Ft. Hays ClassFt. Hays ClassReading Reading

Strategies and Strategies and the ELL Learnerthe ELL LearnerWhat do they need?What do they need?

AgendaAgenda1/281/28

IntroductionIntroduction 3 Short Activities to Understand our 3 Short Activities to Understand our

StudentsStudents Summaries & Note TakingSummaries & Note Taking Cooperative GroupingsCooperative Groupings Graphic OrganizersGraphic Organizers VocabularyVocabulary Teaching The Text BackwardsTeaching The Text Backwards

StorytellingStorytellingThink of a time when you did Think of a time when you did something that was hard for something that was hard for you and you were very proud you and you were very proud

of your accomplishment. of your accomplishment. This may be something that This may be something that no one else knows about or no one else knows about or that is easy for most people that is easy for most people to do. Think of a time when to do. Think of a time when

you overcame a personal you overcame a personal barrier. Prepare to tell this barrier. Prepare to tell this story to a member of your story to a member of your

group.group.

StereotypesStereotypes

Count off by twos. Count off by twos. I would like the ones to make a hat I would like the ones to make a hat

of some sort.of some sort. I would like the twos to be coming I would like the twos to be coming

up with labels we come up with as up with labels we come up with as teachers for students. i.e. slow, teachers for students. i.e. slow, bright…bright…

El SombreroEl Sombrero

El Sombrero – Take 2El Sombrero – Take 2

Language FactsLanguage Facts

Historically, ELL are put into a “no-Historically, ELL are put into a “no-win” position.win” position.

Most students need 5-7 years to gain Most students need 5-7 years to gain academic language proficiency.academic language proficiency.

The language used in school is The language used in school is different from the language used different from the language used outside the classroom.outside the classroom.

Content Based ELL Content Based ELL InstructionInstruction

This is an extremely effective approach This is an extremely effective approach for acquiring English. This approach for acquiring English. This approach provides a dual curriculum; the focus provides a dual curriculum; the focus is on acquiring content knowledge is on acquiring content knowledge with language development. It with language development. It encourages the integration of encourages the integration of listening, speaking, reading, and listening, speaking, reading, and writing skills and requires the use of writing skills and requires the use of higher order thinking skills. higher order thinking skills.

Summarizing & Note Summarizing & Note TakingTaking

1.1. Enhances Students ability to Enhances Students ability to synthesize and organize information synthesize and organize information in a way that captures the main in a way that captures the main ideas.ideas.

2.2. Students must be able to: delete, Students must be able to: delete, substitute and keep information.substitute and keep information.

When giving notes or When giving notes or students are told to take students are told to take

notesnotes1.1. Notes need to be specificNotes need to be specific

2.2. Students should understand that Students should understand that notes are a work in progress they notes are a work in progress they should be reviewed daily when on should be reviewed daily when on that topic.that topic.

3.3. Notes should be used as a study Notes should be used as a study guide.guide.

Teaching signal Teaching signal wordswords

Help Students to understand Help Students to understand what you expect them to what you expect them to learn. Give them a list of learn. Give them a list of terms and what they mean.terms and what they mean.

Classroom Classroom RecommendationsRecommendations

1.1. Teach a rule based Teach a rule based summary strategy.summary strategy.

2.2. Use summary frames.Use summary frames.

3.3. Reciprocal TeachingReciprocal Teaching

4.4. Keep/Delete/SubstituteKeep/Delete/Substitute

5.5. Teacher prepared notesTeacher prepared notes

Teaching Learning Teaching Learning StrategiesStrategies

Summarizing Summarizing Print out what is ImportantPrint out what is Important Text StructureText Structure

Comprehension Comprehension ConstructorConstructor

Question I asked that I can answer after reading the article:

Question my teacher could answer if I asked:

Question I can answer myself by inferring:

Question: Question: Question:

Answer: Answer: Answer:

The ConnectorThe ConnectorQuote & Page Number Connection (This reminds me

of…)orQuestion (I wonder)orConfusion (I don’t understand)

Pg. 843rd ParagraphAs I looked around I suddenly saw a bush and behind the bush a sunflower

Reminds me of Wizard of Oz when she reaches the poppy field.

ReadingReading

““The National Governors Association – The National Governors Association – Reading to Achieve”Reading to Achieve”

Cooperative GroupsCooperative Groups

Why Cooperative Why Cooperative Groups?Groups?

Heterogeneous Grouping Heterogeneous Grouping Positive InterdependencePositive Interdependence Face-To-Face Supportive InteractionFace-To-Face Supportive Interaction Individual AccountabilityIndividual Accountability Interpersonal and small group skillsInterpersonal and small group skills Group processingGroup processing Rich in Feedback Rich in Feedback Reduce Student AnxietyReduce Student Anxiety

Cooperative Groups that Cooperative Groups that WorkWork

1.1. Cooperative Groups should rarely Cooperative Groups should rarely be organized by ability.be organized by ability.

2.2. Cooperative Groups should be smallCooperative Groups should be small

3.3. Don’t overuse the groups and Don’t overuse the groups and monitor groupsmonitor groups

Cooperative TechniquesCooperative Techniques

1.1. Literature CirclesLiterature Circles

2.2. Shared InquiryShared Inquiry

3.3. Conversational Discussion GroupsConversational Discussion Groups

4.4. Discussion WebDiscussion Web

5.5. JigsawJigsaw

Group Observation FormGroup Observation Form+ Reader’s Quotes -

Talk to group about that. Review with everyone.

Sally asked what the word hypothesis was and no one in the group could answer the question.

Check notes from class

Highlight & RevisitHighlight & RevisitQuote Highlighted(record words from text)

Reason for Highlighting

New or Deeper Thinking

Group Work TipsGroup Work Tips

1.1. Show kids how to discuss.Show kids how to discuss.

2.2. Give students specific feedbackGive students specific feedback

3.3. Use powerful piecesUse powerful pieces

4.4. Anticipate Stumbling blocksAnticipate Stumbling blocks

Group ReadingGroup Reading

““Real-World Issues Motivate Real-World Issues Motivate Students”Students”

Second SessionSecond Session

Lesson Share OutLesson Share Out

Share one of the 2 lessons you did. Share one of the 2 lessons you did. If you like how both lessons worked If you like how both lessons worked share out both lessons. If someone share out both lessons. If someone would like a copy of something you would like a copy of something you used let me know and I can make used let me know and I can make copies for our last session.copies for our last session.

Diversity LifelineDiversity Lifeline

My Work ValuesMy Work Values

Think about lessons you learned in Think about lessons you learned in your parents’ home. What were the your parents’ home. What were the values on which those lessons were values on which those lessons were based? Identify three values that based? Identify three values that you learned at home that you now you learned at home that you now bring to the workplace. Share how bring to the workplace. Share how these values affect your perceptions these values affect your perceptions and relationships work.and relationships work.

Graphic OrganizersGraphic Organizers

The purpose is to emphasize essential The purpose is to emphasize essential ideas in a lesson or unit.ideas in a lesson or unit.

What is the purposeWhat is the purpose

1.1. They should focus on what is They should focus on what is important.important.

2.2. Deeper learningDeeper learning

3.3. Should give structure to learningShould give structure to learning

4.4. Different organizers should be used Different organizers should be used for different purposes.for different purposes.

Questions That Bring Higher Questions That Bring Higher Level ThinkingLevel Thinking

Things/People:Things/People:

Action: Action:

Events:Events:

Analytical ThinkingAnalytical Thinking

Analyzing Errors:Analyzing Errors:

Constructing Support:Constructing Support:

Analyzing PerspectivesAnalyzing Perspectives

RecommendationsRecommendations

1.1. Expository Graphic Organizers help Expository Graphic Organizers help students to understand where the students to understand where the teacher is going.teacher is going.

2.2. Use skimming before reading as an Use skimming before reading as an advance organizer. SQ3Radvance organizer. SQ3R

3.3. Pictures and Pictographs Pictures and Pictographs

4.4. Weekly CalendarsWeekly Calendars

ReadingReading

““Lost in Translation: Reaching out to Lost in Translation: Reaching out to English-Language Learners”English-Language Learners”

What is the problem?

How could this problem be corrected and improved?

VocabularyVocabulary

1.1. Possible SentencesPossible Sentences

2.2. List- Group-LabelList- Group-Label

3.3. Contextual RedefinitionContextual Redefinition

4.4. Feature AnalysisFeature Analysis

5.5. Vocabulary Self-Collection StrategyVocabulary Self-Collection Strategy

6.6. Word CardsWord Cards

7.7. Frayer ModelsFrayer Models

Work Together to Select Work Together to Select VocabularyVocabulary

According to According to Dictionary.comDictionary.com Summarizing : to make a summary of; Summarizing : to make a summary of;

state or express in a concise form. state or express in a concise form. Summary: a comprehensive and Summary: a comprehensive and

usually brief abstract usually brief abstract Paraphrasing : a restatement of a text Paraphrasing : a restatement of a text

or passage giving the meaning in or passage giving the meaning in another form, as for clearness; another form, as for clearness; rewording. rewording.

Collapsing: to break down Collapsing: to break down

Other Vocabulary IdeasOther Vocabulary Ideas1.1. Introduce key vocabulary related to the Introduce key vocabulary related to the

specific concepts included in a content areaspecific concepts included in a content area

2.2. Examine relationships among the words to Examine relationships among the words to form categories to help students make form categories to help students make connectionsconnections

3.3. Point out roots, prefixes, and suffixesPoint out roots, prefixes, and suffixes

4.4. Provide direct instruction on selected wordsProvide direct instruction on selected words

5.5. Model think aloud process for studentsModel think aloud process for students

6.6. Encourage and guide students to create their Encourage and guide students to create their own vocabulary list.own vocabulary list.

7.7. Link and integrate new and unfamiliar words Link and integrate new and unfamiliar words to existing knowledge or wordsto existing knowledge or words

Reading ArticleReading Article

““English-Language Learners Deserve English-Language Learners Deserve to Be Understood”to Be Understood”

VocabularyVocabularyWords we read that are Words we read that are

important!important!

Teaching the Text Teaching the Text BackwardsBackwards

1.1. Read the textRead the text

2.2. Answer the Answer the questions at the questions at the end of the end of the chapter.chapter.

3.3. Discuss the Discuss the MaterialMaterial

4.4. Do the Do the applications or applications or expansionsexpansions

1.1. Do the Do the applications or applications or expansionsexpansions

2.2. Discuss the Discuss the materialmaterial

3.3. Answer the Answer the questions at the questions at the end of the chapterend of the chapter

4.4. Read the TextRead the Text

Prior KnowledgePrior Knowledge

What do they know?What do they know?

What do you THINK they know?What do you THINK they know?

How To Educate ChildrenHow To Educate Children at All Levels at All Levels

Create multiple sources of textbooks Create multiple sources of textbooks at different levels.at different levels.

Provide “managed choice” -Select Provide “managed choice” -Select from a range of options based upon from a range of options based upon interest and background knowledge.interest and background knowledge.

Provide Accessible TextProvide Accessible Text

Along with Prior Along with Prior Knowledge Comes Knowledge Comes

PurposePurpose1.1. Decide what students should know after Decide what students should know after

reading the piece.reading the piece.

2.2. Anticipate what might cause students Anticipate what might cause students difficulty. Are students lacking difficulty. Are students lacking background knowledge? Will difficult background knowledge? Will difficult concepts need to be explained further? concepts need to be explained further?

3.3. What do you want them to be able to do What do you want them to be able to do with the information once they have with the information once they have finished reading?finished reading?

Help Students to Help Students to Determine PurposeDetermine Purpose

Ask them to look for interesting details Ask them to look for interesting details that could have multiple meanings. that could have multiple meanings. One example might be, “Why did the One example might be, “Why did the author or cartoonist add that detail?”author or cartoonist add that detail?”

Ask questions about title and subtitleAsk questions about title and subtitle Ask questions about the piece.Ask questions about the piece. Look for the author’s opinion.Look for the author’s opinion. Read to learn new information.Read to learn new information. Make a connection.Make a connection.

ReadingReading

Building on Prior KnowledgeBuilding on Prior Knowledge

Asking Questions:Asking Questions:

AssignmentAssignment

Pick one activity that we have Pick one activity that we have discussed and implement it in your discussed and implement it in your classroom. Bring a copy of your classroom. Bring a copy of your assignment. Complete a ½ page assignment. Complete a ½ page reflection of how the assignment reflection of how the assignment worked in your classroom.worked in your classroom.

ReferencesReferences

Enriching Content Classes for Secondary ESOL Enriching Content Classes for Secondary ESOL StudentsStudents (National Edition) Study Guide Section 2: (National Edition) Study Guide Section 2: Language Learning in School, p. 37.Language Learning in School, p. 37.

Flynn, Kathlee. J. Hill. Flynn, Kathlee. J. Hill. Classroom Instruction that Classroom Instruction that Works with English Language Learners. Works with English Language Learners. Association Association for Supervision & Curriculum Development. Virginia. for Supervision & Curriculum Development. Virginia. 2006.2006.

Garcia, E., E. E. Garcia, E. Hamayan, L. Kratky A. Garcia, E., E. E. Garcia, E. Hamayan, L. Kratky A. Schifini, D.J. Short, J.V. Tinajero. 2000. Schifini, D.J. Short, J.V. Tinajero. 2000. Avenues. Avenues. Carme., CA: Hamtpon-Brown.Carme., CA: Hamtpon-Brown.

Northey, Sheryn. Northey, Sheryn. Handbook on Differentiated Handbook on Differentiated Instruction for Middle & High Schools. Instruction for Middle & High Schools. Eye on Eye on Education. New York. 2005.Education. New York. 2005.

Stages of Language AcquisitionStages of Language Acquisition. Pearson Achievement . Pearson Achievement Solutions, A division of Pearson Education. 2006.Solutions, A division of Pearson Education. 2006.

ReferencesReferences

Marzano, Robert. J. Hill. Marzano, Robert. J. Hill. Classroom Instruction Classroom Instruction that Works. that Works. Association for Supervision & Association for Supervision & Curriculum Development. Virginia. 2001.Curriculum Development. Virginia. 2001.

Dtovani, Cris. Dtovani, Cris. Do I Really Have to Teach Do I Really Have to Teach Reading? Reading? Steamhouse Publishers. Maine. 2004.Steamhouse Publishers. Maine. 2004.

Tierney, Robert. Tierney, Robert. Reading Strategies and Reading Strategies and Practices. Practices. AAPearson Education Company. Massachusetts. Pearson Education Company. Massachusetts. 2000.2000.

Witherell, Nancy. Witherell, Nancy. Teaching Vocabulary Teaching Vocabulary. . Teaching Teaching Resources. New York. 2007.Resources. New York. 2007.

33rdrd Session Session

Lesson Share OutLesson Share Out

Charlie Brown VideoCharlie Brown Video

Cultural PerceptionsCultural Perceptions

Circle Of HistoryCircle Of History

History Chart History Chart

Table InformationTable Information

  2005-2006 2006-2007 2007-2008 2008-2009

African/American 8.30% 7.90% 7.90% 7.90%

Latino 11.60% 11.90% 11.90% 13.10%

Caucasian 73.70% 73.20% 73.20% 70.40%

Other 6.40% 7.10% 7.10% 8.60%

Economically Dis. 38.50% 38.70% 38.70% 42.80%

Non Economically 61.50% 61.30% 61.30% 57.20%

ELL 5.80% 7.40% 8.20% 8.40%

Non-ELL 94.20% 92.60% 91.80% 91.60%

Checking WorkChecking Work

Not every error should be corrected on a Not every error should be corrected on a ELL student’s work. Decide what is ELL student’s work. Decide what is most important and focus on that.most important and focus on that.

Continually monitor student’s work while Continually monitor student’s work while they are working and discuss with them they are working and discuss with them about what they are learning and how about what they are learning and how they came to their answer. Dialogue as they came to their answer. Dialogue as much as possible with them.much as possible with them.

HomeworkHomework

Keep parent involvement to a Keep parent involvement to a minimumminimum

Purpose of homework should be Purpose of homework should be identified and articulated.identified and articulated.

Homework should always be Homework should always be commented on.commented on.

HomeworkHomework

Establish & communicate a Establish & communicate a homework policyhomework policy

Design homework that clearly Design homework that clearly articulates the purpose & outcomearticulates the purpose & outcome

Vary the approach on providing Vary the approach on providing feedbackfeedback

Adapting HomeworkAdapting Homework

PreproductionPreproduction Early ProductionEarly Production Speech EmergenceSpeech Emergence Intermediate and AdvancedIntermediate and Advanced

GradingGrading

FeedbackFeedback Teach Students the importance of effortTeach Students the importance of effort Use charts or graphs showing the Use charts or graphs showing the

correlation between effort and grade.correlation between effort and grade. HomeworkHomework Peer TutorsPeer Tutors

Positive RecognitionPositive Recognition

Personalize RecognitionPersonalize Recognition Pause-Prompt-Praise StrategyPause-Prompt-Praise Strategy Use concrete symbols of recognitionUse concrete symbols of recognition

Speaking ActivitySpeaking Activity

SpeakingSpeaking

- Place students in small groups. Include Place students in small groups. Include native speakers of English in the groupsnative speakers of English in the groups

- Use cooperative learning strategiesUse cooperative learning strategies- Allow extra wait timeAllow extra wait time- Provide different ways for students to say Provide different ways for students to say

they don’t understandthey don’t understand- Ask students to paraphrase what has been Ask students to paraphrase what has been

presentedpresented- Have students brainstorm vocabulary or Have students brainstorm vocabulary or

background information.background information.

Very Helpful WebsiteVery Helpful Website

http://www.alliance.brown.edu/tdl/http://www.alliance.brown.edu/tdl/elemlit/index.shtmlelemlit/index.shtml

ListeningListening- Simplify your speechSimplify your speech- Set the purpose for listening with focus Set the purpose for listening with focus

questionsquestions- Use concrete objectsUse concrete objects- Draw Graphic Organizers or illustrations while Draw Graphic Organizers or illustrations while

you talkyou talk- Give students organizers while you talkGive students organizers while you talk- Access students’ prior knowledgeAccess students’ prior knowledge- Frequently use key vocabularyFrequently use key vocabulary- Check students’ understanding by asking Check students’ understanding by asking

questions and watching students’ non-verbal questions and watching students’ non-verbal language.language.

Concrete Objects a Concrete Objects a MUSTMUST

ModelsModels

FilmsFilms

PicturesPictures

GraphsGraphs

Visuals Visuals

Show, Tell, Try, DoShow, Tell, Try, Do

People remember in the following People remember in the following ways…ways…

10% of what they read10% of what they read

20% of what they hear20% of what they hear

30% of what they see30% of what they see

50% of what they see & hear50% of what they see & hear

70% of what they say70% of what they say

90% of what they say & do90% of what they say & do

Show, Tell, Try, DoShow, Tell, Try, Do

ShowShow- ChartChart- DemonstrateDemonstrate- DisplayDisplay- DepictDepict- GraphGraph- ModelModel- IllustrateIllustrate

TellTell- LectureLecture- AddressAddress- InformInform- DescribeDescribe- NarrateNarrate- Read/Speak toRead/Speak to- ExplainExplain

Show, Tell, Try, DoShow, Tell, Try, Do

TryTry- Hands on Hands on - ManipulateManipulate- ExchangeExchange- CoachCoach- EngageEngage- GuideGuide- InteractInteract- DiscussDiscuss- ExperimentExperiment- Fit/handle/tryFit/handle/try

DoDo- ComposeCompose- TestTest- CompleteComplete- HomeworkHomework- ExecuteExecute- WorksheetWorksheet- RespondRespond- Write Write - ActAct- MasterMaster

Your Turn…How can you Your Turn…How can you implement some of these implement some of these

ideas in your content ideas in your content area?area?

Don’t…Don’t…

……worry if learners use their first worry if learners use their first language with each other.language with each other.

……worry….Have Patience, stay calmworry….Have Patience, stay calm ……undershoot or under challenge the undershoot or under challenge the

learners’ ability to think or solve learners’ ability to think or solve problems.problems.

……talk louder to get a point across.talk louder to get a point across. ……correct errors that don’t interfere correct errors that don’t interfere

with meaningwith meaning ……finish ELL learner’s answers.finish ELL learner’s answers.

Make Learning Fun! Use Make Learning Fun! Use humor when interacting humor when interacting

with ELL students!!with ELL students!!

German Coast Guard ClipGerman Coast Guard Clip

SummarySummary

RoutinesRoutines VocabularyVocabulary Concrete ObjectsConcrete Objects DialogueDialogue Group WorkGroup Work Differentiated InstructionDifferentiated Instruction

WebsiteWebsite

If you would like to view this If you would like to view this PowerPoint for future references PowerPoint for future references you may go to corissarussell.com.you may go to corissarussell.com.