researchers focused on the role of language in content-area classrooms
TRANSCRIPT
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USING DATA TO HELP GUIDE INSTRUCTION
FOR ESL AT SULLIVANT
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LOOKING AT YOUR DATA
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WHERE HAS SULLIVANT MADE IMPROVEMENTS?
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OTELA WRITINGINCREASE OF
44%
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OTELA READINGINCREASE OF
34%
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WHERE CAN SULLIVANT IMPROVE?
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Levels for ESL Students
Level I- Prefunctional
Level II- Beginner
Level III- Intermediate
Level IV- Advance/Trial Mainstream
Level V- “Tested Out”
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LOOKING AT YOUR STUDENTS
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www.elpa21.org
researchers focused on the role of language in content-area classrooms.
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DIFFERENTIATION MEANS
starting where the kids are!
- Carol Ann Tomlinson
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COMPREHENSIBLE INPUT/OUTPUT
STUDENTS LEARN BY HEARING AND READING ENGLISH THAT IS SLIGHTLY ABOVE THEIR CURRENT ENGLISH LEVEL. THIS IS CALLED
COMPREHENSIBLE INPUT / I+1
ALSO GIVE STUDENTS OPPORTUNITY FOR COMPREHENSIBLE OUTPUT – TO SHOW WHAT THEY KNOW THROUGH PICTURES, SIMPLE ENGLISH, ETC.
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Classroom SupportsPacing:____ Extended Time____ Longer “wait time” for answering questions____ Other: ________________Environment:____ Assign peer buddy____ Provide one on one support____ Flexible seating____ Work alone____ Other: ________________Reinforcement & Follow Through:____ Student-teacher goal setting____ Build confidence with positive comments____ Have student restate directions____ Check often for understanding/review____ Re-teach / extend skills____ Use games (for review and mastery)____ Arrange for peer tutoring____ Plan cooperative learning experiences____ Make/use vocabulary files/ personal dictionaries____ Teach organizational & study skills____ Provide outline for content materials____ Use study guides to organize materials____ Other: ________________
Presentation of Subject Material:____ Use individual/small group instruction____ Simplify language____ Tape lectures for playback____ Show and discuss video clips____ Demonstrate concepts____ Provide explicit vocabulary instruction____ Use manipulatives____ Post graphics, charts & visual aids____ Emphasize critical information____ Use graphic organizers____ Pre-teach vocabulary____ Other: ________________Materials:____ Provide recorded texts / readings (check with Hudson)____ Use supplementary materials____ Highlighted textbooks / study guides____ Use adapted textbooks / easier readings____ Allow use of computer____ Varied computer programs____ Daily assignment student notebook ____Other: ________________
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Indicators of Differentiation
Consistent use of pretesting Decrease in the frequency of large
group activities Increase in
Small group teaching activitiesFlexible small group learning
activities Increase in individual alternatives:
CentersHomeworkContracts
The National Research Center on the Gifted and Talented, 2002
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Examples of Scaffolding
Explicitly teach vocabulary up front Ask questions throughout reading Model thought processes (think aloud) Use graphic organizers Model the activity Break a complex task into “doable” steps
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Support from The ESL Service Center
Call Center
Interpreter/Translator
Professional Development
Materials (adapted texts, dictionaries)
Parent Literacy Program
OGT, College & Career Readiness Program
ESL Department Webpage
LEP Data