Differentiated Instruction for English Language Learners

(ELLs)Strategies to Support Learning in

the Monolingual Classroom

New York State – LEP Identification Process

www.emsc.nysed.gov/biling/pub/LEPproc.pdf

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Vocabulary Instruction for ELLs

• Lost in Translation – German Coast Guard

http://www.germancoastguard-sinking.mpeg

Elements of Successful Literacy Instruction for ELLs

Knowing Your ELLs

• ESL Literacy Factors – Age – L1 Literacy– L2 Literacy– Socio-economics – Parental Education/Expectations – Cultural Norms

• Gender roles• Talk patterns and dynamics in the home

What you don’t know about the English Language

• Activity: Word Facts and Figures

Handout

ESL Question of the Day

• Why is vocabulary instruction essential in promoting academic success?

Why English is one of the most difficult languages to learn…

• Cartoon -

Realities: Vocabulary Knowledge of the Targeted Population

• Socioeconomics: Students from poorer families generally know fewer words than their more advantaged peers (Biemiller & Slonin, 2002, Hart & Risley, 2003).

• The foundation of a student’s vocabulary is established before the student enters school.

• The “Matthew Effect”: ‘High-knowledge’ students in grade 3 mastered the same level of vocabulary as lower-performing students in grade 12 (Stanovich, 1986).

• Children must learn more than 2 words a day, beginning at age 1 (Biemiller & Slonim, 2001), or about 17 words a day during a 180-day school year (Baumann, Edwards, Boland, Ojelnik, Kame’nui, 2003).

VocabuIary Input for Our ELLs

• Common vocabulary (Tier 1words) comprises the majority of language used on television shows and in everyday conversation.

• Advanced language learners use more sophisticated vocabulary (Tier 2 and Tier 3).

• Vocabulary used in the content areas often includes Tier 2 words.

• Teachers must make Tier 2 and 3 vocabulary learning a priority.

Impact of Limited Vocabulary on Learning

• For older readers, their level of vocabulary mastery impacts their reading fluency and comprehension (Barnett, 2001).

• Unless students know 85-95% of the words they are reading, comprehension will be impeded (Samuels, 2002).

• Vocabulary must be taught explicitly before, during, and after reading.

What can we do to support our ELLs?

• Vocabulary instruction must be direct and consistent to adequately support struggling students.

• Vocabulary must be taught explicitly before, during, and after reading.

• Visuals, realia, and TPR will scaffold vocabulary acquisition for ELLs.

Components of Effective Vocabulary Instruction

Effective Vocabular

y Instruction

Teach and Model

Independent Word Learning

High Quality Oral

Language

Wide Reading

Direct Teaching of

specific words

Maureen McSparran. Vocabulary Instruction Research to Practice in a CORE Program. October, 2007.

Word Consciousness

1. Word Consciousness

• Self-Assessment: 4 Levels– I’ve seen the word before – I’ve seen the word, but I don’t know what it

means – I ‘sort of’ know the meaning of the word, or

have a general idea– I know the word well

Activity: Polysemous Words

• Handout

2. Wide Reading• Provide books at a variety of levels and encourage students to read

at different levels for different purposes.

• Accountable talk: encourage students to discuss what they are reading with you and their peers.

• Read with and to your students– Even older students love to be read to! – Encourage reading in the native language.

• Resources for Recommended Reading:– http://www.education-world.com/summer_reading/ – http://www.nea.org/readacross/resources/bilingualbooks.html– http://www.spl.org

3. High Quality Oral Language

• How do we expose children to more academic vocabulary?

– Read aloud from narrative and expository books. – Make a variety of audio books available to students.– Engage in storytelling and book discussion. – Model the use of targeted vocabulary during

discussions. – Realize that vocabulary used in casual social

situations is extremely limited.

4. Teaching and Modeling Independent Word Learning Strategies

• Teach word attack techniques. • Activate students’ prior knowledge.• Use context clues and visuals.• Use graphic organizers to support analysis.• Teach words related to English language structure

(prefix, suffix) – becomes a puzzle for students!– Words– Word parts – Word relationships

5. Direct Teaching of Specific Words

• Use student-friendly examples (comprehensible input).• Pre-teach key concept vocabulary. • Provide a daily vocabulary routine: oral and written.• Focus on words with multiple meanings. • Choose words that communicate concrete contexts.• Ensure that students practice targeted words in different

contexts.• Multiple exposure:

– Words that go across content areas.– Words used in multiple contexts.– Words that can be categorized.

Non-Linguistic Representation

• Visual representation of vocabulary and content concepts: – Visual aids as a learning reinforcement – Drawing pictures and constructing models – Activities which incorporate dance and

movement – Graphic organizers support students in

learning new concepts or reinforcing existing ones.

Strategy: Pre-Teaching Vocabulary• Pre-select the vocabulary. • Teacher says the word in English. • Teacher states the word in context. • Teacher provides a definition or key definitions using

visuals and realia.• Teacher provides an example of a word that clarifies the

meaning (kid-friendly). • Students engage in oral language activities and repeat

the targeted vocabulary: – Partner work with cloze sentences– Think-pair-share– Whole group chants/sing-along activities

Why am I teaching these words?

• What do I want to teach? • What are the critical lesson points? • What vocabulary expresses the content? • What is the best approach for teaching the

vocabulary and content? • How will students practice vocabulary and

demonstrate understanding?

A Model for Teaching Vocabulary • Teacher provides a description, example, or explanation

of the new term. • Students are asked to restate the description or example

in their own words.• Students draw a picture or create a graphic to represent

the term.• Teacher engages students in activities that help them

discuss and review vocabulary.• Students can participate in word games to reinforce

learning. • Students can work in groups/partnerships to review

words.

Activities for Vocabulary Instruction

• Word sorts • Vocabulary self-selection with highlighters

and personal word walls • Personal dictionaries • Cloze sentences • Diagram and label activities • Word study books • Vocabulary games (ex: flashcards)

Strategy: Word Walls

• What are some of the most commonly used vocabulary words in your content areas?

• How do these words relate to content objectives?

• Why are these terms vital to concept mastery?• How do these words differ from general

academic vocabulary?

Why vocabulary is important…

• Explicit teaching of vocabulary makes content area learning more comprehensible for ELLs.

• ELLs need a variety of strategies when learning vocabulary.

• Research-based approaches and activities will enable ELLs to access their grade level curriculum and excel!

And now…

• How will use what you have learned today in your classroom?