2. Teaching English Language learners: An Introduction Presented to Katy I.S.D Jacel B. Morgan, Ed.D

3. People Hunt n Find different people in order brainstorm a wide variety of ways to make the core curriculum more understandable for students who aren’t yet fluent in English.

5. Texas Requirements to ESL n According to Commissioner’s Rule in Chapter 89, teachers must support students by addressing the following needs: Affective Cognitive Linguistic

6. Components of Sheltered Instruction Modeling Hands-on activities Realia Commercially- made pictures Teacher-made pictures Overhead projector Demonstrations Multimedia Timelines Graphs Bulletin boards Maps Globes Computers

7. Characteristics of Sheltered Instruction Comprehensible input Warm, affective environment High levels of student interaction, including Small-group and cooperative learning Student-centered More hands-on tasks Careful, comprehensive planning, including Selecting key concepts from core curriculum

8. Characteristics (cont.) Well-planned lessons Time-on-task Use of student background Knowledge and experience Variety of delivery modes Grade-level content Checks for understanding Use of higher-order thinking skills Explicitly-stated lesson objectives

9. What Effective ESL Practices Look Like

10. What Effective ESL Practices Sound Like

12. How well the student understands the English in-- n Reacting to oral presentations n Responding to text read aloud n Following directions n Cooperative group work n Informal, social discourse with peers n Large-group and small-group interactions in academic settings n One-on-one interviews n Individual student conferences

14. How well the student speaks English in-- n Cooperative group work n Oral presentations n Informal, social discourse with peers n Large-group and small-group interactions in academic settings n One-on-one interviews n Classroom discussions n Articulation of problem-solving strategies n Individual student conferences

16. How well the student understands English when-- n Paired reading n Read-alouds by teachers or others n Shared reading with big books, charts, overhead transparencies, other displays n Guided reading with leveled readers/text n Reading subject-area texts and related materials n Independent reading n Literature circles n Cooperative group work n Reading response journals n Sustained Silent Reading

18. How well the student writes English during activities such as: n Journal writing for personal reflections n Shared writing and language experience dictation n Organization of thoughts and ideas through prewriting strategies n Writing assignments in various subject areas n Publishing and presenting n Making lists for specific purposes n Labeling pictures, objects, and items from projects n Cooperative group work n Learning logs for content-area concept attainment n First drafts n Revising and editing skill application

19. Use Visuals—Google Search n www.google.com www.google.com n Menu: web|images n Language preferences—Spanish everything will be in Spanish

20. Use Cooperative Learning n Increases achievement n Increases understanding n Cooperative Learning was invented for Dallas n Structured interaction

21. Tap into Prior Knowledge n Use Cognates (beware of false cognates n Provide visuals n KWL n Develop Schema n Use Total Physical Response (TPR)

22. Use Native Language Support n Use a little native language assistance for beginners n Use peers or buddy system to help each other n Provide dictionaries in two languages n Provide web literature in native language n Provide books in different languages n Use Google Translation

23. Sheltered Instruction n Sheltered instruction is just a bag of tricks n Best for Intermediate and above students n Should be used by all teachers especially core content area teachers

24. Partner Discussion n Tell one reason why some students have difficulty reading texts. The textbook is not the sole source of instruction.

25. Possible Responses n Incomprehensive print n I + 1 of students; Individual’s level of instruction (Krashen) plus information n Print is beyond them n Do not possess academic vocabulary n Do not have prior knowledge n Textbook vocabulary is vocabulary of testing program

26. Non-Sheltered Instruction n Read the textbook and don’t bother me. n Rule of thumb: the number of minutes of direct instruction should not exceed the number of years that they are old. n After the minutes expire, then do something with the knowledge.

27. Demonstrate--Spanish as a Second Language Terremoto

28. Autopista

29. Piligro de terremoto

30. Demonstration n Visuals n Audio n Special Effect n Dramatics, theatrics n You know that you have done a good job because you are exhausted at the end of the day

31. Errors that Students Make n Spanish –Estephen Espeilberg, Estudents--linguistically ground--phonological influences. n Korean –Many book (no plural morphenes and don’t conjugate verbs) Ex.: “ I already told you so many book.”.

32. Writing Sample Errors n The things that I whould do for the people is to help to teching to spick more inglech if they don’t no. And teching who to rait and if they chust no inglech. n Content areas should not think that errors are careless n False cognates

33. Instructional Development n You only acquire that which is in your reach. The “I + one”, is your instructional development n Forces that what you to submerge--sink or swim n Immerse--ok the “I + one” n ESL needs to be leveled (not by grade) n All Levels in the same class is almost a waste of time