A SEVEN MEGA-STRATEGY FRAMEWORK TO MODIFY LESSONS TO INCLUDE ENGLISH LANGUAGE LEARNERS Raising Student Achievement Conference December 7, 2010 Karen A. Carrier, Ph.D.

1. COMPREHENSIBLE INPUT AKA: MMIO, CONCRETE REFERENTS  Use Appropriate Speech rate & enunciation - careful with idioms! rate & enunciation - careful with idioms! Gestures, Intonation Gestures, Intonation paraphrase and LOTS of REPETITION paraphrase and LOTS of REPETITION  Use Manipulatives to demonstrate and illustrate Objects, pictures, videos, movement Objects, pictures, videos, movement  Explain Academic Tasks step-by-step, include written instructions step-by-step, include written instructions use visuals, put up a chart, overhead of steps use visuals, put up a chart, overhead of steps model it if you can model it if you can  Focus on Key Concepts  Use Graphic Organizers to reduce language load

2. CONTEXTUALIZED LANGUAGE  Call up prior knowledge Focus ELL on what s/he already knows about subject Focus ELL on what s/he already knows about subject  Use Information Talk (Nissani, 2003) describing while doing describing while doing  Beware of reading and reciting without comprehension The Parlation of Trizoles (Wagner, 2006) The Parlation of Trizoles (Wagner, 2006)

3. VERBAL INTERACTION  Frequent opportunities to work with Peers Pair work Pair work Group work Group work Centers Centers  Use different group configurations  Teacher Interaction Provide sufficient time to answer Provide sufficient time to answer Count 10 seconds or moreCount 10 seconds or more Return for answer laterReturn for answer later Give student question ahead of time Give student question ahead of time

4. ACTIVE INVOLVEMENT  “Try it!”  “Show me”  “Let’s do it together”  Hands-on Learning  Application of Language and Content Knowledge  Activities that Integrate All Language Skills (RWSL)

5. ANXIETY REDUCTION  Use teaching strategies and grouping techniques to create a safe environment for learning. pair ELLs with other children who speak their language pair ELLs with other children who speak their language become aware of each ELL’s needs become aware of each ELL’s needs avoid making the learner the center of attention avoid making the learner the center of attention investigate ELL’s background, home country, arrival experience investigate ELL’s background, home country, arrival experience learn some first language phrases (Hello, That’s good, etc.) learn some first language phrases (Hello, That’s good, etc.) Involve entire classroom in helping ELL adjust, learn language, and content Involve entire classroom in helping ELL adjust, learn language, and content

6. ENGLISH LANGUAGE DEVELOPMENT  Language Objectives Support content objectives Support content objectives Learn how to write objectives painlessly (see Language Objective Resources slide, R. F. Mager). Learn how to write objectives painlessly (see Language Objective Resources slide, R. F. Mager).  Key Vocabulary contextualized-self selected contextualized-self selected personal dictionary-word walls personal dictionary-word walls concept definition map-cloze sentences concept definition map-cloze sentences word sort, generalizations-word study book word sort, generalizations-word study book word Banks-sentence walls word Banks-sentence walls  Intentional planning of opportunities to speak, listen, read, and write in English at student’s current level of proficiency

THE MELTING SNOW (adapted)  Subject: Science, Math  Grade Level: PreK-2  Content Objectives: (English language development) SWBAT describe what a thermometer is and how it works SWBAT describe what a thermometer is and how it works SWBAT talk about what heat does to solids and liquids SWBAT talk about what heat does to solids and liquids  Language Objectives: (English language development) SWBAT to use scientific vocabulary to talk about the thermometer, heating, and cooling SWBAT to use scientific vocabulary to talk about the thermometer, heating, and cooling thermometer, melt/melting, freeze/freezing, snow, ice, water, liquid, solid thermometer, melt/melting, freeze/freezing, snow, ice, water, liquid, solid

7. DIFFERENTIATED ASSESSMENT  Use assessment technique appropriate to ELL’s level of English language proficiency  Assess content separate from language  Provide multiple modes of output  Assess at multiple times to evaluate progress  Base assessment on objectives of the unit of instruction

LANGUAGE OBJECTIVE RESOURCES Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the objectives: A critical tool in the development of effective instruction development of effective instruction (3rd ed.). Atlanta: CEP Press. (3rd ed.). Atlanta: CEP Press. Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English Making content comprehensible for English language learners: The SIOP model (3 rd. ed.) language learners: The SIOP model (3 rd. ed.) Boston: Allyn and Bacon. Boston: Allyn and Bacon.

PRINT RESOURCES Herrell, A. L., & Jordan, M. (2011). 50 strategies for teaching English language learners (4 th ed.). Boston: Allyn & Bacon. Reiss, J. (2008). 102 content strategies for English language learners: Teaching for academic success in grades Upper Saddle River, NJ: Merrill/Prentice Hall. Vogt, M., & Echevarria, J. (2008). Ninety-nine ideas and activities for teaching English learners with the SIOP model. Boston: Allyn & Bacon. Reiss, J. (2008). One hundred two content strategies for English language learners: Teaching for academic success in grades Upper Saddle River, NJ: Pearson Merrill/Prentice Hall..

PROFESSIONAL RESOURCES  STATE  Literacy Education, NIU,  Illinois Resource Center,  Professional Conferences & Organizations – All Teachers are Welcome!  Illinois TESOL-Bilingual Education,  Illinois Association for Multilingual Multicultural Education (IAMME),  NATIONAL  TESOL (Teachers of English to Speakers of Other Languages),  NABE (National Association for Bilingual Education),  IRA (International Reading Association),