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ELL Strategies

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by

Maria Perales

on 18 July 2016

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Transcript of ELL Strategies

Making Content Comprehensible
Our Inner Conversations...
Supplies:
• 1 white sheet of paper for each student
• crayons: yellow, orange, red, green, blue
• pencil
• Story elements graphic organizer
• Sentence starters
o
Los personajes del cuento es/son
______________________.
o
El ambiente del cuento
____________________________.
o
El problema fue
____________________________.
o
La resolucion fue
____________________________.
o
La conclusion fue
____________________________.
• Fiction Book/story

Rainbow Story Elements
Using Visualization
Bilingual Pairs
Learners dominant in English are paired or grouped with learners dominant in the
non
English language.
Today we will briefly
explore
the components of the Sheltered Instruction Observation Protocol model
using
visuals, examples, and class discussion
.
Who are my English Language Learners (ELLs)?

some immigrant English learners had strong academic background before coming to the US
some immigrant students had very limited formal schooling
some English learners have grown up in the US, but speak a language other than English at home
some English learners were born in the US but have not mastered either English or their native language
Some guiding principles to keep in mind while supporting ELLs...

know the students' English language proficiency levels (beginning, intermediate, advanced, advanced high) in reading, writing, listening and speaking = Texas English Language Proficiency Assessment System (TELPAS)
Does the student have literacy skills in L1?
What scaffolds can you use?
What accommodations/modifications can you make?
Scaffolding: Gradual Increase of Student Independence
Fig. 5.1 page 122
Lesson Preparation

Chapter 2 pg. 26

content objectives
must identify what students should know and be able to do
incorporate
language objectives
that support students' academic language development
carefully consider the content concepts and use district curriculum guidelines and grade-level content standards as guides
use supplementary materials to make lessons clear and meaningful
make texts and other resource materials accessible for all students, adapting them so that the content concepts are left intact
lesson activities should be planned to promote
language development
in reading, writing, listening, and speaking
Strategies
chapter 5 pg. 115

provide opportunities for students to use learning strategies
use
scaffolding
techniques consistently
use a variety of questions or tasks that promote higher-order thinking skills (Revised Bloom's Taxonomy for
higher-order thinking skills
)

Building Background
chapter 3 pg. 64

connect
children's experiences
to a text, developing background knowledge, and teach vocabulary to increase comprehension
make explicit connections between new learning and the material, vocabulary, and concepts previously covered in class
emphasize key
vocabulary
(vocabulary development is critical for ELLs)
Comprehensible Input
chapter 5 pg. 95

clear articulation (
speech
is not too fast or too slow)
clear expectations of academic tasks (instructions modeled and/or demonstrated
step-by-step
, oral directions should be accompanied by written ones)
use a
variety of techniques
to make content clear (visuals, body language, objects, model of a process, technology, hands on activities)
Helpful Websites:

Coloring Colorado www.colorincolorado.org
Florida Center for Reading Research www.fcrr.org
www.quizlet.com
ClassDojo
Interaction
chapter 6 pg. 143

provide frequent opportunities for interaction and discussion
group students to support
language
and
content
objectives
give sufficient
wait time
give ample opportunities for clarification for concepts in
native language
Practice and Application
chapter 7 pg. 169

supply lots of
hands-on
materials
provide activities for students to apply content/language knowledge
integrate all
language skills
into each lesson--
listening, speaking, reading, writing
Lesson Delivery
chapter 8 pg. 190

clearly support content objectives
clearly support language objectives
engage students 90-100% of the lesson
appropriately pace the lesson to students' ability level
Review and Assessment
chapter 9 pg. 209

provide comprehensive review of key vocabulary
supply comprehensive review of key content concepts (use graphic organizers)
regularly give feedback to students on their output
conduct assessment of student comprehension and learning
This researched-based model has proven effective in addressing the academic needs of
English Language Learners.
Full transcript