engaging secondary learners: literacy and ellscem.mtsu.edu/sites/default/files/k_12/video... ·...
TRANSCRIPT
Engaging Secondary Learners: Literacy and ELLs
Dr. Johnna Paraiso
ESL Technology/SLIFE Facilitator
Rutherford County Schools
Rationale
“Schools in which the adults in the building perceived a real opportunity to improve the academic circumstances of their students were able to transform their schools in more substantial ways than in those schools in which the adults perceived little hope for increasing student learning.”
Schools that had made significant progress in raising student achievement all made intentional efforts to ensure no student fell behind.
Some students might need extra time and assistance to master core elements of the curriculum. They organized instruction to provide opportunities for students who needed them.
Things to Remember
High expectations with support– ALWAYS!
Expose them to rich content.
Write write write!!
Relate the text to their lives. Love, Death, Isolation, Peer Approval, Parent Issues
Krashen’s Affective Variables
He notes three “affect variables that influence language acquisition”
Self-esteem: Students with high self-esteem view themselves as capable learners and are more apt to take risks.
Motivation: Motivated students are more focused and take greater risks.
Level of Anxiety: Anxiety inhibits language acquisition. Anxious students tend to focus on form rather than communication, and take fewer risks.
My Approach- Sheltered Instruction
“The term sheltered indicates that such instruction provides refuge from the linguistic demands of mainstream instruction, which is beyond the comprehension of English-language learners.” (Echevarria & Graves 1998)
ESL I Beginners- English basics, frontloading U.S. History, academic vocabulary.
ESL II Intermediates- Academic writing, grammar, frontloading for English classes, reinforcing history classes.
ESL English I- Sheltered Instruction covering the state standards, academic writing, grammar, literature foundation.
Initial Strategies to Teach English
Comprehension to English Language
Learners
Pre-reading Strategies Background Knowledge
Necessary to
construct
meaning from text.
Development of key vocabulary
Background Knowledge – Teacher builds upon the language, culture and experiential background that students bring to the classroom and relate knowledge to new information provided in the text.
Initial Strategies
Students may experience difficulties due to lack of prior knowledge on the particular topic to be read.
Background knowledge can often be accomplished through a sharing of the groups’ knowledge.
It may be recorded in a graphic format.
Classroom Strategies for
Beginning Readers:
Thematic Approach Language-experience approach Patterned Poems Illustrating stories and poems Direct Listening-Thinking Activity (DL-
TA) Cause and Effect Chart Pantomime Reader’s theater Story map Venn Diagram Photo Booth
Classroom Strategies for Intermediate
Readers:
Thematic Approach Anticipation Guide Cognitive mapping Literature Circles Jigsaw Reading Direct Reading-Thinking Activity (DR-TA)
(Fluency)
Literature response journals Developing scripts for reader’s theater.
(Fluency)
Adapting Stories into plays and scripts for film and videotape.) Literacy Centers Photo Booth
Thematic Units
Choose a theme – Incorporate multiple curriculum areas.
Allows all learning experiences to be interrelated and more meaningful to the students.
It can incorporate higher-level thinking skill, open-ended activities, cooperative learning, writing , research, and individualized learning.
Holocaust
Social Justice
Civil Rights
Thematic Units
Example - Rainforest
Language Arts/Social Studies/Technology/Art
Science/Art/Language Art
Art/Science
Social Studies/Technology/Language Arts-Webquest
Mathematics/Technology
Health
Short Stories
Choose from a variety of subject matter.
Teach literary elements.
Get weird!
Novel Units
Choose novels that are relatable but a bit above their reading level.
Mythology
Greek Gods Bingo
Flap Books
QR Code Activity
Paired Texts
Mythology in Science
Shakespeare
Introduction to the Bard
Coloring Pages
Comics
Video Clips
Bookmarks
Collages
Compare/Contrast
Vocabulary Development-The Thread that Runs
So True
Connect - Create explanations before definitions.
Process - Active elaboration through use of synonyms/antonyms, verbal examples, non-verbal examples, compare and contrast, apply in new contexts
Practice - Receptive (read and listen) and Expressive (speak and write)
Today’s Secret Word
Plan Vocabulary Instruction
Which key words or concepts are vital to understanding?
Is the word encountered frequently?
Are their words that can be grouped together to enhance understanding of a central concept?
How can I help students use the word/concept in meaningful ways in future speaking and writing contexts?
How will I teach them to study academic vocabulary?
What method is most appropriate for student to study the words?
Vocabulary Activities
Frayer Model
Banned Words
Find a Song
Pictionary
Word Walls
Wear-A-Word
Vocabulary Dice
Wild Cards
Writing For Every Student
Every child, every day.
Writing for Beginning
Writers
Word Clouds
Composition books.
Facebook profiles.
Tweets.
Instagram captions.
Comics.
Oral discussion
Personal journals
Dialogue journals
Buddy journals
Free writing
Writing poems
Research project
Powerpoint
Writing for Intermediate
Writers
Show and not tell - Provides descriptive details about what the writer wants to convey.
Journals-Composition books
Sentence combining
Sentence shortening
Sentence models
Process Writing: Research Project
-Prewriting
-Drafting
-Revising
-Editing
-Publishing
Technology
QR Codes
E-Portfolio
Kahoot
Blogs
See Saw
ThinkCerca
Plickers
Mr. Nussbaum
Assessment
Portfolio Assessment
Multiple Measures for Assessment
- Do not assess only through written tests.
If you do not assess the English language
learners in many different ways, you will
not find out what they really know.
Observations
- Anecdotal records
- Check lists
- Concrete materials. Opportunities to
demonstrate that they understood the
information.
Closing Exit ticket!