helping and understanding your ell students dana turner christenberry elementary
DESCRIPTION
Objective Provide practical applications to assist teachers struggling with ELL students.TRANSCRIPT
Helping and Understanding your ELL
StudentsDana Turner
Christenberry Elementary
http://resources.imaginelearning.com/public/preview/winter-conferencetheme
Reversing the Trend
ObjectiveProvide practical
applications to assist teachers struggling with ELL students.
http://padlet.com/alyson_lerma/PI
Your advice… Can you List at least 3
suggestions you would give to the teacher to meet the
needs of Moises?
What are accommodations?Accommodations are intended to reduce or even eliminate the
effects of a student’s English language proficiency level;
however, accommodations do not reduce learning
expectations.
An Accommodation Does Not…
Reduce learning or achievement expectations
Change the content being instructed or assessed
Compromise the integrity or validity of the standard or assessment
Accommodations Should…Enable students to participate more fully in
instruction & assessmentAllow students to better demonstrate their
knowledge & skillsBe based on need and individualizationBe aligned with daily instructionFoster and develop independence for
students
Instructional Accommodations
Quantity Adapt the number of items that the learner is expected to learn
or number of activities the student will complete prior to
assessment for mastery.
Quantity Examples
Shorten task or assignmentAssign only a portion of the task
Assign partial creditAsk for key words instead of whole
sentencesShorten homework
Students Who Benefit from Quantity Accommodations
Students who benefit most from quantityaccommodations are those who become• easily frustrated• process information more slowly• have limited assistance at home.
Newcomers and those with a lower proficiency will benefit
most.
Time (Timing & Scheduling)Adapt the time allotted and allowed for:• learning• task completion• testing
Instructional Accommodations
Time ExamplesGive extra time to complete tasksGive frequent breaksProvide more time to work on
frustrating tasksExtend assignment deadlinesAllow more time for processing prior
to beginning task
Level of Support
• Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use
of specific skills.
• Enhance adult-student relationship; use physical space
and environmental structure.
Instructional Accommodations
Level of Support ExamplesHave student work cooperatively with a
peer, using heterogeneous pairingProvide extra help
Provide positive reinforcersUse daily or weekly progress reports
Use daily assignment sheetsRegular school-home contact
Input (presentation)
Adapt the way instruction is delivered
to the learner.
Instructional Accommodations
Input ExamplesProvide visual supportsProvide additional written examplesProvide audio books or materialsUse hands-on activitiesProvide prewritten notes or outlineInclude all domains of communication:
Listening, Speaking, Reading, WritingUse simple, basic English (free of idioms &
slang)
Output (Response)
Adapt how the student can respond to
instruction.
Instructional Accommodations
Examples of Output Accommodations
Allow verbal or pictorial responsesUse multiple-choice, fill in the blank, word
banks, and matching instead of essay responses
Use computer for writing assignmentsUnderline or highlight answers instead of
writing them out
Examples of Output Accommodations Specific to
ELsAllow use of a bilingual dictionaryAllow connection to students’ native
languageUse rubrics to grade assignments AND
acknowledge effort & achievementGrade holisticallyOutput is tied to proficiency level and the
domain of communication.
Serving Our ELL Populations:Important Factors Impacting
InstructionFormal schoolingLiteracy in first language
(& type of native language & alphabet)Parent’s educational background & experience
with U.S. systemsCultural moresSPED Refugee status
English ProficiencyAcademic vs. playground or social language skillsMinimum 5-7 years to demonstrate proficiency in
academic language“Silent phase” up to 18 months
Language acquisition & literacy areVERY different for 2nd or 3rd language
Immersion Video Clip
Which suggestions would you add or change as to how the
teacher could best meetthe needs of Moises?
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p d b q
One sumpy clum dro, Framble wever to prave in de sneve.Hem munder wever hive to glur to slumb all clum. Huv ket frungle to Prim on sump clivets, and hem munder ket clamming have blasé’In de hender.
Fimtal, Framble belament toble trent and walut blasé’ to brazen.
Answer the following questions.
1. Who wever to prave? 2. What did Framble ket frungle?3. When did Framble wever to prave in de sneve?4. Where did Framble wever to prave?5. Why did Framble wever to prave in de sneve?
Framble Gutres Demish
One cold, winter day, Froggy wants to play in the snow. His mother wantsHim to go to sleep all winter. He kept forgetting to put on some clothes, and his mother kept calling him back in the house.
Finally, Froggy was worn out and went back to sleep.
Who wanted to play in the snow?Froggy
What did Froggy keep forgetting?To put on some clothes
When did Froggy want to play in the snow?One cold, Winter day
Where did Froggy want to play?In the snow
Why did Froggy want to play in the snow?He had never seen snow before and thought it would be fun.
Froggy Gets Dressed
Scenario #1A new ELL does not speak much.
The classroom teacher thinks she’s not learning anything. The ELL nods
her head when asked if she understands.
What can you tell the teacher?
Your ELL goes to the cafeteria with the class but never eats.
What can you do?
Scenario #2
Scenario #3Your ELL has been here for 2 years and is
doing pretty well in class. This student turns in a report that was
obviously copied from a book.What should you do?
Scenario #4Your Hispanic ELL Kindergartener needs to
have a letter sent home to Mom. The teacher has the letter
translated into Spanish online. The Mom never responds to the letter.
Why?
Scenario #5It’s time for a fire drill, and the buzzer begins to ring.
An ELL starts to cry and runs to hide under the table.
Why?
Scenario #6Your ELL can decode words beautifully
and appears to be able to read. However, the ELL does poorly on the reading
Selection tests and fails the comprehension section.
Why?
Remember: YOU are responsible!
The law mandates that ALL teachers must make necessary
accommodations and modifications for ALL ELs to access
the content. This includes: *Waivers, *Transitions, & *Actives.
Questions?