researchers focused on the role of language in content-area classrooms
TRANSCRIPT
USING DATA TO HELP GUIDE INSTRUCTION
FOR ESL AT SULLIVANT
LOOKING AT YOUR DATA
WHERE HAS SULLIVANT MADE IMPROVEMENTS?
OTELA WRITINGINCREASE OF
44%
OTELA READINGINCREASE OF
34%
WHERE CAN SULLIVANT IMPROVE?
Levels for ESL Students
Level I- Prefunctional
Level II- Beginner
Level III- Intermediate
Level IV- Advance/Trial Mainstream
Level V- “Tested Out”
LOOKING AT YOUR STUDENTS
www.elpa21.org
researchers focused on the role of language in content-area classrooms.
DIFFERENTIATION MEANS
starting where the kids are!
- Carol Ann Tomlinson
COMPREHENSIBLE INPUT/OUTPUT
STUDENTS LEARN BY HEARING AND READING ENGLISH THAT IS SLIGHTLY ABOVE THEIR CURRENT ENGLISH LEVEL. THIS IS CALLED
COMPREHENSIBLE INPUT / I+1
ALSO GIVE STUDENTS OPPORTUNITY FOR COMPREHENSIBLE OUTPUT – TO SHOW WHAT THEY KNOW THROUGH PICTURES, SIMPLE ENGLISH, ETC.
Classroom SupportsPacing:____ Extended Time____ Longer “wait time” for answering questions____ Other: ________________Environment:____ Assign peer buddy____ Provide one on one support____ Flexible seating____ Work alone____ Other: ________________Reinforcement & Follow Through:____ Student-teacher goal setting____ Build confidence with positive comments____ Have student restate directions____ Check often for understanding/review____ Re-teach / extend skills____ Use games (for review and mastery)____ Arrange for peer tutoring____ Plan cooperative learning experiences____ Make/use vocabulary files/ personal dictionaries____ Teach organizational & study skills____ Provide outline for content materials____ Use study guides to organize materials____ Other: ________________
Presentation of Subject Material:____ Use individual/small group instruction____ Simplify language____ Tape lectures for playback____ Show and discuss video clips____ Demonstrate concepts____ Provide explicit vocabulary instruction____ Use manipulatives____ Post graphics, charts & visual aids____ Emphasize critical information____ Use graphic organizers____ Pre-teach vocabulary____ Other: ________________Materials:____ Provide recorded texts / readings (check with Hudson)____ Use supplementary materials____ Highlighted textbooks / study guides____ Use adapted textbooks / easier readings____ Allow use of computer____ Varied computer programs____ Daily assignment student notebook ____Other: ________________
Indicators of Differentiation
Consistent use of pretesting Decrease in the frequency of large
group activities Increase in
Small group teaching activitiesFlexible small group learning
activities Increase in individual alternatives:
CentersHomeworkContracts
The National Research Center on the Gifted and Talented, 2002
Examples of Scaffolding
Explicitly teach vocabulary up front Ask questions throughout reading Model thought processes (think aloud) Use graphic organizers Model the activity Break a complex task into “doable” steps
Support from The ESL Service Center
Call Center
Interpreter/Translator
Professional Development
Materials (adapted texts, dictionaries)
Parent Literacy Program
OGT, College & Career Readiness Program
ESL Department Webpage
LEP Data
