullStudent is considered a DNQ or Does Not QualifybullNot entered into the ESL programbullPlaced in all mainstream classes
at _______School
bull NewcomerBeginners (ESL 1) ELAR classes ndash ______
bull IntermediateAdvanced (ESL 2) ELAR classes ndash _______
bull STAAR Takers amp STAAR Failures ndash Regular
ELAREnglish
classes with ESL certified teachers
bull Science Social Studies Math ndash regular classes with a
variety of teachers
bull IPT ndash IDEA Proficiency Test oral Englishbull TELPAS - Texas English Language Proficiency
Assessment System includes an online multiple-choice reading tests holistically rated student writing collections and holistically rated listening and speaking assessments
bull STAARndash This is the sameldquoliverdquo STAAR test on-grade level in reading writing math science amp history Students with less than 3 years in US schools are eligible to receive limited additional help plus they can take until the end of the day to complete the exam
Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students
bull Fluent English Speaker on the oral IPT exambull Student must achieve Advanced High on all domains of
TELPASbull Readingbull Writingbull Speakingbull Listening
bull Exited ESL students are monitored for two years by the LPAC chairperson
bull Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson
How do students acquire the target language
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
A student is considered for the ESL program whenbullhome language survey indicates a language other than English is spoken by studentbullstudent scores less than fluent on the IPT exam (oral exam given by the ESL teacher)bullstudent scores less than the 40th percentile on the ITBS exam for language and reading (written exam given by the ESL teacher)
How do they get in the ESL program
Student does not meet criteria
bull Student is entered into the ESL program
bull Student is placed in sheltered classes with an ESL certified ELAR teacher or with the ESL teacher (depends on level of English)
bull Student is monitored in all core content classes by the ESL teacher
bull Additional language acquisition assistance is available
bull Student in invited to the after school ESL club when available
Students meets all criteria
If the students scores fluent on the IPT and above the 40th tile of all areas of the ITBS exam thenbullStudent is considered a DNQ or Does Not QualifybullNot entered into the ESL programbullPlaced in all mainstream classes
at _______School
bull NewcomerBeginners (ESL 1) ELAR classes ndash ______
bull IntermediateAdvanced (ESL 2) ELAR classes ndash _______
bull STAAR Takers amp STAAR Failures ndash Regular
ELAREnglish
classes with ESL certified teachers
bull Science Social Studies Math ndash regular classes with a
variety of teachers
bull IPT ndash IDEA Proficiency Test oral Englishbull TELPAS - Texas English Language Proficiency
Assessment System includes an online multiple-choice reading tests holistically rated student writing collections and holistically rated listening and speaking assessments
bull STAARndash This is the sameldquoliverdquo STAAR test on-grade level in reading writing math science amp history Students with less than 3 years in US schools are eligible to receive limited additional help plus they can take until the end of the day to complete the exam
Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students
bull Fluent English Speaker on the oral IPT exambull Student must achieve Advanced High on all domains of
TELPASbull Readingbull Writingbull Speakingbull Listening
bull Exited ESL students are monitored for two years by the LPAC chairperson
bull Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson
How do students acquire the target language
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Student does not meet criteria
bull Student is entered into the ESL program
bull Student is placed in sheltered classes with an ESL certified ELAR teacher or with the ESL teacher (depends on level of English)
bull Student is monitored in all core content classes by the ESL teacher
bull Additional language acquisition assistance is available
bull Student in invited to the after school ESL club when available
Students meets all criteria
If the students scores fluent on the IPT and above the 40th tile of all areas of the ITBS exam thenbullStudent is considered a DNQ or Does Not QualifybullNot entered into the ESL programbullPlaced in all mainstream classes
at _______School
bull NewcomerBeginners (ESL 1) ELAR classes ndash ______
bull IntermediateAdvanced (ESL 2) ELAR classes ndash _______
bull STAAR Takers amp STAAR Failures ndash Regular
ELAREnglish
classes with ESL certified teachers
bull Science Social Studies Math ndash regular classes with a
variety of teachers
bull IPT ndash IDEA Proficiency Test oral Englishbull TELPAS - Texas English Language Proficiency
Assessment System includes an online multiple-choice reading tests holistically rated student writing collections and holistically rated listening and speaking assessments
bull STAARndash This is the sameldquoliverdquo STAAR test on-grade level in reading writing math science amp history Students with less than 3 years in US schools are eligible to receive limited additional help plus they can take until the end of the day to complete the exam
Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students
bull Fluent English Speaker on the oral IPT exambull Student must achieve Advanced High on all domains of
TELPASbull Readingbull Writingbull Speakingbull Listening
bull Exited ESL students are monitored for two years by the LPAC chairperson
bull Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson
How do students acquire the target language
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
at _______School
bull NewcomerBeginners (ESL 1) ELAR classes ndash ______
bull IntermediateAdvanced (ESL 2) ELAR classes ndash _______
bull STAAR Takers amp STAAR Failures ndash Regular
ELAREnglish
classes with ESL certified teachers
bull Science Social Studies Math ndash regular classes with a
variety of teachers
bull IPT ndash IDEA Proficiency Test oral Englishbull TELPAS - Texas English Language Proficiency
Assessment System includes an online multiple-choice reading tests holistically rated student writing collections and holistically rated listening and speaking assessments
bull STAARndash This is the sameldquoliverdquo STAAR test on-grade level in reading writing math science amp history Students with less than 3 years in US schools are eligible to receive limited additional help plus they can take until the end of the day to complete the exam
Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students
bull Fluent English Speaker on the oral IPT exambull Student must achieve Advanced High on all domains of
TELPASbull Readingbull Writingbull Speakingbull Listening
bull Exited ESL students are monitored for two years by the LPAC chairperson
bull Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson
How do students acquire the target language
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull NewcomerBeginners (ESL 1) ELAR classes ndash ______
bull IntermediateAdvanced (ESL 2) ELAR classes ndash _______
bull STAAR Takers amp STAAR Failures ndash Regular
ELAREnglish
classes with ESL certified teachers
bull Science Social Studies Math ndash regular classes with a
variety of teachers
bull IPT ndash IDEA Proficiency Test oral Englishbull TELPAS - Texas English Language Proficiency
Assessment System includes an online multiple-choice reading tests holistically rated student writing collections and holistically rated listening and speaking assessments
bull STAARndash This is the sameldquoliverdquo STAAR test on-grade level in reading writing math science amp history Students with less than 3 years in US schools are eligible to receive limited additional help plus they can take until the end of the day to complete the exam
Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students
bull Fluent English Speaker on the oral IPT exambull Student must achieve Advanced High on all domains of
TELPASbull Readingbull Writingbull Speakingbull Listening
bull Exited ESL students are monitored for two years by the LPAC chairperson
bull Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson
How do students acquire the target language
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull IPT ndash IDEA Proficiency Test oral Englishbull TELPAS - Texas English Language Proficiency
Assessment System includes an online multiple-choice reading tests holistically rated student writing collections and holistically rated listening and speaking assessments
bull STAARndash This is the sameldquoliverdquo STAAR test on-grade level in reading writing math science amp history Students with less than 3 years in US schools are eligible to receive limited additional help plus they can take until the end of the day to complete the exam
Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students
bull Fluent English Speaker on the oral IPT exambull Student must achieve Advanced High on all domains of
TELPASbull Readingbull Writingbull Speakingbull Listening
bull Exited ESL students are monitored for two years by the LPAC chairperson
bull Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson
How do students acquire the target language
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Fluent English Speaker on the oral IPT exambull Student must achieve Advanced High on all domains of
TELPASbull Readingbull Writingbull Speakingbull Listening
bull Exited ESL students are monitored for two years by the LPAC chairperson
bull Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson
How do students acquire the target language
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
How do students acquire the target language
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
How long does it take the average person to
become fluent in a second or third or more language(s)
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
7 to 10 YEARS
(Krashen S 1998)
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
BICSbullBasic Interpersonal Communication SkillsbullSocial Language ndash the language of friends and the hallwaybullLess than 1 year to acquire
CALPSbullCognitive Academic Language Proficiency SkillsbullAcademic Language ndash the language of the classroom and teacherbull7 to 10 years to acquire
Haynes Judie 1997-2008
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
It is easier for younger children to acquire a
second language
bull No it is not easier for the younger children to acquire a second language
bull They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English
The older the student the harder it is for him to
acquire a second language
bull No it is not harder for most older children to acquire a second language
bull The cognitive academic load required is so great that it simply appears to be harder
McLaughlin Barry (1992)
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull UsuallyhellipFalsebull The student may be able to
communicate in BICS or basic interpersonal communication skills
bull The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills
bull Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in the language successfully
A student who can speak to me in English without errors is fluent
McLaughlin Barry (1992)
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
How many years does the state of Texas give
middle school students to become fluent in
English before they need to take STAAR
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
As of 2011-2012 0 school years
All students regardless of LEP status take the regular STAAR exam ESL
students who have been in US schools less than 3 years are able to use a
dictionary and ask for help (in English) on some but not all the STAAR exams
Texas Education Agency
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
What makes it easier or harder
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Motivation - could be from lack of success or a multitude of other reasons within and outside of the schoolrsquos control and influence
bull First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language
bull Access to the language ndash they may have limited access to or sources of English materials at home within the community at church etc
bull Age ndash the older students have a more demanding cognitive load to learn than younger children
bull Personality and learning styleEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Amount and quality of education in L1 (first language)bull Poor vocabulary development in eitherboth their first and
second languagebull Lack of accommodations being used in classroombull Frustration at feeling ldquostupidrdquo in a new languagebull Inability to communicate with teacherclassmatesbull Relationships or lack of with current teacher(s)bull Fear of asking for help fear of not being able to pronounce
words correctly fear of sounding ldquostupidrdquobull Lack of opportunity to ldquopracticerdquo before gradedbull Peers and role models ndash friends are everything in middle
schoolbull Quality of instruction ndash the student may be with teachers
who are not skilled in ESL strategies or techniquesEchevarria J amp Graves A
Walqui ANarayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Lack of cultural sensitivity on the part of the teachers principals support staff and other students
bull Limited auditory storage capacity before cognitive processing
bull Lack of knowledge regarding cognatesbull Teachers confusing BICS with CALPSbull Lack of parent contactinvolvement (due to many
reasons and obstacles)bull Intelligencebull Aptitude ndash the studentrsquos potential for achievementbull Self-confidencebull Personality
Echevarria J amp Graves AWalqui A
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Attitude toward school and learningbull Beliefs about learning and intelligence as it relates to themselves their sex
their nationality etcbull Language anxiety factorsbull Socio-economic factors ndash student who are considered low SES may not have the
same access to materials tutors literature etc as the students from more affluent families
Narayanan R Rajasekaran Nair N amp Iyyappan S (2008)
Echevarria J amp Graves AWalqui A Lucid C
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
for all learners not just ESL
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking
Marzano R (2005)
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
The same student after specific
content-area terms have been taught
raises hisher comprehension
ability to the 83rd percentile
Marzano R (2005)
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level
Osborn Dawn (2011)
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
17 new words per dayor
3000 new words per school year
Osborn Dawn (2011)
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
How many times must a
student interact with a word before
sheldquoownsrdquo it
Osborn Dawn (2011)
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
24 times
Osborn Dawn (2011)
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
How can I help the ESL student in my class
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull You will receive a list of accommodations for each ESL student you have in your classes
bull These accommodations are specific to each student as best I can make them
bull All accommodations must be followed by law Chapter 89 Adaptations for Special Populations - Subchapter BB Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students
bull If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations
bull Let me know if I can help you implement any of the accommodations I would be happy to come demonstrate them for you
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Some schools in MISD use the sheltered instruction model to deliver ESL instruction
bull True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students
bull Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1st language as the students
bull Many schools do not provide any form of sheltered instruction but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR andor content teachers
bull Our school uses the _____ model to provide ESL instruction
Portland Public Schools (2012)
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull ____________ School uses the SIOP Method to provide ESL instruction which isbull A teaching style that makes content comprehensible for all
learnersbull Specifically targets LEP studentsbull Instruction delivered by a teacher trained in second language
acquisition techniquesbull Supports the learner until the learner can perform in class on
hisher ownbull All content is on grade level but accommodated to help make
it more comprehensible to the learner (same rigor as everyone else)
bull Teachers use strategies and techniques that help the students access andor build hisher background knowledge
bull The language and content objectives are clear and concisePortland Public Schools (2012)
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
8 Steps of SIOPbullPreparationbullBuilding BackgroundbullComprehensible InputbullStrategiesbullInteractionbullPractice amp ApplicationbullLesson DeliverybullReview amp Assessment
Brown University (2006)
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Focuses on language objectives and content objectives
bull Focusing on objectives helps students make connections with their background or prior knowledge of a topic
bull In this step the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible
bull Establish the criteria for assessment in this stage
Brown University (2006)
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull The teacher helps the student link their own background knowledge to the new content being introduced
bull If the student doesnrsquot have his own background knowledge to connect to the content the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson
bull The teacher emphasizes key vocabulary for the unit
bull The teacher helps the student make personal connections throughout the process to increase chances of comprehension Brown University (2006)
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Teachers make sure to present all content in a way that makes it understandable to the students
bull Content needs to be rigorous but the teachers speech and the materials used are adjusted for maximum comprehension
bull To make input comprehensible teachers usebull realiabull picturesbull videobull technologybull modelingbull redundancybull hands-on manipulativesbull graphic organizersbull slower speechbull examplesbull TPR
Brown University (2006)
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Teachers use techniques to make the content more understandable to the student
bull Teachers model all the techniquesbull Teachers assist or scaffold the learner until the
learner can perform andor comprehend on her ownbull Students need repeated practice with each strategybull Post the steps of the strategies in the room for the
students to refer back tobull Find ways to link the strategy to the studentrsquos
background or culture to make it more personal and therefore more purposeful
bull Craft activities and lessons that mirror the way the student would have learned in her own culture
Brown University (2006)
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull There must be a purpose for the language being taught and used
bull Students need to practice with a variety of speakers to aid in comprehension
bull Students need to produce authentic real language not just memorized regurgitated rote memory language
bull Teachers need to model appropriate languagebull Provide frequent interactions with peers in different
types of groupings ie small groups one to one partner whole group etc
bull REMEMBER the only place the students are going to use academic language is in your class ndash they donrsquot go home and practice academic language
Brown University (2006)
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways
bull Students need a safe environment in which to practice and apply the knowledge
bull Students need appropriate support from teachers support staff and peers during this process
bull Teachers models how to self reflect on learningbull Hands-on manipulatives and materials are essential
when practicing and applying new knowledgebull Provide practice and application opportunities in all 4
domains reading writing listening and speakingBrown University (2006)
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull All the activities in the lessons should substantiate and support the objectives of the lesson (content and language)
bull Teachers should make the lessons as engaging as possiblebull Teachers should pace the lesson to meet the needs of all
learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learnersrsquo abilities
bull Effective lessons make the most of the students ability to engage in and comprehend the lessons
bull Highlight the language and content objectives during the entire lesson
bull 90-100 of the lesson should be highly engaging meaningful activities
bull Use pacing strategies that meet the needs of all learners remembering to adjust pacing to meet the individual needs within the classroom
Brown University (2006)
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Teachers uses the criteria for assessment that was established during the preparation stage
bull Teachers should assess both content and language objectives
bull Assessment is not necessarily a whole class paper and pencil assessment ndash ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP studentrsquos abilities
bull Consider using authentic assessment which gives a more comprehensive assessment of the studentrsquos abilities
bull Alternate forms of assessment writing journals graphic organizers story telling dictations projects response journals cloze response retelling etc
bull Use rubrics that are based on the English acquisition level of the individual students rather than a generic one for the entire class
Brown University (2006)
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Content Area Teachers
bull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 8
sessions of the SIOP professional development
Fine Arts Teachersbull Log into Eduphoriabull Click on ESLBilingualbull Sign up for all 6
sessions of the SIOP for Fine Arts professional development
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Content Area Teachers
bull Sign up for the 2 day study course through Eduphoria
bull The ESL department will pay for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull Once certified and added to your certificate you will receive a stipend for teaching ESL students
Fine Arts Teachersbull Sign up for the 2 day study
course through Eduphoriabull The ESL department will pay
for your sub for the study course
bull Sign up and take the certification exam ESL Supplemental 154
bull The ESL department will reimburse you for taking the ESL exam after you pass
bull There are no stipends for Fine Arts teachers at this time
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
These strategies should be taught used modeled and practiced each day in your classroom
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
You are responsible (legally) forbullAccommodating your lessons based on the accommodation sheets you were givenbullTutoring your ESL students when they are not successful in your class it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring if neededbullCompleting any paperwork given to you by the LPAC chairpersonbullContacting and documenting parental or guardian contact ndash You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student hisher answer will always be that parents donrsquot speak English so that you wonrsquot call)bullImplementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successfulbullFinding alternate forms of assessment if the student cannot achieve success on assessments in your classbullContacting the ESL teacher when you have any questions or concerns regarding a students
You are the studentrsquos best advocate
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Strategies arebull Taught at a very young agebull Perfected throughout the rest of our livesbull Need to be posted in the classroom all year bull Must be explicitly modeled and practiced bull Applicable across the curriculum and contents iebull Looking for patternsbull Graphingbull Using roots prefixes amp suffixes
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Read Alouds
bullUse picture books even with older ESL studentsbullAids in listening skillsbullAids in comprehension skillsbullMake sure text is not too advanced for students or they will ldquotune outrdquo while you are readingbullExcellent for visual learners if they have a copy of the book in front of thembullWho doesnrsquot love to be read to
Williams M (2008)
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Use sentence frames to scaffold studentsrsquo use of academic vocabulary
Plants use ________ to make food
________is the process by which plants make _______from light water nutrients and carbon dioxide
This gives them confidence to answer questions when they otherwise wouldnrsquot Post generic frames around room
for students to use when they donrsquot know what to say
Kinsella Kamp Feldman K (2003)
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Use analogy sentence frame for academic or target word
ExampleThe word ____ is related to ______ whenhellip
The word measure is related to music whenhellipThe word respiration is related to lungs becausehellip
The word liberty is related to The United States byhellipKinsella Kamp Feldman K (2003)
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Older students can do more in depth analogies with a relating factor
_____ is to ______ as______ is to ______
Relating Factor ____________
EX Bird is to flight as fish is to _____Relating Factor mode of transportation
Kinsella Kamp Feldman K (2003)
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Polysemous words and Multiple Meaning words
bullsame word that has multiple uses and meaningsbullmust be taught explicitlybullthey cross content areas even into Fine Arts classesbullthese words cause breakdowns in understanding on standardize examsbullfor example measure
Kinsella Kamp Feldman K (2003)
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Science - measure
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Math - measure
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Music - measure
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull ELAR - measure
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Social Studies ndash measure
The judge ruled using the full measure of the law
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Art ndash measure
The museumrsquos Impressionist exhibit didnrsquot measure up to last yearrsquos
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Example
The judge asked the defendant to approach the bar
The man sat in the restaurantrsquos bar
He bought a bar of soap
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Create charts of the different meanings of the polysemous or multiple meaning words
Word Meaning 1 Meaning 2
notes Musical symbols that tell me what to play on my instrument
Writing down what the teacher says in my notebook so I can study it later
Shade
A color produced by adding black to a pigment
A piece of fabric you pull down over the window or put in your windshield to block out the sun
Call The time established for the actors to report to the theater before a performance
When I say my dogrsquos name because I want him to come to me
Osborn Dawn (2011)
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
4 Fold VocabularyIn this activity students fold their papers into rows of 4 sections each The number of row can relate to the number of words to be studied bullIn the first section the student writes the word bullIn the 2nd section the student writes a definition of the word in their own words bullIn the 3rd section the student draws a picture or symbol to represent the word bullIn the 4th section the student writes a sentence with the word based on their definitionbullStudents fold the paper and keep as notes
Word Definition Picture Sentence
beat (drums)
a steady succession of rhythm
The beat of music is measured in BPM
beat (heart)
a steady succession of rhythm
A birdrsquos heart beats faster than a humanrsquos heart
Osborn Dawn (2011)
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
What do you see
bullShow a picture of a word or concept you are teaching
bullCover frac12 or more of the picture
bullAsk students to use their vocabulary to describe what they think the picture is
Osborn Dawn (2011)
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Window PaningbullEngaging strategy to build competency in vocabulary bullWindow paning is a great strategy for helping students to remember vocabulary words organize steps to a process or just remember important conceptsbullA window pane can be as little as 3 squares or as large as 9 bullStudents are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning bullcan be used to assess multiple conceptsbullvisual component requires students to make a personal association and engage prior knowledgebullencourages struggling students to build individualized word banksbullallows ELL students to use a universal language to show what they have learned
Osborn Dawn (2011)
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Cognitive Dictionary
bullIntroduce new vocabularybullDone with only the most academic demanding wordsbullELPS learning strategybullDone over two days for best learningbullMetacognitive strategy ndash helps students think about their thinking
Osborn Dawn (2011)
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Word Prediction MeaningSketch
Sentence
Give them a word that is used in your content areahellipask them to predict what the word means without looking the word up
Ask each groups to tell you their predictionshellipwrite all their predictions in this column
thenhellip
After the lesson have groups decide on a definition and draw a visual representation
Add the sentence each group writes using the word sentence should contain context clues to define the word
Strategies 1)2)3)4)5)
After each group makes a predictionhellipask them HOW they got their prediction ie knew the suffix same root as another word knew the word in Spanish etc Help them put it in academic terms and write it down
Keep these posted in your class and refer back to them to help students think about their thinking Strategies need to be applied across the curriculum
Do these on day twoDo these on day one
Osborn Dawn (2011)
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Multiple Representations1 Teacher
tells students what the word
means
2 Teacher draws a
picture or symbol for the
word
3 Student uses own
words to tell what the word
means
4 Student draws or shows
hisher own picture or
symbol for the word
5 Student makes
connections to the word in
writing or orally
6 Student shares the word
with others
Osborn Dawn (2011)
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Pictionary with a TwistbullGive student the target wordbullStudent draws a picture to elicit the word bullBUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary heshe can if vocabulary is limited)bullThe class tries to guess the wordbullStudents are practicing language in a safe environment
Osborn Dawn (2011)
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Describe the term in kid
friendly language
Students restate
description in their own
words
Students engage the word through an activity take word apart look
for root etc
Discuss terms with each other ndash tell how the word is relevant
in their own lives
Play games with words
THE KEYREPETITION
Students construct a picturehellipMOST important step a symbol only that
means something to them
Marzano R (2005)
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Give the root word Ask the students to come up with words that use the root
Make it more difficult by asking them to list words they see in other content area classes
Osborn Dawn (2011)
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Prefix Meaning of AllPrefixed Words
Example
un not reversal of 26 uncover
re again back really 14 review
in im in into not 11 insert
dis away apart negative
7 discover
en em in within on 4 entail
mis wrong 3 mistaken
pre before 3 prevent
a not in on without 1 atypical
un- re- in- (not) account for 51 of total
un- re- in- (not) dis- account for 58 of total
Osborn Dawn (2011)
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Suffix Meaning of AllSuffixed Words Example
-s -es more than one verb marker
31 characters reads reaches
-ed in the past quality state
20 walked
-ing when you do something quality state
14walking
-ly how something is 7 safely
-er -or one who what that which
4 drummer
-tion -sion state quality act 4 action mission
-able -ible able to be 2 disposable reversible
-al -ial related to like 1 final partial
-s -es amp -ing account for
65 of suffixed words
10 suffixes account for 85 of suffixed words-s -es -ing -er
-ion -able -al -y -ness amp -ly
Osborn Dawn (2011)
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull The Nifty Thrifty Fifty store of words contains common roots prefixes and suffixes
bull To help students learn a system for decoding and spelling big words they learn to read spell and understand common spelling patterns of the following 50 words
bull Once students know the spelling patterns of these words they can apply that knowledge to help them to spell and build meaning for many other words
bull Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows she or he can read at least 7 more words
bull That means that by mastering the Nifty Thrifty Fifty words listed students can use at least 350 additional words when reading and writing
Osborn Dawn (2011)
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
antifreeze beautiful classify
communities community composer
continuous conversation deodorize
different discovery dishonest
electricity employee encouragement
expensive forecast forgotten
governor happiness hopeless
illegal impossible impression
independence international invasion
irresponsible midnight misunderstand
musician nonliving overpower
performance prehistoric prettier
rearrange replacement richest
semifinal signature submarine
supermarkets swimming transportation
underweight unfinished unfriendly
unpleasant valuableOsborn Dawn (2011)
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit
bull You give clues to help them guessbull They must write down a word after each clue even if
they write the same word each timeClue 1 Write down the word I am thinking (donrsquot give
any additional info ndash they write down any word from the word wall)
Clue 2 Give a feature of the word ie it has a prefix (donrsquot tell them what the prefix it is)
Clue 3 Give another feature of the word ie it has 3 syllables
Clue 4 Give a definition or description of the wordClue 5 Give a clue that would make it impossible to
miss the word ie it starts with the letterhellipOsborn Dawn (2011)
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull No longer the Frayer Modelbull Make personal connection
Vocabulary Term Personal Association
(they must connect the word to themselves or something they already know in order to learn it)
Definition
(students write the definition in their own words)
Non-example
(must be relevant I tell the students to think about the thing that is opposite of the vocabulary term)Osborn Dawn (2011)
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Osborn Dawn (2011)
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Helps teach syntaxbull Basic pattern of sentencesbull Nouns must be pluralbull Color code wordsbull Have kids stand up to do thisbull Use words and sing to ldquoFarmer in the Dellrdquo
Osborn Dawn (2011)
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Brainstorm multiple words for each categorybull As a group choose
bull 2 adjectivesbull 1 nounbull 1 verbbull 1 adverbbull 1 prepositional phrase
bull This can be the best laugh you will have all week
Adjectives Noun Verb Adverb Prepositional Phrase
Osborn Dawn (2011)
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
adjective adjective noun verb adverb prepositional phrase
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Use as review of key conceptsbull Students use a notecard and write a question about a word on the word wall
bull Students line up facing each other in a linebull One student asks hisher question trying to elicit the correct answer
bull The other student does the samebull 1 person moves to the end of bull the line (with Conga or country music)bull Do the same process with a new partner until they get through all the words
Osborn Dawn (2011)
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Each group gets one bubble or relationship map
bull Write a vocabulary words you are working on in the center of the map
bull Each person in the group (at the same time) writes how the word relates to the book paragraph idea concept themselves etc in the bubble or space closest to them
bull Each person in the group then explains what they wrote justifying their answer
Osborn Dawn (2011)
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Osborn Dawn (2011)
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Put students into small groupsbull Provide a vocabulary word you have already
discussed (in context)bull Ask each group to write 5 sentences using the
vocabulary wordbull Word cannot be used in the way they already
learned it for your lesson Example strike 1 I strike the match against the bottom of my shoe2 The factory workers went on strike for better benefits and
hours3 Strike up the band4 I was so angry I had to stop myself from striking her5 Draw a strike through the wrong answersOsborn Dawn (2011)
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
This is a relatively simple strategy for teaching word meanings and generating considerable class discussionbullThe teacher chooses six to eight words from the text that may pose difficulty for students These words are usually key concepts in the text bullNext the teacher chooses four to six words that students are more likely to know something about bullThe list of ten to twelve words is put on the board The teacher provides brief definitions as needed
Osborn Dawn (2011)
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Students are challenged to devise sentences that contain two or more words from the list
bull All sentences that students come up with both accurate and inaccurate are listed and discussed
bull Students now read the selection bull After reading revisit the Possible Sentences
and discuss whether they could be true based on the passage or how they could be modified to true
Stahl8 reported that Possible Sentences significantly improved both students overall recall of word meanings and their comprehension of text containing those words Interestingly this was true when compared to a control group and when compared to Semantic Mapping
httpwwwphschoolcometeachlanguage_arts2002_03essayhtmlOsborn Dawn (2011)
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Make a list of words from the unit you are studyingbull Add words that do not belong to the unitbull Ask the students to determine which words should
be excluded
circlemeasuresquaresgridcone
diamondadditiontrianglesalphabetcube
ovalrectanglerhombuscylindernumbers
Extension Once they decide what to exclude have them justify their picks
Osborn Dawn (2011)
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Game to reinforce content vocabularybullWrite content vocabulary words on sentence strips or large pieces of paper and stick them to the walls bookshelves etc around the roombullHave the words and definitions written on note cardsbullUse the cards to read the definition of a vocabulary word to the teamsbullThe students standing at the line have 10 seconds to find the vocabulary word and ldquotouch itrdquo after you finish reading the definitionbull If no one touches the correct vocabulary word in 10 seconds the students 2nd in line from each group get a chance to find the word
Osborn Dawn (2011)
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Noun Verb Adjective AdverbAccuracy
Inaccuracy
AccurateInaccurate
AccuratelyInaccurately
Prediction Predict PredictableUnpredictable
Predictably
Production Produce ProductiveUnproductive
ProductivelyUnproductivel
yDependence
Independence
Depend(onupon)
DependentIndependent
Symptom SymptomaticAsymptomatic
Osborn Dawn (2011)
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Form participants into groups of four bull Allocate one piece of printer paper or butcher paper to each
group bull Ask each group to draw the diagram on the paperbull The outer spaces are for each participant to write their
thoughts about the topic bull Conduct a lsquoRound Robinrsquo so that each participant can share
his or her views bull The circle in the middle of the paper is to note down (by the
nominated scribe) the common points made by each participant
bull Each group then reports the common points to the whole group
Osborn Dawn (2011)
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Cognates words that have the same originbull Most are from Latin based languages
bull Frenchbull Spanishbull Italianbull English
bull Words look very similar sometimes identicalbull Not all words that look the same mean the same thingbull Many cognates in math and sciencebull Examples
bull classclasebull familyfamilia
bull Non-Examplesbull pie (good to eat) pie (foot)
httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Send-A-Definition can be used as a way to get groups to discuss and review definitions
bull Each member of a group generates a definition of a word and writes it down on a card Each member of the group then reads the definition to other members
bull If all members of the group agree on the definition then that definition is written on the back of the card If there is no consensus on the definition the definition is revised so that a definition can be agreed upon
bull The group puts a D on the side of the card with the definition on it and an W on the side of the card with an word on it
bull Each group sends its definition cards to another group
Osborn Dawn (2011)
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Each group member takes ones card from the stack of cards and reads one definition at a time to the group After reading the first definition the group discusses it If the group agrees they turn the card over to see if they agree with the first groups answer If there again is consensus they proceed to the next definition If they do not agree with the first group the second group writes their definition on the back of the card as an alternative definition
bull The second group reviews and answers each definition in the stack of cards repeating the procedure outlined above
bull The definition cards can be sent to a third fourth or fifth group if desired
bull Stacks of cards are then sent back to the originating group The sending group can then discuss and clarify any question
Osborn Dawn (2011)
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Roving Paragraphs help students create a paragraph about a given topic
bull Have students write their answer to the questions then find a partner and write the partners answer in the spot that says ldquoIn additionhelliprdquo
bull Change partners a second time and trade original answers with partner and write it under ldquoAlsordquo
bull Trade partners the last time and write the partners original answer under finally
bull This is a great technique for helping students write their own paragraphs
Kinsella K (2003)
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Kinsella K (2003)
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
BRAINSTORM three things you know about __________________________________________1 ____________________________________________________________________2 ___________________________________________________________________3 ____________________________________________________________________4 __________________________________________________________________
REWRITE one idea using a response starter
Starter(s) _(teacher writes a sentence starter for the students to use)_______________Sample Response ____________________________________________________________My Response ________________________________________________________________
DISCUSS your idea with four classmates Take notes on your classmatesrsquo ideas Ideas Names________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________
REPORT one idea you heard to the whole class (Classmatersquos Name) pointed out that (Classmatersquos Name) indicated that ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kate Kinsella (nd)
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
This game is particularly useful in getting students to practice question forms It can be used to check comprehension of a text students have read or
something they have listened to
Instructionsbull The teacher writes on the board several vocabulary
words from the textbull For example if the text were about computers the
teacher might write the categories and answers below
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Each student should choose a category and an answer and try to form an appropriate question based on the text
bull For example if the student chose the category lsquohardwarersquo and the answer lsquomonitorrsquo the question might be ldquoHow does the computer display information to the userrdquo
bull There may be many correct questions for each answer
Think about your classhellipcan you fill in the chart with words you are using in with your students
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Alternative Idea The teacher might cover the answers on the board with sticky notes
Different amounts of money can be written on the sticky notes Then the students might choose lsquoHardware for $1000rsquo The teacher would take off the sticky note that says $1000 revealing the answer behind it If the student forms an appropriate question the teacher gives the sticky note to the student The student who finishes with the most money wins the game
httpwwweslmonkeyscombookteachereslstrategiespdf
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Often students donrsquot know what to say are uncomfortable speaking in front of the class or donrsquot know how to phrase an answer for fear of embarrassment
The Say Something strategy give them a sentence started that is appropriate for your class
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella K (2003)
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Make a Prediction1048766 I predict that guess that imagine thathellip1048766 I bet that hellip1048766 I think that hellip1048766 Since this happened (fill in detail) then I predict the next thing that is going to happen is hellip1048766 Reading this part makes me think that this (fill in detail) is about to happen hellip1048766 I wonder if hellip1048766 Based on____ I infer that hellip1048766 I hypothesize that hellip
Ask a Question1048766 Why did hellip1048766 Whatrsquos this part about hellip1048766 How is this (fill in detail) like this (fill in detail)1048766 What would happen if hellip1048766 Why hellip1048766 Who is hellip1048766 What does this section (fill in detail) mean1048766 Do you think that hellip1048766 I donrsquot get this part here hellip1048766 I donrsquot understand this part whenhellip
Clarify Something1048766 Oh I get it hellip1048766 What do you meanhellip1048766 Will you explain that again1048766 I have a question about thathellip1048766 Now I understand hellip1048766 This makes sense now hellip1048766 No I think it means hellip1048766 I agree with you This means hellip1048766 At first I thought (fill in detail) but now I think hellip1048766 This part is really saying hellip
Make a Comment1048766 This is good because hellip1048766 This is hard because hellip1048766 This is confusing because hellip1048766 I like the part where hellip1048766 I donrsquot like this part because hellip1048766 My favorite part so far is hellip1048766 I think that hellip
Make a Connection1048766 This reminds me of hellip1048766 This part is like hellip1048766 This character (fill in name) is like (fill in name) because hellip1048766 This is similar to hellip 1048766 The differences are hellip1048766 I also (name something in the text that has also happened to you) hellip1048766 I never (name something in the text that has never happened to you) hellip1048766 This character makes me think of hellip1048766 This setting reminds me of hellip
Expressing an opinion1048766 I thinkI believehellip1048766 It seems to me thathellip1048766 In my opinionhellip1048766 My observation ishellip1048766 My perspective ishellip1048766 Based on my experience I thinkhellip1048766 My experience is similar to __rsquos in thathellip1048766 I agree with _____ I also think thathellip1048766 My idea builds upon ____rsquos in thathellip
Acknowledging ideas1048766 My idea is similar torelated to ____rsquos idea1048766 I agree with _____ thathellip1048766 My idea builds on ____rsquos idea
Kinsella K (2003)
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Paraphrasing1048766 So you are saying thathellip1048766 In other words you thinkhellip1048766 What I hear you saying ishellip
Soliciting a response1048766 What do you think1048766 We havenrsquot heard from you yet1048766 Do you agree1048766 What answer did you get
Individual reporting1048766 I discovered from ____ thathellip1048766 I found out from ____ that hellip1048766 I had a different approach1048766 I see it differently
Partner and group reporting1048766 We decidedagreed thathellip1048766 We concluded thathellip1048766 Our group sees it differently1048766 We had a different approach1048766 ____ pointed out to me thathellip1048766 ____ shared with me thathellip1048766 ____ emphasized thathellip1048766 ____ concluded thathellip
Disagreeing1048766 I donrsquot agree with you becausehellip1048766 I disagree with you becausehellip1048766 I have a different answer than you1048766 I see it another way
Offering a suggestion1048766 Maybe we couldhellip1048766 What if wehellip1048766 Herersquos something we might try
Affirming1048766 Thatrsquos an interesting idea1048766 I hadnrsquot thought of that1048766 I see what you mean
Holding the floor1048766 As I was sayinghellip1048766 If I could finish my thoughthellip1048766 What I was trying to say washellip
Kinsella K (2003)
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate
bull The most consistency across the curriculum the better understanding the students will gain
bull Post procedures or steps of the strategy where everyone can see them
bull Keep the steps posted all year so students can refer back to them
bull Some students may need more time or less time to grasp the strategy
bull Model Model Model the strategybull Practice Practice Practice the strategy
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
The goal of the ESL program is to enable LEP students to become competent in the comprehension speaking reading and composition of English language through the integrated use of second language methods bullEmphasize the mastery of English language skillsbullEnable LEP students to participate equitably in schoolbullUse instructional approaches that meet the special needs of LEP studentsbullTeach LEP students same TEKSbullAccommodate for learning do not water down content
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Krashen S (1998 February 9) Notes by Steve Krashen on the (Ron) Unz Attack
bull Walqui Aida (2000 September) Contextual Factors in Second Language Acquisition (ERIC Clearinghouse on Languages and Linguistics EDO-FL-00-05) San Francisco California Center for Applied Linguistics Retrieved on June 19 2012 from httpwwwcalorgresourcesdigest0005contextualhtml
bull Texas Education Agency (nd) List of Approved Tests for Assessment of Limited English Proficient Students Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098ampmenu_id=720
bull Narayanan R Rajasekaran Nair N Iyyappan S 2008) Some Factors Affecting English Learning at Tertiary Level Iranian Journal of Language Studies (IJLS) Vol 2(4) pp 485-512 Retrieved from httpwwwijlsnetvolumesvolume2issue4narayan1pdf
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Chapter 89 Adaptations for Special Populations Subchapter BB Commissionerrsquos Rules Concerning State Plan for Educating English Language Learners Retrieved on June 19 2012 from httpritterteastatetxusrulestacchapter089ch089bbhtml
bull McLaughlin Barry (1992) Myths and Misconceptions about Second Language Learning What Every Teachers Needs to Unlearn Retrieved from the University of California Santa Cruz CA National Center for Research on Cultural Diversity and Second Language Learning Web site httppeopleucscedu~ktellezepr5htm
bull Marzano Robert (2005) Building Academic Vocabulary Alexandria VA ASCD - Association of Supervision and Curriculum Development
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Picture of confused student Retrieved from httpwwwbegincollegecomtop-5-tips-for-undeclared-college-students
bull Picture of girl with vocabulary word Retrieved from httpwwweducationalinsightscomproductword-of-the-week+chart+set+grades+4-5do
bull Picture of boy holding paper Retrieved from httpeslyourdictionarycomlesson-plansesl-vocabulary-activitieshtml
bull Picture of vocabulary activity Retrieved from httpwwwelltoolboxcomvocabulary-activitieshtml
bull Osborn Dawn (2011) Lecture on the cognitive development of LEP and Low SES students
bull Picture of boy with a pointer at the Smart Board Retrieved from httpdailysentinelcomgalleryfeaturedcollection_1106efa8-2e4a-11e0-86c5-001cc4c002e0html
bull Picture of iPad Retrieved from httpdallenassociatesblogspotcom2011_02_01_archivehtml
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Texas Education Agencyrsquos definition of LEP httpwwwteastatetxusindex2aspxid=5081ampmenu_id=814
bull BICS vs CALPS Haynes Judie (1997-2008) Explaining BICS and CALPS Retrieved on June 19 2012 from httpwwweverythingeslnetinservicesbics_calpphp
bull Factors that affect Language Acquisition Echevarria J amp Graves Anne (nd) Sheltered Content Instruction Retrieved on June 19 2012 from httpwwwmisdnetBilingualshelteredcontentsld001htm
bull Texas Education Agency (2012 November 11) Bilingual Education Retrieved on June 19 2012 from httpwwwteastatetxusindex2aspxid=4098
bull SlideShare Lucid C (2008 October 31) Factors Affecting Second Language Learning Retrieved on June 19 2012 from httpwwwslidesharenetcupidlucid3-factors-affecting-l2-learning-presentation
bull Portland Public Schools (2012) Sheltered Instruction Retrieved on June 19 2012 from httpwwwppsk12orusdepartmentscurriculum2436htm
bull Brown University (2006) Sheltered English Instruction The Education Alliance of Brown University Retrieved on June 20 2012 from httpwwwalliancebrownedutdltl-strategiesmc-principlesshtml
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
bull Williams Margaret M (2008 October 5) Scaffolding ESL Studentsrsquo Reading Comprehension Retrieved from Language Study Suite 101 on June 20 2012 at httpsuite101comarticlescaffolding-esl-students-reading-comprehension-a71894
bull Kinsella K amp Feldman K (2003 January 30) Narrowing the Language Gap Strategies for Vocabulary Development Retrieved on June 20 2012 from httpwwwfcoenetelapdfVocabularyNarrowing20Vocab20Gap20KK20KF201pdf
bull Cognates Retrieved from httpwwwcolorincoloradoorgpdfsarticlescognatespdf
bull Kinsella Kate (nd) Structures for Active Participation and Learning During Language Arts Instruction Prentice Hall eTeach Retrieved on June 20 2012 from httpwwwphschoolcometeachlanguage_arts2001_11essayhtmlgive
bull Question and Answer Game Retrieved from httpwwweslmonkeyscombookteachereslstrategiespdf
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
Email or call me with questionstkelmanmckinneyisdnet469-525-5571
