Download - Literacy Development for Young ELLs
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Language/Literacy Development for Young ELLs (English Language Learners)
Michele Bursey
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Breakout Agreements• Everyone participates; no one
dominates
• Start and end on time
• Limit side conversations
• Speak one at a time; be an active listener and listen respectfully
• Give freely of your experience (but remember the one-minute rule…)
• Cell phones off---or on silent.
• Keep a sense of humor
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How is Language Learned?• Play
– Language and academic skills are embedded in play. Through play, English Language Learners develop problem-solving, critical thinking, and social abilities in a safe, risk-free environment.
• Engaging in stimulating talk– Children need practice using new words– Taking turns talking (Talk about-it Square)– To promote discussion, teachers choose topics that
interest students• Hearing books read aloud
– Interesting, meaningful stories offer exposure to new vocabulary words
– Students benefit from multiple readings of stories– Pre-teach vocabulary (before lessons and read alouds)
SIOP, (2012)
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Language Purposes
• To express needs• To give information• To express feelings• To make predictions• To think, teach, and learn• Etc.
Margarita Calderón, (2011)
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To help ELLs become fluent in academic English, provide structured opportunities for language practice in all subjects.With younger students, use:
• Visual Supports
• Total Physical Response Strategies (TPR)
• Songs
• Modeling
• Demonstrations/Direct Instruction
• Hands-on activities
• Gestures
• Games for practice and repetition (Large and small groups)
Margarita Calderón, (2011)
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Supporting English Language Learners Language/Literacy
Development K W L
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Give One, Get One• Think about two specific language and/or
vocabulary development activities/games that you do in your classroom/at home with your child.
• List them on an index card.
• At presenter’s signal, move around the room exchanging one of your ideas for someone else’s ideas (Give one, Get One)
• Discuss how you would adjust the activity for your grade level (specifically for ELLs)
• Repeat process until presenter signals to stop or you have given away all index cards
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Don’t re-invent the wheel…perfect it!
• There are a number of ways to support ELLs' language acquisition by adapting strategies/games already in use
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Tip for revising games to be ELL friendly
KISMIF means:
Keep it simple and make it fun!!!
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Let the games begin!• Count 1 to 5
• Numbers 1 go to one corner, #s 2 to another, and so on.
• Play the Game (5 minutes)
• Revise the game to make it ELL friendly (10 minutes)
• Group presentations (5 minutes minutes each)
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Think about the story of your name: • What does it mean?
• Who named you?
• If you could choose any name, what would it be and why?
• Share with an elbow partner
What’s in My Name?
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T-shirt ConversationTeacher? George, please call me “Mrs. Roberts.”
Yes, teacher. George, please don’t call me “teacher”
Yes, T- You see, George, it’s sign I mean, Mrs. Roberts of respect to call me by my last name.
Yes…Mrs. Roberts. Besides, when you say “teacher”, it sounds like “t-shirt”. I don’t want to turn into a t-shirt.
Mrs. Roberts? Yes, George? Please call me Jorge. (Hor-Hey)
Medina, ( 1999)
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Respect for the Primary Language
• Encourage English Language Learners to use their native
language with language peers during activities to build
comprehension (use new words in English once the task is
understood)
• Pair new students with same-language buddies familiar with
the classroom and school.
• Use a variety of cooperative learning strategies to build
confidence and acceptance of social norms/skills
• Invite student’s parents as guest speakers/volunteers
Margarita Calderón, (2011)
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Breakout Reflection
L • Respect students and families first language
• Make learning relevant and engaging
• Provide numerous opportunities to practice vocabulary words/language skills in various learning centers for all learners
• Review/Debrief/Assess to determine understanding
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References:
Calderón, M. (2011). Teaching reading and comprehension to English learners, K-5. Bloomington, IN: Solution Tree Press.
Echevarria, J., Peterson, C., & Short, D. (2012). Using the SIOP model with pre-k and kindergarten English learners. Boston, MA: Allyn & Bacon.
Medina, J. (1999). My name is Jorge on both sides of the river: poems in English and Spanish. Honesdale, PA: Wordsong/Boyds Mills Press.