Download - PRESENTED BY… YOUR PSI SOLUTIONS ESL STAFF
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PRESENTED BY… YOUR PSI SOLUTIONS ESL STAFF
Ø Kay Almy Ø Sara Baum Ø Leah Behymer Ø Kara Fagan Ø Sharon Hamad Ø Lucinda Hunter Ø Rob Kusnerik Ø Trish Numbers
Ø Sheilagh O’Hara Ø Mary Ellen Rodriguez Ø Karen Samsonas Ø Jill Stancil Ø Veronica Szabo Ø Ramona Wilson Ø Paulette Zumpano Urycki
http://www.psi-solutions.org/
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TODAY’S TOPICS
§ What are ESL Best Practices?
§ The Common Core Challenge for ELLs
§ Application: Common Core State Standards for ELLs
§ Top Ten ESL Best Practices
§ You rank the Top Five
§ Practical Best Practice Application
§ Questions
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ENTER THE “BEST PRACTICE” DRAWING!
List two (2) of your “Best Practices” - strategies, activities or approaches that you think are necessary to use every day to effectively teach your ELLs. My Two ESL Best Practices 1. ________________________ 2. ________________________
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WHAT ARE ESL BEST PRACTICES?
§ High quality standards established for teaching and learning ESL in our schools.
§ Strategies, activities and approaches that have been shown through research and evaluation to be effective and/or efficient in instructing our ELLS.
§ Important as schools are striving to implement Core Content standards across the board and for their ELL populations.
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THE COMMON CORE CHALLENGE FOR ELLS
The new Common Core State Standards (CCSS) :
1. Give little specific acknowledgement of the challenges for ELLs.
2. State that identifying the supports needed to help ELLs (or any other population of students) is “beyond the scope of the Standards” (Common Core State Standards Initiative, 2010b, p. 6)
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GUIDELINES FOR APPLYING COMMON CORE STANDARDS TO ELLS
CCSS website (www.corestandards.org) • Appropriate instructional supports to make grade-level course work comprehensible
• Modified assessments that allow ELLs to demonstrate their content knowledge
• Additional time for ELLs to complete tasks and assessments
• Opportunities for… • classroom interactions (both listening and speaking) that develop concepts and
academic language in the disciplines • interaction with proficient English speakers for ELLs to build on their strengths,
prior experiences, and background knowledge
• Qualified teachers who use practices found to be effective in improving student achievement (Common Core State Standards Initiative, 2010a)
Common Core Applications for ELLs
http://www.nystesol.org/curriculum-standards/standards.html
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#1 INSTRUCTIONAL TIME FOR ESL: § Time allotments will depend on age, grade, oral & literacy skills in the native language, educational background, & the level of English proficiencies.
§ ESL instructional time includes time spent on language development, ESL content area instruction & support for academic classes.
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#2 ESL CURRICULUM
§ Must be based on current theories of ESL curriculum design
§ Must include language skills & learning skills
§ Should include subject matter content parallel to the standard curriculum
§ Should follow OH ESL Standards
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#3 CURRENT ESL TEACHING PRACTICES
§ Integrate all four (4) language skills: listening, speaking reading, & writing § Use Holistic approach to literacy skills § Integrate language & content § Emphasize
- language use rather than form - authentic meaning & function
§ Teach skills in context through topics of interest to students
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#4 COLLABORATION BETWEEN ESL & CORE TEACHERS
§ Sharing of resources about techniques & strategies
§ Sharing information - about student progress
- about student concerns
- about student interests & learning style
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#4 COLLABORATION BETWEEN ESL & CORE TEACHERS (CONT.)
What is needed: An ESL-Classroom/Content Teacher Partnership
§ To collaborate about the content & language learning the ELL will need to gain linguistic, academic & social success…
§ Time to consult, discuss curricula, share goals/objectives on how to meet the needs of individual ELL’s
§ Involve the entire school as a team to work with ELLs (guidance, social, intervention & Psychological services, etc.)
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#4 COLLABORATION BETWEEN ESL & MAINSTREAM TEACHERS (CONT.) Types of Partnerships: § Informal: in-the-hall-on the run, email information exchange, online sharing
§ Co-planning: in team or grade-level meetings, or occasional co-planning for special projects
§ Adjunct teaching in which the teacher reinforces the content language required for a specific course
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#5 NONLINGUISTIC REPRESENTATIONS: SAY IT WITH VISUALS § Use gestures & facial expressions - TPR § Pictures & Realia § Manipulatives § Student Drawings § Mnemonic Clues § Visualization § Graphic Organizers
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#5 (CONT.) GRAPHIC ORGANIZERS
§ Mind mapping
§ Venn diagrams
§ T Charts
§ Compare & Contrast Organizers
§ Cause and Effect Organizers
§ Word Sorts
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MIND MAPPING
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VENN DIAGRAM
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T CHART
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COMPARE AND CONTRAST ORGANIZER
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CAUSE AND EFFECT ORGANIZER
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WORD SORT
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#6 IDENTIFYING SIMILARITIES AND DIFFERENCES What Works for ELL’s
§ Compare and Contrast (pre-production, early production)
§ Classify (pre-production, early production)
§ Create Analogies (speech emergence)
§ Create Metaphors (intermediate or advanced production)
§ Describe using high-frequency & content vocabulary.
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COMPARE & CONTRAST
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CLASSIFY
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CREATE ANALOGY Teach concept (opposites) before creating analogies.
Have students to describe the relationship first… Big is the opposite of small. Up is the opposite of down.
Avoid teaching the language: ___ is to ___ as ___ is to __ “big is to small as up is to down”.
Jeanette Gordon, Illinois Resource Center, Using Analogies to Teach Thinking, Language & Content to ELLs
big small
up down
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CREATE METAPHOR Metaphors - a way to “compare to” by saying that one thing is another thing :
When we say someone is a fool we really mean that __________________
When we say someone is a pig we really mean that __________________
When we call someone an angel we really mean that _________________
If we say someone is a giant we really mean that _____________________
© 2005 www.bogglesworldesl.com
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DESCRIBING: VOCABULARY USE
§ Key for reading comprehension
§ ELL students are at a disadvantage– Native speakers acquire an estimated 1,000 words per year. – Kindergarten native English speakers enter with 5,000 word vocabulary. – Native speaking high school graduates have 18,000 – 40,000 word vocabulary.
§ Instruction in both high frequency & academic content words are important.
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7. HIGH FREQUENCY & CONTENT VOCABULARY
Guidelines for Teaching New Vocabulary 1. Relate new to known. 2. Offer repetitions of new words in meaningful contexts. 3. Give opportunities for deeper processing. 4. Engage students in use of new words. 5. Provide instruction in word learning strategies. 6. Learning analogies/strategies can help with reading & building vocabulary.
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7. HIGH FREQUENCY & CONTENT VOCABULARY (CONT.)
Cognate Word Wall § Uses friendly cognates on a word wall
- words that look/sound similar & have similar meaning in both L1 & L2
§ Examples: Telephone – Teléfono Class – Clase House – Haus Brother – Bruder
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HIGH FREQUENCY & CONTENT VOCABULARY (CONT.)
Prefixes and Suffixes and Suffixes § Teach as you would high frequency words. § Research shows learning prefixes & suffixes
- broadens students’ comprehension - gives them keys to unlock the meaning of new words - helps them see patterns in words - can make unfamiliar words easier to decode
Replace nouns with pronouns
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7. HIGH FREQUENCY & CONTENT VOCABULARY (CONT.) Vocabulary Cards / Journals
§ Students write word on card or in journal with: - the definition - a sentence using the word - helpful hint/picture of word
§ Value: - Helps students consolidate and remember words - Helps students develop an personal collection geared to personal interests & needs - Can be reviewed independently or with peers
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#8 COOPERATIVE LEARNING
§ Group Projects
§ Language Experience Approach
§ Shared Reading & Writing
§ Book Pass
§ Dramatizations
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#8 (CONT.) COOPERATIVE LEARNING: THINGS TO REMEMBER
1. Vary Grouping Strategies - Groups should be arranged based on purpose of activity.
2. Model Activities First - Teachers explicitly show students how to work together.
3. Recognize Effective Group Work - Have successful groups share with the whole class why they were effective.
Adam Waxler http://www.TeachingTipsMachine.com
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#8 QUESTIONS-CUES-ADVANCED ORGANIZERS
§ Activate background knowledge § Frontload key vocabulary § Predicting, inferencing, concluding § Reciprocal teaching & modeling § Think alouds & guided questions § KWL, Anticipation Guides § Use short simple sentences with clear articulation § Reduce idiomatic expressions § Increase use of cognates
§ http://www.netc.org/focus/strategies/cues.php http://www.ascd.org/
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#9 HOMEWORK AND PRACTICE
§ Sharing goals and objectives with parents – and your students!
§ Lesson opening with review & preview
§ Metacognition of strengths and weaknesses
§ Reflective journals
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#10 REINFORCE EFFORT & PROVIDE RECOGNITION
§ Praise efforts to use English
§ Hold high expectations
§ Value home languages and cultures § Honor individual learning styles § Use authentic assessment § Respect silent period § Create a stress-free climate
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TEACHER CHECKLIST FOR HIGH YIELD STRATEGIES ü Explain standards & benchmarks at the beginning of each class. ü Review & preview at the beginning & end of each lesson. ü Circulate in the class to monitor students. ü Use cooperative groups to implement the lesson activities for all
learning styles. ü Use multiple resources in addition to the text. ü Differentiate instruction as needed. ü Relate lesson to real-life context. ü Actively engage students. ü Incorporate higher order thinking skills. ü Provide multiple opportunities for authentic assessment.
Marzano’s High-Yield Strategies for English Language Learners
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ESL BEST PRACTICES APPLICATION
Scenario: You have a mixed class of four (4) ESL students at varied English language levels.
Question: Which ESL Best Practices would you implement to bring each member of your mixed group to the next language proficiency level?
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ESL BEST PRACTICES APPLICATION– CONSIDER THESE WHILE PLANNING….
§ Practical ideas to use with mixed, multi-level classes. § Techniques for developing and teaching small groups. § Factors to consider in deciding how to teach -reasons for their existence, their pros and cons. § Curriculum development. § Assessment of student needs, student progress, and instructional effectiveness.
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Kay Almy PSI ESL Coordinator
2112 Case Parkway South #10 Twinsburg, Ohio 44087
330-425-8474 800-841-4774
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SOURCES Anderson, Jean, MAT & Lana Lysen, MA Marzano’s High-Yield Strategies for English Language
Learners Lana Lysen, http://www.broward.k12.fl.us/esol/Eng/BestPractices/PPT/StrategiesforELLs.pdf.
Coleman, Rhoda & Goldenberg, Claude, The Common Core Challenge for ELLs: NASSP ESL Best Practices. http://www.pps.k12.pa.us/ Farnsen, Karen, MSEd. Qualities of an ESL Teacher. http://tamasonline.com/ Hill, Jane D. & Flynn, Kathleen M. Classroom Instruction That Works with English Language
Learners. Alexandria,Va.: ASCD, 2006. Lopez, Estee, ELA Standards: Shifting the Focus to the Common Core Standards and Curriculum :
October 2010 Marzano, Robert J., Norford, Jennifer S., Paynter, Diane E., Pickering, Debra J., & Gaddy, Barbara
B.: A Handbook for Classroom Instruction that Works. Upper Saddle River, N.J.: Pearson 2005.
Tools for Reading, Writing & Thinking. Greece Central School District. Jan. 8, 2007. www.greece.k12.ny.us/instruction/ela/6-12/tools
What makes a good TESOL Teacher? International Teacher Training Organization http://www.teflcertificatecourses.com/tefl-articles/good-tefl-tesl-tesol-teachers.php