Effective Instruction for English Language Learners.

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    22-Dec-2015

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Slide 1 Effective Instruction for English Language Learners Slide 2 Agenda Dialogue Demonstration Application Slide 3 By the end of the session you will have more: knowledge about the unique needs of ELLs strategies to implement this fall confidence to plan and modify lessons for ELLs enthusiasm for teaching ELLs Slide 4 Dialogue: What do you know about English Language Learners? Your own experiences or What youve learned Slide 5 exploding demographics (Flores, 1994) Slide 6 home language/school language time required to learn English instructional resources classroom segregation teacher capacity Issues Slide 7 English learners are best served when their teachers provide instruction-including corrective feedback--when it is needed. Source: (Scarcella, 2004, p. 53) Instruction! Slide 8 The most powerful way of learning academic English is through good instruction. Source: (Scarcella, 2004, p. 53) Slide 9 Big Ideas Increase academic vocabulary: multiple encounters with words. Oral language development: lots of dialogue Automaticity with sight words Slide 10 Big Ideas Safety nets of increased context: e.g., visuals Focus on comprehension through strategic, analytic reading and think-alouds-explicit instruction! Dont make assumptions-check for understanding often Slide 11 Natural Order (Krashen): pre-production, speech emergence, intermediate, advanced Affective Filter (Krashen) Comprehensible Input (Krashen) Output (productive speech) (Swain) Second Language Acquisition Slide 12 Natural Order (Krashen): pre-production speech emergence intermediate advanced Slide 13 TELPAS Beginner (B) Intermediate (I) Advanced (A) Advanced High (AH) Slide 14 Linguistic Transfer from L1 Prior knowledge/declarative knowledge Strategic/procedural knowledge Motivation to learn English Cultural and linguistic resources Funds of Knowledge What ELLs Bring: Slide 15 Vocabulary/Academic English English Grammar Increased CONTEXT What ELLs need: Slide 16 Modifications: VOCABULARY focus Visuals/video/multimedia Hands-on Real Objects Preview-TEACH-Review Small group/partner work Slide 17 Unstructured and unplanned grammar instruction is a disaster for ELLs. (p. 100) No on-the-fly instruction! Source: (Scarcella, 2003) Slide 18 http://www.learner.org/resources/s eries204.html http://www.learner.org/resources/s eries204.html Clip: 17:00-23:00 Annenberg Video Slide 19 Thoughts? Shared reading component Slide 20 Singing Poetry/chart stories Routines More on oral language development Slide 21 Slide 22 Automaticity Word lists 250 words Source: Bear, D. R., Helman, L., Templeton, S., Invernizzi, M., & Johnston, F. (2007). Words their way with English learners: Word Study for Phonics, Vocabulary, and Spelling Instruction. Columbus, OH: Merrill/Prentice Hall. Sight Words Slide 23 100 most common words= 50% of words in a text Source: (Nation, 2005) Slide 24 Interactive-DAILY! Students contribute synonyms Student own the words--they sign their name. Word Walls: Build Academic Vocabulary Slide 25 Word Walls Visual Scaffolding Slide 26 Slide 27 What is Sheltered English? Content learning + language learning Importance of schema building: front-loading Pre-reading activities Slide 28 Shared Reading Advantages of shared reading Active reading and engaging texts. Thinking aloud to make meaning explicit. Advantages of shared reading Active reading and engaging texts. Thinking aloud to make meaning explicit. Slide 29 Application Consider a classroom reading book you recently used. What vocabulary or concepts were presented in the book that could cause confusion for ELL Learners? What could you do to scaffold the reading experience that would benefit ELL learners? Slide 30 1. What might this look like in your classroom? Turn and Talk

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