Skip to main content

Home/ ELLchat/ Group items tagged content knowledge

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Shaeley Santiago

DLL Research Overview Papers - Child Development (CA Dept of Education).pdf - 0 views

DIIGO_FILE_HOME/1gk30/vuy2

DLL preschool ELL literacy block PLS SPED

shared by Shaeley Santiago on 23 Feb 16 - No Cached
  • teacher-directed or explicit instruction—is associated with better child academic outcomes on specific knowledge and skills (e.g., letter knowledge, vocabulary words)
  • Among school-age children,*reading interventions focusing on phonemic awareness, word recognition, and vocabulary tend to have comparable effects for DLLs (or English learners),
  • In schools and classrooms where English immersion is the only feasible option, there are ways that teachers can still bring the home language into the classroom that might contribute to helping children experience home–school continuity, provide opportunities for continued use of the home language, and encourage parents to continue developing children’s native language skills.
  • ...13 more annotations...
  • The quality of preschool for young DLLs does not end with the richness of the instruction itself. Teacher–child relationships appear to be important to academic outcomes as well.
  • Teachers’ attention to individual academic and emotional needs appears to be related, in particular, to successful mathematics development
  • found that rich explanations of target vocabulary, coupled with frequent home reading and higher initial vocabulary in English, made significant contributions to the learning of sophisticated vocabulary from story reading.
  • Interactive or dialogic reading is a strategy that engages children in discussions of texts.
  • guided instruction—such as explicit vocabulary support—is important for DLLs to make further progress in language development
    • Shaeley Santiago
      Shaeley Santiago on 23 Feb 16
       
      Excellent suggestions for incorporating PLS, especially in classrooms where multiple lgs are present and/or teacher doesn't speak other lgs. 
  • The principal point is that students who are learning content in a language they are simultaneously learning to speak and understand probably need additional supports to make the content comprehensible to them. Teachers must therefore consider using modifications, such as interactive approaches targeting both content and language; graphics, illustrations, and other visuals; direct teaching to help students learn skills and concepts; material with familiar content (in addition, of course, to teaching new content); and using the home language to support concept and language development
  • one implication is that teachers need to allocate time and space for intentional interactions aimed at promoting English language use and development.
    • Shaeley Santiago
      Shaeley Santiago on 23 Feb 16
       
      Katie - See here for info about sign-language & language acquisition.
    • Shaeley Santiago
      Shaeley Santiago on 23 Feb 16
       
      Additional suggestions to include as resource for lit block
  • taking advantage of cognates can be of value in vocabulary instruction.
    • Shaeley Santiago
      Shaeley Santiago on 23 Feb 16
       
      See the link to the Reading Rockets summary of dialogic reading in the References.
Shaeley Santiago

Connect Students' Background Knowledge to Content in the ELL Classroom | ELL ... - 0 views

www.colorincolorado.org/...20827

background knowledge culturally relevant ELLs content music

shared by Shaeley Santiago on 21 Apr 15 - No Cached
  • Shaeley Santiago on 21 Apr 15
     
    via @JudieHaynes
Shaeley Santiago

LendMeYourLiteracy | Inspiring Young Writers -LendMeYourLiteracy | Inspiring Young Writ... - 1 views

lendmeyourliteracy.com

literacy writing

shared by Shaeley Santiago on 20 Aug 13 - No Cached
  • And how much of their leisure time to do they spend reading nonfiction? Less than 4 minutes a day.
  • Even in classrooms, nonfiction appears to be in short supply
  • just 9.8 percent of texts in classroom libraries. The mean number of informational books per child was just 1.2 in low-income districts and a still relatively paltry 3.3 in high-income districts.
  • ...5 more annotations...
  • For years, we've known that the amount of independent reading students do contributes to their reading skills. Students who read more tend to learn more vocabulary, become more proficient readers, find reading more enjoyable, and thus continue to read more and become ever better readers (Stanovich, 1986).
  • cite a compelling research base supporting the shift to more complex, nonfiction texts. They note, for example, that students who are able to answer questions related to complex text have a high probability of earning a C or better in an introductory-level college course in U.S. history or psychology.
  • helps students develop their background knowledge, which itself accounts for as much as 33 percent of the variance in student achievement (Marzano, 2000). Background knowledge becomes more crucial in the later elementary grades, as students begin to read more content-specific textbooks (Young, Moss, & Cornwell, 2007) that often include headings, graphs, charts, and other text elements not often found in the narrative fiction they encountered in the lower grades (Sanacore & Palumbo, 2009).
  • the goal is to get students to see how beliefs and biases can influence the way different people describe the same events.
  • the potential to motivate young children to read by tapping into their interests (Caswell & Duke, 1998)
  • Shaeley Santiago on 20 Aug 13
     
    via @LiteracyNetwork
Shaeley Santiago

Education Week: Schools Face Shortage of Digital Curricula for English-Learners - 1 views

www.edweek.org/...32el-ell.h32.html

ELL technology digital curriculum ELLs research math literacy

shared by Shaeley Santiago on 12 Jun 13 - No Cached
    • Shaeley Santiago
      Shaeley Santiago on 12 Jun 13
       
      The Best Practices sidebar here can be used as a type of checklist to help evaluate digital programs & materials for ELLs.
  • It's the only program that she knows of that addresses the literacy aspect of math for ELL students.
  • found a measurable increase in vocabulary knowledge and text comprehension,
  • ...7 more annotations...
  • gave HELP Math its highest rating for effectiveness after reviewing research on student improvement related to the program.
  • Because there's not a plethora of digital curricula designed exclusively for English-language learners, teachers often rely on digital curricula used for all students that help individualize lessons, as well as software programs tailored for English language learners,
  • researchers created multimedia folktales and informational texts that included clickable words with definitions in English or Spanish, along with images for students whose English proficiency was very low. The text contained built-in audio, so that students could hear it in English or in Spanish, as well as embedded activities for reflection in both languages.
  • "There's not a lot out there."
  • Very few digital products are backed by research proving they work, and that's important to educators,
  • That can be a problem with digital curricula not targeted for ELLs, Mr. Proctor said. "Most interventions like that exclude very limited-proficient-English students because they don't speak enough English to use them,"
  • Professional development to prepare educators to use digital curricula for English-learners is critically important, too.
1 - 6 of 6
Showing 20▼ items per page