Classroom Instruction that works with English Language Learners by Jane Hill & Cynthia Bjork - McCREL, Denver, Colorado Presented by Cher May & Marcia Gaudet, SFSD ELL Teachers. “If you have ELL students in your classroom - you are an ELL teacher.”.
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Classroom Instructionthat workswith English Language Learnersby Jane Hill & Cynthia Bjork - McCREL, Denver, ColoradoPresented by Cher May & Marcia Gaudet, SFSD ELL Teachers
“If you have ELL students in your classroom - you are an ELL teacher.”
Goal for today:
Discuss research based strategies that teachers may use to ensure that English Language Learners (ELLs) understand academic content while developing English Language skills.
return and Secondary Refugees who come to be near family & friends.
State Performance tests
5-7 years to attain
Level 6 Fully Fluent in Academic English
Level 5 Advanced Fluency: 5 – 7 years
Level 4 Intermediate Fluency: 3 – 5 years
Level 3 Speech Emergence: 1 – 3 years
Level 2 Early Production: 6 months – 1 year
Level 1 Preproduction: 0 – 6 months
Asks for help
12,000 Receptive words
3-5 years to attain
Often quiet, not comfortable asking questions.
7,000 Receptive words
2-3 years to attain
1,000 Receptive words
1-2 years to attain
Note: In America 6 years olds
know 6,000 to 24,000 when
learning to read English in 1st Grade.
Listening: Follows general classroom directions
Speaking: Converses easily about social situations with peers and teachers. May speak English without an accent.
Reading: may decode reading material with ease, but may not comprehend what is read.
Writing: Can fill out school forms. Can find and copy the answers to questions in textbooks.
Listening: Can follow specific directions for academic tasks.
Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks.
Reading: Reads academic materials with good comprehension.
Writing: Can write an essay supporting a point of view.
Research-Based Strategies for Increasing Student Achievement
fromClassroom Instruction That Works
by Robert J. Marzano, Debra J. Pickering & Jane E. Polluck
The questions that p______ face as they raise ch______ from in_____ to adult life are not easy to an__________. Both fa_______ and m_______ can become concerned when health problems such as co_________ arise any time after the e_______ stage of later life. Experts recommend that young ch______ should have plenty of s_______ and nutritious food for healthy growth. B______ and g______ should not share the same b_______ or even sleep in the same r______. They may be afraid of the d______.
The questions that poultry men face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage of later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.
**Research shows that cueing and questioning account for approximately 80% of what occurs in a classroom.
(Give students opportunity to provide their own feedback.)
Discuss with your table group:
1. What have you learned about providing practice and homework for your students?
2. What changes will you make in your classroom?
Activity: Years of experience
How do you recognize students for their effort in your classroom?