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Copy of ESOL Strategies, Implementation, and Hands on Application

How to use ESOL strategies in the classroom
by

Vidamarie Nicholson

on 19 February 2014

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Transcript of Copy of ESOL Strategies, Implementation, and Hands on Application

“ESOL: Strategies, Implementation, Hands-on Application”
Step 1: Defining
ESOL, ELD/ELP/Forms and Functions, ELL, SLD, ESL, TESOL, GLAD, SIOP... what does it all mean?
Step 3: Hands on Application-Teaching the Lesson
Assessment (pre-post test)
Stated Objectives: Language and Content written in an obvious place
Utilize at least 3 senses and 3 ESOL strategies in you lesson.
Make sure to include closure (restating objectives)
Resources:
1. Lesson ideas
http://www.pinterest.com
http://www.teacherspayteachers.com
2. Forms and Functions
http://www.ode.state.or.us/teachlearn/standards/elp/files/langfunc.pdf
3. GLAD strategies-blog
http://www.teaching-with-style.com/2012/01/teaching-with-glad.html
4. SIOP-lesson plans
http://www.cal.org/siop/
5. 50 Strategies for Teaching English Language Learners
Herrell and Jordan
6. www.futureschannel.com connects kids to their learning.
betsyjd@yahoo.com
Step 2: Implementation
Lesson plans: Elementary, Middle and High
What do these acronyms stand for? Quiz someone around you. See if you can come up with a definition for each.
www.futureschannel.com
http://thefutureschannel.com/videogallery/the-blackfooted-ferret/
ESOL
: English Speakers of Other Languages
-From homes where a primary language other than English is spoken.
ELD/ELP
: English Language Development/English Language Proficiency
-are commonly associated with Forms and Functions
-most commonly related to standards to help determine levels of English Language Acquisition

Forms and Functions
: (Forms and Functions)
FORM (structure)
: deal with the internal grammatical structure of a word.
Example:
knowing when to use the word woman instead of women or cup instead of cups
FUNCTION
(purpose): refers to the purpose for which the word is being used.
Example: asking questions, giving directions, explaining a concept.
FORMS AND FUNCTIONS
http://www.ode.state.or.us/teachlearn/standards/elp/files/langfunc.pdf
SLD
: Spanish Language Development
-Applies to students who are in dual immersion and are native English speakers and students who aren’t fluent in their native language. Having a foundation and understanding of basic proficiency levels in a student’s primary language is very useful for them to gain a second language successfully.

ELL
: English Language Learner
-Refers to a student who is learning English

ESL
: English as a second language
-This acronym is the most widely recognized acronym referring to English Language Learners.


TESOL
: Teachers of English to Speakers of Other Languages
-Most states have begun to adopt Common Core Standards. To be effective teachers, especially to ELLs, we need to become informed about how the standards differ and may be similar to what we currently know. With the increase in ELLs in our schools this has become imperative. To serve our students to the best of our abilities we need to be willing to learn and embrace the part of us that is a lifelong learner. Although this not the only piece of information we need to become knowledgeable about, but it is a step in the right direction.

http://www.tesol.org/docs/advocacy/overview-of-common-core-state-standards-initiatives-for-ells-a-tesol-issue-brief-march-2013.pdf

GLAD
: Guided Language Acquisition Design I’m sure many of you are familiar with the next acronym and have taken seminars and classes laying out GLAD strategies.

- Project GLAD is an instructional model with clear, practical strategies promoting positive, effective interactions among students and between teachers and students. Project GLAD develops metacognitive use of high level, academic language and literacy.1

1.
Teach to the Highest
• A classroom environment that values the student and provides authentic opportunities for use of academic language and maintains the highest standards and expectations for all students (Goodman, Shefelbine, Cummins, Smith, and Collier).

2.
Brain Research--Metacognition
• A time to activate and focus prior knowledge; inquiry charts, brainstorming, and clustering (Costa, Rico, Kovalik).
• An opportunity to insure a common base of understanding and scaffolding, direct experiences, films, visuals, teacher read alouds (Krashen, Collier, Swain, Long, Vygotsky).
• Students taught how and encouraged to organize thoughts and texts utilizing multiple intelligences: graphic organizers, summaries, visuals, or contextual and semantic clues (Costa, Rico, Krashen, Long, Marzano, Gardner, Lazear).
• Metacognitive aspect of teacher and students modeling of how an answer was arrived at, not merely what the correct answer was (Costa, Farr, Sagor)
3.
Brain Research and Second Language Acquisition
• A student set purpose for learning; motivating, stated result or goal; student choices; connections made between personal background knowledge and new learning, inquiry charts (High Scope, Hunter, Cummins, Wolfe).
• Chances to negotiate meaning from language and text; cooperative activities for problem-solving and social skills; heterogeneous homogeneous flexible groupings (Long, Kagan, Vygotsky, Cummins, Shefelbine).

4.
Reading and Writing To, With, and By Students
• Reading that stresses the purpose and joy before the skills; beginning with writing and reading one’s own language; immense amounts of being read to; time for silent sustained reading and silent sustained writing with oral book sharing and quickshares (Goodman, Krashen, Flores, Traill, Shefelbine).
• Direct teaching of concepts, vocabulary, and necessary skills; text patterns, academic language, writing patterns; decoding skills (UCI Writing Project, Bettances, Chall, Reading Task Force, Marzano, Beck, Shefelbine, Adams).
• Writing that stresses the metacognitive use of reading and writing as a process; use of clustering/brainstorming to initiate writing; acceptance of developmental level of writer; editing and revising done in appropriate places in the process. No over-editing in early drafts; not all writing brought to editing stage; use of conferencing methods to guide student through the process; use of logs for personal responses to texts or issues; use of interactive journals (Goodman, Graves, Calkins, Rico, UCI Writing Project).
• Language functional environment; language charts, poetry kept on walls - read and used by students; reading and writing the walls daily. Big Books on walls, shared reading/writing experiences (Traill, Cummins, Flor Ada).

5.
Active participation in all components of the unit, negotiating for meaning,
comprehensible output personal interactions and 10/2 (Long, Cambourne, Cummins, Swain, Goldenburg, Costa)
6.
A theme, year planning, and strategies that foster standards-based learning respect, trust, identity, and voice.
The use of personal interaction values oral ideas and cross-cultural respect. (Cummins, Wiggins and McTighe, Berman, Baron).
7.
Ongoing assessment and evaluation using a variety of tools to provide reflection on what has been learned,
how it was learned and what will be done with the information. Assessment, ongoing and summative, based on strengths as well as needs. Direct teaching of test language and test taking skills. (Costa, Wiggens, Farr, Treadway, Lazear)1
GLAD STRATEGIES

SECTION I: Focus and Motivation
• Cognitive Content Dictionary

Inquiry Charts
• Observation Charts
• Exploration Report
• Picture File Cards
• Guess My Category
• Hero/Scout Awards
• Home Connections
• Teacher Made Big Book

GLAD STRATEGIES

SECTION II: Comprehensive Input
• Narrative Input

Pictorial Input Chart
• Comparative Input
• Timeline Input
• World Map Input

GLAD STRATEGIES
SECTION III: Guided Oral Practice
• 10/2-allowing 2 minutes of student input for every 10 minutes of teacher input
• T-Graph for Social Skills and Team Points (see/hear, what does it sound like what does it look like) post on prezi- http://www.lauracandler.com/strategies/socialskills.php
• Chants and Songs
• Poetry Booklet (http://www.mrslesser.com/wp-content/uploads/poetry-booklet-guidelines.pdf)

Ear-to Ear Reading
-
Ear to Ear Reading Procedure:
Partners place the backs of their chairs side-by-side, but the seats face opposite directions. Students are seated in the chairs so their heads and ears are close together, but they are facing the opposite direction.
Each partner has the same reading materials. They take turns reading to each other
from their texts or students may chose to chorally read their passages. Use text that has been student created or is a district adopted reading series, poetry booklet.
Website: http://wiki.sjcoe.net/groups/ellstrategiesforscience/wiki/b6c3b/
• Sentence Pattern Chart- write sentences on chart in one of 3 or 4 patterns.
http://faculty.mdc.edu/spacker/sentencepatternchartmarlene.htm
http://www.sponsoravillage.ca/teaching/sentence-pattern-chart/

SECTION IV: Reading and Writing
• Learning Log-Can take the form of students writing about topics they are studying or ways and strategies that help them learn. They can be in linear form or in a web format.

Cooperative Strip Paragraph
-
Procedure:
Students work in teams to orally develop supporting details (sentences) about a particular topic. These sentences follow a topic sentence or setting given by the teacher.
Teams share these sentences orally with the class.
Teams record their sentences on sentence strips and put them in the pocket chart.
The strips are used to generate a paragraph. Sentences are read orally, then edited for content. They are ordered so they make sense. Repetitions are deleted, and any missing key ideas are added. The teacher models such skills as topic sentence development, indentation, etc.
The paragraph is then edited for correctness (i.e. punctuation, spelling, etc.) the teacher facilitates group editing and group modeling here. This is where skill instruction occurs.
The final paragraph is typed up and distributed to students for reading practice http://wiki.sjcoe.net/groups/ellstrategiesforscience/wiki/6af00/

• Found Poetry
http://kathleenprice.files.wordpress.com/2008/10/found-poem1.jpg
• ELD Group Frame- Grid where students contribute in a group setting. (Types of dinosaurs down one side of grid and habitat, characteristics, food, etc. across the top) It may lead to literacy cycle: read, respond, revise, edit, publish and use for a small reading group (student generated text). http://www.spokaneschools.org/Page/2617
• Clunkers and Links- Procedures/Directions:
This process is designed for the at or above leveled readers.
Students are asked to predict what words will appear in the article 
based on the unit of study and scanning the article, looking at pictures, 
captions, etc.
Students are given post-it notes to identify clunkers and links in the 
article being read.
Clunkers are words that get in the way of understanding and Links are 
words that the student can make a connection to.
The students read silently, as do you.
Once students have read the article the teacher acts as a scribe. 
Writing down the students’ clunkers on one side of a T-graph and the 
links on the other.
Allow students to discuss their clunkers and links with their group. 
The teacher assists in developing word and text meaning through 
discussion, questioning, examples, picture file cards, sketches, etc.
Teacher stars the predicted words that were actually contained in the 
text. May lead to SQ3R- Survey! Question! Read! Recite! Review!
• Story Maps
• Team Tasks
• Expert Groups
• Mind Map-students get into group, brainstorm about specific topic and, make a process grid out of it.
• Process Grid2-make a grid using info that students have collected in mind map groups (echo systems-different habitats on one side living and non-living groups on top)
http://wiki.sjcoe.net/groups/ellstrategiesforscience/wiki/15970/

SIOP: Sheltered Instruction Observation Protocol
-these strategies integrate ELD into content. This aides students by keeping them at great level in subject matter while simultaneously assisting their ELD.

Some SIOP strategies:

Lesson Preparation
• 1. Write content objectives clearly for students.

• 2. Write language objectives clearly for students.

• 3. Choose content concepts appropriate for age and educational background level of students.

• 4. Identify supplementary materials to use (graphs, models, visuals).

• 5. Adapt content (e.g., text, assignment) to all levels of student proficiency.

• 6. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking.

Building Background

7. Explicitly link concepts to students’ backgrounds and experiences.

8. Explicitly link past learning and new concepts.

9. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students.

Comprehensible Input
• 10. Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners).
• 11. Explain academic tasks clearly.

• 12. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language).

Strategies

• 13. Provide ample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring).

• 14. Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson.

• 15. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson literal, analytical, and interpretive questions).

Interaction
• 16. Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses.
• 17. Use group configurations that support language and content objectives of the lesson.

• 18. Provide sufficient wait time for student responses consistently.

• 19. Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text.

Practice/Application
• 20. Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.
• 21. Provide activities for students to apply content and language knowledge in the classroom.

• 22. Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking).

Lesson Delivery
• 23. Support content objectives clearly.

• 24. Support language objectives clearly.

• 25. Engage students approximately 90-100% of the period (most students taking part and on task throughout the lesson).
• 26. Pace the lesson appropriately to the students’ ability level.

Review/Assessment
• 27. Give a comprehensive review of key vocabulary.

• 28. Give a comprehensive review of key content concepts.

• 29. Provide feedback to students regularly on their output (e.g., language, content, work).


Setting Up The Clasroom
-display area
-group work
-relevant information posted
-place for written objective
-welcoming, inviting space

Content Objective Language Objective
Round 4-digit numbers to the nearest 10 or the nearest hundred. Explain your answer to a partner using a number line.
Analyze the changes the horse brought to the Plains peoples. Role play scenes from the life of Plains people
demonstrating how lives changed due to the horse.
Analyze how people decide what and how much to produce. Use a tree diagram to explain to a partner how
people decide what and how much to produce.
Design and build a working model, using three or more of Explain your model to a partner, of the simple machines studied naming and pointing to the simple machines used.

Determine which literary terms used in a text are effective. Defend your choices in a small group discussion.
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