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mleung

English Language Learners and the Five Essential Components of Reading Instruction | Re... - 1 views

www.readingrockets.org/...341

shared by mleung on 17 Oct 13 - No Cached
  • Considerations when instructing ELLs in vocabulary Vocabulary development is one of the greatest challenges to reading instruction for ELLs, because in order to read fluently and comprehend what is written, students need to use not just phonics, but context. It is possible for students to read completely phonetically and not comprehend what they have read because they do not have the vocabulary. Therefore, vocabulary needs to be taught explicitly and be a part of the daily curriculum in addition to learning to read. This can be done through class time devoted strictly to English as a Second Language (ESL) or English Language Development (ELD). Scientific research on vocabulary development demonstrates that children learn the majority of their vocabulary indirectly in the following three ways:
  • Through conversations, mostly with adults; Listening to adults read to them; and Reading extensively on their own (CIERA, 2001). This finding has serious consequences for ELLs, whose parents and other adults in their lives are often not fluent in English. It is therefore extremely important for educators of ELLs to know and incorporate the ways that students learn vocabulary directly, including: explicitly teaching vocabulary words before students read a text, how to use dictionaries, how to use prefixes and suffixes to decipher word meanings, and how to use context clues (CIERA, 2001).
  • In the discussion of literacy development for ELLs, it is useful to consider a theory that distinguishes the language proficiency needed for everyday, face-to-face communication (BICS, for Basic Interpersonal Communicative Skills) from the proficiency needed to comprehend and manipulate language in the decontextualized educational setting (CALP, for Cognitive Academic Language Proficiency) (Cummins, 1992). The BICS/CALP distinction highlights the fact that some aspects of language proficiency are considerably more relevant for students' cognitive and academic progress than are the surface manifestations commonly focused on by educators. Additionally, in terms of vocabulary development, it highlights the fact that an ELL student may have the vocabulary to hold a conversation about weekend activities, but might not have the vocabulary to comprehend a science or social studies text.
mleung

5 Strategies for ELL Instruction - 1 views

www.teachingchannel.org/...strategies-for-ell-instruction

Strategies Instructional Common Core

shared by mleung on 12 Nov 13 - No Cached
  • mleung on 12 Nov 13
     
    English Language Learners (ELLs) face the double challenge of learning academic content as well as the language in which it is presented. Teachers have traditionally treated language learning as a process of imparting words and structures or rules to students, separate from the process of teaching content knowledge. This approach has left ELLs especially unprepared to work with the complex texts and the academic types of language that are required to engage in content area practices, such as solving word problems in Mathematics, or deconstructing an author's reasoning and evidence in English Language Arts. ELLs need to be given frequent, extended opportunities to speak about content material and work through complex texts in English with small groups of classmates.
mleung

The Stages of Second Language Acquisition - 2 views

www.ascd.org/...cond-Language-Acquisition.aspx

shared by mleung on 14 Oct 11 - No Cached
  • It is important that you tie instruction for each student to his or her particular stage of language acquisition. Knowing this information about each student allows you to work within his or her zone of proximal development—that gap between what students can do on their own and what they can with the help of more knowledgeable individuals (Vygotsky, 1978).
  • Research shows that high levels of student engagement are "a robust predictor of student achievement and behavior in school" (Klem & Connell, 2004, p. 262). One way for mainstream teachers to engage their ELLs more is by asking tiered questions. We recommend that teachers ask frequent questions throughout their lessons, as doing so lets ELLs practice their new language and helps teachers assess how much of the content the ELLs understand. Of course, questions should be tailored to each ELL's level of second language acquisition.
  • By knowing the stages of language acquisition and stage-appropriate questions, you can engage students at the correct level of discourse. Asking the tiered questions that accompany the stages of acquisition is one way to help students move to the next stage. To ensure that the student is being challenged and pushed to the next level, it is important to once in a while ask questions from the next level as well.
  • ...3 more annotations...
  • Stage  Characteristics  Approximate Time Frame  Teacher Prompts  Preproduction  The student Has minimal comprehension. Does not verbalize. Nods "Yes" and "No." Draws and points.   0–6 months  Show me … Circle the … Where is …? Who has …?   Early Production  The student Has limited comprehension Produces one- or two-word responses. Uses key words and familiar phrases. Uses present-tense verbs.   6 months–1 year  Yes/no questions Either/or questions Who …? What …? How many …?   Speech Emergence  The student Has good comprehension. Can produce simple sentences. Makes grammar and pronunciation errors. Frequently misunderstands jokes.   1–3 years  Why …? How …? Explain … Questions requiring phrase or short-sentence answers   Intermediate Fluency  The student Has excellent comprehension. Makes few grammatical errors.   3–5 years  What would happen if …? Why do you think …? Questions requiring more than a sentence response   Advanced Fluency  The student has a near-native level of speech.  5–7 years  Decide if … Retell …
  • For Early Production students, questions that require a one-word response, such as yes/no and either/or questions, are acceptable. You also want to begin asking students at this stage questions that require a phrase or short sentence. Speech Emergence students should be asked to answer questions that require a short-sentence response. It is OK to sometimes ask these students questions requiring a multiple-sentence response, but it is not OK to ask them questions requiring a pointing or one-word response. How about Intermediate and Advanced Fluency students? It is OK to ask them questions that require a lot of verbal output, but it is not OK to ask them questions requiring minimal verbal output.
  • Do not mistake an ELL's limited output for an inability to think abstractly. It's easy to keep asking Preproduction students yes/no questions or have them respond by pointing, but the students must do more than simply recall knowledge. We can't have ELLs stuck at the lowest levels of thinking.
  • mleung on 14 Oct 11
     
    Chapter 2: Language Acquisition and Tiered Questions, a great strategy.
mleung

ELL Overlay - SAS - 0 views

www.pdesas.org/Page

ELL Strategies Content

shared by mleung on 16 Feb 16 - No Cached
  • mleung on 16 Feb 16
     
    The English Language Learner (ELL) Overlays for English Language Arts and Mathematics are designed to assist educators in developing instructional units, lessons, or activities that are meaningful and comprehensible for English language learners. They illustrate the dynamic process of adapting instruction and assessments based on the English language proficiency of students.
mleung

The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12 - 1 views

www.cal.org/...the-go-to-strategies

strategies teachers

shared by mleung on 29 Jan 16 - No Cached
  • mleung on 29 Jan 16
     
    The 78 strategies selected were modeled and discussed with the teachers during the practitioner-oriented courses. The GO TO Strategies was designed to be used as a resource by K-12 general education and content-area teachers with English language learners (ELLs) in their classrooms, ELL teachers, special education teachers, principals and other supervisors overseeing the instruction of diverse groups of students in North Kansas City Schools and for professional development of these educators.
Julee Dredske

http://www.crosscultured.com/documents/Website/intervention%20alphalist%202014.pdf - 2 views

www.crosscultured.com/...vention%20alphalist%202014.pdf

RtI ELL interventions Collier research-based

shared by Julee Dredske on 03 Feb 15 - No Cached
  • Julee Dredske on 03 Feb 15
     
    Interventions for ELLs - Dr. Catherine Collier
mleung

Mrs. Hilliker's ELL and SIOP Toolbox - 2 views

ellandsiopresources.weebly.com

SIOP Resources AWESOME

shared by mleung on 02 Dec 14 - No Cached
  • mleung on 02 Dec 14
     
    ELL Coordinator and SIOP Trainer, Erica Hilliker has complied a wealth of teacher resources to assist with the instruction of ELL students in the classroom.
mleung

Instruction for ELLs - 1 views

www.mheonline.com/...jana_echevarria.pdf

Strategies reference

shared by mleung on 08 Oct 13 - No Cached
  • mleung on 08 Oct 13
     
    A short article about effective instruction for ELLs.
mleung

Family Outreach - 0 views

www.colorincolorado.org/...reachingout

Family

shared by mleung on 21 Oct 13 - No Cached
  • mleung on 21 Oct 13
     
    The parents or family members of English language learners (ELLs) are crucial partners in supporting student success. These articles, tip sheets, guides, books, and videos provide educators with a number of ideas on how get to know and engage ELL families.
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