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Effective Tier I Instruction for English Language Learners (ELLs)

Effective Tier I Instruction for English Language Learners (ELLs). Norms. Be an engaged participant Respect the opinions of others Cell phones to vibrate. PURPOSE : To assist educators in providing high-quality Tier I instruction for English Language Learners. GOAL :

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Effective Tier I Instruction for English Language Learners (ELLs)

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  1. Effective Tier I Instruction for English Language Learners (ELLs)

  2. Norms • Be an engaged participant • Respect the opinions of others • Cell phones to vibrate

  3. PURPOSE: To assist educators in providing high-quality Tier I instruction for English Language Learners. GOAL: By the end of day II, participants will be able to provide systematic instructional practices to meet the academic and linguistic needs of ELLs and provide support to colleagues through data teams and/or trainings to improve instruction for ELLs. EXPECTATIONS: By the end of day I of training, participants will be familiar with the foundations of language learning, learning expectations for ELLs, and some instructional practices that are most effective with ELLs. By the end of day II training, participants will deepen their knowledge of instructional strategies for ELLs in order to enhance instruction for ELLs and support colleagues through data teams and/or trainings.

  4. Agenda – Day 1 Module 1: Best Practices for All Students – Effective Tier I Instruction Module 2: Foundations in Second Language Learning Module 3: Getting to Know Your ELLs – Implications for Teaching and Learning Module 4: Instructional Strategies for ELLs

  5. What is CALI?

  6. Module 1: Best Practices for All Students – Effective Tier I Instruction

  7. SRBI Framework for Student Achievement Assessment Instruction Strategic Decision-Making 7

  8. SRBI Tier 1 Instruction Overview Northeast Regional Resource Center 8

  9. SRBI Tier 1 Instruction Cont’d 9 Northeast Regional Resource Center

  10. Tier I Instruction and ELLs “The first step in following the RTI [SRBI] model is ensuring that general education instruction reflects best practice and meets the students’ academic and linguistic needs. For ELLs who struggle, we need to consider what instructional accommodations are necessary for them to succeed academically.” - Center for Research on the Educational Achievement and Teaching of English Language Learners

  11. Best Practices in CT What is good teaching? 1. Individually examine the Common Core of Teaching. 2. Which indicators of each domain do you think are most important for ELLs? 3. Small Group Discussion: Groups discuss and select 6 that they feel are most relevant to ELLs.

  12. Module 2: Foundations in Second Language Learning • Myths and Realities • Second Language Acquisition Theory

  13. True or False False The younger students are, the easier it is to pick up a second language. False Once ELLs can converse comfortably in English, they no longer need ESL support. False Parents should speak English at home with their (ELL) children so they can learn English faster. True Effective teaching practices for ELLs also benefit native speaking students.

  14. True or False (cont.) True Students that can speak more than one language have cognitive advantages. False You cannot learn to read in two languages simultaneously. True Oral language development is important for developing literacy skills. False Schools should immerse students in English.

  15. Two Types of Language • Conversational Language • Academic Language Source: Jim Cummins

  16. Examples of Conversational vs. Academic Language Conversational: • My idea is like ___’s idea. Academic: My idea is similar to ____’s idea. I agree with ______’s perspective. I also think that ….

  17. Stages of Second Language Acquisition

  18. How do you use L1 to build L2?

  19. Foundations of Language Try to figure out this math problem: Tuusin and suma ng lahat ng numero sa ibaba at kalkulahin ang promedyo. 14 18 27 25 33 How were you able figure it out?

  20. Layers ofLanguage Prefixes, Suffixes, and Word Roots

  21. Implications • Teaching word patterns can help students decode and connecting these patterns to prefixes, suffixes and root words with meaning can help students better comprehend text. • Students with a Latin or Greek-based L1 can benefit from explicit instruction on using cognates. Note – The National Literacy Panel on Language Minority Children and Youth found that students need extensive oral language development and practice using rich, oral language in addition to instruction on the 5 components of reading (phonological awareness, phonics, fluency, comprehesion and vocabulary)

  22. What other vocabulary might a newcomer know? Can you name some more?

  23. If you do need to teach phonics, rethink the alphabet

  24. What sound does make? You are a Japanese Language Learner. Does this picture help you?

  25. What sound does make? =

  26. 15 Minute Break

  27. Module 3: Getting to Know Your Students – Implications for Teaching and Learning

  28. Scenario - Two new students • Ahmed is from Pakistan. • Etleva is from Serbia What else do you want to know about them?

  29. What do you want to know? • What language do they speak at home? • How much English do they know? • How much prior schooling do they have? • When did they come to U.S.? • Do their parents speak English? • What is the education level of their parents?

  30. How to Create a Welcoming Environment (CCT Domain 2) • Survival cards • Tour of the school (nurse, principal, cafeteria, gym) • Labeling the classroom and school • Buddy • Map and pictures of native country • Teach entire class about culture and language • Pronounce their name correctly • Connect parents to someone in the community who speaks the same home language • Find cultural resources in neighboring towns

  31. Back to Our Data Search - Resources • Home language survey • Knowledge about native language and cultural background (http://www.omniglot.com). How are L1 and L2 similar and different? • LAS Links/English language proficiency test results • Standardized test results DRA, CMT, CAPT • Prior services and schooling (in and outside of U.S) • Attendance data • Literacy in their first language • Parents’ literacy and educational level • CAPPELL

  32. LAS Links What does the LAS Links assess? • Speaking • Listening • Reading • Writing

  33. What do LAS Links Levels mean? • Level 1 • Level 2 • Level 3 • Level 4 • Level 5

  34. Understanding the LAS Links • Who has them? How are they shared? • How do you use LAS Links results?

  35. What did we find out about Ahmed and Etleva?

  36. Ahmed • New to the U.S. Never attended a U.S. school • Parents don’t speak English. Family speaks Urdu • No records from school in Pakistan (suspect interrupted schooling) • LAS Links – Level 1 on all 4 domains

  37. Etleva • Transferred from neighboring district • Has been in U.S. for 3 years • Speaks Serbian at home • Parents are professionals and speak some English • LAS Links – 3 Overall (4-Speaking, 4- Listening, 3-Reading, 2-Writing) • CMT/CAPT- Basic in all areas

  38. How do we plan, instruct, and assess (domains 3-5 of CCT) for learning for Ahmed and Etleva? We will return to this on Day 2

  39. Quick Write • What are the important ideas from today? • What can you do differently and/or implement after today? • What questions do you have that you would like addressed during Day 2?

  40. Homework for Day 2 Using what you’ve learned today, you will: • Create or revise a lesson plan using sheltered instructional strategies. • Implement the lesson plan. • Reflect on the lesson. • Bring copies of the lesson plan and an electronic copy and be prepared to present to the group.

  41. Day 2Module 4: Instructional Strategies for ELLs

  42. Effective ELL Instruction:2 Things to Think About Comprehensible Input Opportunities for Output

  43. Ahmed-A Word about Newcomers “Special populations such as newcomer students may need a specialized program to accelerate their learning of English, their acculturation to U.S. schooling practices and basic content information.” Source: Debora Short and Shannon Fitzsimmons. Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent ELLs, 2007

  44. How do we help Etleva instructionally?Focus on Language and Content • Develop language and grade level content skills • Tailor instruction based on her language proficiency levels focusing on what she needs in each domain • Monitor both language and content proficiency using appropriate assessments. Modify content-based assessments based on language proficiency

  45. How can you monitor students’ language development? • Observation checklists • Language assessments • LAS Links Benchmarks

  46. Activate Your Prior Knowldge • Using the graphic organizer, think about effective teaching strategies you use and why they are effective and jot them down. • Now work with a partner and share the instructional strategies you selected. • Now work in groups of 4 or 5 as a table to further share out the instructional strategies you used. First assign roles: Facilitator, Notetaker, Summarizer and Presenter.

  47. Video #1: Math – Grade 3 Division What instructional strategies does the teacher use? How would you modify/enhance the instructional strategies to make content comprehensible and increase opportunities for output? http://www.learner.org/vod/vod_window.html?pid=880 Use graphic organizer (Supplemental Materials Packet, p.3) to take notes

  48. Summary of Effective ELL Strategies • Use of visuals, gestures, realia, hands-on tasks • Frontloading/explicit instruction for concepts and vocabulary (including academic language) • Scaffolding information – modified text, graphic organizers, sentence frames and stems, modified and alternate text, note taking, listening guides, info gap activities • Adjusting teacher speech - shorter sentences, use of idioms, pace and clarity of speech, saying many different ways • Frequent opportunities for language practice (small group cooperative learning, think-pair-share, numbered heads) • Safe environment for speaking (think-pair-share, whisper to me, etc.)

  49. Video #2: English What instructional strategies does the teacher use? How would you modify/enhance the instructional strategies to make content comprehensible and increase opportunities for output? http://www.learner.org/resources/series169.html?pop=yes&pid=1827 Use graphic organizer (Supplemental Materials Packet, p.10) to take notes

  50. Resources August, D. & Shanahan, T. Eds. (2006). Executive Summary: Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Retrieved from http://www.cal.org/projects/archive/nlpreports/executive_summary.pdf Connecticut RESC Alliance. (2010). CT State PowerPoint for Boards of Education and ELL Strategy Cards. Retrieved from http://www.ctlearning.net/ell/ Echevarria, Short & Vogt. (2000). Making Content Comprehensible for English Language Learners: the SIOP Model. Marzano, R. (2001). Classroom Instruction that Works. Marzano,R. & Pickering, D. (2005). Building Academic Vocabulary. U.S. Department of Education Institute of Education Sciences. (2007). What Works Clearinghouse: Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf

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