Who Are We ? Classroom teachers with some ELL students in our class ELL teachers Resource teachers/Support teachers Administrators of a program or building Other

English Language Learners An overview

ELL Students Speak or understand a language other than English as their primary language Have another language spoken in their home which has an impact on their English language acquisition Have demonstrated significant difficulty accessing their English-only classroom instruction

Language Domains Listening Speaking Reading Writing

Language Acquisition Additional languages are acquired in much the same way as primary language Natural communicative processes Language is a tool to communicate

Communicative Intents Inform Ask Request Describe Tell Negate Affirm Regulate Imagine Existence

Communicative Intents Describe Classify Compare Explain Predict Infer Invite Apologize Contrast Evaluate Suggest Interpret

Bics and Calp Dr.Jim Cummins BICS= Basic Interpersonal Communication Skills-refers to social interaction language CALP=Cognitive Academic Language Proficiency-refers to the language used for content areas of learning

Basic Interpersonal Skills Communication of wants/needs Communication with friends Sharing daily activities Basic storytelling Recess talk Hallway and in-line discourse Benchmark skills

Cognitive Academic Language More complex language Language used in “teacher talk” Language of instruction in content area Academic vocabulary Formal language for school setting

ELLs In The Classroom How do we accommodate ELLs in the classroom setting? How can ELL students learn content and language simultaneously? What are the best teaching strategies for use with English Language Learners?

Classroom Instruction That Works--CITW Bob Marzano- McRel Identifying Similarities & Differences Summarizing & Note Taking Reinforcing Effort & Providing Recognition Homework & Practice Nonlinguistic Representation Cooperative Learning Setting Objectives & Providing Feedback Generating & Testing Hypotheses Cues, Questions, & Advance Organizers

Classroom Instruction that Works with English Language Learners Jane Hill - McRel Use of all 9 strategies PIE - Use of strategies purposefully, intentionally, and explicitly Know when, why and how to use the strategies with students

Identifying Similarities & Differences Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items or concepts are alike or different

Summarizing & Note Taking Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details

Reinforcing Effort & Providing Recognition Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning Provide students with rewards or praise for their accomplishments related to the attainment of a goal

Homework & Practice Extend the learning opportunities for students to practice, review, and apply knowledge Enhance students’ ability to reach the expected level of proficiency for a skill or process

Nonlinguistic Representation Enhance students’ ability to represent and elaborate on knowledge using mental images

Cooperative Learning Provide students with opportunities to interact with each other in groups in ways that enhance their learning

Setting Objectives & Providing Feedback Provide students a direction for learning and information regarding how well they are performing relative to a particular learning goal so that they can improve their performance

Generating & Testing Hypothesis Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses

Cues, Questions, & Advance Organizers Enhance students’ ability to retrieve, use, and organize what they already know about a topic

Model Writing Lesson Handout information Books in front Writing Traits review Lesson Participation

Six Traits of Writing