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Using Thinking Maps to Support Learning for ELLs

Using Thinking Maps to Support Learning for ELLs. GHS Faculty Meeting November 4, 2009. GHS ESL Program Goals. Provide focused instruction in English according to the Tennessee State Standards for ESL. Provide support for learning in other subject areas.

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Using Thinking Maps to Support Learning for ELLs

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  1. Using Thinking Maps to Support Learning for ELLs GHS Faculty Meeting November 4, 2009

  2. GHS ESL Program Goals • Provide focused instruction in English according to the Tennessee State Standards for ESL. • Provide support for learning in other subject areas. • Communication with classroom teachers. • Emails, Progress Reports, Conferences. • Help students to fill in gaps in background knowledge. • Help teachers to provide students with necessary modifications for success. • Read tests aloud. • Simplify test language.

  3. Tips for Working with ELLs • Focus on main ideas • Use lots of visuals • Pictures • Thinking Maps • Colors to organize notes • Provide word banks / word choices • Don’t assume… • ELLs might not ask questions if they don’t understand • ELLs might not have the same background knowledge as other students • Re-explain using simple English or synonyms

  4. Modifications • Presentation of Content • Simplify language • Use visuals: pictures, Thinking Maps • Pre-teach vocabulary • Demonstrate concepts • Testing • Shorten tests to focus on main ideas • Simplify test language • Read test aloud • Assign alternate assessment (project instead of test) • Grading • Assign grades based on improvement

  5. What do ELLs need to learn? • Social English (Basic Interpersonal Communication Skills) • Daily interactions • Academic English (Cognitive Academic Language Proficiency) • More abstract, precise, higher-order thinking skills • Necessary to express the content knowledge they alreadyhave&to process new content • Content • Culture

  6. Motivation • “I don’t understand.” • Lack language, content area or cultural knowledge. • “I don’t want to be here.” • Did not choose to come here, left friends and family behind, don’t fit in. • Graduation from GHS does not necessarily open doors to further opportunities.

  7. Use a Bubble Map to Describe a Character in English Class Listens for the sounds of her husband coming home Knows that something is wrong Knows about police procedures observant Kills her husband without premeditation Mary Maloney impulsive clever Creates an alibi Invites police officers to stay for dinner to eat the murder weapon Able to convince Sam that everything is ok Puts on a show of grief, but laughs as the men eat the murder weapon theatrical

  8. Use a Circle Map to Define the Great Depression Stock market crash High unemployment Dust bowl Primary Sources Great Depression John Steinbeck New Deal Migrant workers Make comparisons by creating a 2nd circle map. Finally, transfer to a double bubble map. Textbook

  9. Use a Tree Map to Take Notes in Math Class Types of Angles Acute Angles Right Angles Obtuse Angles Less than 90° Exactly 90° More than 90°

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