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Tara Jones

on 9 October 2012

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Transcript of ELD

Classroom Instruction that Works for English Language Learners Introduction Hello! My name is ________________.

I am ___________________(profession and location)

And __________________(Tell what ESL experience you have) Learned Want to know Know KWL Content:
Teachers will classify levels of language learning.
Teachers will incorporate language objectives into their own lessons.
Teachers will relate Bloom's Taxonomy to English Language Learners
Teachers will decide which ESL strategies they are ready to implement in the classroom.
In a group, teachers will discuss the meaning of the following language levels: preproduction, early production, speech emergence, intermediate fluency, and advance fluency.
With a partner, teachers will talk about which ESL strategies they are ready to implement and how. Objectives Why are we here? Where Are Ells Greatest Impact on States Languages Represented in LCSD #1 LCSD #1 Policies and Procedures LCSD #1 ELL Identification Procedures Direct Services

Indirect Services

Refusal LCSD #1 Placement and Services Language and the Classroom Card Sort Activity Classroom Instruction that Works Stages of Language Acquisition Stages of Language Acquisition Stage 1 – Preproduction Stage 2: Early Production Stage 3: Speech Emergence Stage 4: Intermediate Bloom's Taxonomy and Stages of Language Acquisition Stage 5: Advanced There are approximately 3½ million ELL students in the United States.
The number of ELL students enrolled in public and nonpublic schools in the United States continues to increase each year.
The reported number of ELL students in K-12 public schools comprises 8% of the total public school enrollment in the United States.
All states enroll ELL students.
The states with the largest reported number of ELL students are California (1,381,383), Texas (513,634), and Florida (288,603).
The states with the largest reported percentage of ELL students are Alaska (26%), New Mexico (24%), and California (22%).
*Source: National Clearinghouse for Bilingual Education (1997 data) Nationwide ELL Facts What is it like to be an ELL student? 1. Preproduction

2. Early Production

3. Speech Emergence

4. Intermediate

5. Advanced The Law ESL Facts and Myths:
True or False? Language Functions Modeling Collaborative Learning Graphic Organizers Visual Support Create a Language Rich Environment Setting Objectives Technology Lesson
Planning Activity: Follow the Path Rules: 3. Touch a box and look at the moderator to see if you were right or wrong. 2. Find the way out! Activity: Vocabulary Heads Rules:

1. You must try to figure out the word stuck to your forehead.

2. You can ask people for clues.

3. When giving clues, you may NOT say the word or parts of the word.

4. When giving clues, you MAY use movement, synonyms, antonyms, definitions, and sounds.

5. Tell the moderator when you have figured out the word stuck to your forehead. 5. If you step in the correct box, you get to keep going. 1. No Talking!!! 4. If you step into the wrong box, you must follow the path correctly back out. When you get back out, you must go to the end of the line. 1. No Child Left Behind (Title III)
- English Learners develop English proficiency to meet the same standards as other children.
- English learners will take an annual language proficiency exam.

2. Lau v. Nichols 1974
-ESL Students have the same access to curriculum, materials, and resources as any other student

3. Equal Education Opportunities Act of 1974
- Prohibits the denial of equal educational opportunities based on discrimination

4. Plyer v. Doe 1982
-The 14th Amendment prohibits states from denying a free public education to undocumented immigrant children regardless of their immigrant status Direct ESL Services 1. Pull-out Student is in a mainstream classroom but is pulled out for separate language instruction. ELs are taught academic content in English by a content licensed teacher. However, the English language used for instruction is adapted to the proficiency level of the students. While the instruction focuses on content, sheltered English instruction also promotes English language development. This is also called Sheltered Instruction Observation Protocol (SIOP). 2. Sheltered English Instruction Active ELs are taught subject matter in English by a content licensed teacher who is also licensed in EL or bilingual education. The teacher is proficient in the first language of the student. Students may use their native language for clarification, but the teacher uses only English. No ESL instruction is provided in this model. 3. Structured English Immersion Indirect ESL Services Consultation An ESL teacher or instructional coach will work with the classroom teacher to ensure that ESL strategies are being implemented in the classroom and the EL's needs are being met. Refusal The BIG Question? ESL Students who have had parent refusals still have a legal right to have their needs met! Examples: Agreeing/disagreeing
Asking for assistance or directions
Asking for permission
Commanding/giving instructions
Explaining Expressing likes/dislikes
Expressing obligation
Expressing position
Planning and predicting
Wishing and hoping The Student: Time Frame: Teacher Prompts: The Student: Time Frame: Teacher Prompts: The Student: Time Frame: Teacher Prompts: The Student: Time Frame: Teacher Prompts: The Student: Time Frame: Teacher Prompts: Has minimal comprehension
Does not verbalize
Nods "Yes" and "No"
Draws and Points 0-6 Months Show me...
Circle the...
Where is...?
Who has...? Has limited Comprehension
Produces one or two word responses
Uses key words and familiar phrases
Uses present-tense verbs 6 months - 1 year Yes/no questions
Either/or questions
How many...? Has good comprehension
Can produce simple sentences
Makes grammar and pronunciation errors
Frequently misunderstands jokes 1-3 years Why...?
Questions requiring phrase or short-sentence answers Has excellent comprehension
Makes few grammatical errors 3-5 Years What would happen if...?
Why do you think...?
Questions requiring more than a sentence response The student has a near-native level of speech 5-7 years Decide if...
Retell... Bloom's
Taxonomy Stages of Second Language Acquisition Knowledge





Evaluation Preproduction

Early Production

Speech Emergence


Advanced 1. Setting objectives will help narrow focus.
2. Set objectives that are specific, yet flexible.
3. Set both content and language objectives. Language Objectives Language objectives explain what language you expect to be practiced during the lesson. This can be in the form of listening, speaking, reading, or writing. This is good for ALL STUDENTS! Examples:
1. Students will use sentence starters to express opinions.
2. Students will use "more than" and "less than" in comparing polygons.
3. Students will use contractions while making comparisons. MODEL! MODEL! MODEL! 1. Students need modeling in order to understand the expectations and objectives.
2. This needs to be done in all content and language areas!
3. This also can be done in regards to speech.
Example: The student says: He runned.
The teacher models: Oh, he ran. 1. Think-pair-shair
2. Interviewing
3. Jigsaw
4. Numbered Heads Together *Cooperative learning opportunity!
What are other cooperative learning strategies we implement in the classroom? Graphic organizers keep students organized and allow them to get their ideas out. VISUALS! VISUALS! VISUALS! Any kind of picture, video, or kinesthetic support will be VERY beneficial.
1. Movements to associate with words.
2. Symbols to relate to vocabulary words.
3. Labeling pictures before story writing to provide a word bank.
4. Describing a picture to help get writing ideas.
5. Adding pictures to your daily schedule.

What other possibilities can you think of for visual support? 1. Post a schedule and objectives on the board.
2. Encourage talking!
3. Provide opportunities for collaborative learning.
4. Make vocabulary instruction part of your day!
5. Allow and encourage students to express themselves. 1. If you have it, use it!
2. Two words: DOC CAM!
3. There are so many websites and apps to enhance language, where do I even start...?
-Rosetta Stone, Star Fall, Wordalicious, Brain Pop, FunBrain, Spelling City and the list goes on.... *Resources on: http://k-12-esl.www.laramie1.org 1. Think of a lesson you have done or a lesson you are going to do. 2. Write a language objective to accompany the content objective of your lesson. 3. Think of where you can ESL strategies within your instruction to enhance the comprehension of English Learners. 4. You can work in groups of 2-3 or individually if you prefer. 5. Any extra time you have left, continue developing lesson plans! 6. Be prepared to share an idea or two! Video: CLASSIFY plant parts
First locate parts in a
matching game, then sort
by features or colors.
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