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This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
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SIOP REFRESHERMeeting the Needs of our ELLs
September 2014Carla Huck and Beth AmaralSIOP Instructional Coaches
Danbury High School
Objectives:Participants will be able to:
*examine their prior knowledge of second language acquisition and correct any misconceptions.
*learn five key research-based principles of second language instruction
*identify specific instructional strategies to enhance content and language learning for ELLs in their classes.
Directions:
Work with your group to sort and classify the statement strips on your graphic organizer.
http://www.online-stopwatch.com/eggtimer-countdown/
True or False?
We have 256 ELLs at Danbury High School.
FALSE We have 423 ELLs
True or False:
The emotional state of the learner can interfere with the acquisition of English.
TRUEAnxiety can block the learner’s ability to process information. This is called the affective filter. Speaking a new language requires that the student takes risks.
True or False:
All children learn a second language in the same way.
FALSESecond language acquisition is directly impacted by a child’s linguistic and cultural rearing, as well as social class differences.
The most significant variable in how quickly ELLs reach grade-level norms is their level of literacy in their native language. Some students were well-educated in their native countries, while others are students with interrupted formal education (SIFE).
True or False:
The more time English Language Learners spend soaking up English in the classroom, the more quickly they will learn the language.
FALSELanguage is not “soaked up.” The learner must understand the communication that is conveyed by teachers.
This is called comprehensible input.
True or False:
Until students learn English, there is no point in trying to teach them content area subjects.
FALSESecondary students have the greatest likelihood of achieving educational success if they receive appropriateEnglish language and content instruction simultaneously.(SIOP)
In the study of content, students interact in English with meaningful material that is grade/age appropriate and relevant to their schooling.
Everything you always wanted to know about language acquisition. . .
but were afraid to ask or
didn’t know who to ask!
Receptive language precedes production.
Listening before speaking.Reading before writing.ELL studentswill usually passthrough a silentphase.
Basic Interpersonal Social Skills (BICS) take one to two years to acquire.
face to
face
highfrequency words
simple sentence structures
familiar content
Cognitive Academic Language Proficiency (CALP) takes 5 or more years.
formal writing
abstract and limited context
low frequency vocabulary
longer, more complex sentences
Cultural references and idioms confuse.● Washington is kicking the can down the road.
● Buying Bitcoin is like stepping into the Wild West.
● There were too many strings attached.
● The rain is coming down in buckets.
● Let’s nip this in the bud.
Long sentences confuse.The amount of electronic waste generated globally last year is enough to fill 100 Empire State Buildings and represents more than 15 pounds (6.8 kilograms) for every living person, according to the U.N. Environmental Program. Much of that e-waste is exported to developing countries like India and Kenya in the form of used goods, where it ends up in landfills or is burned, putting lead, arsenic and mercury into the environment. Two sentences and 73 words.
(StarTribune, Aug. 23)
WHAT CAN WE DO?
Principle 1. Focus on academic language, literacy, and vocabulary: Teach the language and language skills required for content learning.
Present, review, and summarize Content AND Language objectives in every lessonChoral reading/pronunciation of vocab by entire classUse simplified language, present tense sentences, limit idioms and enunciate clearlyWord walls, sentence frames, word banks, word sortsFrequent comprehension checks-- NOT “Do you understand?” or “Any Questions?”
PEOPLE
GEORGE WASHINGTON
THOMAS JEFFERSON
THOMAS PAINE
KING GEORGE
PAUL REVERE
MUSKETS
RIFLES
WEAPONS
KNIVES
BAYONETS
CANNONS DEMOCRACY
FREEDOM OF RELIGION
SELFGOVERNANCE
TAXATION
RIGHTS TO BEAR ARMS
ISSUES
Principle 2. Link background knowledge and culture to learning: Explicitly plan and incorporate ways to engage students in thinking about and drawing from their life experiences and prior knowledge.
Make connections to students’ background knowledge from their own experiences. Ask them how things were done in their home countries.
Use anticipation guides, KWL charts, culturally relevant readings, and peer support in the native language
Highlight key vocab, use cognates and teach word parts
http://spanishcognates.org/
Two ways to activate prior knowledge for a unit on natural disasters and make predictions
What do we know?
(What types of natural disasters do you remember from your own country?)
(Can you name a natural disaster that you have seen on tv or in a movie?)
What do we want to know?
What have we learned?
K W L
Anticipation Guide
Hurricanes cause the most damage of any type of natural disaster in the United States.
Insurance companies should not be held responsible for covering damage to homes and businesses from natural disasters.
People should be able to rebuild their homes in the same places even though the location is commonly in the path of hurricanes.
The U.S. Government must refit all buildings and highways that are earthquake-prone.
Agree or Disagree?Before reading After reading
Principle 3. Increase comprehensible input and language output: Make meaning clear through visuals, demonstrations, and other means and give students multiple opportunities to produce language.
Use realia, models, artifacts; BrainPop or Learn Zillion and videos with frequent checks for comprehension, GIST, guided notes
Ask for completion -- fill in the blank sentences with word banks; sentence starters; cloze passages; multiple choice (3 choices, no “a & b” or “all of the above/none of the above” as options)
Use shorter/adapted texts with lower reading level
BrainPOP!id: danbury hspw: popstar
(workshop teaser. . .Nov. 10th)
Stop and Jot -- with a timer
Many times in classrooms, discipline problems can be attributed to students not knowing what they’re supposed to be doing. What are some ways a teacher can avoid student confusion about academic tasks?
Principle 4. Promote classroom interaction: Engage students in using English to accomplish academic tasks.
Students benefit from discussions, clarification and problem-solving with peers
Pairs: Think/Pair/Share, Turn and Talk, Reciprocal Teaching
Small group activities: Jigsaw, cubing, 4 corners, roundtable
Interactive: Stations, gallery walk
Cubing
Six levels of questions discussed in a group
Three sets of cubes used in this class to differentiate according to language proficiency
Jigsaw Activity
3 groups of 5 become “experts” in different aspects of gluten; return to base groups to teach each other.
Principle 5. Stimulate higher order thinking and the use of learning strategies: Explicitly teach thinking skills and learning strategies to develop ELLs as effective, independent learners.
Teach students how to highlight important vocab, main ideas and details in readings (MODEL / Think Aloud)
Use student vocabulary glossaries-- charts for each unit
Provide specific note-taking templates, such as Cornell Notes, THIEVES
Use graphic organizers to collect and organize information before writing
Keep your expectations high. . . focus on what students CAN DO
Roundtable
Think of an upcoming lesson you will be teaching. Identify one or more strategies that you will incorporate to further support your ELLs’ content and language acquisition.
Write your answer in one section of the circle and then pass paper to the right.
ClosureDid we meet our objectives?
*Please complete the brief survey you will receive from us via e-mail. Contact us: [email protected] [email protected]
Works CitedClark, S. (2014). Writing Strategies for Science. Huntington Beach, CA: Shell Education Publishers.
Echevarria, J., Vogt, M.E. & Short, D. (2010). Making Content Comprehensible for Secondary English Learners: The SIOP® Model. Boston: Allyn & Bacon.
Levine, L. N., Lukens, L. & Smallwood, B. A. (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.
Zwiers, J., O’Hara, & Pritchard, R. (2014). Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland, ME: Stenhouse Publishers.
