S TRATEGIES

ROUND TABLE REVIEW Activity: With the teachers at your table, discuss the information from our previous training. Use the following topics to guide your discussion. 2 Myths BICS/CALPS District Data Can-Do Descriptors Sentence Frames: I remember… I learned….

H AND U P, P AIR U P 3 Activity: Walk around the room with your hand up, find a partner and give them five. 1. Share an idea of your own. 2. Share one idea of a previous partner. How has the information in the CAN-DO Descriptors helped your lesson planning and instruction in the classroom?

4 Strategy: A careful plan or method to achieve a particular aim or goal. VIDEO Language Objective: I will be able to discuss various strategies for ELLS with partners. Content Objective: I will be able identify and apply appropriate strategies in my classroom.

D O WE NEED TO USE STRATEGIES FOR ELL S 5 Increase Comprehensible Input Vocabulary Development Provide opportunities for students to listen, speak, read and write Teaches students how to develop their own strategies for learning Increase interactions Build Background Scaffold Instruction

 Form of support to bridge the gap between students’ current abilities and the intended goal  Support is more complete during the initial stages of learning but is decreased as there is less need for guidance  Types:  verbal  Instructional  Procedural

 Paraphrasing  Using “Think Alouds”  Effective Use of Wait Time  Use of songs, jazz chants, rhythm, and rhyme  Purposeful use of synonyms and antonyms.  Graphic Organizers  Manipulatives  Word Walls  Labeled Visuals  Realia  Pictures/Graphs

Procedural Scaffolding Student Independence Whole Class Small Group Paired/ Partner Independent Work Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills. Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87. How does this relate to the Anatomy of A Lesson (AOL)

Procedural Scaffolding Increasing Student Independence Teach Model Practice Apply According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modeling and practice that provide procedural scaffolding.. Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

10 SUPPORTS Sensory Supports Graphic Supports Interactive Supports Think about the following types of Supports. Rate your top three on your handout. Think about the following types of Supports. Rate your top three on your handout.

11 TPR Vocabulary Modeling Kinesthetic Interactions Oral language Think Alouds Formative Assessment VIDEO FOLDABLE

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13 Directions: 1. Explain the strategy or activity. 2. How can we use it? 3. Give an example of how it can be used in our classrooms?

14 Think about strategies you observed throughout today’s presentation. ModelingGestures TPRBuilding Background Think AloudsFrontloading Vocabulary Interactions Foldables A/B ParntersPictures EchoingRealia Choral ReadingVisuals Interactive Word WallGraphic Organizer Use your circle map and choose 5 strategies to focus on during instruction. (HOMEWORK)