A SEVEN MEGA-STRATEGY FRAMEWORK TO MODIFY LESSONS TO INCLUDE ENGLISH

LANGUAGE LEARNERS

Raising Student Achievement Conference

December 7, 2010

Karen A. Carrier, Ph.D.kcarrier@niu.edu

1. COMPREHENSIBLE INPUT1. COMPREHENSIBLE INPUT AKA: MMIO, CONCRETE REFERENTSAKA: MMIO, CONCRETE REFERENTS

Use Appropriate SpeechUse Appropriate Speech rate & enunciation - careful with idioms!rate & enunciation - careful with idioms! Gestures, IntonationGestures, Intonation paraphrase and LOTS of REPETITIONparaphrase and LOTS of REPETITION

Use Manipulatives to demonstrate and illustrateUse Manipulatives to demonstrate and illustrate Objects, pictures, videos, movement Objects, pictures, videos, movement

Explain Academic TasksExplain Academic Tasks step-by-step, include written instructionsstep-by-step, include written instructions use visuals, put up a chart, overhead of stepsuse visuals, put up a chart, overhead of steps model it if you canmodel it if you can

Focus on Key ConceptsFocus on Key Concepts Use Graphic Organizers to reduce language loadUse Graphic Organizers to reduce language load

2. CONTEXTUALIZED LANGUAGE2. CONTEXTUALIZED LANGUAGE

Call up prior knowledgeCall up prior knowledge Focus ELL on what s/he already knows about Focus ELL on what s/he already knows about

subjectsubject Use Information TalkUse Information Talk (Nissani, 2003)(Nissani, 2003)

describing while doingdescribing while doing Beware of reading and reciting without Beware of reading and reciting without

comprehensioncomprehension The Parlation of Trizoles The Parlation of Trizoles (Wagner, 2006)(Wagner, 2006)

3. VERBAL INTERACTION3. VERBAL INTERACTION

Frequent opportunities to work with PeersFrequent opportunities to work with Peers Pair workPair work Group workGroup work CentersCenters

Use different group configurationsUse different group configurations Teacher InteractionTeacher Interaction

Provide sufficient time to answerProvide sufficient time to answer• Count 10 seconds or moreCount 10 seconds or more• Return for answer laterReturn for answer later

Give student question ahead of timeGive student question ahead of time

4. ACTIVE INVOLVEMENT4. ACTIVE INVOLVEMENT

““Try it!”Try it!” ““Show me”Show me” ““Let’s do it together”Let’s do it together” Hands-on LearningHands-on Learning Application of Language and Content Application of Language and Content

KnowledgeKnowledge Activities that Integrate All Language Skills Activities that Integrate All Language Skills

(RWSL)(RWSL)

5. ANXIETY REDUCTION5. ANXIETY REDUCTION

Use teaching strategies and grouping techniques Use teaching strategies and grouping techniques to create a safe environment for learning. to create a safe environment for learning. pair ELLs with other children who speak their languagepair ELLs with other children who speak their language become aware of each ELL’s needsbecome aware of each ELL’s needs avoid making the learner the center of attentionavoid making the learner the center of attention investigate ELL’s background, home country, arrival investigate ELL’s background, home country, arrival

experienceexperience learn some first language phrases (Hello, That’s good, learn some first language phrases (Hello, That’s good,

etc.)etc.) Involve entire classroom in helping ELL adjust, learn Involve entire classroom in helping ELL adjust, learn

language, and contentlanguage, and content

6. ENGLISH LANGUAGE DEVELOPMENT6. ENGLISH LANGUAGE DEVELOPMENT

Language ObjectivesLanguage Objectives Support content objectives Support content objectives Learn how to write objectives painlessly Learn how to write objectives painlessly (see Language (see Language

Objective Resources slide, R. F. Mager).Objective Resources slide, R. F. Mager). Key VocabularyKey Vocabulary

contextualizedcontextualized --self selectedself selected personal dictionarypersonal dictionary --word wallsword walls concept definition mapconcept definition map --cloze sentencescloze sentences word sort, generalizationsword sort, generalizations --word study bookword study book word Banksword Banks --sentence wallssentence walls

Intentional planning of opportunities to speak, listen, Intentional planning of opportunities to speak, listen, read, and write in English at student’s current level of read, and write in English at student’s current level of proficiencyproficiency

THE MELTING SNOW THE MELTING SNOW (adapted)(adapted) SubjectSubject: Science, Math: Science, Math Grade LevelGrade Level: PreK-2: PreK-2 Content Objectives:Content Objectives: (English language development)(English language development)

SWBAT describe what a thermometer is and how it SWBAT describe what a thermometer is and how it worksworks

SWBAT talk about what heat does to solids and SWBAT talk about what heat does to solids and liquidsliquids

Language Objectives:Language Objectives: (English language development)(English language development)

SWBAT to use scientific vocabulary to talk about the SWBAT to use scientific vocabulary to talk about the thermometer, heating, and coolingthermometer, heating, and cooling

thermometer, melt/melting, freeze/freezing, snow, thermometer, melt/melting, freeze/freezing, snow, ice, water, liquid, solidice, water, liquid, solid

7. DIFFERENTIATED ASSESSMENT7. DIFFERENTIATED ASSESSMENT

Use assessment technique appropriate to Use assessment technique appropriate to ELL’s level of English language proficiencyELL’s level of English language proficiency

Assess content separate from languageAssess content separate from language Provide multiple modes of outputProvide multiple modes of output Assess at multiple times to evaluate Assess at multiple times to evaluate

progressprogress Base assessment on objectives of the unit Base assessment on objectives of the unit

of instructionof instruction

LANGUAGE OBJECTIVE RESOURCESLANGUAGE OBJECTIVE RESOURCES

Mager, R. F. (1997).Mager, R. F. (1997). Preparing instructional Preparing instructional objectives: A critical tool in the objectives: A critical tool in the development of effective instructiondevelopment of effective instruction (3rd ed.).(3rd ed.). Atlanta: CEP Press. Atlanta: CEP Press.

Echevarria, J., Vogt, M., & Short, D. J. (2008).Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English Making content comprehensible for English language learners: The SIOP model language learners: The SIOP model (3(3rdrd. ed.. ed.)) Boston: Allyn and Bacon.Boston: Allyn and Bacon.

PRINT RESOURCESPRINT RESOURCESHerrell, A. L., & Jordan, M. (2011). Herrell, A. L., & Jordan, M. (2011). 50 strategies for teaching 50 strategies for teaching

English language learnersEnglish language learners (4 (4thth ed.). Boston: Allyn & ed.). Boston: Allyn & Bacon.Bacon.

Reiss, J. (2008). Reiss, J. (2008). 102 content strategies for English 102 content strategies for English language learners: Teaching for academic success in language learners: Teaching for academic success in grades 3-12. grades 3-12. Upper Saddle River, NJ: Merrill/Prentice Upper Saddle River, NJ: Merrill/Prentice Hall.Hall.

Vogt, M., & Echevarria, J. (2008). Vogt, M., & Echevarria, J. (2008). Ninety-nine ideas and Ninety-nine ideas and activities for teaching English learners with the SIOP activities for teaching English learners with the SIOP model. model. Boston: Allyn & Bacon.Boston: Allyn & Bacon.

Reiss, J. (2008). Reiss, J. (2008). One hundred two content strategies for One hundred two content strategies for English language learners: Teaching for academic English language learners: Teaching for academic success in grades 3-12. success in grades 3-12. Upper Saddle River, NJ: Pearson Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.Merrill/Prentice Hall.

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PROFESSIONAL RESOURCESPROFESSIONAL RESOURCES STATESTATE

Literacy Education, Literacy Education, NIUNIU,www.cedu.niu.edu/ltcy,www.cedu.niu.edu/ltcy

Illinois Resource CenterIllinois Resource Center, , www.thecenterweb.org/ircwww.thecenterweb.org/irc

Professional Conferences Professional Conferences & Organizations – & Organizations – All All

Teachers are Welcome!Teachers are Welcome! Illinois TESOL-Bilingual Illinois TESOL-Bilingual

EducationEducation, www.itbe.org, www.itbe.org Illinois Association for Illinois Association for

Multilingual Multicultural Multilingual Multicultural Education Education (IAMME), (IAMME), www.iamme.orgwww.iamme.org

NATIONALNATIONAL

TESOL TESOL (Teachers of (Teachers of English to Speakers of English to Speakers of Other Languages), Other Languages), www.tesol.orgwww.tesol.org

NABENABE (National (National Association for Bilingual Association for Bilingual Education), www.nabe.orgEducation), www.nabe.org

IRAIRA (International Reading (International Reading Association), Association), www.reading.orgwww.reading.org