EMBEDDING ELL/LEP AND TECHNOLOGY STRATEGIES IN CONTENT AREAS

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EMBEDDING ELL/LEP AND TECHNOLOGY STRATEGIES IN
CONTENT AREAS

• Prepared by
• Edgardo L. Reyes
• And
• Donna Boivin

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ELL/LEP Social Studies Using U.D. and Technology
Principles

• Part I
• Lesson
• Part II
• Review
• Participants will identify the components of a
  successful
• lesson that includes ELL/LEP and technology
  strategies. The groups
• will talk about how they could use this
  information to support ELL/LEP
• students.
• Part III
• Planning Discussion
• Participants will receive information on how to
  design a
• lesson that meets the diverse needs of
  ELL/LEPstudents
• through technology.  
•  

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Part II- Lesson Review Chart
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ELL Elements to Consider   Preparation
Think of
  Instruction delivery
Think of
  Review/Assessment Think of
 
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Technology UD Principles to consider
  Preparation Think of
  Instruction delivery and Review/Assessment
Think of
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Part III- Suggested Lesson Organization Template
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Scaffolding Suggestions

• Slow down the dialogue by
• increasing wait time
• allowing more turns before recasting what learner
  has said
• Adjust or paraphrase inquiry
• Can you say that again?
• I dont quite understand. Can you
  tell me again?
• Tell me a little more.
• Can you just expand on that more?
• What do you mean?
• Can you explain it again?
• Extend responses
• Encourage journaling
• What have you learned?

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Other Scaffolding Suggestions

• Mnemonics
• PENS
• Preview ideas
• Explore words
• Note words in a complete sentence
• See if the sentence is okay
• Scaffolding writing
• Building the field - Speaking, listening,
  reading, information gathering and note taking.
• Modeling the text type - Have students become
  familiar with the purpose, overall structure, and
  linguistic features of the text they are going to
  write.
• Joint construction - Teacher and students write
  text together, so that students can see how the
  text is written.
• Independent writing - Students write their own
  text

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Ways to Scaffold Instruction for ELL/LEP

• Many of the instructional tasks described below
  employ grouping structures familiar in
  cooperative learning literature.   1. Modeling
• 2. Bridging   3. Contextualization
• 4. Schema building
• 5. Text Re-Presentation
• 6. Use of Technology

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Lets remember that

• Scaffolding (concept language)
• Scaffolding is not simplifying language, it is
  amplifying language
• Just because students dont know the language
  doesnt mean they cant think.
• Scaffolding intensity is greater for ELL/LEP
  students

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Principles of the UDL Framework

• Principle 1
• To support recognition learning, provide
  multiple, flexible methods of presentation
• Principle 2
• To support strategic learning, provide multiple,
  flexible methods of expression and
  apprenticeship.
• Principle 3
• To support affective learning, provide multiple,
  flexible options for engagement.

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From Making Content Comprehensible for ELL- The
SIOP ModelJana EchevarriaMaryEllen VogtDeborah
J. Short

• All English language learners in schools
  today are not alike. They enter U.S. schools
  with a wide range of language proficiencies (in
  English and in the native languages) and of
  subject matter knowledge. In addition to the
  limited English proficiency and the approximately
  180 native languages among the students, we also
  find diversity in their educational backgrounds,
  their expectations of schooling, their
  socioeconomic status, their age of arrival, and
  their personal experiences while coming to and
  living in the United States. All these factors
  impinge on the type of programs and instructional
  experiences the students should receive in order
  to succeed in school.