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English Learners

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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English Learners

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  1. 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

  2. Objectives • Participants will • discuss the featured IPOTs with partners • record ideas for using IPOTs in their classroom using a graphic organizer

  3. 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)

  4. 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)

  5. Familiar IPOTs • Think-pair-share • Turn and Talk • Adding to the Circle RUSD (u.d.) Spezzini (2009)

  6. 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)

  7. 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)

  8. 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

  9. 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.)

  10. 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.)

  11. 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

  12. 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)

  13. 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)

  14. 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)

  15. Wandering Interviews • Grade Levels: all • Grouping Configurations: whole class • Time Involved: varies • Materials: list of questions • Preparation Level: moderate RUSD (n.d.)

  16. 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.)

  17. 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

  18. Heads Up! Hot Onion

  19. 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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