Pathways to English Language Literacy

1
Pathways to English Language Literacy

• Session Two

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Tier One Strategies

• Instruction for Literacy

3
Cooperative Learning with Language Minority
Students

• Advantages of Cooperative Learning it is a
  non-competitive process, modeling is an effective
  teaching strategies (peer instruction is
  powerful!), more opportunities to practice
  language, alternative grading, easy to
  incorporate native language
• Check out crosscultured.com and everythingesl.com
  for some great activities.

4
Teacher Behaviors

• Wait time is provided so that students can
  formulate responses
• How are speaking errors handled (modeling vs
  overtly correcting)
• Pace of instruction
• Nonverbal messages the teacher sends
• Use of realia (real life artifacts)
• Increase higher order thinking questions
• Dialectical sensitivity
• Monitor your interaction patterns
• Summarize

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Strategies and Techniques for Integrating
Language and Content Instruction

• Preparation
• Lesson Design
• Collaborate with a content colleague
• Use a thematic approach
• Choose only a few of the content objectives to
  provide in-depth focus
• Review subject area textbooks
• Use trade books and real literature

• Preparation
• Adapting Materials
• Decide what students need to learn from the text
• Reduce non-essential details
• Focus on concrete first, then abstract
• Relate to students experiences
• Use visual representation-maps, charts,
  timelines, outlines, etc.
• Simplify vocabulary but keep key concepts and
  technical terms
• Check word choice and sentence order

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Strategies and Techniques for Integrating
Language and Content Instruction (continued)

• Building Background
• Student experiences
• K-W-L chart
• Vocabulary development
• Theme listening
• Small groups/brainstorm
• Semantic webbing
• Realia
• Illustrations, maps, photos

• Interaction
• Cooperative learning
• Peer tutoring
• Discovery learning
• Information gap, jigsaw
• Questionnaires/interviews
• games

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Strategies and Techniques for Integrating
Language and Content Instruction (continued)

• Strategies
• Thinking skills
• Predict
• Categorize, classify
• Observe/report (oral, written, pictures)
• Sequence
• Compare and analyze
• Summarize, synthesize
• Solve problems
• evaluate

• Strategies (continued)
• Scaffolding Tasks
• Teacher modeling
• Timelines
• Flow charts
• Outlines, mapping
• Graphing, charting
• Venn and other diagrams

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Strategies and Techniques for Integrating
Language and Content Instruction (continued)

• Comprehensible input,
• Practice/Application, or
• Review/Assessment
• Strip story
• Reading log
• Close exercise
• Story summary
• Wonder ball
• Dialogue journal
• Drama/role play
• Writing headlines

• Comprehensible input,
• Practice/Application, or
• Review/Assessment
• Illustrations
• Experiments
• Language experience approach
• Character diaries
• Mix and match activity
• Outcome sentences

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Strategy Definition

• How students access information from memory
• How we assist students in problem solving
• How we promote retention of newly learned
  information
• How we help students make connections between
  what they know and what they are learning

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Three Learning Strategies

• Metacognitivematching thinking and problem
  solving, clarifying purpose, monitoring ones own
  comprehension preparing yourself to learn
• Cognitivehelp students organize information,
  graphic organizers, strategies to enhance
  learning
• Social/affectiveusing social strategies to
  promote learning (such as cooperative learning,
  group discussion, and paired reading)

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Preparing Language Objectives for Teaching
Literacy

• Determine key vocabulary, concept words, and
  other words needed to read or write about the
  topic of the lesson
• Consider language functions students will use in
  lesson
• Decide which language skills are needed to
  accomplish the lessons activities
• Identify possible grammar or language structure
  connections
• Consider the tasks students need to complete and
  determine what language might be embedded in the
  assignments
• Explore possible language learning strategies to
  share in the lesson

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Grade-level concepts, supplementary materials,
adaptation of content, meaningful activities

• Examining text
• Which topics may be incomprehensible to an
  English Language Learner (ELL)?
• Which would be comprehensible?
• How could this textbook chapter be adapted for
  ELLs at one or more proficiency levels?

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Schema

• Knowledge of the world provides a basis for
  understanding, learning and remembering facts and
  ideas
• Concepts, beliefs, expectations, processes
  (everything from past experiences)
• Mismatch in schema between child and school lead
  to lack of understanding and academic difficulties

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Intervention for matching schema

• Teach vocabulary as a prereading step
• Provide experiences
• Introduce a conceptual framework that will enable
  the student to build appropriate background for
  themselves

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Vocabulary should be taught in context,
highlighted, used in sentences, given visually
and repeated, repeated, repeated!
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Emphasizing Key VocabularyContent Language

• Contextualizing vocabulary
• Vocabulary self-selection
• Personal dictionaries
• Word walls

• Concept definition maps
• Word sorts
• Word generation
• Word study books

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Vocabulary (School Language)

• Are instructions meaningful to students? Do they
  understand each word? (such as compare or
  contrast)
• Are there any multiple meaning words?
• Are open ended assignments explained and detailed
  enough to follow?

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Quickwrite

• List ways you can link lessons to students
  personal background and/or prior learning
• Why do you think that it is important to tap into
  your students background experiences in the
  classroom (especially the experiences of
  immigrant students)?
• How do you build a relationship between the
  students and what you are teaching them?

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Ways to Tie Prior Learning into the Classroom

• QuestioningAsk a simple question, Who remembers
  what we did yesterday? and solicit responses.
• ChartsMake a chart of key information being
  studied and keep the chart as a reference. Call
  students attention to it as needed.
• KWLHave students individually or as a class
  create a KWL chart. Refer back to it during the
  unit and check off things in the want column
  when explored and add things to the learn
  column.

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Ways to Tier Prior Learning into the Classroom
(continued)

• Student Journalshave students write down what
  they have learned in a journal or notebook.
• Lesson ConnectionsMake explicit statements to
  connect what the students are going to study with
  what they have studied. Help students see a
  continuum of the content concepts and build a
  bigger picture in their minds.

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Graphic organizers

• Compare and Contrast (Venn Diagrams)
• Time Lines
• Cause and Effect
• Cornell Notetaking System
• Content Webbing

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Tier Two Targeted Intervention Exploration

• Academic
• Remedial Reading Strategies (different websites
  to view)
• http//www.gosbr.net/
• http//www.interventioncentral.org/

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Academic Needs of English Language Learners
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Remedial Reading Programs vs. Processes

• Corrective Reading, Read Naturally, and more!
• Processes planned, purposeful intervention(s),
  Individual or small group skill
  instruction/intervention, consistency (3x per
  week minimum), ongoing progress monitoring

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Tier Two Targeted InterventionsSummary
Checklist of Academics

• Academic
• Small group instruction for specific content
  reinforcement is utilized
• Use of technology to supplement learning is
  provided
• ESL pullout instruction or summer programs are
  offered
• Remedial reading programs such as Corrective
  Reading, Read Naturally 25-30 minutes 3 times a
  week
• Use of peer tutors/volunteers
• Language acquisition is planned for following
  Cummins quadrants

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The following two slides are examples of targeted
interventions you may use with your English
Language Learner.
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Self-Monitoring
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Self Assessment

• The concepts I understood were___
• The concepts I didnt understand
  were__________________
• I think I improved in___________
• I think I need more improvement in
  ___________________________
• I need special help with___________
• The kind of help I need is_________

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Tier Three Intensive Exploration

• Academic

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Characteristics of Tier Three instruction

• Students in tier three are in need of instruction
  that is more intensive, more explicit, more
  systematic, and more motivating than instruction
  they have previously received. Programs and/or
  processes for tier three students must be
  implemented with fidelity and enthusiasm in order
  to be effective.

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Intensive Newcomer LiteracyInstruction

• Newcomer Orientation (students with no English
  skills, new to education and new to U.S.)
• Examples from Ohio English Language Profiency
  Standards
• Knowledge of U.S. school facilities and their
  functions
• Understanding of U.S. school policies and
  procedures
• Understanding of expressions of respect in U.S.
  schools
• Understanding of expected classroom behavior in
  U.S. schools
• Understanding of expected out-of-classroom
  behavior in U.S. schools

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There are no assignments for class two (just read
the powerpoints and reflect!)

• Enjoy your summer!

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Course Participation

• Thanks to all of you for your diligence and
  participation in SERRCs first venture into
  e-learning.
• Please continue to check our website for more
  offerings at swoserrc.org
• Please attend our two day mini-conference in
  August (30 31) sponsored by the Diversity in
  Education Collaborative and the Title III
  Consortium. This two day event will concentrate
  on literacy strategies for culturally and
  linguistically diverse learners.