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Focus on English Learners: Improving EL student achievement in every class, everyday!

Focus on English Learners: Improving EL student achievement in every class, everyday!. The Dual Obligation. 1.) Develop academic language proficiency in English , higher-level thinking skills, and advanced literacy skills. (Rapidly and effectively)

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Focus on English Learners: Improving EL student achievement in every class, everyday!

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  1. Focus on English Learners:Improving EL student achievement in every class, everyday!

  2. The Dual Obligation 1.)Develop academic language proficiency in English, higher-level thinking skills, and advanced literacy skills. (Rapidly and effectively) 2.)Provide access to grade-levelcontentcurriculum. (Achieve at the same level of proficiency as English-only)

  3. Literacy Literacy defined: “the ability to communicateand demonstrate knowledge in allcontentareas”

  4. MUHSD

  5. CELDT Annual Measurable Achievement Objectives

  6. Focus on English Learners Ask yourself these four easy questions. • Who are my English Learners? • What are their English proficiency levels? • Where are they seated in my classroom? • What is my plan for them today? Quickwrite –Rate 1-5 and justify. AV

  7. Who are my English Learners? Check yourRosters! 3 = LEP/EL We have three English Learners!

  8. Who are my English Learners? (Continued) Check test scores! Take a closer look at each EL student profile. Home Language is Hmong. Student is an English Learner.

  9. 2. What are their English proficiency levels? Learn their CELDT Scores. CELDT Levels are located under “Other”.

  10. 2. What are their English proficiency levels? Check CELDT Scores. CELDT results include 1 Overall Proficiency Level and 4 Subtests Scores. California English Language Development Test - CELDT This student is an Overall C4 with Reading as the lowest Subtest.

  11. 3. Where are they seated in my classroom? Use Your Seating Charts Use a color to represent EL/LEP and/or label by Overall CELDTLevel. You might use a letter to represent the lowest CELDTsubtest level.(“S” for Speaking) You might consider pre-selecting this student to share out on a frequent basis.

  12. 4. What is my plan for them today? Jalal Elbow Partner/Share

  13. C3 Notes from DAIT – T4S Presentation

  14. C3

  15. C3

  16. Beyond the Zone (“Can’t do”) Instructional (“With help”) Independent (“Known”)

  17. 4. What is my plan for them today? (CELD Book)

  18. Radiate possibilities Enthusiasm is contagious! Expect positive outcomes Believe in your students and have faith in your instruction. Hope is not a strategy Have a plan for your EL student every class, everyday.

  19. Ideas… • Modify Speech, enunciate clearly, use authentic natural speech (intonation, pauses, and volume aid meaning), use shorter less complex sentences when appropriate • Repeat, rephrase, and/or paraphrase key concepts and directions (CFU) • Minimize use of slang • Define/explain idioms when used

  20. more ideas… • Provide contextual definitions – explain the word, write after saying it • Meaningful contextualization – make it relevant to their world, real-life, make the connection, make it understandable • Tap into prior knowledge, use what they know, to teach what they need to know • Model and demonstrate

  21. more ideas… • FrontloadVocabulary – Explicitly teach the words, have a system, use multiple contacts with word, connect a visual or symbol to the term, games • Use graphic organizers, foldables, connect a writing and speaking opportunity to the organizer • Utilize Realia, video clips, color photos, black and white photos, drawings, sketches to create meaning

  22. even more ideas… • Act out the meaning, provide relevant examples, use gestures, facial expressions, and body language • Design step –by- step lessons and CFU directions • Mini-lessons – Target specific skill or concept • I do, we do, you do • Bridging, cross them over • Scaffolding, training wheels, provide supports, remove as need decreases

  23. a few more… • Word banks • Sentence starters, put academic words in their mouths • Thematic bulletin boards, theme word walls • Highlight text, use font size and bold print to convey importance or organization • Have students circle, highlight, underline, and yes pronounce new key words • Allow student to prepare and practice response before sharing out, Pair-share

  24. finally • Pre-select EL students to share out so that they may prepare • Call on EL students when selecting authentic volunteers • Random call gives EL’s a fighting chance of being involved • Allow plenty of wait time, no rescue • Do not allow blurt outs • Provide reading support: anticipation guide, direct reading activity

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