English LearnersEnglish Learnersandand

Academic/Content Area Academic/Content Area DevelopmentDevelopment

EL Instructional EL Instructional SupportSupport

Guides for Effective InstructionGuides for Effective Instruction

1.1. High standards for learningHigh standards for learning

2.2. Belief that English Learners can achieve Belief that English Learners can achieve themthem

3.3. Knowledge of how to structure teaching Knowledge of how to structure teaching and learning to support EL students and learning to support EL students

1.Provide access to grade-level content curriculum.

2.Develop academic language proficiency in English, higher-level thinking skills, and advanced literacy skills.

Based on “Contextual Interaction Theory”

Part 1 - Comprehensible Second Language Input

“Make it understandable. Find a way.”

Part 2 – Supportive Affective Environment

“Create a safe zone for taking risks.”

Good TeachingGood Teachingvs.vs.

Essential TeachingEssential Teaching

Independent(“Known”)

Instructional(“With help”)

Beyond the ZoneBeyond the Zone(“Can’t do”)

Structures, strategies, or aids that teachers use to enable students to build their own understanding.

Without scaffolds some concepts can remain out of reach.

ScaffoldsScaffolds

New tasks should always be demonstrated. Show students how to the assignment/task by doing it. It clarifies expectations and provides an example of what the product should look like.

ScaffoldsScaffolds

Activate prior knowledge to connect to new information. Tap into their experiences to demonstrate relevance and help link the known to the unknown. Brainstorm, use anticipatory guides or KWLH, identify related literature, resources, and experiences.

ScaffoldsScaffolds

Words are not the only way to convey meaning. Contextual clues help students gain an understanding of unfamiliar words. Use visuals, manipulatives, video clips, graphic organizers and other realia (real stuff).

ScaffoldsScaffolds

Show the connections that exist between and across concepts and curriculum. Use graphic organizers, story mapping, and jigsaw projects.

FootballDefense

Tackling

ScaffoldsScaffolds

Explicit teaching and learning of strategies and skills to create life-long learners. Let them in on the secret. K-W-L-H and Reciprocal Teaching are examples.

K - W - L - HK - W - L - HWhat I What I KKnownow

What I What I WWant to ant to knowknow

What I What I LLearnedearned

HHow I ow I learnedlearned

Reciprocal TeachingFour Roles

 

Predicting Questioning Clarifying Summarizing

   

ScaffoldsScaffolds

Take a piece of known text and manipulate it for a new purpose. For example: writing a summary, writing your own captions to establish main topic and sub-topics, writing an eye-witness account of a historical event, changing a narrative into a dialogue, writing a play, and developing collaborative posters. Text re-presentation requires strong comprehension.

Tools to help visually organize information. Useful across curriculum. Good for processing information, developing new vocabulary, identifying and synthesizing elements of literature.

Venn DiagramVenn Diagram

Unique Unique

Alike(different) (different)

(same)

Compare and Contrast

Matrix/Process GridMatrix/Process Grid

Classifying and Comparing Information

LandformLandform ElevationElevation Local ReliefLocal Relief

MountainMountain

PlainPlain

PlateauPlateau

Anticipation GuideAnticipation Guide

TrueTrue FalseFalse StatementStatement TrueTrue FalseFalse

We store information by similarities and We store information by similarities and we retrieve by differences.we retrieve by differences.

Pre Post

Sequence of EventsSequence of Events

First Then

And ThenFinally

Descriptive WebDescriptive Web

Barry Bonds StrongAthlete

HitsHomeruns

Left Fielder

Plays for the SF Giants

UnderinvestigationSingle season

Homerun Record

Semantic MapSemantic Map

Main Topic

Sub-Topics

Sub-Topics Sub-Topics

Sub-Topics

Details

Details

Details DetailsDetails

Details

Details

Details

Details

Details

Details

Cause and EffectCause and Effect

Cause (Event or action)Cause (Event or action) Effect (Result or Effect (Result or outcome)outcome)

Punch in the facePunch in the face Bloody noseBloody nose

Boring presentationBoring presentation

The readabilty of core subject textbooks are sometimes slightly above the language acquisition level of our EL students. Modification makes the material more accessible to EL students. The intent is to increase comprehensibility without watering down the content.

Use ExcerptsUse Excerpts

Identify a single important excerpt from the text or story. Paraphrase the content surrounding the text selection to create context. Read and discuss. Allows teacher to focus on the most significant concepts and standards.

Standards should drive the course, not the textbook.

Read to and with studentsRead to and with students

Read sections aloud to students or have students read the text with you (shared reading). Paraphrase, clarify, point out challenging content or language, explain idioms. Provide contextual definitions when needed.

Simplify, Expand, or DefineSimplify, Expand, or DefineKey Concepts or VocabularyKey Concepts or Vocabulary

SimplifySimplify:: The government was almost out The government was almost out of money.of money.

Expand:Expand: The government had spent a lot The government had spent a lot of money on many things: guns, of money on many things: guns, equipment, help for the poor.equipment, help for the poor.

Define:Define: This means that the government This means that the government had spent all its money.had spent all its money.

Sentence: The government’s funds were depleted.

Supplement the TextSupplement the TextUse newspapers and magazinesUse newspapers and magazinesUse videos, DVDs, audio tapes, and CDsUse videos, DVDs, audio tapes, and CDsVisuals – PowerPoint = Gigantic Flash Visuals – PowerPoint = Gigantic Flash

CardCard InternetInternet Interactive computer programsInteractive computer programs

Words are leaves, deeds are fruits.

(Get R Done)