english learners
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English Learners
EESL 650 University of Alabama at Birmingham Summer-2010
Pieces of the PuzzleIPOTs/Interaction
Candace FerrellAve Jack
Lyn MacqueenEmily Murray
Objectives
• Participants will– discuss the featured IPOTs with
partners– record ideas for using IPOTs in their
classroom using a graphic organizer
Talk-to-Learn
• Purposeful talk supports oral language development
• Better oral language skills associated with– more and better use of L2 – ability to use complex language
learning strategies– HOTS developed– better grasp of content area vocabulary
Kersaint, Thompson, and Petkova (2009)
Purposeful and Consistent Talk
• All teachers incorporate interactive peer-to-peer oral techniques (IPOTs)– part of every lesson– use lesson concepts to practice
vocabulary and language structure– small group or partner– everyone talks and listens
Short, Vogt, and Echevarria (2011)Spezzini (2009)
Familiar IPOTs
• Think-pair-share• Turn and Talk• Adding to the Circle
RUSD (u.d.)Spezzini (2009)
Parallel Lines
• Grade Levels: all• Grouping Configuration: groups,
whole class• Time Involved: varies• Materials: index cards or graphic
organizer• Preparation Level: moderate
Short, Vogt, and Echevarria (2011)Spezzini (2009)
Parallel Lines
• Procedure:– students form two lines– line one: read question to line two
partner– line two: answer question– line one: confirm/correct– line two: move one space– continue until line two answers all
questions– lines switch roles
Spezzini (2009)
Parallel Lines: Language Arts
• Objective: define key terms in book/story/play
• Activity Purpose: review vocabulary
• Preparation: index card for each term with term and definition on opposite sides
Hot Onion
• Grade Levels: all• Grouping Configuration: medium
groups (6 – 8), whole class • Time Involved: varies• Materials: paper strips of
prompts/questions to form onion/ball
• Preparation Level: moderateRUSD (n.d.)
Hot Onion
• Procedure:– students form circle– hot onion: ball formed from question
strips– students toss/catch hot onion– catcher: peels off top strip and responds– students assist/verify/correct responses– catcher tosses hot onion– continue until onion is peeled
RUSD (n.d.)
Hot Onion: Math
• Objectives: demonstrate computational fluency; communicate math concepts
• Activity Purpose: practice/explain computational technique after introduction
• Preparation: hot onion made from one strip for each practice exercise
Milling to Music
• Grade Levels: all• Grouping Configuration: partners• Time Involved: 5 – 10 minutes• Materials: music and speakers
loud enough for the class to hear• Preparation Level: minimal
Short, Vogt, and Echevarria (2011)
Milling to Music
• Procedure:– students get discussion material – music starts, students walk– music stops, students find partner– teacher gives prompt– students share with partner– music starts, students walk– music stops, find new partner– repeat until all questions answered
Short, Vogt, and Echevarria (2011)
Milling to Music: Science
• Objectives: use periodic table to determine basic information about elements; communicate science concepts
• Activity Purpose: practice using periodic table
• Preparation: list of promptsShort, Vogt, and Echevarria (2011)
Wandering Interviews
• Grade Levels: all• Grouping Configurations: whole
class• Time Involved: varies• Materials: list of questions• Preparation Level: moderate
RUSD (n.d.)
Wandering Interviews
• Procedure:– distribute question sheet 1/student– students move around class and ask
questions – student answers and initials
questioner’s sheet (can sign a questioner’s sheet only once)
– can sign own sheet once– sit when all questions initialed– debrief
RUSD (n.d.)
Wandering Interviews:Social Studies
• Objectives: compare development of early world religions and their beliefs; use key terms to describe historical events
• Activity Purpose: review• Preparation: list of questions
Heads Up!
Hot Onion
References• Kersaint, G., Thompson, D. , & Petkova, M. (2009).
Teaching mathematics to English language learners. New York, NY: Routledge.
• Riverside Unified School District English Learner Services (n.d.). Interactive strategies descriptions. Retrieved from http://englishlearners.rusd.k12.ca.us/Documents/7- 12%20ELS/Interactive%20Strategies%20Descriptions.doc.
• Short, D. J., Vogt, M. E. , & Echevarria, J. (2011). The SIOP model for teaching science to English learners. Boston, MA: Pearson Education, Inc.
• Spezzini, S. (2009). Fostering language in English language learners through grammaring and IPOTs. Focus on Teacher Education,9 (3), 5- 6.
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