effective instruction for english language learners

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Effective Instruction for English Language Learners

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Page 1: Effective Instruction for English Language Learners

Effective Instruction for English Language Learners

Effective Instruction for English Language Learners

Page 2: Effective Instruction for English Language Learners

AgendaAgenda

•Dialogue•Dialogue

Demonstration

Application

Page 3: Effective Instruction for English Language Learners

•By the end of the session you will have more:

•knowledge about the unique needs of ELL’s

•strategies to implement this fall

•confidence to plan and modify lessons for ELL’s

•enthusiasm for teaching ELL’s

Page 4: Effective Instruction for English Language Learners

• Dialogue:

• What do you know about English Language Learners?

• Your own experiences

• or What you’ve learned

Page 5: Effective Instruction for English Language Learners

•“exploding demographics”

•(Flores, 1994)

Page 6: Effective Instruction for English Language Learners

•home language/school language

•time required to learn English

•instructional resources

•classroom segregation

•teacher capacity

Issues

Page 7: Effective Instruction for English Language Learners

•“English learners are best served when their teachers provide instruction-including corrective feedback--when it is needed.”

• Source: (Scarcella, 2004, p. 53)

Instruction!

Page 8: Effective Instruction for English Language Learners

•“The most powerful way of learning academic English is through good instruction.”

• Source: (Scarcella, 2004, p. 53)

Page 9: Effective Instruction for English Language Learners

Big IdeasBig Ideas

• Increase academic vocabulary: multiple encounters with words.

• Increase academic vocabulary: multiple encounters with words.

Oral language development: lots of dialogue

Automaticity with sight words

Page 10: Effective Instruction for English Language Learners

Big IdeasBig Ideas

•Safety nets of increased context: e.g., visuals

•Safety nets of increased context: e.g., visuals

Focus on comprehension through strategic, analytic reading and think-alouds-explicit instruction!Don’t make assumptions-check for understanding often

Page 11: Effective Instruction for English Language Learners

• Natural Order (Krashen): pre-production, speech emergence, intermediate, advanced

• Affective Filter (Krashen)

• Comprehensible Input (Krashen)

• Output (productive speech) (Swain)

Second Language Acquisition

Page 12: Effective Instruction for English Language Learners

• Natural Order (Krashen):

• pre-production

• speech emergence

• intermediate

• advanced

Page 13: Effective Instruction for English Language Learners

•TELPAS

• Beginner (B)

• Intermediate (I)

• Advanced (A)

• Advanced High (AH)

Page 14: Effective Instruction for English Language Learners

• Linguistic Transfer from L1

• Prior knowledge/declarative knowledge

• Strategic/procedural knowledge

• Motivation to learn English

• Cultural and linguistic resources

• “Funds of Knowledge”

What ELL’s Bring:

Page 15: Effective Instruction for English Language Learners

•Vocabulary/Academic English

• English Grammar

•Increased CONTEXT

What ELL’s need:

Page 16: Effective Instruction for English Language Learners

• Modifications:

• VOCABULARY focus

• Visuals/video/multimedia

• Hands-on

• Real Objects

• Preview-TEACH-Review

• Small group/partner work

Page 17: Effective Instruction for English Language Learners

•“Unstructured and unplanned grammar instruction is a disaster for ELL’s.” (p. 100)

•No on-the-fly instruction!

• Source: (Scarcella, 2003)

Page 18: Effective Instruction for English Language Learners

•http://www.learner.org/resources/series204.html

•Clip: 17:00-23:00

Annenberg Video

Page 19: Effective Instruction for English Language Learners

•Thoughts?

•Shared reading component

Page 20: Effective Instruction for English Language Learners

•Singing

•Poetry/chart stories

•Routines

More on oral language development

Page 21: Effective Instruction for English Language Learners

•<Word Study>

Page 22: Effective Instruction for English Language Learners

•Automaticity

•Word lists

•250 words

•Source: Bear, D. R., Helman, L., Templeton, S., Invernizzi, M., & Johnston, F. (2007). Words their way with English learners: Word Study for Phonics,

Vocabulary, and Spelling Instruction. Columbus, OH: Merrill/Prentice Hall.

Sight Words

Page 23: Effective Instruction for English Language Learners

•100 most common words=

• 50% of words in a text

• Source: (Nation, 2005)

Page 24: Effective Instruction for English Language Learners

•Interactive-DAILY!

•Students contribute synonyms

•Student “own” the words--they sign their name.

Word Walls: Build Academic Vocabulary

Page 25: Effective Instruction for English Language Learners

•Word Walls

•Visual Scaffolding

Page 26: Effective Instruction for English Language Learners

•<Sheltered English>

Page 27: Effective Instruction for English Language Learners

•What is Sheltered English?

•Content learning + language learning

•Importance of schema building: front-loading

•Pre-reading activities

Page 28: Effective Instruction for English Language Learners

Shared ReadingShared Reading

• Advantages of shared reading

•Active reading and engaging texts.

•Thinking aloud to make meaning explicit.

• Advantages of shared reading

•Active reading and engaging texts.

•Thinking aloud to make meaning explicit.

Page 29: Effective Instruction for English Language Learners

Application

Consider a classroom reading book you recently used. What vocabulary or

concepts were presented in the book that could cause confusion for ELL

Learners?What could you do to scaffold the

reading experience that would benefit ELL learners?

Page 30: Effective Instruction for English Language Learners

1.What might this look like in your classroom?

Turn and Talk