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The biggest challenge ELLs face is . . .
The biggest challenge teachers of ELLs face is . .
.
http://tinyurl.com/Region13SI
Content Objective
We will identify ways to use the Linguistic
Accommodations Guide as a practical tool for
understanding the ELPS and sheltered instruction.
Language Objective
We will explain our understandings using the following
stems:
I now know . . .
I was reminded of . . .
I was surprised to learn . .
Word Wall
Proficiency Level
Descriptors
Linguistic Accommodations
Rate Your Words
1 2 3 4
Words
you know
and can
use
Words
you
almost
know
Words
you’ve
heard
before
Words
you don’t
know
A Introduction
B School District
Responsibilities
C Cross Curricular
Second Language Acquisition
Knowledge & Skills
D Proficiency Level
Descriptors
What is included in the ELPS?
Slide 1 Text Title
This slide is hyperlinked to slide 2,3,4.
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Double click into the numbered panels to change text.
A 2
3 4
Introduction
• Required
• Make content comprehensible
• Develop academic language
Slide 2 Text Title
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Double click into the numbered panels to change text.
1 B
3 4
School District Responsibilities
Communicated Sequenced Scaffolded
Slide 3 Text Title 1 2
C 4
Cross Curricular Second Language Acquisition
Knowledge & Skills
Student Expectations
Learning Strategies Listening Speaking Reading Writing
Slide 3 Text Title
This slide is hyperlinked to slide 1,2,3.
Clicking on the numbered boxes will take you to that corresponding slide.
Double click into the numbered panels to change text.
1 2
3 D
Proficiency Level Descriptors
Language Proficiency
Levels
Beginning Intermediate
Advanced Advanced High
Big Ideas
• Make Content comprehensible
• Develop academic language
Big Responsibilities
Communicated Sequenced Scaffolded
Student Expectations
Learning Strategies Listening Speaking Reading Writing
Language Levels
Beginning Intermediate
Advanced Advanced High
Proficiency Level Descriptors
Kindergarten – grade 12 ELLS may be at:
Beginning intermediate advanced Advanced
high
Levels of language proficiency in:
listening speaking reading writing
Notes
Proficiency Level Descriptors
• Beginning – Little or no ability.
• Intermediate – Ability, simple language structures, high-frequency
vocabulary, routine contexts
• Advanced – Grade appropriate, with support
• Advanced High – Grade appropriate, with minimal support
PLD Sorting Activity
Numbered Heads Together
• Imagine that you wake up tomorrow as a student in Moscow, Russia.
• You are enrolled in 8th grade math.
• What do you want your teacher to do for you in terms of accommodations?
Differentiated instruction is “responsive” teaching rather than
“one size fits all” teaching. It is critical to impact student achievement of
English learners.
Video: Linguistic Accommodations
Linguistic accommodations
Changes made to the instructional approach to support students language acquisition.
Differentiated Instruction
Communicated
Sequenced
Scaffolded
Communicated
Make content comprehensible
Take it easy.
And point.
Make it clear.
Pause. Often.
Realia
Bring to class (or show in environment) the actual object.
Pictures
Graphic Organizers
• Look at the suggested teacher
behaviors for listening.
• Talk to your partner about what you do
well already and one area of focus for the
upcoming year.
Sequenced
Advanced High Advanced Intermediate Beginning
Beginner
Intermediate
Advanced
Tiered Questioning
“Show me . . . . “
“Which of these . . . .?”
“Is it the ____ one or the _____ one?”
Beginner
“Did this happen at the beginning or the end?”
“What happened next?”
“Where did you find the answer?”
Intermediate
“Why was that significant?”
“What was the character trying to do?”
Advanced
Product: Assessment Options Beginning Intermediate Advanced Advanced High
Draw Point List
Label Group Act out Match
Recall Summarize
Retell Describe Define
role-play Restate Explain
Analyze Evaluate Create Justify Defend Support Debate
Cite examples
All assessment
options
Drawing
• Look at the suggested teacher
behaviors for reading.
• Talk to your partner about what you do
well already and one area of focus for the
upcoming year.
Scaffolded
I use language, we use language, you use language
Sentence Stems
General Academic Stems • We will write summary sentences about . . . • We will orally defend a position on . . . • ______ and _____ are similar in that . . . • One key difference is . . . • If _____ then _____ because . . .
Paragraph Frames
Tiered Sentence Stems English 9.B
Differentiate between opinions that are substantiated and unsubstantiated in text.
• Beginner: An opinion that is in the text is…. I know
this is an opinion because … • Intermediate: ____ is opinion supported/not
supported by the text because … • Advanced: ___ is an opinion that is/is not
substantiated in the text ____ because… • Advanced High: ____ is an opinion evidenced/not
evidenced in the text. Evidence that indicates the opinion is substantiated/unsubstantiated in the text includes…
Sentence Stem Video
How did the teacher in the video use
sentences stems to support student conversations?
What other ELL friendly strategies did he use to
engage students in class discussions?
Sentence Stem Sort
• Look at the suggested teacher
behaviors for speaking & writing.
• Talk to your partner about what you do
well already and one area of focus for the
upcoming year.
Gallery Walk
What do the students say?
Ranking for Self-Assessment
1= I have never heard of it. 2= I have heard of it but still have quite a few questions. 3= I have some ideas and could share some with others. 4= I could teach this workshop.
How well do I know what Sheltered Instruction means?
Video: Sheltered Instruction
Video: Comprehensible Input
Developing Academic Language
What can you do to lower the
affective filter of ELLs in your classroom?
Record your response in the appropriate section of
your study guide.
Language of the Disciplines
Basic
Interpersonal
Communication
in English
The
Language of
Science
The
Language of
Math
The
Language of
Social
Studies
The
Language of
Language
Arts
Guess
Hypothesis
Estimate
Speculation
Predict
Rules
Theories
Formula
Laws
Morals
Take Away
Extract
Subtract
Limit
Omit
Same
Homogenous
Equal
Identical
Synonymous
Brick & Mortar Words
photosynthesis
equation alliteration
federalism foreshadow
conclude significant
observe interpret
Read the STAAR passages found in your study
guide and identify “bricks” and “mortar” terms.
• Questioning Strategies
• Cooperative Learning
• Self Evaluation
• Accessing prior knowledge
• Vocabulary & concept knowledge
• Language objectives
• Sentence stems
• Linguistic accommodation
• Classroom environment
Differentiated Instruction
Academic Language
Interaction &
Assessment Building
Background
Language Building Activities
FOUR CORNERS
Four Corners
1) One person reads the instructional activity aloud.
2) Select the content or concept for the activity.
3) Identify key vocabulary and phrases students will use. Consider how you will ensure students use these words.
4) Create a poster illustrating how you can use this strategy in the content-area you have selected.
Stay & Stray Gallery Walk
Content Objective
We will identify ways to use the Linguistic
Accommodations Guide as a practical tool for
understanding the ELPS and sheltered instruction.
Language Objective
We will explain our understandings using the following
stems:
I now know . . .
I was reminded of . . .
I was surprised to learn . .
Exit Ticket
I now know that . . . I was reminded of . . .
I was surprised to learn . . .
Please use one of the following stems to write a
reflection about your learning.
