CENTER FOR AFTERSCHOOL AND EXPANDED LEARNINGFOUNDATIONS, INC .

than just

Everyday English Language Teaching

Revised & Expanded

than just

Claudia Weisburd, PhD

Jennifer Kobrin, MEd

Tamara Sniad, PhD

Center for Afterschool and Expanded LearningFoundations, Inc.

Copyright © 2007, 2012 by Foundations, Inc., Center for Afterschool and Expanded Learning

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, including photocopying, recording, or by any information storage or retrieval system, without written permission from the Center for Afterschool and Expanded Learning, Foundations, Inc., except for the inclusion of brief quotations in a review.

Published by the Center for Afterschool and Expanded Learning, Foundations, Inc., Mt. Laurel, NJ.

DedicationFor the immigrants, refugees, migrants, multilingual families, and all the children and young people in the US who have overcome extraordinary hurdles, and for the teachers, principals, afterschool workers, and other educators we’ve met across the country who work tirelessly as their advocates, teachers, and supporters.

AcknowledgementsThe authors wish to thank Theresa Daly, who contributed to the revised and expanded edition of this Guide. Her many years of experience as an ESOL teacher and her passion for working with English learners were invaluable. In addition, we thank all of our dedicated and talented colleagues at Foundations, Inc. who contributed to this work.

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Introduction................................................................................ 1

Chapter Overview ............................................................................................ 4

Icons ..................................................................................................................... 6

Part I: English Language Learning ............................................... 7

Chapter 1: Language and Learning ................................................................ 9

Chapter 2: Know and Show the Learning .................................................35

PART II: Activities and Projects ................................................. 41

Chapter 3: Creating Activities for Language Learning ............................43

Chapter 4: Talking the Talk: Listening and Speaking ...............................51Activities: Listening and Speaking ............................................63

Chapter 5: Literacy in Play: Reading and Writing ....................................91Activities: Reading and Writing .............................................109

Chapter 6: Academic Language: The Vocabularies of Math, Science,Social Studies, and English Language Arts ................................................129

Activities: Academic Language ...............................................137

Chapter 7: Committees, Clubs, and Projects .........................................167Project Starters .........................................................................175

Part III: Get Going, Keep Going ................................................ 185

Chapter 8: Planning for Action ..................................................................187

Chapter 9: Families as Partners for Learning ..........................................207

Chapter 10: Resources ................................................................................213

How many different languages do you hear in a day? If you’re in a school almost anywhere in the United States, the answer is likely at least two. But it could be up to 100, with a mix of Asian, Southeast Asian, African, and Slavic languages and more, along with the expected varieties of Spanish. The United States is becoming ever more diverse. As a result, a rich array of languages and cultures is part of our daily lives.

Over 5 million children in the US are classified as English learners (ELs) and they are the fastest-growing segment of the school-age population. Children are considered EL if English is not their native language, or if they live in a home environment where the main language is other than English. Classification is typically based on home language surveys of parents, assessments by language teachers, and language proficiency tests.

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If you are reading this, it’s likely that you are working with children, youth, and families whose first or native language is other than English. They may be immigrants, refugees, or native-born in the US, with different levels of English and native language skills. Some may be able to speak English a little, or even well, but struggle with reading or writing. Parents may be highly educated in their home language, or not at all, and may have a range of feelings about school and education. Children may be excellent students in their native language, but find it difficult to keep up with classes all in English, or to transition into US schools.

You may be a classroom teacher or work in an afterschool program. You may be a parent, summer camp counselor, tutor, or volunteer. Whatever your role, you recognize that you can help children learn the English they need to succeed in school, through graduation, and into college and the work world. More Than Just Talk was created to help you make the most of your efforts.

Across the US, classification terms vary by state. In this text, we largely use EL (English learner). Other common terms include:

•ELL(EnglishLanguageLearner, referstostudent)

•LEP(LimitedEnglishProficient, referstostudent)

•ESL(EnglishasaSecondLanguage, referstoteacherorsubject)

•ESOL(EnglishforSpeakersof OtherLanguages,refersto teacherorsubject)

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Children learn language everywhere in the course of everyday life: talking with friends, family, teachers, and community members, watching television, browsing the Internet, cheering at a sports event, listening to music, going shopping, playing games, being part of a team, or reading a magazine, instruction manual, or cookbook. They pick up new words and phrases, update their slang, and learn specialized vocabularies around new skills, technologies, and knowledge areas. Whether learning their home language or a new, additional one, language develops through listening, talking, reading, and doing, in school, at home and in their wider communities. As children use English in a variety of settings, for different purposes, and in different ways, they solidify their foundations and reach even further, honing their communication and literacy skills. When children talk, it’s more: it’s language learning.

More Than Just Talk provides information, techniques, and activities for helping English learners and native speakers both to use, practice, and expand their English, with a focus on creating opportunities for natural and purposeful communication.

Use More Than Just Talk to:

• Create language-rich activities targeting English learning at all levels

• Better understand the basis of language learning

• Learn more about techniques to support literacy

• Build a supportive learning environment

• Help parents support children’s learning at home

Go further with tools and tips to:

• Demonstrate and monitor student progress

• Lead trainings for staff

• Find articles and additional resources

• Use committees, clubs, and projects to practice language skills

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Language and Learning lays the groundwork for understanding what language is, how it is learned, stages of language acquisition and development, and research into best practices for supporting ELs.

Know and Show the Learning provides a framework and tools for creating a Learning Portfolio. Use portfolios to help motivate learners, set goals, and demonstrate progress.

OverviewPart I: English Language Learning

Chapter2

Chapter1

Part II: Activities and Projects

Chapter3

Chapter4

Chapter5

Creating Activities for Language Learning offers ideas for selecting, expanding, adapting, and creating your own language-rich activities and projects.

Talking the Talk: Listening and Speaking keeps the communication growing, with targeted listening and speaking activities, techniques, and ideas for ratcheting up and down for different ages, abilities, and language levels.

Literacy in Play: Reading and Writing shows how to use activities to develop, expand, and support literacy, along with group techniques to foster active, engaged reading and comprehension.

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Chapter7

Academic Language: The Vocabularies of Math, Science, Social Studies, and English Language Arts offers activities, tips, and techniques for reinforcing and expanding academic vocabulary in the context of subject-matter content.

Committees, Clubs, and Projects blends language skill, academic, and social development into longer-term, sustained projects, with tools and ideas for successful implementation.

Chapter6 Planning for Action provides four detailed meeting plans to help staff put this Guide into action.

Families as Partners for Learning presents strategies for strengthening relationships with parents, ideas for partnering with parents for children’s learning, and includes a detailed plan for a 60–90 minute parent meeting.

Resources contains links to relevant articles, and references for useful books and websites.

Part III: Get Going, Keep Going

Chapter8

Chapter9

Chapter10

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Go Further!Customizabletools,checklists,andplannersavailableontheCD

Family InvolvementIdeastohelpparentssupportlanguagelearningathome

Language TwistThefunnysideofEnglish,fromthethousandsyoucanfindontheweb

Did You Know?Bestpractices,research,andwheretolearnmore

LiteracyTipsforreadingandwriting

NotesPlacestojotdownideasandreflections

On the CDUse the CD to

•Printstartermaterialsforactivities

•Printdirectionsforstudentstouse ontheirown

•Createnewmaterialscustomizedto yourlearners

•Customizetools,checklists,andplanners

Look!

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Language is about communication—sharing by using words. It’s uniquely human, allowing us to express a huge range of feelings, ideas, thoughts, and questions. It helps us express the difference, for example, between feeling polite and being in love. It helps us explore, learn, and connect with others on increasingly complex levels. Learning is deepened through language as we acquire vocabularies for concepts and specializations, like Astronomy, Mathematics, Biology, Philosophy, Sociology, or Chemistry. It helps us express more complicated thoughts, getting beyond the “I want” level of basic needs. When people have multiple languages, they have even more ways to connect with the world. Even being able to say “hello” in different languages helps us come together as people.

Though we’re programmed for language in our genes, the use of language is learned within social and cultural contexts, bound up with experience, worldviews, beliefs, and values. When we use a language we know well, we choose our words precisely to get the effects we want. As listeners, we can usually discern the difference between a sincere invitation and one that is merely polite; we can pick up on verbal cues when someone is trying to end a conversation. But we don’t usually think about putting sounds together to make words, or the fundamental order. You just know in English, it’s “she drank iced tea,” not “drank she tea iced.” Or you just know automatically that the “s” in “trees” sounds like “z.” But “just knows” and “automatically” come from learning. When and how does that learning happen?

Language: Learned Communication

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What is language?Language is a code, or a system, for communication. Speaking, listening, reading, and writing are ways we use the code to share meaning with others. When a group uses the same code, it becomes that group’s language. Spanish is a particular code; English is another.

Each language has rules about:

• Howsoundsareputtogethertocreatewords.

• Hownewwordsaremade,suchas“friend,friendly,unfriendly.”

• Howwordsareputtogethertomakesentences:“Pegwalked to the new store,” not “to Peg walked store new the.”

• Socialnorms:whentousewhatkindoflanguagewithwhom, for example, or understanding “between the lines.” If your guest said, “It’s cold in here,” you’d turn up the heat. If someone said that to you in line at the grocery store, you’d carry on with small talk.

1) How many languages are spoken in the world today?

2) What is the most widely spoken language?

3) English has more than one million words, more than any other language. What percent does the average English speaker actually use?

4) How many words do native English-speaking children know when entering kindergarten?

5) Around when do most scholars believe that modern English was first spoken?

6) What was the first word spoken on the moon?

7) No English word rhymes with orange. Can you think of four more words where this is also true?

8) What is the longest one-syllable word in the English language?

9) What are the official languages of the United Nations?

10) What are the most used and least used letters in the English language?

Answ

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tLanguage Twist:What Do You Think?

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Knowing a language means knowing the sounds, words, and sentence structures, and how to use it all socially, to communicate. Non-verbal communication, such as gestures and facial expressions, are not language, but form part of communication. As children, we pick up the rules through trial and error, repetition, and constant feedback, right along with learning to speak and navigate in the world. That’s what makes it automatic, something we “just know” without being able to explain why we say things one way instead of another. We use the rules because we’ve learned that’s how we best make ourselves understood.

Children and adults learning a new, additional language, however, are often more aware of the rules than are native speakers. To learn, they listen for patterns with greater attention, so they can duplicate them. This is why the more of the new language a learner can hear, especially at levels they can begin to understand, the better—it helps them pick up the rules and make them automatic. It’s also why, for English learners, all that talking is much more than just talk.

Language and Literacy: Related, Not the Same

Literacy is about reading and writing. You need language to be literate, but you don’t need to be literate to speak and understand a language.

Consider:

• Childrenlearntotalkintheirfirstlanguagebeforetheylearn to read and write.

• Languagesexistaroundtheworldwithoutwritingsystems.

• ManyofusknowEnglishspeakingchildren,youngpeople, and adults who may struggle with reading, but are great at telling jokes and stories.

Literacy is not a requirement for learning and knowing a language; reading and writing are separate, additional skills. We want all the children and young people in our schools and programs to read and write in English so they’ll

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do well in school and beyond. But to build reading and writing, children need to learn the language so they have a foundation to build upon. Strong evidence tells us that when learners can read and write in their native

language, English reading and writing can develop faster. But if children have limited reading skills in their native language, they typically need a solid working knowledge of English before they tackle literacy.

Language Twist: OppositesWhat’s the rule for making a word into its opposite? Don’t know? If English is your first language, you probably “just know” how.

Try it: Add either “in,” “il,” “im,” or “ir” to the following words to make them mean the opposite. For example, correct becomes incorrect, or perfect becomes imperfect.

___complete ___accurate ___moral ___regular ___legal ___valid

___perfect ___sincere ___patient ___responsible ___logical ___possible

Can you come up with a rule now?

Answer : “im” before m & p , “il” before l, “ir” before “r,” “in” before the rest.

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Learning Languages

Learning a second (or third, or fourth) language has some similaritiestolearningone’sfirst,ornative,language,butthereare important differences, as well.

First language learningIf you’ve been around a child learning to talk, you know it happens little by little. Babies hear and listen for months, and understand before they can speak. After about a year of listening, they start babbling, trying out sounds to imitate what they hear. Then single words start coming, starting with simple sound combinations, like mama and dada, then one-syllable words like dog. Then two words—“daddy up”—then a few at a time—“mommy cookie, doggie home.” By this time, frustrations can mount—children unable to make themselvesunderstood,parentstryingdesperatelytofigureout what their child is crying about. A child’s comprehension is still well ahead of his or her ability to speak and use language to communicate effectively.

Did You Know:The Wug TestA famous study called “The Wug Test” demonstrated that children learn language by forming patterns based on what they hear, rather than just copying or mimicking. In the 1958 study, a child was shown a made-up creature, with the researcher saying, “This is a wug.” The researcher presented another similar creature, and said: “If I have two, I will have two...?” Children in first grade and younger were able to correctly answer the question: “Two wugs.” Even though they had never seen a “wug” before, they applied the pattern of adding an “s” to make the plural noun. Some children completed more advanced patterns, as well, such as “a man who zibs is a zibman or a zibber.” The study also helped to prove that first languages are learned sequentially, with certain language forms learned before others.

The Wug Test was created by Jean Berko Gleason. For more information, see: The Child’s Learning of English Morphology, Word, 1958.

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As full sentences and vocabularies emerge, communication gets easier. Children go to school, expanding all kinds of language skills, even adding words you may not know (or want them to use!). Through school, friends, TV, music, and varied communities, children and youth continue to build vocabularies and more complex forms of expression, from poetry and rap to school language, to their age-group identity language, to the language of technology and the wider world from politics, to world cultures, to languages of spiritual traditions. Children differ in when and for how long they go through the stages of language development, but under most circumstances, they all follow the same path.

Akeypointaboutfirstlanguagelearningisthatthelearningis social. It happens in families, through culture and mass communications, through institutions. It develops in phases in communication with others. It is learned in actual use and practice. This is why it is so important for parents to talk alottotheirbabies,andtofillyoungchildren’sliveswithlanguage. Babytalk really does help babies learn. And those endless questions young children ask and repeat? They’re all building language skills.

Academic languageMost language use occurs in informal settings—playing and hanging out with friends and family, mealtimes, watching TV or browsing the Web, and participating in events and activities. The talk tends to be about immediate actions, events, and feelings, and about people everyone knows. When it’s face-to-face, gestures, body language, and facial expressions add to the communication; we use slang and abbreviationslikeLOL.Thisinformallanguagestillreflectsgradations of formality. When children speak with adults with whom they have different relationships—such as family versus store clerks, or parents versus grandparents—they learn to use language with subtle differences, and that differs, in turn, from the words and phrasing they use with friends.

Informal, interpersonal communication differs from academic language in important ways. Though the core grammar, pronunciation, and vocabulary are the same as conversational language, more complex and specialized vocabularies and grammar are needed to participate in classroomwork,toreadanddiscussnon-fictionwork,textbooks, and diverse literature, and to understand and

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expressmoreabstractconcepts.Skillandconfidencewithacademic English are necessary for success in most US schools.

Consider, for example, processes such as “compare,” “summarize,” “explain,” “contrast,” “debate,” “justify,” or “argue.” While we do many of these things on a daily basis using informal, conversational language, we don’t usually name them explicitly, as “I will now summarize the movie plot, identify the main characters, and present the rationale for their actions.” Success with academic language requires mastery of terminology and expanded vocabularies related to particular concepts and ideas, along with nuanced grammar.

Students must master ranges of conversational English, and at the same time, build on that base to develop academic English. Too often, ELs miss this dimension of languagelearning,becomingproficientconversationally,but falling behind academically. They may function in English perfectly well for day-to-day life, but in school, their weakness in academic English results in remaining

designated as EL long-term. Adults or peers may also assumeELsarefullyproficientinEnglishbecauseoftheirease with conversation, not realizing they are still mastering academic language. In classrooms, afterschool programs, and at home, adults should make an effort to deliberately expand vocabulary and reinforce development of academic language skills.

Second language learningLikelearningyourfirstlanguage,learningasecondalsohappens in stages, regardless of the learner’s age, education, or language background. Beginners start with and need a lot of listening. When they start speaking, they often rely on whattheyknowintheirfirstlanguage.It’snotuncommonto hear second language learners switch in words from their home language, or use the sentence structure or grammaroftheirfirstlanguage.Ithappenslessaslearnersbecomemorefluentinthenewlanguage,butmulti-lingualpeopleoftenfindsomewords,phrases,orideasseemtosimply “work better” in one language than another.

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Did You Know:Pronunciation Carryovers

Depending on how they’re learning (immersion and learning naturally in daily life, classes, books, on the web, etc.), second language learners also usually start with a word or two, then short phrases, then move to more complex structures and vocabularies. Listening, understanding, and speaking usually progress ahead of reading and writing, but phases and stages happen in

different areas of language differently. Someone can be more advanced in understanding their friends and casual conversation than they are in understanding classroom information. They may be able to speak to friends easily, but become tongue-tied talking in class. Some can read, but struggle understanding native-speed speech. Learners vary greatly in how long they need at each stage.

Pronunciation, which relies on the ease of using particular muscles to make certain sounds, is part of learning a language. Languages do not all have the same basic sounds. When learning a second language, learners draw on their patterns of muscle use and reservoir of native language sounds.

Spanish speakers often have trouble telling the difference between certain vowel sounds. Because “i” is pronounced “ee” in Spanish, for example, native Spanish speakers can have a hard time with the difference between the “e” in “sheet” and the “i” in “bit.”

Pronouncing “l” and “th” can be difficult for native speakers of languages that don’t use these sounds. Japanese native speakers tend to switch the “l” for an “r” (“quickry” instead of “quickly”); French speakers replace “th” with “z” (“fahzer” instead of “father”).

Always model correct pronunciation for ELs. But remember how hard it is to create new muscle patterns and how foolish you can feel as you struggle! It can be helpful sometimes to point out specifically where the tongue goes or how the lips are shaped to get the sound.

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For convenience and convention we refer to “second language” learning, while recognizing that people acquire third,fourth,ormorelanguages.Here,“secondlanguage,”while not always accurate, is meant to refer to “a new language,”andmorespecifically,learningEnglishasanadditional language needed for daily life.

Remember, stages of second language development have nothing to do with the age of the learner. It can be challenging to match the language level with the age and interests of learners. You can’t give baby books in English to a high school student, for example, even if he or she is a beginner in English—unless it’s to read it to a child.

Likefirstlanguages,secondlanguagelearningtakestimeand the support of others. As an educator, it’s important to have a sense of what to expect at each stage so you can helpbuildlearners’confidence,skills,andprogress.Second

language learners want to learn faster than they learned theirfirstlanguage!See“StagesandSupports”(pages18–21) to see what to expect and how to support and extend at different points. It’s also helpful to think about your own language learning, whether it’s in one language, two, or several.

Go Further! Use the Language Portrait to think about your own language skills and language development

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Before speaking, learners listen a lot. Eventually they will speak. Though they’re not yet speaking (it’s sometimes called the “silent period”) learners are building awareness of sounds and patterns, and increasing comprehension.

Learners understand more than they can say, and speak with a couple of words and short phrases. Support and encouragement are critical at this phase, as learners learn through trial and error and lots of mistakes. Repeat back, respond, and expand rather than overcorrect.

Comprehension and vocabulary are building. Learners use sentences, and string phrases and sentences together. Introduce increasing amounts of academic vocabulary, keep expanding vocabulary with variations and synonyms, continue modeling, and correct only minimally.

Stages and Supports

Learners understand and speak well enough to meet daily communication needs, functions, and expression, and to carry on conversations. Academic English is developing, but learners still need support to participate fully and successfully in subject-area classes. They may still rely on their native language to learn English and subject-matter content.

Students are comfortable communicating in a variety of informal and academic settings, fluency approaches that of native speakers, and grammar skills may exceed those of native speakers. Pronunciation, some academic vocabulary, idiomatic expressions, and culturally-bound terms or concepts may still be stumbling blocks.

Pre-production Early production Speech emergence Intermediate fluency Advanced fluency

What’s going on

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•LOTSofteacherandpeertalk

•Uselotsofimagesandobjects (good for all levels!)

•Ask“yes/no,”“who,”and“whereis/are”questions

•Givesimpleinstructionsthat only require one step, like “close door”

•PlaygameslikeSimonSays or Hide the Fly

•Teachers,staff,andpeersshoulddoMOSTofthetalking

•Model,speakslowly,and be patient and encouraging (give “wait time” at all levels)

•Usesimplesentenceslearners can fill in, such as “I feel __today.”

•Asktwo-wordquestions:“what is”, “how many” and “what color”

•Playgamesandactivitieslike What Is It? Bingo! or Memory Match

•Starttoexpectmore,and talk only about HALF the time

•Preteachkeywordsandphrases with lots of vocabulary stretching

•Askquestionstotriggermore complex responses, such as “how” and “why” and asking for explanations

•Providebilingualdictionaries

•UseactivitieslikeWhereDoWeMeet?TwinsOutThere, and Slides.

•Holdback;encouragelearners to do most of the talking

•Explainidioms,adages,and social norms

•Begintocorrectmorenuanced language forms that may not directly affect basic comprehension, such as verb tenses

•UseactivitieslikeRoundRobin Story, Picture Pass, Mix and Match Ups

•Formgroupstocarryoutlonger-term projects or assignments

•Learnersshoulddomostof the talking

•Introduceasmuchacademic vocabulary as possible

•UseactivitiessuchasPopcorn Reviews, It’s a Dilemma, Jigsaw Stories

Pre-production Early production Speech emergence Intermediate fluency Advanced fluency

Teacher/peer support

Go Further! Use the modifiable version of the Stages and Supports chart to adapt this resource based on your school or district’s designations for the stages of language acquisition. 19

•Understandmorecomplexsentences, extended talk and short lectures with context, slang, idioms, and figurative expressions

•Guessatmeaningandmake meaning from context

•Understanddifferentaccents and pronunciation

•Followcomplex,multi-step instructions

•Understandacademicortechnical language

Learners can:Speaking

Listening

•Respondtoandaskquestions using one or two words

•Providewordstocomplete simple statements or sentence starters (“I am ____ (happy/sad/mad)today”)

•Sing,participateinword chants, rhymes, or poems in a group

•Listentoashortsequenceof events, then sort pictures of the events accordingly

•Pointtoapictureandsay the word

•Groupbysimilaritiesanddifferences

•Guessthemeaningofaword or phrase with cues and help

•Showcomprehensionby responding to simple questions with pointing, gestures, nodding yes or indicating no

•Repeatshortwordsafter a speaker

•Understandsimplewho/where questions

•Listentokeyvocabularywords and point to corresponding objects or photos

•Followsimpledirections

•Useseveralsentencestoanswer questions

•Communicateforeveryday needs, and begin to explain events, express thoughts, and offer opinions and ideas simply, in ways that will be understood, despite mistakes

•Repeatadialogue•Interviewfriends•Describeexperiences

•Understandfullsentencesand directions

•Understandexplanationsand definitions of academic vocabulary and other new words

•Guessthemeaningofwordsor phrases from context

•Listen,thenfillintheblanks to a sentence or story

•Summarizestoriesverbally•Makeoralpresentationsindependently and as part of a team

•Expressopinions,thoughts, and explain abstract concepts such as “irony”

•Usecomplexsentencesandmore advanced vocabulary

•Explainanddefineterms,present conclusions, make predictions

•Usemostidiomaticexpressions and verb phrases

•Negotiatevariedsocialand academic settings

•Conductresearch•Debateandmakepersuasive arguments about abstract concepts

Pre-production Early production Speech emergence Intermediate fluency Advanced fluency

Stages and Supports (continued)

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•Readcompletestoriesor academic texts with some support, such as discussion, graphic organizers, concept maps, and K-W-L charts

•Find,read,andexplainmaterial on the Internet

•Readfull-lengthpassagesand books with very limited or no support

•Analyzewrittentext

•Writeabasicacademicessay, paragraphs, and more extended pieces

•Summarize,presentconclusions, write short explanations

•Answermorecomplexquestions in writing

•Writefordifferentpurposes, using different styles

•Writefulllengthacademic texts, though grammatical errors may still appear

•Underlinekeywordsorphrases

•Sortwordsintocategories

•Groupwrittenwordsby similarities and differences

•Listwordsincategories•Completeshort“fillinthe blank” exercises

•Hearawordandpointto it in written form

•Completesimple“fillin the blank” exercises when given a word and a corresponding picture (such as simple “emotion” words and pictures of happy, sad, cry, etc.)

•Copywordsorsentences•Understandbasicwritingmechanics

•Matchwordstodefinitions

•Readshortstoriesandacademic texts with support or preteaching of new vocabulary

•Understandpassagesoflonger texts, and use text features and graphic organizers to help comprehension

•Respondtoquestionswith written sentences and paragraphs

•Conductinterviewsandwrite responses

•Writeresponsestoquestions about texts

•Listideasfollowing a pre-writing or brainstorming activity

•Complete“fill-in”activities•Takenoteswhilelistening•Writeorcopyassignments,directions, or instructions

Pre-production Early production Speech emergence Intermediate fluency Advanced fluency

Reading

Writing

Learners can:

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Language and Learning: Coming TogetherNow that you have a sense of what language is and how it’s learned, you can see more readily how to create and maintain positive, learning-rich environments and opportunities for ELs—and for all children and youth.

What do you see and hear in a language-rich space? Whether it’s a formal instructional setting in school, or in an informal learning setting such as an afterschool or summer program, the sights and sounds of language-in-use are there: Children playing word or language games, talking with friends and adults, working on team projects, learning new skills, connecting with their communities, and participating in music, sports, arts, dance or other activities. Good language learning environments are active, learner-centered, full of reasons to talk and share information, and full of motivation to use English. They are also child- and youth-oriented, supporting positive development with caring adults helping children build the thinking, social, and emotional skills and habits of mind that will help them succeed throughout life.

Language can be learned in all contexts and supported by everyone. Why? Because everyone can create the conditions that help learning happen.

Language is learned best…

…in a relaxed, warm, and encouraging place where learners can safely take risks trying out new language—this trial and error, self correction, and practice is essential for learning and improvement.

…in a place where the project, activity, talent area, show, exhibit, and children’s work are center stage, not the language learning itself, but through avenues like these where there are real, interesting, and motivating reasons to use English.

…when settings are full of varied, natural communication opportunities with peers and adults in different roles, where learners use English in meaningful ways for different purposes, sharing thoughts, discussing ideas, and problem-solving.

…in an environment where being multilingual is a strength, not a disadvantage, and where intercultural learning and communicationcanflourish.

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Make it real: create a language learning environmentCreating a learning-rich environment for ELs and all children and youth calls for:

• Knowingyourlanguagelearnersandthechallengesandopportunities they face

• Understandingthepolicies,assessments,andsupportsthat are in place for language learners in school, afterschool, and beyond

• Beingdeliberateincreatingasupportivelearningculture and environment

• Stayinginformedwiththelatestresearchandbestpractices

Each of these is discussed in more detail, on the following pages.

Go Further! Use the Language Learning Environment Checklist and Planner to review, reinforce, and build strategies

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4Learners need to talk and listen as much as they can, in a variety of different situations. Don’t push, but DO encourage. The more you can just plain talk with your EL young people—and encourage them to talk with you and each other—the better. Learners need to hear language in use to gain a deep sense of sounds and pronunciation, and to figure out meanings, which in turn supports vocabulary expansion. They need to have low-risk opportunities to try out what they know, and test what they are learning, in meaningful conversations.

Research shows that when children and young people are encouraged to listen and speak in a supportive setting, they are more likely to experiment with increasingly complex forms of English. Giving language learners time, space, and

language-rich projects and activities also helps them build relationships with native-speaking peers and adults, leading to even more ongoing exposure to the language.

Set up real-life tasks, projects and activities, ask lots of questions, trigger lots of questions from the learner to you, and get into discussions. Language learners can be afraid to make mistakes, especially in front of the teacher, so it’s important to create an environment where kids feel comfortable to speak out. Choose small groups over individual presentations or share-outs, especially at first.

Listening and Speaking

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When kids are involved in an activity or conversation they enjoy, they’re motivated by what’s going on, so they readily talk, listen carefully, and try new language. To keep communication flowing:

Focus on meaning. Use gestures, facial expressions, and different ways of saying things to get your meaning across and to show that you understand what is being said to you.

Give learners time to finish what they’re saying. Language learners need to think through what they want to say. Filling in words for them can make them feel rushed and nervous about speaking. Let learners know you’re interested, and that you care enough to wait!

Probe for more information. Ask follow-up questions if you get one- or two-word responses and you think the student can do more. For example “How was school today?” can be followed up with, “What was the best thing that happened?”, “What did you have for lunch?” or “What did you do in science class?”

Choose engaging, language-level appropriate activities. Choose activities that match students’ ages and language level. Even though a teen may be a beginner in English, he or she still needs material relevant to adolescents.

Get and Keep Them Communicating

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Set up groupings to stimulate talking and listening. Working on activities and projects in mixed groups encourages children to verbalize their thinking, give explanations and reasons, and listen to the reasoning of others, while simultaneously building language, critical thinking, and teamwork skills.

Did You Know:Oral Language and Literacy SkillsEncouraging language learners to listen and speak builds communication skills, and develops a strong base for literacy. The more you can promote talking and expand academic English oral skills, the better. As learners say, use, and hear words more, across speakers and settings, the more readily they recognize and can use words in written form, leading to better reading comprehension and better writing.

Remember:

• Knowthatcomprehensionissometimes“faked”tobecooperative and pleasant or to avoid embarrassment. Simplefollow-upquestions,forexample,“canyouexplainthedirectionsinyourownwords?”canbeuseful to check comprehension.

• Speakclearlyandinanormaltoneofvoice.Louderis not clearer!

Notes: _____________________________

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Spotlight on Speaking Skills In day-to-day life and conversation, children and young people are talking because they have something to say, and a desire to be 100% accurate is secondary. Language learners should be given some time and space to speak freely, without being corrected. On the other hand, sometimes conversation and speaking is about deliberate teaching and learning, and the right kind of correction can be welcome and helpful. Be aware of the situation, context, and your communication style with learners. Realize that your attitude, responses, and body language can all help send the message of “Yes, I care about you, please keep talking.”

Expect mistakes. Even native speakers make them! Try hard to understand what the young person is trying to say, and give time for learners to find the words and phrases. Encourage more talking for the purpose of better understanding. During “pull-out” sessions or in English classes, correction can focus on particular skills at different times. In content area classes, correction can be used sparingly, in targeted ways. Especially with beginners, you might choose one or two things to correct, and let the

rest go. In group activities, if several students are making the same mistake, take the opportunity for a general, rather than individual, correction. See Communication and Correction on page 55 for ideas.

Remember: the more learners feel safe to use and practice English, the faster their skills will develop.

Goals of speaking include being able to:

• Share and request information

• Ask for and provide clarification

• Offer and respond to greetings, compliments, invitations, introductions, and farewells

• Express opinions, feelings, and ideas

• Defend and argue a position

• Give appropriate feedback and make recommendations

• Make a spoken presentation to a group

• Persuade, predict, negotiate, evaluate, and justify

• Identify and use formal and informal speech54

When correcting students, use techniques that encourage communication, focus on the specific error, and minimize embarrassment, such as the techniques below. When giving corrections, it’s helpful to pause and slowly stress what’s being corrected, as in the italicized words and phrases.

Communication and Correction

Say again with correct form

Direct correction with explanation

Ask for clarification

When to use

Examples

What you do

Slowly repeat the sentence or phrase, replacing the error with the correct form. Avoid repeating back the entire sentence if it’s long, instead isolating the part with the error.

Great for when you are working with many students at the same time and want to avoid embarrassment. Modeling with rephrasing or rewording is a subtle form of correction, and should be part of everyone’s daily repertoire.

Ideal for when you genuinely do not understand what the student is trying to say. Make sure the student replies with the correct form, instead of moving on to another topic or ignoring the question.

If a learner continues to make the same mistake after repeated modeling, and it seems appropriate or important, you may wish to take the student aside, or address the entire group to avoid singling anyone out.

Young Person: I went to class but today the teacher was no here.

Adult: I see...Today the teacher was not here. Why was the teacher not here?

OR

Young Person: Yesterday my mom bought three shirts red.

Adult: Yesterday mom bought three red shirts. Where did mom buy the three red shirts?

In some cases, more than one correction may be possible. Ask the student to clarify, offering suggestions where appropriate. For example,“DidyoumeanXorY…?”

Young Person: He see movie Saturday.

Adult:Doyoumeanhesaw a movie last Saturday or he is going to see a movie next Saturday?

Young Person: He is going to see a movie Saturday.

Adult: Sounds like fun. What movie is he going to see?

Repeat the student’s exact sentence or phrase, then substitute the correct form. Make sure to have the student repeat the correct form back to you.

Young Person: I go to store yesterday.

Adult: It’s not, I go to store yesterday. It’s I went to the store yesterday. Now you try.

Young Person: I went to store yesterday.

Adult: Great. What did you buy?

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Spotlight on Listening Skills There’s a lot of guessing in learning a new language. A learner hears a few key words, then guesses the likely meaning. Pointing, miming, facial expressions, the setting, pictures, objects, examples—these context cues all help learners guess meanings and keep up with understanding what’s being said. Especially for beginners, listening to a new language is tiring! Give breaks. In addition, be aware of the level of vocabulary you are using. Slang is especially difficult for beginners, as are idioms.

Help with listening skills involves the material—what is being listened to—and creating a context so the learner has a general idea of what is going on. Along with material and context, think ahead about how to help make the material understandable. Sometimes it helps to clarify the target purpose so the learner knows what to listen for. For example, you might say “You’re going to hear a story about a busy little monkey who gets into trouble. Listen for how the monkey feels.” A more advanced learner can be told to write each feeling he or she hears mentioned in the story.

Listen hard to understand what your learners are saying, just as learners are listening hard to understand you. Remember the goal is NOT “no accent;” it’s to use English effectively for substantial and varied communication.

Goals of listening include being able to:

• Understand the pronunciation of native and non-native English speakers

• Understand the main ideas of what is being said, then understand more detail

• Understand native speech at normal speed

• Hear and understand grammar structures, such as past, present, and future

• Understand and follow spoken directions

• Use context clues to get meaning

• Understand slang and idiomatic expressions and usages

• Recognize irony, sarcasm, and humor in a variety of contexts

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Go Further! Use ListeningandSpeakingStrategies to reflect on what you are already doing to keep communication flowing, and think about what else might help.

Language Twist: PronunciationThink about the many different accents of English, even among native speakers within the US. Globally, there’s even greater variation in English pronunciation, which American English speakers often find “charming.”Whatdoyouseeasthedifferencebetween“accent”and“mispronunciation?”

Speaking—pronouncing—involves muscles. Anyone who’s tried new exercises at the gym knows that training muscles takes time, and some muscles just refuse to learn new moves! Be sensitive to your learner’s goal around pronunciation. It takes real courage to risk making a fool of yourself by struggling to use new muscles and make what feels like funny faces. Be realistic, and reassuring.

Notes: ______________________________________________________________________________

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Listening and Speaking

Beginner activities call for simple short responses.

• Simon Says…More! .............................................. 65

• Hide the Fly ..........................................................67

• What Is It? ............................................................69

• Describe and Draw ............................................... 72

• Brainstorm Bingo ..................................................74

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More advanced activities demand longer, more complex responses and vocabulary.

• Where Do We Meet? .............................................76

• Breaking the Ice ...................................................78

• Popcorn Reviews ...................................................81

• It’s a Dilemma ..................................................... 84

• Twins Out There ................................................... 87

All activities include suggestions to ratchet it down or up to adapt to different levels and ages.

Go FurtherUse the CD to

• Fill in Plan and Review forms for each activity to record:

• Language learning goals• Notes of what you did• Participant responses • Adaptations tried or to try

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Describe and DrawYou talk, I draw…I talk, you draw…and see what we get

What you need

•Pre-selectedpictures,simplestickfigureorgeometricdrawings,pictures.ordrawingsfrommagazines,newspapers,orbooks,orcopiesofbooksormagazineswithpicturesforstudentstoselect.

• Ifusingapre-selectedcollectionofpictures,alargeenvelopetoholdthemwithoutplayersseeingthem.

•Paperandpencils,ormarkers.

On the CD: Directions card, starter drawings

Prep Some, making simple pictures, or players can pick pictures from books, magazines, or newspapers (see CD)

Time 10–20 minutes

Players Pairs, small groups, or multiple small groups

Great for…• pre-production• early production• speech emergence• intermediate fluency

Practices English…• comprehension• using and understanding

location and descriptive vocabulary

• using context to guess meaning

and also...• the challenges of clear

communication• pair and group work• cooperative efforts• self-correction

Players take turns describing a picture while the others draw it. At the end, describer and artists compare, showing their descriptive language and listening.

Beginner

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What you do

1.Putouttheenvelopewiththepictures,orthebooksandmagazines,alongwiththemarkersandpaper.

2.Tellthegroupthey’regoingtoseeiftheycandescribeapictureinwords,andiftheycan,drawpicturesfromwhattheyhear.

3.Explaindirections:•Describerreachesintotheenvelopeandwithoutlooking,pullsoutapicture.Or,Describercanselectapicturefromabook,magazine,ornewspaper,withoutlettingtheothersseeit.

•Theotherplayerstakepaperandmarkerstobe theArtists.

•DescriberdescribesthepicturesoArtistscandrawit.Artistscannotaskquestions.

•WhentheDescriberisdone,heorsheputsdownthepicturesoallcanseeandcomparewhattheydrewtotheoriginal.

•Playerstaketurnsselectingpicturestodescribe totheothers.

Take-offs

Ratchet it down� Pre-drawsimpleshapesorcombinationsofshapesandstickfigures(seeCD).� Usepicturesrelatedtonewvocabulary.

Ratchet it up� Useworld,country,state,orlocalmaps.� Putoutbookswithpicturesrelatedtowhatkidsarelearninginschool.� Usefamousartworkanddifferenttypesofart.� Usepictureswithspecializedvocabularyorthemes,suchasfood,weather,clothes,music,animals.� AllowArtiststoquestiontheDescriber.� HaveDescriberwriteadescriptionordrawanimaginarycharacter,thendescribeittoArtists,suchas,“Isawawildcreature.Ithadahugehairybody,sixlegs,andfourlong,greenarms…”

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Where Do We Meet?Meet up at the right place

Great for…• early production• speech emergence• intermediate fluency

Practices English…• direction vocabulary• asking questions• listening• self-monitoring,

self-correction

and also...• pair work• independent activity

What you need•Set(s)ofmatchingmaps(realormade-up/drawn).

On the CD: Directions card, starter map

Prep Some, finding or making and copying maps; players can make their own (see CD)

Time 10–20 minutes

Players 2

Players give each other directions to follow on a map to reach a meeting place.

More Advanced

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What you do

1.Putoutmapsandsetthechallengeofgettingtothemeetingplace.

2.Helpsetuppairsfortheactivity.

3.Explaindirections.•Players1and2takeacopyofthesamemapandtogetherchooseastartingpoint.

•Player1marksameetingplaceonhisorhermap,withoutshowingPlayer2,andsays,“Meetmeinthreeminutes.”• Variation 1:Player2asksquestionstogettothemeetingplaceinthefewestmoves,forexample,“Arewemeetingnorthorsouthofthestartingpoint?”“ShouldIturnon___street?”or“DoIgorightorleftattheendofthestreet?”

•Variation 2:Player1directsPlayer2tothemeetingplace.

•Playerstaketurnspickingthemeetingplace.

Take-offs

Ratchet it down� Useasimple,drawnmap,oramapoftheneighborhood.� UseVariation2,withoneplayerdirectingtheotherandthelistenertracingtheroutewithhisorherfinger.� Limitquestionstoyes/no.

Ratchet it up� Userealroadmapsandmapswithincreasingcomplexity.� Challengelearnerstocomeupwithdifferentroutes,suchasthefastest,mostscenic,beststoppingpoints,modesoftransportation,etc.,andexplainthedifferences.

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9Connecting with families is always important, and reaching out to EL families calls for particular attention. It can also be a challenge. Parents may have limited English skills themselves, and adults are even more hesitant than children to use a new language (and to make embarrassing mistakes in front of a person of authority). Families may have limited schooling in their home country, and feel uncomfortable in a school setting. They may be well-educated, but unfamiliar with US education systems, norms, and expectations. Parents who are new to the school will be concerned for their children, knowing they are being placed in a challenging, English- and US culture-dominant environment for seven or more hours each day.

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Make the extra effort to meet, talk with, and continue communications with parents and families. Use the strategies below to build and strengthen your relationships with parents who are immigrants or non-native speakers of English.

• Sendawelcomeletterinthehomelanguage.Ifpossible, also visit families at home. It’s easier to communicate in person—even across languages. It overcomes any literacy issues, it gives a face to the school or program, and it makes you, who may be seenasadistantauthorityfigure,intoahumanbeing.

• Findreliable,adulttranslatorsforface-to-faceorphoneconversations. Use translators to help you and the parents get to know each other informally. Include children and young people in conversations between teachers or staff and parents, as possible. Seeing that all of these caring adults share a commitment to his or her well-being and success is a powerful experience for the student.

• Translateinformationtosendhome.Developatranslatedfileofpermissionslips,studentsupplylists,appointment notices, or other standard forms. Ask other staff and teachers if they have any to share.

• Wheretranslationisunavailableornotpossible,be sure students understand messages sent home, especially if they call for signatures, require money, or request permissions. Tap the bilingual skills of other students whenever possible.

• Ifsiblingsattenddifferentclassesorareindifferentgrades, check in with the other teachers about connecting with and involving parents.

• Useparentsasresources,whenpossible,beingsensitive to time and work constraints. Parents from other countries may have interesting information, stories, activities, or talents they would be willing to share, such as games, dances, music, food, current news, histories, careers, etc. Some may be happy to teach their native language or serve as a conversation partner.

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Partnering with ParentsIn addition to establishing relationships and ongoing communication with parents, actively enlist them as partners in their children’s learning. Provide parents with activities and games children can do at home—either in Englishorintheirhomelanguage.Discussexpectationsabout homework, attendance, and meetings. Talk about obstacles to steady, on-time attendance, such as transportation, work schedules, child care, or other issues thatmightcausedifficulties,andseehowtheycouldberesolved. Ask where they see their child excel, and what areas may need extra help. Make sure parents know about afterschool programs, tutoring, summer programs, or other supports for their children.

Partnering with Parents: Group MeetingConsider holding a group parent meeting early in the school year. Engage translators for the meeting, if necessary. Use and adapt the outline (pages 210–212) to create your own meeting agenda.

Go Further! Use Getting To Know You as a guide for getting student information from parents.

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Partnering with Parents

Time 60–90 minutes (depending on number of people)

Prep Print handouts; put out pens and paper; have chart paper ready

Meeting Goals for Parents:

•MeetotherparentswhoarenewtotheUnitedStates,thecommunity, or the school.

•Understandtheycansupporttheirchild’slearningeveniftheirEnglish is limited.

•Learntechniquesforsupportinglearningathome.

•Offerideasforfuturemeetingtopics.

Materials:

Handout: Who Am I?, Parent Interest Survey

Handout: More Info Please

Copies of Scenario Cards, one for each group of 2 –3 participants

• smallboxorbag

• smallprizeslikepost-itnotes,pens,sheetsofstickers

• pensandpaperforparentstouse

• copiesofstorecircularsfromasupermarket,home improvement store, and pharmacy chain (one for each group of 2–3 participants)

• chartpaperorwhite/blackboardandmarkers/chalk

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Meeting Agenda

Introduction (10 minutes)

Use Who Am I as a vehicle for introductions without forcing pubic speaking. As people come in, invite them to complete Who Am I. Collect the slips, and put them in a box or bag.

Read each one aloud, and see if other participants can guess who wrote it. If no one guesses correctly, the writer identifieshimorherself,andgetsaprize.Ifsomeoneguesses correctly, writer and guesser shake hands.

Recognizing Skills and Strengths (10–20 minutes)

Welcomeandthankeveryoneforcoming.Explaintheobjectives for the meeting; distribute the Parent Interest Survey. Give participants about 5–7 minutes to complete it.Discussdifferentitemsonthesurvey.Emphasizethepoint that children learn everywhere, all the time, from everyone, and everyone has valuable knowledge, skills, beliefs, and values to share.

Real Life Learning (20–30 minutes)

Group participants into 2’s or 3’s; provide pens and paper.

Ask each group to choose a Scenario Card. Give them a store circular to use to complete the task (check the bottom of the card for type). Allow about 10 minutes for participants to create a plan. As participants work, circulate, offer prompts, and ask guiding questions to stimulate group discussion.

Ask participants to share their plans. Some will have relied solely on the circular or menu you provided, others will have different ideas. Let it roll! Take one example from each of the scenarios, and chart what “school skills” could be reinforced if the student were included in the decision-making process. Brainstorm and show measurement tools and other skills useful for decision-making.

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Connecting to School Learning (5–10 minutes)

Use chart paper or the black/white board and parent input to expand on the “school skills” or standards that can be easily reinforced at home. Brainstorm matching school subjects or subject-area content to tasks, for example:

•Math: Using money involves basic math operations (addition, subtraction, multiplication, division).

•Science: Discussingfoodinvolvesvocabulariesofnutrition (including Math and Chemistry), food groups, environment, and agriculture.

•Social Studies: Selections involve geography, transportation, impacts of advertising and retailing.

•English Language Arts: Shopping and decision-making entails reading, varied vocabularies, speaking and listening.

Reinforce the connection between school skills and everyday life skills, and make the point that skills cross languages. That is, it is helpful for parents to reinforce and teach these skills with their children in the home language.

Questions and Comments (5–10 minutes)

Give parents an opportunity to ask questions or comments. Remind parents you will be available during the year if there are more questions.

Suggestion Box (10 minutes)

Ask participants to offer ideas for additional meeting topics, and have them complete the More Info Please survey. Ask for suggestions on meeting format, length of time, and scheduling.

Be sure to thank everyone for attending and for their time!

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