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English Learners. Pieces of the Puzzle. IPOTs/Interaction. Candace Ferrell Ave Jack Lyn Macqueen Emily Murray. EESL 650. University of Alabama at Birmingham. Summer-2010. Objectives. Participants will discuss the featured IPOTs with partners

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Presentation Transcript
slide1

English Learners

Pieces of the Puzzle

IPOTs/Interaction

Candace Ferrell

Ave Jack

Lyn Macqueen

Emily Murray

EESL 650

University of Alabama at Birmingham

Summer-2010

objectives
Objectives
  • Participants will
    • discuss the featured IPOTs with partners
    • record ideas for using IPOTs in their classroom using a graphic organizer
talk to learn
Talk-to-Learn
  • Purposeful talk supports oral language development
  • Better oral language skills associated with
    • more and betteruse of L2
    • ability to use complex language learning strategies
    • HOTS developed
    • better grasp of content area vocabulary

Kersaint, Thompson, and Petkova (2009)

purposeful and consistent talk
Purposeful and Consistent Talk
  • All teachers incorporate interactive peer-to-peer oral techniques (IPOTs)
    • part of every lesson
    • use lesson concepts to practice vocabulary and language structure
    • small group or partner
    • everyone talks and listens

Short, Vogt, and Echevarria (2011)

Spezzini (2009)

familiar ipots
Familiar IPOTs
  • Think-pair-share
  • Turn and Talk
  • Adding to the Circle

RUSD (u.d.)

Spezzini (2009)

parallel lines
Parallel Lines
  • Grade Levels: all
  • Grouping Configuration: groups, whole class
  • Time Involved: varies
  • Materials: index cards or graphic organizer
  • Preparation Level: moderate

Short, Vogt, and Echevarria (2011)

Spezzini (2009)

parallel lines1
Parallel Lines
  • Procedure:
    • students form two lines
    • line one: read question to line two partner
    • line two: answer question
    • line one: confirm/correct
    • line two: move one space
    • continue until line two answers all questions
    • lines switch roles

Spezzini(2009)

parallel lines language arts
Parallel Lines: Language Arts
  • Objective: define key terms in book/story/play
  • Activity Purpose: review vocabulary
  • Preparation: index card for each term with term and definition on opposite sides
hot onion
Hot Onion
  • Grade Levels: all
  • Grouping Configuration: medium groups (6 – 8), whole class
  • Time Involved: varies
  • Materials: paper strips of prompts/questions to form onion/ball
  • Preparation Level: moderate

RUSD (n.d.)

hot onion1
Hot Onion
  • Procedure:
    • students form circle
    • hot onion: ball formed from question strips
    • students toss/catch hot onion
    • catcher: peels off top strip and responds
    • students assist/verify/correct responses
    • catcher tosses hot onion
    • continue until onion is peeled

RUSD (n.d.)

hot onion math
Hot Onion: Math
  • Objectives: demonstrate computational fluency; communicate math concepts
  • Activity Purpose: practice/explain computational technique after introduction
  • Preparation: hot onion made from one strip for each practice exercise
milling to music
Milling to Music
  • Grade Levels: all
  • Grouping Configuration: partners
  • Time Involved: 5 – 10 minutes
  • Materials: music and speakers loud enough for the class to hear
  • Preparation Level: minimal

Short, Vogt, and Echevarria (2011)

milling to music1
Milling to Music
  • Procedure:
    • students get discussion material
    • music starts, students walk
    • music stops, students find partner
    • teacher gives prompt
    • students share with partner
    • music starts, students walk
    • music stops, find new partner
    • repeat until all questions answered

Short, Vogt, and Echevarria (2011)

milling to music science
Milling to Music: Science
  • Objectives: use periodic table to determine basic information about elements; communicate science concepts
  • Activity Purpose: practice using periodic table
  • Preparation: list of prompts

Short, Vogt, and Echevarria (2011)

wandering interviews
Wandering Interviews
  • Grade Levels: all
  • Grouping Configurations: whole class
  • Time Involved: varies
  • Materials: list of questions
  • Preparation Level: moderate

RUSD (n.d.)

wandering interviews1
Wandering Interviews
  • Procedure:
    • distribute question sheet 1/student
    • students move around class and ask questions
    • student answers and initials questioner’s sheet (can sign a questioner’s sheet only once)
    • can sign own sheet once
    • sit when all questions initialed
    • debrief

RUSD (n.d.)

wandering interviews social studies
Wandering Interviews:Social Studies
  • Objectives: compare development of early world religions and their beliefs; use key terms to describe historical events
  • Activity Purpose: review
  • Preparation: list of questions
heads up
Heads Up!

Hot Onion

references
References
  • Kersaint, G., Thompson, D. , & Petkova, M. (2009). Teaching mathematics to English language learners. New York, NY: Routledge.
  • Riverside Unified School District English Learner Services (n.d.). Interactive strategies descriptions.Retrieved from http://englishlearners.rusd.k12.ca.us/Documen ts/7- 12%20ELS/Interactive%20Strategies%20Descrip tions.doc.
  • Short, D. J., Vogt, M. E. , &Echevarria, J. (2011). The SIOP model for teaching science to English learners. Boston, MA: Pearson Education, Inc.
  • Spezzini, S. (2009). Fostering language in English language learners through grammaring and   IPOTs. Focus on Teacher Education,9 (3), 5- 6.
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