Draw a picture of Acheta domesticus include details (don’t forget the wings)

The Experience of being ELL Teachers assume the ease/difficulty of a task Teachers misinterpret behavior –talking in class –looking at others’ papers –non-participation Teachers misdiagnose the need –reading problem –learning disability –motivation issue –home support (or non-support) Teachers send subtle cues for a silent contract –“Sit in your seat and stay quiet, don’t be a distraction, and I won’t hassle you.”

The Experience of being ELL Like all learners, a motivated ELL student will use whatever tools are available as she/he strives to make sense of the world. –prior schema –peer modeling (a.k.a. scouting, looking on) –active peer support (e.g., translation) –adult support

The Experience of being ELL Motivation can be damaged by: –Perception of low likelihood for success –Embarrassment –Confrontation –Extrinsic reward and/or punishment

Draw a picture of Acheta domesticus include details 귀뚜라미 grillocricket

Draw a picture of Acheta domesticus include details HeadThorax Abdomen

Draw a picture of Acheta domesticus include details HeadThorax Abdomen Wing Antenna Eye Leg

Insect

Insects

True “Bugs”

Attributes of Insects Multi-cellular Heterotrophic Arthropod Exoskeleton of scleretized cuticle Metamorphosing Ectotherm Big enough to see Eat other living things Jointed legs Hard outside covering they shed to grow Go through stages Does not produce much internal heat Hard outer covering Six legs, antenae, wings (sometimes) Three body parts Change during life cycle Don’t warm their own bodies Which set of attributes is most appropriate?

Social conversation (with gestures) Storytelling with props Social phone call Note left on the refrigerator Manipulative math lesson Geography map lesson Social studies lecture Multiple choice test Context-embedded language Context-reduced language Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency Cognitively Undemanding Language Cognitively Demanding Language

Turning Over A New LEAF L anguage--direct instruction in vocabulary and language patterns (vocabulary may not be the same as for other learners.) E nhanced comprehension and contextualization-- several strategies A ffect--keep it positive, acknowledge culture, activate and build on prior knowledge F our modalities Listening, Speaking, Reading, Writing--do not all develop at the same rate

Techniques for Contextualization Modeling Hands-on manipulatives Realia Third party pictures/photos (Internet) Teacher-made pictures Document camera/Overhead Translate Key Terms

Translations Translate key terms Usually instruction is meant to be in English— translation is an assist Check translations carefully (e.g., back translate) Support both content AND general routines Two sites:

Cephalothorax Abdomen Leg Arachnids

Using the LEAF model, and techniques for contextualization, design a lesson in which students compare the attributes of Insects with the attributes of Arachnids.

Cephalothorax Abdomen Leg Arachnids

L E A F Language Instruction Enhance Comprehension Affect Four Modalities

L anguage Instruction Plan activities for directly teaching vocabulary and language structures Label classroom Ask and answer yes/no questions Parroting Illustrating vocabulary Word walls Word games Rhymes, chants, songs Build background knowledge

E nhance Comprehension Connect learning to real life language and experiences ABC (Activity Before Content) Diagrams / pictures / visuals Connect to background knowledge Manipulatives / realia Vocabulary games (memory, bingo, scavenger hunt) Model and demonstrate Repeat, rephrase, paraphrase Gestures, facial expressions, body language Speak slowly and clearly

A ffect Keep the learning fun! Build in routines Total physical response (TPR) Increase motivation, self esteem Lower anxiety Actively involve each student Activate background knowledge Play culturally diverse music Play games Buddy helper Parental involvement / guest speakers and readers

F our Modalities Integrate listening, speaking, reading, and writing into content area lessons Cooperative learning Graphic organizers Partner reading Choral / Echo reading Model speaking and writing Learning centers Language Experience Approach (LEA) Reader’s theater / role play Author’s chair (sharing time)

When planning for ELLs, consider these questions: L How can the lesson include some language instruction? E How can the lesson content enhance comprehension? A How can the lesson maintain a positive affect? F How can the lesson include the four modalities?