Title: www.ncliteracyresources.com
1Supporting the English Language Learner in the
Mainstream Classroomusing materials from
National Geographic School Publishing
- Johnston County
- August 8, 2007
- Presenter Marian Shuttlesworth
2Agenda
- Identify the challenges that ELLs face
- Identify the language and literacy needs of ELLs
- Examine instructional practices that best support
ELLs - How SIOP supports ELLs
- Determine ways to select appropriate texts to
meet the needs of ELLs
3ELL Growth in NC
Source NC DPI, ESL Department Annual LEP
Headcount Data
4What Does an ELL look like?
Novice (Low and High) Learners -
Intermediate (Low and High) Learners -
Advanced Superior Learners -
5Language Transfer Issues
- What is Language Transfer?
- Language transfer typically refers to the learner
trying to apply rules and forms of the first
language into the second language. - Talk with a Partner
- When would a student have issues transferring
rules and forms of their native language to the
new language? What languages would you expect to
have fewer transfer issues? What languages would
you expect to have more?
6Language Transfer Issues
7BICS vs. CALP
- BICS (Basic Interpersonal Communicative Skills)
refers to the basic communicative fluency
achieved by all normal native speakers of a
language. - It typically takes language learners 1-3 years to
develop BICS if they have sufficient exposure to
the second language. - CALP (Cognitive Academic Language Proficiency)
refers to the ability to manipulate language
using abstractions in a sophisticated manner.
CALP is used while performing in an academic
setting. CALP is the ability to think in and use
a language as a tool for learning. - Research suggests that K-12 students need 5 to 7
years to acquire CALP in the second language if
the learner has native language literacy.
Learners who do not have strong native language
literacy often need 7-10 years to acquire CALP in
the second language. - Source Jim Cummins and Virginia Collier
8Text Challenges for ELLs
- Vocabulary
- Connections
- Sentence length
- Verb tense
- Pronouns
- Prepositional phrases
- Punctuation
- Possessives
- Contractions
- Passive voice
- Idioms
- Multiple meaning words
- Abbreviations
9Text Challenges Examples
- Pronouns
- The horse went in the barn. It was brown.
- IdiomsKick the bucket
- Multiple Meaning Words Discuss with a partner!
- What does the word Power mean in each of the
following classes? Math, Social Studies, Science,
Language Arts.
10Text Challenges for ELLs
- Vocabulary
- Connections
- Sentence length
- Verb tense
- Pronouns
- Prepositional phrases
- Punctuation
- Possessives
- Contractions
- Passive voice
- Idioms
- Multiple meaning words
- Abbreviations
11How to Evaluate Texts for ELLs?
12ELLs vs. Native Speakers
- What would you do differently to support an ELL?
- Frontload academic vocabulary
- Build background
- Introduce academic concepts
- Ask tiered questions associated with the students
level of language proficiency - Provide stage-appropriate adaptations of
instructional strategies
13How do ELLs acquire academic vocabulary?
- Repeated reading of the same book
- Singing the same chants
- Singing familiar songs over and over
- Word Walls
14What the classroom teacher must keep in mind for
ELL learning
- Linking past learning to the new concept
- Using slower speech, visuals, real objects,
manipulatives, etc. to clarify meaning - Using scaffolding techniques beginning with
students current levels of understanding - Providing more wait time for an ELLs response,
as well as more opportunities for student talk
rather than teacher talk - Pacing the lesson delivery to match the students
ability level - Providing many avenues of assessing knowledge
15- Language, Literacy, and Vocabulary
- Weather and Seasons
- Objectives
- Understand that weather and seasons change and
that these changes affect people. - Learn and use vocabulary related to weather and
seasons. - Use photographs to predict vocabulary
- Use text features, such as graphic symbols and
TOC/Headings, to comprehend text
16Sing About Weather
- Have you seen a sunny day?
- A sunny day,
- A sunny day?
- Have you seen a sunny day?
- Its one kind of weather.
17Weather and Seasons
Concept Book
Nonfiction Student Books
18Scaffolded support
Concept Book
builds language, supports content learning, and
aides comprehension.
19Weather and Seasons
Concept Book
20Academic vocabulary
Concept Book
21Concept Book
Repetitive Sentence Structure
22Concept Book
Use What You Learned
Discuss
Apply
Confirm
23Concept Books
Success from the start!
24Related Nonfiction Books
Emergent Science
Level 4
Level 3
- Support the Concept Book
- Support student learning in the content areas of
science, social studies, and math
25Related Nonfiction
Extend learning
- Core content
- Key concepts
- Academic vocabulary
with meaningful connections.
26Optional Books
Content-Based Fiction
- Content-based
- Linked to standards
- Develop academic vocabulary
- Engage young readers
- Thematically linked to on
Windows on Literacy LLV
27Grades 3 8
Accessible Grade-Level Content
Social Studies Series
Science Series
Scaffolded Literacy Instruction
28Student Books
Build Background
- Develop key concepts and vocabulary
- Help students build a strong foundation
29Student Books
Make Connections
- Students apply what they have learned in new
contexts
30Student Books
Visuals Support Vocabulary and Concept Development
- Strong picture-text match makes abstract
concepts more concrete
31Grades 3 8
Delivers grade-level and literacy instruction
Social Studies Series
Science Series
Carefully scaffolded support for students
functioning below grade level