linguistically responsive teaching
TRANSCRIPT
Linguistically Responsive Teachinghttptinyurlcomesolreading
Reading Specialistsrsquo MeetingFebruary 2017
Presented by the Office of ESOL
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
The ESOL Program provides culturally and
linguistically responsive instruction and support services to meet the diverse needs of English Learners
and to empower them to contribute to a dynamic
intercultural society
Screening for ESOL When
bull Student was born in another country
bull Student was born in the United States and a language other than or in addition to English is spoken in the home
Where
bull At the ESOL Welcome Center (Grades 1-12)
bull In the school by the ESOL teacher (Grade K)
What
bull Instrument W-APT (WIDA Access Placement Test)
bull Tested domains Listening Speaking Reading and Writing
Exiting the ESOL Program
Instrument World Class Instructional Design and Assessment (WIDA)
Administration Yearly (Usually the end of January-Mid-February)
Tested Domains Listening Speaking Reading Writing
Method
Computer-based Grades 1-12
One to one administration with test examiner Kindergarten
Exit
Overall proficiency score 5+
Literacy sub-score 4+
Linguistically Responsive Teaching
Linguistically Responsive Teaching
Three Orientations
bull An Understanding of Sociolinguisticsbull Inclination to Advocate for ELsbull Appreciation for Linguistic Diversity
292017 7
Linguistically Responsive Teaching
Four Language-Related Knowledge and Skillsbull Knowing your students
bull Knowing the process of second language acquisition
bull Knowing the language demands of your content
bull Scaffolding
Knowing your studentsELS Who are we
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
The ESOL Program provides culturally and
linguistically responsive instruction and support services to meet the diverse needs of English Learners
and to empower them to contribute to a dynamic
intercultural society
Screening for ESOL When
bull Student was born in another country
bull Student was born in the United States and a language other than or in addition to English is spoken in the home
Where
bull At the ESOL Welcome Center (Grades 1-12)
bull In the school by the ESOL teacher (Grade K)
What
bull Instrument W-APT (WIDA Access Placement Test)
bull Tested domains Listening Speaking Reading and Writing
Exiting the ESOL Program
Instrument World Class Instructional Design and Assessment (WIDA)
Administration Yearly (Usually the end of January-Mid-February)
Tested Domains Listening Speaking Reading Writing
Method
Computer-based Grades 1-12
One to one administration with test examiner Kindergarten
Exit
Overall proficiency score 5+
Literacy sub-score 4+
Linguistically Responsive Teaching
Linguistically Responsive Teaching
Three Orientations
bull An Understanding of Sociolinguisticsbull Inclination to Advocate for ELsbull Appreciation for Linguistic Diversity
292017 7
Linguistically Responsive Teaching
Four Language-Related Knowledge and Skillsbull Knowing your students
bull Knowing the process of second language acquisition
bull Knowing the language demands of your content
bull Scaffolding
Knowing your studentsELS Who are we
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
The ESOL Program provides culturally and
linguistically responsive instruction and support services to meet the diverse needs of English Learners
and to empower them to contribute to a dynamic
intercultural society
Screening for ESOL When
bull Student was born in another country
bull Student was born in the United States and a language other than or in addition to English is spoken in the home
Where
bull At the ESOL Welcome Center (Grades 1-12)
bull In the school by the ESOL teacher (Grade K)
What
bull Instrument W-APT (WIDA Access Placement Test)
bull Tested domains Listening Speaking Reading and Writing
Exiting the ESOL Program
Instrument World Class Instructional Design and Assessment (WIDA)
Administration Yearly (Usually the end of January-Mid-February)
Tested Domains Listening Speaking Reading Writing
Method
Computer-based Grades 1-12
One to one administration with test examiner Kindergarten
Exit
Overall proficiency score 5+
Literacy sub-score 4+
Linguistically Responsive Teaching
Linguistically Responsive Teaching
Three Orientations
bull An Understanding of Sociolinguisticsbull Inclination to Advocate for ELsbull Appreciation for Linguistic Diversity
292017 7
Linguistically Responsive Teaching
Four Language-Related Knowledge and Skillsbull Knowing your students
bull Knowing the process of second language acquisition
bull Knowing the language demands of your content
bull Scaffolding
Knowing your studentsELS Who are we
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Screening for ESOL When
bull Student was born in another country
bull Student was born in the United States and a language other than or in addition to English is spoken in the home
Where
bull At the ESOL Welcome Center (Grades 1-12)
bull In the school by the ESOL teacher (Grade K)
What
bull Instrument W-APT (WIDA Access Placement Test)
bull Tested domains Listening Speaking Reading and Writing
Exiting the ESOL Program
Instrument World Class Instructional Design and Assessment (WIDA)
Administration Yearly (Usually the end of January-Mid-February)
Tested Domains Listening Speaking Reading Writing
Method
Computer-based Grades 1-12
One to one administration with test examiner Kindergarten
Exit
Overall proficiency score 5+
Literacy sub-score 4+
Linguistically Responsive Teaching
Linguistically Responsive Teaching
Three Orientations
bull An Understanding of Sociolinguisticsbull Inclination to Advocate for ELsbull Appreciation for Linguistic Diversity
292017 7
Linguistically Responsive Teaching
Four Language-Related Knowledge and Skillsbull Knowing your students
bull Knowing the process of second language acquisition
bull Knowing the language demands of your content
bull Scaffolding
Knowing your studentsELS Who are we
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Exiting the ESOL Program
Instrument World Class Instructional Design and Assessment (WIDA)
Administration Yearly (Usually the end of January-Mid-February)
Tested Domains Listening Speaking Reading Writing
Method
Computer-based Grades 1-12
One to one administration with test examiner Kindergarten
Exit
Overall proficiency score 5+
Literacy sub-score 4+
Linguistically Responsive Teaching
Linguistically Responsive Teaching
Three Orientations
bull An Understanding of Sociolinguisticsbull Inclination to Advocate for ELsbull Appreciation for Linguistic Diversity
292017 7
Linguistically Responsive Teaching
Four Language-Related Knowledge and Skillsbull Knowing your students
bull Knowing the process of second language acquisition
bull Knowing the language demands of your content
bull Scaffolding
Knowing your studentsELS Who are we
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Linguistically Responsive Teaching
Linguistically Responsive Teaching
Three Orientations
bull An Understanding of Sociolinguisticsbull Inclination to Advocate for ELsbull Appreciation for Linguistic Diversity
292017 7
Linguistically Responsive Teaching
Four Language-Related Knowledge and Skillsbull Knowing your students
bull Knowing the process of second language acquisition
bull Knowing the language demands of your content
bull Scaffolding
Knowing your studentsELS Who are we
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Linguistically Responsive Teaching
Three Orientations
bull An Understanding of Sociolinguisticsbull Inclination to Advocate for ELsbull Appreciation for Linguistic Diversity
292017 7
Linguistically Responsive Teaching
Four Language-Related Knowledge and Skillsbull Knowing your students
bull Knowing the process of second language acquisition
bull Knowing the language demands of your content
bull Scaffolding
Knowing your studentsELS Who are we
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Linguistically Responsive Teaching
Four Language-Related Knowledge and Skillsbull Knowing your students
bull Knowing the process of second language acquisition
bull Knowing the language demands of your content
bull Scaffolding
Knowing your studentsELS Who are we
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Knowing your studentsELS Who are we
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
ActivityWhat do we speak
As a group complete the top ten languages activity
bull Determine the top 10 languages (other than English) spoken in BCPS
bull Determine what support scaffolds in the activity helped you
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
What do we speak
Top Ten Languages Students
Spanish 3070
Burmese 322
Arabic 289
Urdu 269
Chinese 192
Nepali 156
Yoruba 134
French 97
Russian 94
Vietnamese 91
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Where are we from
Baltimore County Public Schools English Learners 2016-17
as of October 31 2016
Top Ten Countries Students
United States 2355
El Salvador 716
Honduras 370
Myanmar 196
Pakistan 179
Guatemala 161
Nigeria 154
Nepal 125
India 99
Malaysia 68
bull
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
WIDA Performance Definitions (click link for access)
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Knowing the Process of Second Language Acquisition
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Stages of 2nd Language Acquisition (p15-16)
bull Preproductionbull Non-verbal (silent period)
bull Early Productionbull Rehearsing pen-cil pen-cil pen-cil
bull Speech Emergencebull Telegraphic speech Recessbull Formulaic speech You wanna play
bull Intermediate Fluencybull Productive language use
bull Advanced Fluency
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Social vs Academic Language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Languages- not in isolation
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Factors that Affect Second Language Acquisition
bull L1 Proficiency
bull Exposure to the language ability to interact
bull Affective filter
bull Comprehensible input
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Knowing the Language Demands of Your Content
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Reading Components
bull Phonemic Awareness
bull Phonics
bull Vocabulary
bull Fluency
bull Comprehension
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Challenges
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Phonemic Awareness
bull Phonemes may not exist in students native language
bull Not able to hear the English phoneme
bull Assumes word knowledge (isolation identification blending segmenting categorizing deleting)
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Phonics
bull Phonics
bull Illiteracy in native language (L1)
bull Non-alphabetic (L1)
bull Lack of written language in L1
bull Letters may correspond to different sounds
bull Material not age appropriate
bull Students may not understand the vocabulary used in instruction
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Vocabulary
bull Limited range of vocabulary depending on L2 proficiency
bull No context or background knowledge to learn the new words
bull Look for hidden problems (Idioms and figurative language)
bull Multiple meanings homophones synonyms connotativedenotative meanings
bull Language of learning
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Fluency
bull Fluency ne Comprehension
bull May not have initial literacy in native language
bull Accent or intonation might be mistaken for lack of fluency
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Comprehension
All previous skills are interrelated and affect comprehension
bull Lack of background knowledge
bull Lack of comprehension strategies
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Linguistically Responsive TeachingScaffolds
bull Provide extra linguistic support
bull Modify and supplement oral and written language
bull Support their native language and background
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Using the LRT Checklist
bull Read and annotate the checklist
bull Reflect on the components of reading instruction
bull Consider the challenges faced by some Els
bull Select components of the checklist that may be useful to support your Els in reading instruction
bull Discuss in your groups
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Use Extra-linguistic supportsbull Provide visual tools in the classroom (photographs maps
illustrations videos)
bull Use graphic organizers
bull Create heterogeneous grouping (ESOL and native English students)
bull Incorporate cooperative techniques
bull Include movement
bull Use manipulatives
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Supplement and modify oral and written language
bull Write language and content objectives
bull Teach vocabulary explicitly
bull Teach grammar explicitly
bull Use supplemental texts
bull Use modified written texts
bull Use modified assessments
bull Provide outlines for lecture
bull Repeat key words orally
bull Paraphrase difficult language
bull Restate main idea
bull Give instructions both orally and in writing
bull Use synonyms
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
Facilitate and use a studentrsquos native language and background
bull Encourage students to use a bilingual dictionary (as appropriate)
bull Allow students to write in their first language
bull Pair students from similar language backgrounds but different proficiency levels
bull Supplement text with bilingual materials
bull Allow students to speak to each other in their first language
bull Identify cognates between the studentsrsquo first languages and English
bull Pre-assess studentsrsquo language knowledge
bull Use a second language during instruction
bull Use materials that reflect the diverse backgrounds of the students
bull Link concepts to studentsrsquo previous learning
bull Link concepts to studentsrsquo background experiences
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language
OutcomesIn collaborative groups reading specialists will build background about English Learners and second language acquisition in order to list content-specific challenges facing ELs
Reading Specialists will use the LRT checklist to identify strategies to support ELs in developing reading skills in their second language