Professional Documents
Culture Documents
Differentiation
Decisions made by teachers who think about the needs
of the learner first when planning instruction
(Tomlinson, 2010)
Deconstruction
Take students through a process of dissecting text. Call
attention to words, phrases and guide them through how
each part contributes to the whole
Learn about the structures of writing by guiding students
to reconstruct
(Wong Fillmore, 2012)
Teaching Strategies
Provide guiding questions (i.e. What is the essential question?
What text will you read? What type of writing product is
expected? Is this informational, argumentative or narrative?
How does this task connect to prior learning in the content
area? )
Assign roles in the learning groups focusing on oral language
facilitation with the expectation that each student will be able
to communicate the expected outcome of the teaching task
Direct students to identify unfamiliar vocabulary and in pairs
determine the meaning and add to their personal vocabulary
notebooks
Duration
Two 20 minute class sessions
Scoring
Work meets expectation if students are able to explain
elements of the teaching task in their own words and
vocabulary terms are added to personal notebooks
Language Acquisition
To meet the language demands of the common core
standards, language competencies must be developed!
First, one must know where their students fall on the
continuum of language acquisition
Silent/Receptive Stage
The student does not verbally engage but is taking in
language
Students should be included in activities but not forced to
speak
Teachers should give students time and clues to encourage
participation
Non-verbal interaction with peers; being included in general
activities and games; and interacting with manipulatives,
pictures, audiovisuals, and "hands-on" materials are
appropriate
Encourage students to elicit one-word responses by
repeating and imitating words and phrases
Comprehensible Input
Input must involve numerous repetitions and needs to be
attached to meaningful context
Students need to understand at least 90% of what is
being said to them to make sense of the communication
(Kauffman, 2007)
Students need to be able to comprehend 95-98% of the
words in a text for them to make meaning
(Allington,2001)
Sheltering Instruction
Another strategy to nourish both concepts and language proficiency is
to embed the use of the following procedures.
Manipulatives, realia
Visuals
Repetition, clear articulation, eye contact
Gestures, pantomime, body movement
High frequency vocabulary
Reduction of idioms
Use of cognates
Description through synonyms
Preview content
Feedback
Feedback for English Learners should be comprehensible and
useful/specific to the task
Information about what is correct and incorrect should be
incorporated
The best way to provide feedback about pronunciation or
grammar is by timely modeling
Incorporate self-evaluation
Use rubrics
Focus feedback (no need to correct every error in one session)
Nonlinguistic Representation
Students in the early stages of language production will
internalize concepts better if they are guided to construct
a physical representation
Graphic organizers, maps, diagrams, pictures, videos,
and recorded books assist students in involving several
pathways to grasp new information
Encourage verbal explanation of the physical models or
pictures (accept native language, English or a
combination of languages)
What I Want
to Know
Facts I
Verified
New Facts
What I am
Still
Wondering
About (or
concepts I
still need to
learn)
Advance Organizers
Acting out or telling a story, showing a video or beginning
with a lower lexile text related to the content can help
students understanding with the goal of accessing grade
level text
The SQ3R (Survey, Question, Read, Recite and Review
strategy (Robinson, 1961) remains popular with ESL
teachers. With English Learners the reading/skimming
process needs to be guided and modeled before they are
released to independently use this strategy.
Cooperative Learning
Use small groups for English Learners to manage
interaction and increase time for students to talk and use
language
Organize heterogeneous groups and provide cues for
English dominant students to share the talk
Prepare all students by initiating team-building activities
Variety is important. Cooperative strategies should be
balanced with whole group and independent activities
Summarizing
Provide English Learners with summary frames that align
with different types of writing (i.e. narrative,
argumentation, informational)
The frames provide an organizational structure and may
also include guiding questions to provoke thinking about
the content
- Reading
CCSS Reading - 1, 2, 8
Name__________ Date_______
Text/Article__________________
The authors main argument is ____________________.
One example of evidence used to defend the argument is____.
Another example of evidence used to defend the argument is
__________________________________________________.
The author best defends the argument when they say ________.
I (agree/disagree) with the argument because___________________.
One way the author could make the argument stronger is to_________.
Copyright R-Coaching
Reciprocal Teaching
Reciprocal teaching is a strategy that incorporates summarizing
and has shown to increase reading comprehension
The four components of reciprocal teaching are: summarizing,
questioning, clarifying and predicting
This strategy can be effective in either a large group or small
group setting
In the Classroom: A Toolkit for Effective Instruction of English
Learners (Fashola, Slavin, Caldern & Durn, 1997) provides
sample lessons
Note-taking
Strategies for taking notes will be dependent on the
students stage of language acquisition
In the early production stages of language, students may
need oral or written examples in their native language or
notes prepared by the teacher
Students in the more advanced stages of language
production may need to experiment with note-taking options
offered by the teacher to discover which format makes
sense and helps to create meaning and understanding
Vocabulary Development
Direct instruction in vocabulary development can assist in
closing the achievement gap
Guide students to develop definitions in their own words
and create drawings or pictures that will aid memory
Discover cognates
Find familiar root words and patterns
Play with the words to deepen comprehension
Reinforcing Effort
Attitudes about learning and self-confidence can impact
the desire to acquire a new language and the motivation
to put forth effort to achieve ( Krashen, 2002)
Using charts and graphs to track progress and confer
with students about their progress may illuminate the
correlation between effort and achievement
Providing Recognition
Recognize English Learners progress in learning a
second language ( i.e. using complete sentences,
participating in class discussions)
Connect rewards and praise to specific standards of
performance not merely completing a task
Use praise and symbolic rewards as a motivator in place
of tangible rewards
Build on Experiences!
Beth Skelton, language consultant, who teaches a course
titled Whats Different About Teaching Reading to Student
Learning English? (CAL, 2007) recommends that to access
understanding of content based text we do the following
activities FIRST.
RESOURCES
The following resources provide guidelines, activities and
suggestions for engaging English Learners.
WIDA Consortium
Developing a Culturally and Linguistically Responsive
Approach to Response to Instruction & Intervention (RtI2)
for English Language Learners Connecting to WIDA
Standards, Assessments, and Other Resources
www.WIDA_RtI2_forELLs.pdf
Colorin Colorado
Colorin Colorado is a bilingual site for families and
educators of English Learners
One supporting document that is attached to this file is a
sample lesson on the Gettysburg Address designed for
English Learners
Access other information related to CCSS and English
Learners at www.colorincolorado.org
Spanish Cognates
Understanding Language
The Understanding Language team is a group of experts
from Stanford University focused on helping educators
comprehend the role of CCSS and to provide resources to
present high levels of instruction and content to English
Learners.
http://ell.stanford.edu/
http://
www.ccsso.org/Resources/Publications/The_Common_Core_and_Engli
sh_Language_Learners.html
CDE Resources
Using Best Practices to Motivate and Engage ELLs at the
Secondary Level Instructional Tools Guide
http://www.cde.state.co.us/cde_english/elau_pubsresources.htm
CDE Resources
Guidebook on Designing, Delivering, and Evaluating
Services for English Learners (ELs)
www.cde.state.co.us/cde_english/download/ELLGuidebook/Final
%20EL%20Guidebook%202011_8-22-2011.pdf
Supporting Materials
College and Career Ready English Language Learners:
Challenges, Strengths and Strategies
View this presentation by Diane August of the American
Institute of Research that was shared at the NABE
conference (Feb., 2013)
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