1. Effective Instruction for English Language Learners

2. Dialogue Demonstration Application
Agenda
Dialogue
Demonstration
Application

3. By the end of the session you will have more:
knowledge about the unique needs of ELL’s
strategies to implement this fall
confidence to plan and modify lessons for ELL’s
enthusiasm for teaching ELL’s

4. Dialogue:
What do you know about English Language Learners?
Your own experiences
or What you’ve learned

5. “exploding demographics”
(Flores, 1994)

6. Issues
home language/school language
time required to learn English
instructional resources
classroom segregation
teacher capacity

7. Instruction!
“English learners are best served when their teachers provide instruction-including corrective feedback--when it is needed.”
Source: (Scarcella, 2004, p. 53)

8. “The most powerful way of learning academic English is through good instruction.”
Source: (Scarcella, 2004, p. 53)

9. Automaticity with sight words
Big Ideas
Increase academic vocabulary: multiple encounters with words.
Automaticity with sight words
Oral language development: lots of dialogue

10. Big Ideas Safety nets of increased context: e.g., visuals
Focus on comprehension through strategic, analytic reading and think-alouds-explicit instruction!
Don’t make assumptions-check for understanding often

11. Second Language Acquisition
Natural Order (Krashen): pre-production, speech emergence, intermediate, advanced
Affective Filter (Krashen)
Comprehensible Input (Krashen)
Output (productive speech) (Swain)

12. Natural Order (Krashen):
pre-production
speech emergence
intermediate
advanced

13. TELPAS
Beginner (B)
Intermediate (I)
Advanced (A)
Advanced High (AH)

14. What ELL’s Bring:
Linguistic Transfer from L1
Prior knowledge/declarative knowledge
Strategic/procedural knowledge
Motivation to learn English
Cultural and linguistic resources
“Funds of Knowledge”

15. Vocabulary/Academic English
What ELL’s need:
Vocabulary/Academic English
English Grammar
Increased CONTEXT

16. Modifications:
VOCABULARY focus
Visuals/video/multimedia
Hands-on
Real Objects
Preview-TEACH-Review
Small group/partner work

17. No on-the-fly instruction!
“Unstructured and unplanned grammar instruction is a disaster for ELL’s.” (p. 100)
No on-the-fly instruction!
Source: (Scarcella, 2003)

18. http://www.learner.org/resources/se ries204.html
Annenberg Video
ries204.html
Clip: 17:00-23:00

19. Shared reading component
Thoughts?
Shared reading component

20. More on oral language development
Singing
Poetry/chart stories
Routines

21. <Word Study>

22. Sight Words Automaticity Word lists 250 words
Source: Bear, D. R., Helman, L., Templeton, S., Invernizzi, M., & Johnston, F. (2007). Words their way with English learners: Word Study for Phonics, Vocabulary, and Spelling Instruction. Columbus, OH: Merrill/Prentice Hall.

23. 100 most common words= 50% of words in a text
Source: (Nation, 2005)

24. Word Walls: Build Academic Vocabulary
Interactive-DAILY!
Students contribute synonyms
Student “own” the words--they sign their name.

25. Word Walls
Visual Scaffolding

26. <Sheltered English>

27. What is Sheltered English? Content learning + language learning
Importance of schema building: front-loading
Pre-reading activities

28. Shared Reading Advantages of shared reading
Active reading and engaging texts.
Thinking aloud to make meaning explicit.

29. Application Consider a classroom reading book you recently used
Application Consider a classroom reading book you recently used. What vocabulary or concepts were presented in the book that could cause confusion for ELL Learners? What could you do to scaffold the reading experience that would benefit ELL learners?

30. Turn and Talk
What might this look like in your classroom?