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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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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
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.