During Teaching Strategies Providing support to both ELL and Native English Speakers

Sources Echevarria, J., Short, D., & Vogt, M. (2010). Making content comprehensible for secondary English learners: The SIOP model. Boston, MA: Pearson Education, Inc. Echevarria, J., & Vogt, M. (2008). 99 Ideas and Activities for Teaching English Language Learners with The SIOP model. Boston, MA: Pearson Education, Inc.

SIOP- The Sheltered Instruction Observation Protocol What is Sheltered Instruction? An environment where ELL students are “sheltered” from native speakers. Students receive content and language instruction. Students are taught grade-level, main- stream content.

Notes from Pre-teaching Workshop ELLs need explicit vocabulary instruction. Develop and share content and language objectives with students. Language skills (reading, writing, speaking, and listening) should be developed in every lesson. Teachers should know students’ educational and cultural backgrounds.

Language Appropriate speech Clearly explain tasks Wait time Frequent opportunities to interact Integrate ALL language skills Clarify in student’s native language *All teachers must know their students’ language acquisition level

Language- Appropriate Speech What you say (vocabulary, idioms, cultural/colloquial expressions) How you say it (speed, clarity, visual cues) Provide a model for correct speech (e.g. good vs. well) Repeat, repeat, repeat Use cognates when possible Use simple sentence structures (subject- verb-object)

Language Strategies Create Personal or Class Dictionaries Use Picture Dictionaries Signal Words Handouts/Posters/Charts (cause and effect, addition and subtraction) Teach hand signals and body language Idiom Match-Up Homographs, Homophones, Synonyms Roots, Prefixes, Suffixes Every Student Gets a Chance

Language- Clearly Explain Tasks Provide information step-by-step. Demonstrate, model, or provide visuals for each task. Oral directions should always be accompanied by written ones.

Underline words/phrases Beginner ELLs will understand Teacher’s directions, “Alright, guys. Grab your books off the counter and turn to page 47. We’re gonna read pages in Chapter 3. After reading, you’re gonna break into groups to outline the chapter. After that, each group will write up one discussion question for the class to talk about tomorrow. K? Any questions?”

Better Description of Tasks Get your book on the counter. Open your book to page 47. Today we will: 1. Read pages Work together to outline the chapter (use your outline handout). The groups: 3. With your group, write one question for the class to discuss tomorrow.  Do you have questions?

Language- Wait Time Appropriate wait time varies on a person’s culture. U.S. classrooms have a very short wait time. ELL students take a much longer time to process and produce than native speakers. Strategies: write before you speak, 50-50, phone a friend

Language- Frequent Opportunities to Interact Encourage students to move beyond yes/no responses. Strong relationship between oral proficiency and reading and writing proficiency. Improved oral skills will improve comprehension and writing. More speaking practice=stronger confidence, less hesitation Balance teacher talk and student talk.

Strategies that Promote Interaction Written- dialogue journals, pen pal s (epal), rewrite lyrics to popular songs to review content Verbal- role-play, Taboo, Catch-Phrase, Expert Stay Stray, share class objectives, Dinner Party, game show, Reader-Writer- Speaker Triad, Inside-Outside Circle, Find Your Match, Take a Stand, You are There

Language- Integrate All Language Skills Reading, writing, speaking, and listening should take place every lesson. Language development--vocabulary> grammar usage> functional/social language> academic language (5-7 years) Strategy- Numbered Heads Together

Language- Clarify in L1 Academic skills transfer from L1 to L2. Students learn best when given clarification in native language. Strategies: seat students next to same language peer, allow for translators, provide bilingual dictionaries, use reliable resources to translate key terms before the lesson

Content Use a variety of learning strategies Higher order questioning Scaffold Application of content and knowledge in new ways

Content- Use a variety of learning strategies Teach students to think about their thinking and learning. Students should learn how to: choose problem solving techniques, monitor understanding, make connections, preview and predict, ask for clarification, take good notes, etc.

Learning Strategies Mnemonics SQP2RS “Squeepers” (Survey, Question, Predict, Read, Respond, Summarize) GIST (Read a passage, choose ten key words or concepts, write a one-two sentence summary using key words, continue throughout text, final product will be a summary) Graphic Organizers Rehearsal/Recall Strategies (flash cards) Comprehension Strategies (predict, monitor, etc.)

Learning Strategies Continued Directed Reading-Thinking Activity “DRTA” (What do you think about…? Did this prediction come true? Etc.) Anticipation/Reaction Guide (e.g. Hurricanes cause the most damage of any type of natural disaster in the U.S.) Stop and Think Alouds You Are the Teacher! Read and Retell

Content- Higher order questioning Bloom’s Taxonomy Plan higher-order questions prior to lesson. 80% of questions are literal :-( Questions can be high content and low language Strategies- Questioning the Author, Canned Questions, Question-Answer Relationships

Example of Canned Questions Knowledge: The definition of (topic) is… Comprehension: (Topic) can be explained as… Application: An example of (topic) is… Analysis: (Topic) can be compared to… Synthesis: Of I create a diagram of (topic) I would include---in my diagram. Evaluation: We can conclude that (topic)…

Content- Scaffolding Provide support through early stages; reduce support; promote student independence. ELLs- use both verbal and procedural scaffolding Verbal- use appropriate prompts, questions, paraphrasing, think-alouds, contextual definitions, correct pronunciation, pace, etc. based on students’ language acquisition. Procedural- model, demonstrate, practice, coach, adjust groupings, etc. to assist learning.

Content- Apply content knowledge in new ways Students need hands-on practice (e.g. realia, graphic organizers, props, activities such as BINGO, Piece O’ Pizza, etc.). Design meaningful lessons that students can relate to (e.g. What would Churchill put on his résumé? Plan a budget for a party. Etc.)

Language and Content Support language and content objectives Use a variety of teaching techniques Pace lesson appropriately Support student engagement Hands-on practice Assess grouping configurations

L&C- Support language and content objectives Use student-friendly language for objectives. Refer to objectives throughout the lesson. Encourage students to decide if objectives have been met.

L&C- Vary teaching techniques Use gestures, body language, pictures, etc. Provide a model for activities and assessments. Preview material before distribution. Allow alternative forms for expressing understanding (e.g. pointing, nodding, etc.) Use multimedia and other technologies. Be succinct. Use graphic organizers effectively. Use audiotapes (not all are appropriate for ELLS)

L&C- Lesson Pace, Student Engagement, and Practice 5 minutes of wasted class time each period = over 15 hours of lost instructional time a year. ELLs need MORE instructional time to “catch up” to native speakers. Vary activities to keep students active (90%-100%)

L&C- Assess and adjust grouping configurations Find a balance between whole-group, small-group, and individual work. Create both homogenous and heterogeneous groups depending on the activity. Ideal structure for instruction--focused lesson > guided instruction > collaborative > independent

Upcoming ELL ProGrow Monday, February 7 – Assessment Tools and Modifications March- Culture and Acculturation April- Special Education Issues and ELLs May- Why Math is NOT a Universal Language