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Draw a picture of Acheta domesticus include details
(don’t forget the wings)
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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.”
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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
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The Experience of being ELL
Motivation can be damaged by: Perception of low likelihood for success Embarrassment Confrontation Extrinsic reward and/or punishment
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Draw a picture of Acheta domesticus include details
grillo cricket 귀뚜라미
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Draw a picture of Acheta domesticus include details
Head Thorax Abdomen
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Draw a picture of Acheta domesticus include details
Antenna Wing Head Thorax Eye Abdomen Leg
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Insect
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Insects
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True “Bugs”
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Attributes of Insects Big enough to see Multi-cellular
Eat other living things Jointed legs Hard outside covering they shed to grow Go through stages Does not produce much internal heat Multi-cellular Heterotrophic Arthropod Exoskeleton of scleretized cuticle Metamorphosing Ectotherm Hard outer covering Six legs, antenae, wings (sometimes) Three body parts Which set of attributes is most appropriate? Change during life cycle Don’t warm their own bodies
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Cognitively Undemanding Language Cognitively Demanding Language
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 Cognitively Undemanding Language Basic Interpersonal Communication Skills Context-embedded language Context-reduced language Cognitive Academic Language Proficiency Cognitively Demanding Language
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Turning Over A New LEAF Language--direct instruction in vocabulary and language patterns (vocabulary may not be the same as for other learners.) Enhanced comprehension and contextualization--several strategies Affect--keep it positive, acknowledge culture, activate and build on prior knowledge Four modalities Listening, Speaking, Reading, Writing--do not all develop at the same rate
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Techniques for Contextualization
Modeling Hands-on manipulatives Realia Third party pictures/photos (Internet) Teacher-made pictures Document camera/Overhead Translate Key Terms
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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:
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Arachnids Abdomen Leg Cephalothorax
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Using the LEAF model, and techniques for contextualization, design a lesson in which students compare the attributes of Insects with the attributes of Arachnids.
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Arachnids Abdomen Leg Cephalothorax
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L A E F Enhance Comprehension Affect Language Four Instruction
Language Instruction: The teacher considers the specific vocabulary and concepts ELLs are to learn. This may be different than the objectives for the other students– how to ask or answer a question, patterns in language (This is a ___. I am a___, He is a____…..), sentence structure, letters/phonics Enhance Comprehension: Methods for making the input comprehensible Affect: All students need to feel comfortable in a positive atmosphere before they can learn. Four Modalities: Reading, Writing, Listening and Speaking Four Modalities
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Language 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
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Enhance 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 Remember….they are learning English, they are not deaf! Don’t shout! And no baby talk!
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Affect 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
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Four 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) Language Experience Approach (LEA) - create an experience, then talk, read, and write about it
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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?
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