1. LEADERS IN LITERACY CONFERENCE
Meeting the Literacy Needs of English Learners to Increase Academic Success
Power point template opening slide
Aiken County Public School District
January 13, 2017
Sandra Polk-Title III Partner Teacher

2. COGNATE
MATCH
Cognates are words in two languages that share a similar meaning, spelling, and pronunciation.
Did you know that about 30%–40% of all English words have a related Spanish word?
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5. of False Cognates
A Spanish language learner was explaining an embarrassing situation to her family. She got to the end of her story and giggled "estoy embarazada!"
"I'm embarrassed," right?
Estoy embarazada" in Spanish actually means "I'm pregnant". Even though it looks and sounds like the English word, "embarrassed", it is extremely unrelated.
Un billón= One trillion
Un millones= One billion
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6. How Could Cognates "Beneficiar" English Learners?
Turn and Talk
Cognates can serve as a bridge to the English language.
The number of words that the average high school senior knows ranges from 17,000-50,000. That means English learners must learn a lot of words quickly.
The number of cognates students encounter increases with the grades as they encounter more words with Latin roots, especially in science and social studies.
Cognates are a way for students to make meaning of academic vocabulary.
Any teacher can use cognates, you do not have to speak Spanish.
How Could Cognates "Beneficiar" English Learners?
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7. Essential Question Session Outcomes
As a result of attending this session teachers will
Gain knowledge of strategies they can employ to enhance literacy instruction for English learners in the following areas:
A. academic vocabulary
B. comprehension
C. guided/structured academic talk
As a teacher of how can I address the literacy needs of the English learners in my classroom?
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8. EL Stats
ACPSD has had an 5,900% increase in ELs since the school year in which there were only 30 ELs enrolled in Aiken County Schools.
there are 2,075 Els in ACPSD, 1,563 of which are LEP (limited Eng. proficient)
ELs make up 7.3% of Aiken County School’s student population
If ELs comprised a separate school, it would have the largest student population of all schools in ACPSD. (NAHS 1,506)
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9. Language Acquisition Basic Interpersonal Communication:
Takes 1-2 years to acquire
Cognitive Academic Language Proficiency:
Takes 7-9 years to acquire
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10. CALP is our Focus as Educators
Language support and strategies are essential in order for ELs to become proficient in the academic language of school.
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11. Numbered Heads Together 1-4 at tables
Number off 1-4 at your table
Put your heads together to collaborate on a group answer.
Everyone write the same group answer on a sticky note.
The spinner chooses one group member to share with whole class.
SPIN
Els benefit from having the group answer written down so they can use it if they are called on to share.
Low level Els could show their written answer if their proficiency is too low to speak it.
What could be a misconception about students with proficiency in BICS?
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12. How do we set expectations?#2 #1
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13. #3
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14. What’s next?
Now that we know how to use language proficiency scores and the Can Do chart to set expectations and choose appropriate accommodations for ELs………………….
What are more strategies that work?
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15. Quick strategies
Check for understanding: Students use cards to show ready (green) or not ready (red), Thumbs up/Thumbs down
Don’t just ask “Any Questions?” “Does everyone understand?”
Wait time allows English Language learners time to process.
Make it visual:
As you say directions, etc. write them on the board
Modeling….Don’t just tell them what to do, show them what to do.
Show students what your expected finished product looks like
Use visual que cards for directions, tasks or for requests of ELs
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Pictures can be used to communicate classroom routines and expectations for low level Els.
This communication can go both ways. (From teacher to student/From student to teacher)
Ex: Time to go to the restroom.-Teacher
May I go to the restroom? -Student
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17. Work together as a group to read these sentences.
Tib neeg muaj ob txhais ceg. Aub thiab miv muaj plaub txhais ceg. kab thaib yoov muaj rau txhais ceg. Tiamsis, kab thaib yoov co ceg tsis zoo tibyam. Ib co ceg zoo rau txoj kev dhia. Ib co ceg zoo heev rau txoj. kev, nec ntoo, vuag khoom, khiav, los yog ua luam dej.
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18. Cats and dogs have four legs-
People have two legs.
Cats and dogs have four legs-
and insects have six legs.
But, not all insect legs are the same.
Visuals make everything easier to understand.
Some legs are good for jumping.
Some legs are good for grabbing,
climbing, running or swimming.

19. Activity to use with “front-loading” content vocabulary.
Find Your Match
Activity to use with “front-loading” content vocabulary.
When you receive your card, either look at the picture, read the word or definition on the card. Make sure low level ELs receive a picture card.
When directed, walk around the room and find the people with word, definition or a picture that matches your card.
Heart
The heart is a muscular organ in humans and animals, which pumps blood through circulatory system.
How could this activity be extended or enhanced for more proficient students?
Groups can continue to work together to complete projects, writing assignments, etc. based on their matching cards.
3. When you find your matches, talk with each other about how/why
your cards go together.
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20. Find Your Match Resources
Websites to print or create flashcards for Find Your Match
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21. Fish Bowl
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22. How it’s done Divide the class in half by numbering off 1-2.
One half will form the center circle, facing inward. The other half of the class will form the outer circle, facing inward as well.
The students in the inner circle will discuss a predetermined topic, problem or reading selection.
The outside circle will be listening to the discussion,  making notes of questions, thoughts or ideas. They are not allowed to say a word at this point.
The outer circle then has an opportunity to ask questions or share thoughts with the inner circle.
The inner and outer circles can then switch positions and repeat the steps above with a different topic.
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23. Fish Bowl Discussion Topic:
Discuss the pros and cons of including
interactive strategies such as Find Your Match, Turn and Talk, Numbered Heads Together and Fish Bowl into daily instruction.
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24. Activity to use when reviewing content.
Circle Chat
Activity to use when reviewing content.
Students are numbered off in groups of 2.
#1 students form an inner circle and face out.
#2 students form an outer circle around the #1 students and face in.
Everyone should be face-to-face with someone from the other circle.
Discuss your question with the person you’re facing (1-2min), then outer circle will rotate so that you are facing a new person to discuss your question with.
Continue to rotate until you’ve discussed your question with everyone in the circle.
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25. Think, Pair, Write, Share
Think
Why is guided/structured academic talk important to English learner success?
Talk about this with a table partner.
Write down what your partner says.
Be ready to share with whole class if called on.
Pair
Write
Share
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26. Why is guided/structured academic talk important to ELs?
ELs need the opportunity to hear academic language in authentic and varied contexts.
ELs need opportunities to produce language in contextualized and purposeful ways.
Teachers should plan for interactive activities that provide structured academic talk with Els.
Most Els only get the opportunity to use and practice academic language while at school.
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27. Title III Partner Teacher
Questions?
Thank you for your time and attention and thank you for all you do for the English learners in Aiken County Public Schools.
Sandy Polk
Title III Partner Teacher
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