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Kerry Segel, Ph.D.

Saginaw Valley State University

May 12, 2011

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Outcomes for this session1. Participants will learn about some basic aspects of

educating ELLs;

2. Participants will be given a model for beginning school-based ELL Profession Development;

3. Participants will experience a mini ELL in-service based on the model; and

4. Participants will receive resource information useful for preparing ELL workshops.

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Matematik Uygulama: Sayilar 1 = bir

2 = iki

3 = uc

4 = dort

5 = bes

6 = alti

7 = yedi

8 = sekiz

9 = dokuz

10 = on

11 = on bir

…………

14 = on dort

…………

19 = on dokuz

20 = yirmi

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A Model for School-based ELL Professional Development

Preparing for ELL PD

Questions, concerns, priorities

Resources

Cultural or language awareness activity

Exploring Myths and Realities

General Practices and Specific Strategies

Lesson Planning

Future Focus

Long term on selected activities

Assessment and follow-up

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Preparing for ELL PD Reasons, concerns, and questions

We have several ELLs in our school.

We do not have (sufficient) staff trained in ELL methodology.

Teachers are expressing frustration at lack of progress of ELLs in their classrooms.

This group may not make AYP.

What are some good methods for working with ELLs?

Should we teach them separately from other students?

How do we involve each of the teaching team?

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Title I Paraprofessionals: Instructional-related Activities

“Paraprofessionals who provide instructional support” include those who

Provide one-on-one tutoring…

Assist with classroom management…

Provide instructional assistance in a computer laboratory… library or media center…

Provide instructional support services under the direct supervision of a highly qualified teacher .

From NCLB, 2004.“Title I Paraprofessionals”, Washington, D.C., U.S. Department of Education, page 1.

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Myths (and Realities) Teaching ELLs is just good teaching.

ELLs should be ready to compete with L1 English speakers after two years at most.

Most ELLs come from outside of North America and Europe.

ELLs should not use their first language (L1) in the classroom.

Computer programs can effectively teach English to ELLs.

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General Notions and Tips for Supporting ELL Education Model whatever you teach

Read to students often

Interpret lessons rather than translate then

Find “study buddies” or peer guides for ELLs

Make classroom and school multicultural and multilingual

Involve the family and community

Be ready for the unknown!

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Strategies for ELLs: Questions What do we need to know about second language

learning to implement strategies?

Can strategies for Native English Speakers (L1) be used for English Language Learners?

Should L1 strategies be applied differently to ELLs?

Are there strategies designed especially for ELLs?

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Strategies for English Language Learners: Categories Language: Vocabulary, grammar

Language skills: Speaking, listening, reading, and writing

Production or comprehension; literacy

Content-focused

Assessment

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Lesson Planning and Implementing Bringing language, strategies, content and students

together

Making plans work for ELLs

Planning systems designed for classrooms including ELLs; e.g., sheltered content instruction

Effective involvement of the entire team

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Sheltered Instruction: SIOP The SIOP Model consists of eight interrelated

components:

Lesson Preparation (including lang. & cont. objectives)

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review/Assessment

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Our Mini Workshop Warm up: Learning in another language

Session 1: Myths and realities of ELL Education

Session 2: General notions and tips for teaching ELLs

Session 3: L1 comprehension strategies for ELLs

Session 4: Comprehensive lesson plans: SIOP

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Discussion of Mini-workshop Sessions

What did you do?

Could you use or adapt this activity to your classroom or school?

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A Model for School-based ELL Professional Development

Preparing for ELL PD

Questions, concerns, priorities

Resources

Cultural or language awareness activity

Exploring Myths and Realities

General Practices and Specific Strategies

Lesson Planning

Future Focus

Long term on selected activities

Assessment and follow-up

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Resources (1) Bouchard, M. (2005). Comprehension Strategies for

English Language Learners. New York: Scholastic.

Echevarria, J. Vogt, M. and Short, D. (2008). Making Content Comprehensible for English Language Learners: The SIOP Model. Boston: Pearson Education.

Samway, K. and Taylor, D. (2007). Teaching English Language Learners: Strategies that Work, K-5. New York: Scholastic.

Samway, K. and Taylor, D. (2008). Teaching English Language Learners: Strategies that Work, Grades 6 and up. New York: Scholastic.

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Resources (2) Echevarria, J. & Vogt., M. (2011). Response to

Intervention (RTI) and English Learners: Making it Happen. Boston: Pearson Education.

Nevin, A., Villa, R. & Thousand, J. (2009). A Guide to Co-Teaching with Paraeducators. Thousand Oaks, CA: Corwin Press.

Web sites: Google “ESL reading”, “SIOP lesson plans”, “ESL: RTI”

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Response to Questions Now

Later

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Thank you!!! Kerry Segel, Professor of English

Saginaw Valley State University, Michigan

Contact me at ksegel@svsu.edu

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