Presented by Alison Bruno & Maria Dorr

South Huntington UFSDLIASCD Fall Annual Conference

Finding Optimism in Changing TimesMelville Marriott, Melville NY

October 5, 2012

Dr. Jonathan Hughes, The Coming Waves, 2010

Dr. Jonathan Hughes, The Coming Waves, 2010

Advantages of having English learners in your class

Challenges of having English learners in your class

Needs your English learners have in your class

Needs you have to teach English learners effectively

EL: English Learner EP: English Proficiency LEP: Limited English Proficiency ESL/ESOL: English as a Second Language;

English for Speakers Other Languages TESOL: Teaching English to Speakers of Other

Languages L1/L2: 1st Language; 2nd Language LTELs: Long Term English Learners SIFE: Students with Interrupted Formal Education SIOP: Sheltered Instruction Observation

Protocol

Motivation First Language Development Language Distance and Attitude Access to Language Age Personal Learning Style Peers and Role Models Quality of Instruction Cultural Backgrounds/Goals

Basic Interpersonal Communication Skills (BICS) and Cognitive/Academic Language (CALP) refers to different language and communication skills based upon the work of Jim Cummins (1979), University of Toronto.

The difference forms of speech and language focuses on the varying timeframe typically required by ELL children to acquire conversational fluency in their second language as compared to grade-appropriate academic proficiency in that language.

Conversational fluency is often acquired within two years of initial exposure to the second language; at least five years is usually required for ELL to gain academic language of the second language

BICS/CALP (conversational/academic) distinction needs to be made to assist students and foster success.

A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development

The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students

An approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they need for graduation

Differentiated Instruction History Alive StandardsStrategies

Cooperative Learning Multiple Intelligences Writers’ Workshop

Reading Incentives Essential Questions

SIOP is the Overarching Concept with the focus on ELL Students.

Lesson preparation Building background Comprehensible input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

Content objectives clearly defined and displayed and reviewed with students

Language objectives clearly defined, displayed, and reviewed with students

Content concepts appropriate for age and educational background level of students

Supplementary materials used to a high degree to make the lesson clear and meaningful

Adaptation of content to all levels of student proficiency

Meaningful activities that integrate lesson concepts with language practice (R,W,L,S)

What is to be taught lesson activities

Task students need to complete

How to complete the task

Language skills needed to accomplish the lesson activities

Compare/Contrast

Apply Rank Analyze Design Measure

Solve Discover Research Compute Search Identify

Describe Explain Discuss Tell Converse Quick Write Write

Journal List Log Listen Read State Label

Content ObjectiveStudents will be able to: Explore three decisions about the atomic

bomb that were faced by the U.S. during WWII, take a position on each, and defend their position orallyDecision A: Whether to build an atomic bombDecision B: Whether to drop an atomic bombDecision C: Whether Truman made the right decision

Language ObjectivesStudents will be able to: Read information in a small group for each

decision and reach consensus on a position by listening and discussing

State their position and orally defend it in a class dialogue

Disagree with prior speakers in a respectful manner

In writing, defend a position on whether or not it was justifiable to use the bomb on Japan

CONTENTCONTENT LANGUAGELANGUAGE Students will be about

to describe the means of transportation used by Native Americans in New York during Colonial America time.

Students will be able to describe the importance of the canoe to Native American culture.

Students will be able t o review the text, interpret, and discuss pictures in the chapter, as well as identify and define key vocabulary terms.

Students will be able to use past tense to describe orally and in writing early Native American uses of the canoe.

Maximized ability for reading comprehension and fluency is directed associated with knowledge of vocabulary.

To own a word, it means you possess the ability to define it, recognize when to use it, knowledge of multiple meanings, and ability to decode it and spell it correctly. .

For ELLs, vocabulary development is essential to become a strong reader.

There is Tier 1, Tier 2, and Tier 3 vocabulary words.

Tier 1 terms are words that ELLs typically know in their own language.

Need to know words: Ex: run, rain, talk, name, teacher, uncle

Some Tier 1 words are simple cognates; these are high-frequency words in Spanish and English and may not require substantial instruction because students may know the word meanings in Spanish. Examples: family/familia or preparation/preparación

Help students to watch out for false cognates; give the correct translation. Examples of false cognates are: rope/ropa (clothing)

Idioms are Tier 1, but need to be explained Ex.: Make up your mind; Hit the books; Once upon a time

Tier 2 terms are more complex words than Tier 1 words. At times, these words are abstract words.

Pre-Teaching words: Cannot be demonstrated and not a Cognate Terms important to understand text: character, setting,

plot, even numbers, and country Terms that have connections to other words & concepts:

between, among, by, combine, and estimate Words understood for the general concept, but need

greater explanation for full understanding of the concept: set, tables (science and math), shy ashamed, stubborn, drizzle, jog, and sprint.

Some words don’t require elaborate discussions; can be demonstrated: multiple meaning words Ex. Trunk – part of an elephant part, back of the car, part of a tree, part of

a body Tier 2 Cognates: High-Frequency in Spanish; Low-Frequency in

English Ex: coincidence/coincidencia, industrious/industrioso,

fortunate/afortunado

Tier 2 terms are low-frequency words found in content books or words that are not demonstrable or cognates Ex.: velocity, isotope, procrastinate, amoeba,

contiguous

All grade levels would benefit from having bilingual dictionaries available in the classroom. It aid a teachers when they need to translate a vocabulary word into students' native language, it is good reference tool for students. Students can look up unknown words to aid in comprehension when independently reading.

Tier 3: Tier 3: antique, ancient

Tier 2: Tier 2: ageing, mature, elderly

Tier 1Tier 1: : old

Tier 3:Precision Vocabulary

Tier 2:Descriptive Vocabulary

Tier 1:Basic and General Vocabulary

Speech appropriate for students’ proficiency level Slower rate Enunciation Simple sentence structure

Clear explanation of the academic task Variety of techniques to make concepts clear

Modeling Visuals Body language Hands-on activities Demonstration

Two types of strategies should be addressed by the teacher of language learners: Instructional Strategies & Learner Strategies

Instructional Strategies: techniques, approaches, and methods that teachers use to promote student learning and achievement Verbal Scaffolds: techniques used to help students expand their

language (asking student to elaborate on an answer) Procedural Scaffolds: lesson sequences and techniques teachers

use gradually withdraw support to foster independence of task completion (modeling tasks, student grouping, clear routines)

Instructional Scaffolds: tools and techniques used to assist students in the learning process (graphic organizers, labeled visuals, word walls with key vocabulary, language chucks for writing, and manipulatives)

Learner Strategies: flexible, mental plans that students use to more effectively accomplish a learning task Ex: asking questions as they read text; using cognates to

determine meaning of a word

Background: Oral language development has been directly linked to literacy development; National Literacy Panel on Language-Minority Children and Youth find a positive correlation between students’ oral language proficiencies and their reading/writing proficiencies

It is essential to promote oral academic language experiences through planned, purposeful interactions Key vocabulary and language chunks need to be

taught, modeled, and clearly displayed Support should be provided to help students

achieve their content and language objectives

Hands-on materials and/or manipulatives provided for students to practice new content knowledge

Activities provided for students to apply content and language knowledge in the classroom

Activities provided that integrate all language skills (R,W,L,S)

Content objectives clearly supported by lesson delivery

Language objectives clearly supported by lesson delivery

Students engaged approximately 90-100% of the time

Pacing of the lesson appropriate to students’ ability level

Comprehensive review of key vocabulary Comprehensive review of key concepts Regular feed back provided to students

on their output Assessment of student comprehension

and learning of all lesson objectives throughout the lesson

~ Alison Bruno & Maria Dorr ~~ Alison Bruno & Maria Dorr ~South Huntington UFSDSouth Huntington UFSD

LIASCD Fall Annual ConferenceFinding Optimism in Changing Times

Melville Marriott, Melville NYOctober 5, 2012