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Sheltering and Constructivist Strategies in ELD for K-2
Sharon Adelman ReyesDiversityLearningK12
Pasco School District PD Mini-Conference Becoming Bilingual:
Strategies for Strengthening English Language Development
February 11-12, 2011
This presentation has been adapted from
Reyes, S. A. & Vallone, T. L. (2008). Constructivist Strategies for Teaching English Language Learners,
Thousand Oaks, CA: Corwin Press
Sheltering and Constructivist Strategies in ELD for K–2
In kindergarten and the primary grades, games and the arts provide a natural way to engage learners in the English language arts curriculum.
Constructivist strategies and methodologies, when combined with sheltering and scaffolding, make curriculum accessible and language comprehensible.
Agenda
Theoretical overview: 30 minutes
Active participation: 50 minutes
Discussion: 10 minutes
Educational Equity for ELLs
Communicative EnglishAcademic English
Native languageCulture
Communicative vs. Academic English
BICS Basic Interpersonal
Communicative Skills
CALP Cognitive/Academic
Language Proficiency
Cummins, 1981
The Early Childhood Advantage: In K-2, academic English is at the level of a five through seven year old native speaker of English!
Are you a constructivist?
Constructivist Learning Theory is About
The process of knowing and the nature of cognition
The active construction of new knowledge to make sense of our surroundings
Prior knowledge that is built upon in an effort to achieve greater understanding
Deep understanding, rather than rote learning
The reflective transfer of knowledge to other subject matter and to life
Are you a constructivist?
Culturally Responsive Pedagogy
Culturally Responsive Pedagogy
Uses students’ identities and backgrounds as meaningful sources of their education
Views student backgrounds as strengths
Is compatible with constructivism because it values prior knowledge
Can be considered “cultural constructivism”
What do constructivist classrooms look like?
What about content?
What about students?
What about teachers?
What about curriculum?
What about assessment?
What do quality second language classrooms look like?
What about content?
What about students?
What about teachers?
What about curriculum?
What about assessment?
Content
In second language classrooms, content and language are integrated.
In constructivist classrooms, content and process are integrated.
In constructivist second language classrooms, content, language, & process are integrated.
Students
Are both teachers and learners
Are viewed as thinkers with emerging theories about the world
Prior knowledge is valued
Questions are valued
Teachers
Are both teachers and learners
Behave in an interactive manner, mediating the learning environment for the students
Construct knowledge along with the students
Curriculum
Highlights conceptual learning
Relies heavily on primary sources of data
Relies heavily on manipulative materials and real-life objects
Employs cooperative groups and thematic units often
Assessment
Is interwoven with teaching through ongoing observation
Occurs primarily through authentic means
Is determined by curriculum
What is instructional practice in constructivist second language classrooms?
Constructivist Practice for All Learners
Values prior knowledge
Is context-embedded
Integrates cooperative group work and highlights thematic instruction
Incorporates multidimensional assessment
Integrates language, content, and process
Modifications for Second Language Learners
Scaffolding
Sheltered Instruction
Scaffolding
Is based on the premise that what the learner can do with assistance today, can be done alone tomorrow
Provides access to the core curriculum through modeling, providing feedback, and asking questions
Takes learners through a process one step at a
time
Involves activities such as structured poetry, process writing, the scientific process, and even routines
Sheltering
Provides comprehensible input
Is a linguistic scaffold
Is supported by visuals, manipulatives, real-life objects, and hands-on activities
Sheltered Instruction: Language-Related Modifications
Sheltered Instruction
Permits students to contribute to classroom and cooperative group activities through non-verbal means
Supports teacher talk by nonverbal means such as visuals and hands-on experience
Modifies teacher talk
Modify Teacher Talk
Modification of teacher talk makes input comprehensible!
Modify Teacher Talk Through
Rate of speech
Phrasing and rephrasing
Pauses
Gesture and facial expression
Sentence expansion
Vocabulary is foundational
add sum combine total
2 + 2
plus
4
Cognates
ArtistaSalarioDistanciaFamosoDirector
Can you think of any other cognates?
False Cognates
Is “carpeta” a carpet?
Word Blocks
Prefix = disRoot = connectSuffix = ed
disconnected
Can you think of any others?
“False Word Blocks”
Prefix = inRoot = valuable
invaluable
Can you think of any others?
Other Ideas to Teach Vocabulary
Picture dictionariesElectronic dictionaries
Can you think of any others?
Be inventive: Engage students in learning
REMEMBER
Making the curriculum accessible for emergent bilingual students makes the curriculum accessible for everyone!
Citations
Reyes, S. & Vallone, T. L. (2008). Constructivist strategies for teaching English language learners. Thousand Oaks, CA: Corwin Press
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.),
Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles.
Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore: University Park Press.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Peregoy, S. F., & Boyle, O. F. (2005). Reading, writing, and learning in ESL: A resource book for K-12 teachers. New York: Longman.
Activities Games Creative Movement Sentence Stems Storytelling Language Experience Approach Creative Drama (Pantomime) Poetry Music Visual Art
Frog
Hand Drum Freeze
Hop (low) Leap (long) Jump (high) Swim (fast) (Sit on a lily pad and) Catch
flies
( )
BTW,
( )
ELD.scaffold
cantechnology
BTW,
Frogs can _______.
Frogs cannot _______.
Wordless Books
Shelter oral language development
Shelter writing
Adapt the Language Experience Approach for English learners
Model your thinking about language.
Creative Drama
Focuses on process over product
Lowers the affective filter Can provide comprehensible
input
Terquain:Structured poetry as a scaffold
Three lines on a single subject First line consists of a one-word
noun Second line describes the noun
with two or three words Third line is either a synonym of
the noun or describes a feeling about it
Frog Terquain
FrogHopping, jumping, croakingSilly
Terquain
Three lines on a single subject First line consists of a one-word
noun Second line describes the noun
with two or three words Third line is either a synonym of
the noun or describes a feeling about it
Adapting Songs for ELD
Keep the rhythm and melody Change syntax for ELD level Change words for context Add action and movement
Five Little Frogs
Five green speckled frogsSat on a speckled logEating some most delicious bugs (Yum, yum)One jumped into the poolWhere it was nice and coolThen there were four green speckled frogs
Adaptation of Five Little Frogs
Many green and speckled frogs Are sitting on some speckled logsEating some delicious bugs (Yum, yum)They jump up in the airThey float on lily pads way up thereNow the town is full of flying frogs
Comparison
Five green speckled frogs
Sat on a speckled log
Eating some most delicious bugsOne jumped into the poolWhere it was nice and coolThen there were four green speckled frogs
Many green speckled frogs Are sitting on speckled logsEating some delicious bugs They jump up in the airThey float on lily pads way up thereNow the town is full of flying frogs
WEDNESDAY
Can pigs fly?
How do these activities shelter and scaffold ELD?
Games Creative Movement Sentence Stems Storytelling Language Experience Approach Creative Drama (Pantomime) Poetry Music Visual Art
Citation
Reyes, S. A. & Vallone, T. L. (2008). Constructivist Strategies for Teaching English Language Learners. Thousand Oaks, CA: Corwin Press
