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A SEVEN MEGA-STRATEGY FRAMEWORK TO MODIFY LESSONS TO INCLUDE ENGLISH LANGUAGE LEARNERS

A SEVEN MEGA-STRATEGY FRAMEWORK TO MODIFY LESSONS TO INCLUDE ENGLISH LANGUAGE LEARNERS. Raising Student Achievement Conference December 7, 2010 Karen A. Carrier, Ph.D. kcarrier@niu.edu. 1. COMPREHENSIBLE INPUT AKA: MMIO, CONCRETE REFERENTS. Use Appropriate Speech

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A SEVEN MEGA-STRATEGY FRAMEWORK TO MODIFY LESSONS TO INCLUDE ENGLISH LANGUAGE LEARNERS

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  1. A SEVEN MEGA-STRATEGY FRAMEWORK TO MODIFY LESSONS TO INCLUDE ENGLISH LANGUAGE LEARNERS Raising Student Achievement Conference December 7, 2010 Karen A. Carrier, Ph.D. kcarrier@niu.edu

  2. 1. COMPREHENSIBLE INPUTAKA: MMIO, CONCRETE REFERENTS • Use Appropriate Speech • rate & enunciation - careful with idioms! • Gestures, Intonation • paraphrase and LOTS of REPETITION • Use Manipulatives to demonstrate and illustrate • Objects, pictures, videos, movement • Explain Academic Tasks • step-by-step, include written instructions • use visuals, put up a chart, overhead of steps • model it if you can • Focus on Key Concepts • Use Graphic Organizers to reduce language load

  3. 2. CONTEXTUALIZED LANGUAGE • Call up prior knowledge • Focus ELL on what s/he already knows about subject • Use Information Talk(Nissani, 2003) • describing while doing • Beware of reading and reciting without comprehension • The Parlation of Trizoles (Wagner, 2006)

  4. 3. VERBAL INTERACTION • Frequent opportunities to work with Peers • Pair work • Group work • Centers • Use different group configurations • Teacher Interaction • Provide sufficient time to answer • Count 10 seconds or more • Return for answer later • Give student question ahead of time

  5. 4. ACTIVE INVOLVEMENT • “Try it!” • “Show me” • “Let’s do it together” • Hands-on Learning • Application of Language and Content Knowledge • Activities that Integrate All Language Skills (RWSL)

  6. 5. ANXIETY REDUCTION • Use teaching strategies and grouping techniques to create a safe environment for learning. • pair ELLs with other children who speak their language • become aware of each ELL’s needs • avoid making the learner the center of attention • investigate ELL’s background, home country, arrival experience • learn some first language phrases (Hello, That’s good, etc.) • Involve entire classroom in helping ELL adjust, learn language, and content

  7. 6. ENGLISH LANGUAGE DEVELOPMENT • Language Objectives • Support content objectives • Learn how to write objectives painlessly (see Language Objective Resources slide, R. F. Mager). • Key Vocabulary • contextualized -self selected • personal dictionary -word walls • concept definition map -cloze sentences • word sort, generalizations -word study book • word Banks -sentence walls • Intentional planning of opportunities to speak, listen, read, and write in English at student’s current level of proficiency

  8. THE MELTING SNOW (adapted) • Subject: Science, Math • Grade Level: PreK-2 • Content Objectives:(English language development) • SWBAT describe what a thermometer is and how it works • SWBAT talk about what heat does to solids and liquids • Language Objectives:(English language development) • SWBAT to use scientific vocabulary to talk about the thermometer, heating, and cooling • thermometer, melt/melting, freeze/freezing, snow, ice, water, liquid, solid

  9. 7. DIFFERENTIATED ASSESSMENT • Use assessment technique appropriate to ELL’s level of English language proficiency • Assess content separate from language • Provide multiple modes of output • Assess at multiple times to evaluate progress • Base assessment on objectives of the unit of instruction

  10. LANGUAGE OBJECTIVE RESOURCES Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction (3rd ed.).Atlanta: CEP Press. Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English language learners: The SIOP model (3rd. ed.) Boston: Allyn and Bacon.

  11. PRINT RESOURCES Herrell, A. L., & Jordan, M. (2011). 50 strategies for teaching English language learners (4th ed.). Boston: Allyn & Bacon. Reiss, J. (2008). 102 content strategies for English language learners: Teaching for academic success in grades 3-12. Upper Saddle River, NJ: Merrill/Prentice Hall. Vogt, M., & Echevarria, J. (2008). Ninety-nine ideas and activities for teaching English learners with the SIOP model. Boston: Allyn & Bacon. Reiss, J. (2008). One hundred two content strategies for English language learners: Teaching for academic success in grades 3-12. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall. .

  12. PROFESSIONAL RESOURCES • STATE • Literacy Education, NIU,www.cedu.niu.edu/ltcy • Illinois Resource Center, www.thecenterweb.org/irc • Professional Conferences & Organizations – All Teachers are Welcome! • Illinois TESOL-Bilingual Education, www.itbe.org • Illinois Association for Multilingual Multicultural Education (IAMME), www.iamme.org • NATIONAL • TESOL (Teachers of English to Speakers of Other Languages), www.tesol.org • NABE (National Association for Bilingual Education), www.nabe.org • IRA (International Reading Association), www.reading.org

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