1. 1 image: imgkid.com/world-peace-day-pictures.shtml It can be difficult for us to grasp that people shaped by other cultures will see and respond to the world differently than we do. The consequences of this cultural blindness can be dire. Hilary Dack and Carol Ann Tomlinson Laura Terrill lterrill@gmail.com lterrilllindberghell.wikispaces.com

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3. All changes, even the most longed for, have their melancholy; for what we leave behind us is a part of ourselves; we must die to one life before we can enter another. ~ Anatole France Laura Terrill3

4. Moving is difficult under any circumstances….. actual move new language/culture transition from rural to urban size of living environment economic situation culture of schools new social status or opportunities/goals way language is used relationship with parents food ELL students may be dealing with the: Laura Terrill4

5. Stages of Acculturation Honeymoon characterized by happiness even euphoria especially for refugees Hostility reality sets in after 4 - 6 months, everything is different, rejection of new culture/language; feeling depressed or angry, having headaches or feeling tired all the time Humor newcomers work toward resolution of feelings, begin to accept new home, feelings of anxiety because accepting new may seem to mean a rejection of old Home newcomers become “natives”, accept they are here to stay, for some this stage never arrives Laura Terrill5

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7. True or False? Laura Terrill7 Intercultural Development Research Association Desegregation Assistance Center-South Central Collaborative Teaching Content: ESL Strategies for Classroom Teachers

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9. Who are your ELL students? Adopted? Transplants? Immigrants? Refugees? Laura Terrill9

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12. Provide comprehensible input that is directed toward communicative goals. Laura Terrill12

13. General Features of Useful Input Input must be: Comprehensible Learners must understand most of what the speaker is saying for language learning to occur. Meaning Bearing Useful input must contain a message the learners want and need to understand. There must be some communicative intent. Laura Terrill13 Smith and Donato, Startalk 2012

14. Australia vs. England or Les Fleuves et les Montagnes de la France Time for a Test in English or in French? Laura Terrill14

15. Comprehensible? Meaning bearing? Laura Terrill15 Intercultural Development Research Association Desegregation Assistance Center-South Central Collaborative Teaching Content: ESL Strategies for Classroom Teachers

16. Comprehensible? Meaning bearing? Laura Terrill 16

17. Comprehensible? Meaning Bearing? Laura Terrill 17

18. J’ai faim. Regarde, beaucoup de méduses délicieuses! Quel est le problème? 18Laura Terrill

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20. Laura Terrill What did you understand? 20 Why did you understand it?

21. Teacher talk: Laura Terrill21 Adapted from: Wright & Cook, ASCD February 2016.

22. Sensory SupportsGraphic SupportsInteractive Supports Real-life objects (realia) Manipulatives Pictures & photographs Illustrations, diagrams, & drawings Magazines & newspapers Physical activities Videos & films Broadcasts Models & figures Charts Graphic organizers Infographics Tables Graphs Timelines Number lines In pairs In triads or small groups In a whole group Using cooperative group structures With the Internet or software programs In the native language (L1) With mentors Laura Terrill22 Adapted from WIDA 2012 Standards

23. Ruby Payne Learning is what occurs inside the head. image: www.learning-mind.com Laura Terrill23

24. Conduct comprehension checks to ensure understanding. Extended Language Responses Laura Terrill 24

25. CHECKING FOR COMPREHENSION Make sentence true Thumbs up /Thumbs down Do as I say (TPR) Act Out 24 Hold ups Laura Terrill25

26. Stages of Second Language Acquisition and Tiered Questions StageThe student….Tiered Questions Preproduction Has minimal comprehension without support May not verbalize Nods “yes” and “no”. Draws and points Show me… Circle the… Where is...? Who has...? Early Production Has limited comprehension without scaffolds Produces one- or two-word responses Participates using key words and familiar phrases Uses –ing verbs Yes-or-no questions Either-or questions Who, what, and how many questions Speech Emergence Has good comprehension Can produce simple sentences Makes grammatical and pronunciation errors Frequently misunderstands jokes Why…? How...? Explain... Questions requiring short-sentence answers Intermediate Fluency Has excellent comprehension Makes few grammatical errors What would happen if…? Why do you think...? Questions requiring more than one-sentence response Advanced Fluency Has a near-native level of speech Decide if… Retell... Laura Terrill26

27. Stages of Second Language Acquisition and Tiered Questions StageTiered QuestionsThe Three Little Pigs Preproduction Show me… Circle the… Where is...? Who has...? “Show me the wolf. Where is the house?” Early Production Yes-or-no questions Either-or questions Who, what, and how many questions “Did the brick house fall down? Who blew the straw house down?” Speech Emergence Why…? How...? Explain... Questions requiring short- sentence answers What happened to the other houses? Explain why the brick house stayed standing. Intermediate Fluency What would happen if…? Why do you think...? Questions requiring more than one-sentence response “Why do you think the pigs were able to outsmart the wolf? Advanced Fluency Decide if… Retell... Students can retell the story with the main plot elements. Laura Terrill27

28. CHECKING FOR COMPREHENSION Oral Production Strategies Linguistic Complexity Example Yes/NoDo sea turtles eat jelly fish? Plastic bags? Either/OrDo sea turtles swim in the ocean or the river? Fill in the blankSea turtles like to _____. Who? / What? / When? What do sea turtles eat? Who eats jelly fish? Why? / How?Why are plastic bags dangerous? What now? What is going to happen? What is going to happen if more plastic bags get in the ocean? Laura Terrill28

29. BICS and CALP Basic Interpersonal Communicative Skills Cognitive-Academic Language Proficiency Laura Terrill29

30. BICS and CALP Social Language verbal, non-verbal, and written interpersonal communication Academic Language cognitive, conceptual knowledge and the formal language of textbooks and lectures Laura Terrill30

31. BICS and CALP Social Language 1 - 2 Years Academic Language 5 - 7 Years Laura Terrill31

32. The Word-MES Strategy Word Work on “word” selection with Preproduction students. MModel for Early Production Students E Expand what Speech Emergence students have said or written. S Help Intermediate and Advanced Fluency students “sound” like a book”. Classroom Instruction That Works with English Language Learners Laura Terrill32

33. Laura Terrill33 What picture do you have in your head? Ready to go to the beach for a day??? In your mind? In context?

34. Oral Language is Key Laura Terrill34 August, D. & Shanahan, T. Executive Summary: Developing Literacy in second-language learners

35. Think – Write - Pair - Share The teacher poses a problem or presents a topic. Students are given time to think and may be asked to jot down their thoughts or asked to respond individually using tools such as polleverywhere. They then pair with another student to discuss the topic or compare responses. Finally, they share their thoughts with the whole class. Laura Terrill35

36. Numbered Heads Together Directions: Students assemble into groups and number off. The teacher asks a question and tells the groups to put their heads together to discuss it. The teacher calls a number and selects a group. The student with that number in that group answers. The teacher asks the students of the same number from the other groups if they agree with the response or asks them to elaborate on the response. Laura Terrill36

37. Assessment Strategies Find ways to grade on knowledge of content, not on level of expression. Avoid giving grades below a C. For lower achievement rely on comments. Avoid correcting all errors. Mark only major linguistic items - the ones that interfere with communication. Allow students to self-assess against identified goals. Laura Terrill37

38. Learning Logs Learning logs are a simple way to help students integrate content, process, and personal feelings. Learning logs operate from the stance that students learn from writing rather than writing what they have learned. Students answer questions, such as: What did I do in class today? What did I learn? What did I find interesting? What questions do I have? Laura Terrill38

39. First Days… Laura Terrill39

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41. Home-School Connection Transfer theory – proficiency in home language transfers to second language What does this mean for ELLs? Laura Terrill41

42. Read Alouds Laura Terrill42 storylineonline.net bookbox.com

43. True or False? Laura Terrill43 Intercultural Development Research Association Desegregation Assistance Center-South Central Collaborative Teaching Content: ESL Strategies for Classroom Teachers True False

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46. Laura Terrill46 Laura Terrill lterrill@gmail.com lterrilllindberghell.wikispaces.com