supporting english language learners in elementary …
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Supporting English Language Learners in Elementary
Classrooms
Cathy Humphries- Program Consultant, English Language Learners
[email protected]/ 604-760-6357
Kathie Nakano, ESL Assessment and Helping Teacher
[email protected]/ 604-664-7232
Sandhya Krishna, ESL Teacher- Chaffey-Burke Elementary
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Speech appropriate for student’s proficiency level
• Slower speech and repetition important for all early
learners but critical for ELLS- the average adult
speaks at a rate of about 170 words per minute!
yak, yak,
yak
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Applies across all
features of the SIOP model
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Clear explanation of academic tasks
• non-linguistic clues used to support
student understanding- visuals, graphic
guides
A variety of techniques to make content
concepts clear
• say it, show it, draw it, do it
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Comprehensible Input
Graphic Guides for Centres
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Painting Centre
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Colour ExplorationGraphic Guide
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Exploring ColourBlue and red makes…
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Math Centres
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Content Objective:
• To demonstrate an understanding of
repeating patterns (two or three elements)
by:
– Identifying
– Reproducing
– Extending
– Creating
patterns, using manipulatives, sounds, and
actions.
Kindergarten Prescribed Learning Outcomes and Suggested Achievement
Indicators, B.C. Ministry of Education, September, 2010
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Pattern ExplorationGraphic Guide
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Math Time…
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Pattern strips
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Puppet Centre
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I am…
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To be continued…
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Sort Guide?
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Sort Graphic Guide
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• Learning strategies taught to children
• Instructional strategies used by teachers
“ …successful learners use strategies to assist in
understanding, remembering, and recalling
information…Explicitly and carefully teaching children
to use a variety of strategies will improve their
learning.”
“Two types of learning strategies that are particularly
applicable to young learners are cognitive strategies
and social/affective strategies.”
Using the SIOP Model with Pre-K and Kindergarten English Language Learners. Echevarria, Short and
Peterson
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Techniques used by learners to complete a
task
http://www.ascd.org/ascd-express/vol4/413-toc.aspx
A Six-Step Scaffolding Process to Build Vocabulary
•A combination of visual, oral, and cognitive
reinforcement helps English language learners acquire
new vocabulary and concept meaning
•video
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Six Step Vocabulary Scaffolding Strategy
1. Select word
2. Explain the meaning
3. Provide examples
4. Repeat the word 3 times
5. Engage in activities
6. Say the word again
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Techniques to support the child’s interactions
with others and his or her comfort with the
environment
“The ultimate goal is for students to develop independence
…through practice with peer-assisted and student-
centered strategies. Many English learners, however,
have difficulty initiating an active role in using these
strategies because they are focusing mental energy on
their developing language skills. Therefore, effective SIOP
teachers scaffold ELs by providing many opportunities for
them to use a variety of learning strategies…taught
through explicit instruction”Making Content Comprehensible for English Learners The SIOP Model. Echevarria, Vogt and Short
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Share means…
I get a cookie and you get a cookie
I get some ice cream and you get some ice cream
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Honest means...
telling the truth
I have to tell you something. I broke the toy.
even when you don’t want to
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Patient means...
waiting and waiting and waiting
for the cookies to be done
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Concluding Thoughts:
• Language needs to be comprehensible to
children.
• Learning is influenced by how students
perceive the environment and how well
they use strategies to organize, remember
and recall information.
• Teachers assist student learning through
scaffolding.Chapter 5, Using the SIOP Model with Pre-K and Kindergarten English Language Learners. Echevarria, Short and
Peterson
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Table talk:
How could you use the SIOP
components presented today in
your school setting?