1. Making the Connections Effective Strategies for ELLS Cleveland County Schools K-2 December 2008

2. Continents of the World North America _________ Antarctica South America Africa Europe Asia Australia

3. Making the Connections Effective Strategies for ELLs We will… Evaluate the effectiveness of episodic and procedural instruction for English Language Learners (ELLs) via… -group activities -discussion of research findings -sharing of personal experiences Become more familiar with episodic and procedural approaches to reading as interventions for the at-risk learner via… -demonstrations and practice -presentation of authentic examples -examples from actual case studies

4. Who are our LEP students? What the State Says… Score below Superior in at least one area of the IPT English Language Proficiency Test (L, S, R, W). Qualify for ESL Services. Remain LEP even if parents deny services. Qualify for State Test Accommodations and Classroom Modifications. Waived Promotion Standards through two Gate Ways (Grades 3, 5 and 8) if language is the reason.

5. Why are they different? Culture Stage 1 Stage 4 Honeymoon Acculturation Stage 3 Limbo Stage 2 Culture Shock

6. Why are they different? Culture Religious beliefs… Concepts about respect… Concepts of time… Concepts of education…

7. Why are they different? Second Language Acquisition Stages of Second Language Acquisition Characteristics Pre-production Stage 1-3 months or more! Early Production 3 months-1 year or more! Speech Emergence 1-3 years or more! Intermediate Fluency 5-7 years or more! Reading, Writing, Thinking, Culture?

8. Why are they different? Second Language Acquisition BICS: Basic Interpersonal Communication Skills Characteristics: face-to-face conversations familiar topics Years to acquire: 1-2 years or more Caution: misperception… speak English well listening, speaking, reading, writing still need language support

9. Why are they different? Second Language Acquisition CALP: Cognitive Academic Language Proficiency Characteristics: language of the teachers and texts instruction and exposure to academic language Years to acquire: 5-7 years or more Caution: misperception… speak English well listening, speaking, reading, writing still need language support, even after exiting second language programs

10. Why are they different? Second Language Acquisition DLS: Discrete Language Skills Characteristics: sounds, syntax, literacy---brain structure instruction, formal/informal practice and exposure Years to acquire: A lifetime! Caution: can be learned concurrently with students oral language skills neurological changes in the brain!

11. Who are our LEP students? What the State Says… Promotion with interventions: based on adequate PROGRESS toward grade level objectives… Change the way we grade… Change the way we assess… Change the way we teach… Change the way we think…

12. Research says… Kathy Nunley: Brain.org Semantic Memory Intentional Episodic Memory Unintentional Procedural Memory Automatic

13. Making the Connections Effective Strategies for ELLs Non-linguistic Representation… Illustrations, symbols, logographs, actions, signs… 27% overall gain Marzano Abstract to Concrete!

14. Making the Connections Effective Strategies for ELLs Multiple Modalities -movement, physical, tactile, hands-on… -illustrations, diagrams, realia notes… -verbal representations, student-made definitions, dialogue, games Kinesthetic Visual Auditory

15. Making the Connections Effective Strategies for ELLs Vocabulary Strategies Illustrate, act-out Chareads Brain Boggler Fly Swatter Others… Kinesthetic Visual Auditory

16. Making the Connections Effective Strategies for ELLs Mnemonics + Phonics = Mnephonics!

17. Making the Connections Effective Strategies for ELLs During the 2001-2002 school year, I had an LEP student with vision problems. He began to learn to associate sounds/symbols and connect these with words/meanings using this method. It was amazing! After only 1 week, he was able to identify the letters in his name and several words. He was also able to write them correctly! This was so amazing because NOTHING else had worked. When my assistant and I used this method, we were so amazed we actually cried! For the first time, this student began to show progress and was actually learning!!!!

18. Making the Connections Effective Strategies for ELLs Lower case letters Basic letters Pure sounds Action cues Visual cues Sound cues Writing cues Within words Deep Memory Immediate Applications to Reading and Writing

19. Making the Connections Effective Strategies for ELLs Rehearsed Reading Recitation Money in the Bank Procedural Memory

20. Making the Connections Effective Strategies for ELLs ___% Experience/Opportunity ___% Intelligence + ___% Self-esteem/Motivation 100% Achievement Re: Donna Sawyer, Teacher On Loan, NC DPI

21. Making the Connections Effective Strategies for ELLs Scaffolds are no longer needed on this floor! The cement has set, and can stand on its own. Scaffolds are needed on this floor to support the cement ceiling that is still wet, and not stable. It is a ceiling, it is level, it is in the right place; it just needs support for a little more time until it can stand on its own.

22. Making the Connections Effective Strategies for ELLs Student cannot read independently on grade level… Allow the student to rehearse a grade level piece to present to others! Student is reading on grade level! Other students do not see support Scaffolding: Rehearsed Text Genuine Purpose Instant Success Other students present without scaffolding.

23. Making the Connections Effective Strategies for ELLs Components Content Area Connections/Concepts Reading Vocabulary/High Frequency Words The Big 5: Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension Oral Language Development Rehearsal Genuine Purpose Self-esteem Expert Level Motivation Relationship

24. Making the Connections Effective Strategies for ELLs Build Background if concepts are unfamiliar… housecar tree

25. Making the Connections Effective Strategies for ELLs Introduce a genuine purpose for reading… -reading to another class -reading to create a video, cd -reading to teach others interesting information -other…

26. Making the Connections Effective Strategies for ELLs Provide structured opportunities for rehearsal… -practicing for homework -practicing with a partner -recording voice on tape, computer -other…

27. Making the Connections Effective Strategies for ELLs Assess, Diagnose, Intervene... -assess as you go along -change instruction based on assessment -diagnose areas of strengths and weaknesses -target weaknesses, provide intervention and use strengths to support -scaffold reading!

28. Making the Connections Effective Strategies for ELLs Phonemic Awareness and Phonics… -teach sounds of letters found within words from the text… -focus on sound features of words from text

29. Making the Connections Effective Strategies for ELLs Fluency… -rehearsal -presentation -Money in the Bank/Points Game

30. Making the Connections Effective Strategies for ELLs Money in the Bank/Points Game -Once text is familiar, play the game!

31. Making the Connections Effective Strategies for ELLs Money in the Bank/Points Game -create word cards -place every word from the text on one side of the card -place a $10 (or $1, $5, etc..) sign on the reverse side of the card

32. Making the Connections Effective Strategies for ELLs Money in the Bank/Points Game -show the student a word card and ask him to read it -student may use the text to discover the word -have the student to justify the word (re-reading the sentence, decoding the word…

33. Making the Connections Effective Strategies for ELLs Money in the Bank/Points Game -repeat this process with every word -the student is… *reading silently to find information *reading with accuracy *reading with fluency *reading with comprehension

34. Rehearsed Reading An Intervention Money in the Bank/Points Game -eventually, the student can read the words with the support of the text -if the student reads the word correctly, he gets to keep the $10 -at the end of the game, count by tens -play again, and again…

35. Making the Connections Effective Strategies for ELLs Money in the Bank/Points Game -eventually, the student can read the words with the support of the text -if the student reads the word correctly, he gets to keep the $10 -at the end of the game, count by tens -play again, and again…

36. Making the Connections Effective Strategies for ELLs Did we… Evaluate the effectiveness of episodic and procedural instruction for English Language Learners (ELLs) via… -group activities -discussion of research findings -sharing of personal experiences Become more familiar with episodic and procedural approaches to reading as interventions for the at-risk learner via… -demonstrations and practice -presentation of authentic examples -examples from actual case studies