The English Language Proficiency Standards ELPS MODULE 4 ELPS and Effective Teaching Strategies

1. The English Language Proficiency Standards (ELPS)MODULE 4ELPS and Effective Teaching Strategies Presented by the Brownsville Independent School District Bilingual Department Reference: Texas Education Agency and Region One Education Service Center This training was developed with existing Texas Education Agency sponsored trainings developed by Education Service Centers, Region 2, Region 4, Region 1 and trainings by the TEA Assessment Division on TELPAS-Texas English Language Proficiency Assessment System along with the LEP Instructional Excellence Center: Project Tesoro at Region One Education Service Center. Funding was provided by the TEA School Initiatives. This training was also developed in response to the need for understanding the Required Curriculum as stated and adopted in December 2007.This training was developed with existing Texas Education Agency sponsored trainings developed by Education Service Centers, Region 2, Region 4, Region 1 and trainings by the TEA Assessment Division on TELPAS-Texas English Language Proficiency Assessment System along with the LEP Instructional Excellence Center: Project Tesoro at Region One Education Service Center. Funding was provided by the TEA School Initiatives. This training was also developed in response to the need for understanding the Required Curriculum as stated and adopted in December 2007.

2. 2 Five E.L.P.S. Domains The Five ELPS Strands provide guidance to teachers towards best practices for teaching and working with ELLs. *Have the teachers review the ELPs in small groups and report those things that they are already doing, those things that they should stop doing, and those things that they should start doing on a large sheet of paper. Have the groups share their responses with the whole group. *Already doing *Should Start doing *Should Stop doing *If time permits, move forward to review examples of how instruction can be adapted to help ELLs at varied levels of language proficiency in English. The Five ELPS Strands provide guidance to teachers towards best practices for teaching and working with ELLs. *Have the teachers review the ELPs in small groups and report those things that they are already doing, those things that they should stop doing, and those things that they should start doing on a large sheet of paper. Have the groups share their responses with the whole group. *Already doing *Should Start doing *Should Stop doing *If time permits, move forward to review examples of how instruction can be adapted to help ELLs at varied levels of language proficiency in English.

3. ELPS Curriculum Support CSCOPE 5 E Model IFDs include ELPS Domains Sheltered Instruction ESL State Adopted Materials ESL Strategies 3

4. Elementary Curriculum SupportsESL Moving Into English CORE Teacher's Edition Student Textbook Assessment Books Ancillary Student Workbook (replaced yearly) Leveled Readers Big Books Language handbook Picture Cards and IDEA Picture Dictionary 4

5. Elementary Curriculum SupportsSupplementary Resources Prekinder Readiness Kits Positive Beginning Kits CIRCLE Manuals Science Harcourt Texbooks Teacher Created Materials: Reading in the Content Area Readers for 3rd and 4th grade Harcourt Leveled Readers for 4th and 5th grade National Geographic Readers for 5th grade 100 Book Challenge for 5th grade Hampton Brown Science Readers for 5th grade Title III Tutorial Funds for identified areas of need 5

6. Elementary Curriculum SupportsTeacher Reference Material Region IX ELPS Toolkit ELPS Modules (www.bisd.us Bilingual Dept. website) Region IV TAKS Materials for Reading, Math & Science Sheltered Instructional Observational Protocol (SIOP) Strategies (4th and 5th Grade) TAKS Study Guides

7. Elementary Curriculum SupportsTechnology TELPAS Online Tutorials English and Spanish Harcourt Schools Online Science Leveled Readers (4th and 5th grade) TEXTHELP Hardware: Computers on Wheels for online testing 7

8. Elementary Curriculum Supports Reference Materials Velasquez Math English/Spanish Dictionaries Velasquez English/Spanish Dictionaries LAT Glossaries (reading, math, and science) (www.bisd.us Bilingual Department Website)

9. Secondary Curriculum SupportsESL State Adopted Materials Hampton Brown High Point (Middle School) HEINLE CENGAGE Visions (High School) 9

10. Secondary Curriculum Supports Supplementary Resources (MS) LE II MRS (supplementary) LEER MAS II Roots Manual (supplementary) New Comers Access (supplementary) English to a Beat (supplementary) 10

11. Edge ESL Reading, Writing & Language LANGUAGE! Comprehensive Literacy Curriculum Roots Manual (supplementary) New Comers Access (supplementary) English to a Beat (supplementary) PRENTICE HALL-AZAR Fundamentals of English Grammar 11 Secondary Curriculum Supports Supplementary Resources (HS)

12. Secondary Curriculum Supports Supplementary Resources (MS) & (HS) Reading Instructional Goals for Older Readers (RIGOR) English Kit Teacher Created Reading in the Content Area Science Materials (8 kits per campus) National Geographic Readers � Reading Expeditions (2 per campus) 12

13. Secondary Curriculum Supports Teacher Reference Materials  (MS) & (HS) Region IX ELPS Toolkit ELPS Modules: (www.bisd.us Bilingual Dept. website) Region IX TAKS Materials for Reading & Science Sheltered Instructional Observational Protocol (SIOP) Strategies 13

14. Secondary Curriculum Supports Technology (MS) & (HS) Middle School ESL Reading Smart TEXT HELP Computers on Wheels High School ESL Reading Smart TEXT HELPS UT Online Courses Computers on Wheels 14

15. Secondary Curriculum Supports Reference Materials (MS) & (HS) VOX English/Spanish Dictionaries Webster�s English/Spanish Dictionaries Velasquez Math English/Spanish Dictionaries Oxford Picture Dictionaries for Content Areas 15

16. Online Resources On March 27, the TEA announced the upcoming availability of TAKS interactive study guides in a letter to districts. As stated in that letter, TEA will be gradually rolling out the interactive guides, starting with the SSI grades (3, 5, and 8). Grade 3 Reading (English) Grade 3 Reading (Spanish) Grade 5 Reading (English) Grade 5 Reading (Spanish) Grade 8 Reading (English) Exit Level ELA (English) Mathematics (English) Exit Level Science (English) Exit Level Social Studies (English) The interactive study guides listed above can be accessed by going to this link: http://www.texasassessment.com/studyguides No password or login name is needed to access the guides.

17. 17 Implications for Instruction Staff Development Content Area Teachers Enrichment Area Teachers All Instructional Staff Sheltered Instruction Second Language Acquisition Social/Academic Language Samples Time for Lesson Remodeling Optional activity: For review, go over the handouts and let them think, pair and share. Optional activity: For review, go over the handouts and let them think, pair and share.

18. 18 Sheltered Instruction Sheltered Instruction is an approach to instruction and classroom management that teachers can use to help English language learners acquire and learn English and content area knowledge and skills.

19. 19 Characteristics of Sheltered Instruction Comprehensible input Affective environment High levels of student interaction, including small-group and cooperative learning Student-centered More hands-on tasks Careful, comprehensive planning, including selecting key concepts from core curriculum (Echevarria & Graves, 1998) Characteristics of sheltered instruction include: Comprehensible input: visuals, gestures, role play, simulations, and other methods to make instruction more accessible to ELLs Warm, affective environment: risk-free with much support High levels of student interaction, including small-group and cooperative learning: instructional conversations and opportunities to use English with native speakers or students with high levels of English acquisition Student-centered: instruction and interventions are provided based on student needs More hands-on tasks: manipulatives, role play, model construction, and other activities that engage the students to participate Careful, comprehensive planning, including selecting key concepts from core curriculum: not watered down content, but well-designed lesson approaches that expose students to as many TEKS as possible (Echevarria and Graves, 1998, p. 58) Characteristics of sheltered instruction include: Comprehensible input: visuals, gestures, role play, simulations, and other methods to make instruction more accessible to ELLs Warm, affective environment: risk-free with much support High levels of student interaction, including small-group and cooperative learning: instructional conversations and opportunities to use English with native speakers or students with high levels of English acquisition Student-centered: instruction and interventions are provided based on student needs More hands-on tasks: manipulatives, role play, model construction, and other activities that engage the students to participate Careful, comprehensive planning, including selecting key concepts from core curriculum: not watered down content, but well-designed lesson approaches that expose students to as many TEKS as possible (Echevarria and Graves, 1998, p. 58)

20. 20 Characteristics of Sheltered Instruction Well-planned lessons Use of student background knowledge and experience Variety of delivery modes Grade-level content Checks for understanding Use of higher-order thinking skills Explicitly-stated lesson objectives (Echevarria & Graves, 1998) Well-planned lessons: highly interactive, created with a variety of levels of English proficiency in mind Time-on-task: most of the time is spent on the students interacting and participating rather than by the teacher lecturing�Using the 5E, Engage, Explore, Explain, Elaborate, Evaluate. Use of student background knowledge and experience: validating a variety of approaches to the same problems, issues, situations that we all face-(Marzano) Variety of delivery modes: when one method does not work, try another and another Grade-level content: aligned with the regular curriculum Checks for understanding: strategies for giving and receiving feedback to/from students (Guiding Questions-CSCOPE) Use of higher-order thinking skills: critical thinking promoted through on-level curriculum and problem solving Explicitly-stated lesson objectives: objectives written in a language that is easily understood by the students-(Key Understandings-CSCOPE). (Echevarria and Graves, 1998, p. 58) Well-planned lessons: highly interactive, created with a variety of levels of English proficiency in mind Time-on-task: most of the time is spent on the students interacting and participating rather than by the teacher lecturing�Using the 5E, Engage, Explore, Explain, Elaborate, Evaluate. Use of student background knowledge and experience: validating a variety of approaches to the same problems, issues, situations that we all face-(Marzano) Variety of delivery modes: when one method does not work, try another and another Grade-level content: aligned with the regular curriculum Checks for understanding: strategies for giving and receiving feedback to/from students (Guiding Questions-CSCOPE) Use of higher-order thinking skills: critical thinking promoted through on-level curriculum and problem solving Explicitly-stated lesson objectives: objectives written in a language that is easily understood by the students-(Key Understandings-CSCOPE). (Echevarria and Graves, 1998, p. 58)

21. 21 Program characteristics include accelerated instruction high expectations effective instruction, plus purposeful and intentional second language acquisition support by all teachers including expert content area teachers instruction approach Sheltered instruction characteristics do not include remediation dumping ground status �just good teaching� hit and miss approach to instruction ESL teacher support only sheltering in all classes for ELLs a requirement that master schedules must be drafted in a required way. Regardless of master scheduling, sheltered instruction can occur within the context of any classroom arrangement. program Program characteristics include accelerated instruction high expectations effective instruction, plus purposeful and intentional second language acquisition support by all teachers including expert content area teachers instruction approach Sheltered instruction characteristics do not include remediation dumping ground status �just good teaching� hit and miss approach to instruction ESL teacher support only sheltering in all classes for ELLs a requirement that master schedules must be drafted in a required way. Regardless of master scheduling, sheltered instruction can occur within the context of any classroom arrangement. program

22. CSCOPE Curriculum CSCOPE curriculum will include corresponding ELPS to the performance standards in the Instructional Focus Documents ELPS alignment with CSCOPE and 5E model 22

23. 23 CSCOPE Five E Model Engage � provide activity to draw interest (teacher-directed activity) Explore - hands on, discover on their own to construct new knowledge (teacher guided) Explain � students explain the procedures of the experiment & observations (teacher guided) Elaborate � observe, make predictions, generalize rules for objects of the experiment, make a model, etc (teacher monitors, facilitates discussion) Evaluate � complete assessment, complete performance task (teacher evaluates progress and students assess themselves) These are the descriptors of the 5 Es: An instructional model proposed over a decade ago by Roger W. Bybee. It is based on constructivist learning theory and focuses on hands-on activities, student�s curiosity, and academic discussions among students. Highly contextualized format that allows students to participate fully even though they might be at different levels of content and English language literacy. Engage - Create interest, raise questions to make connections between their past and their present learning experiences (teacher-directed activity) Explore � Teacher guides students as students propose, make predictions and hypothesis to solve a problem. Explain � students explain the procedures of experiment, observations to demonstrate their conceptual understanding, process skills or behavior. Students organize information into evidence-based statements use in academic language of science Elaborate � observe and make predictions, generalize rules for objects of experiment, make a model, etc. Evaluate � complete assessment, complete performance task These are the descriptors of the 5 Es: An instructional model proposed over a decade ago by Roger W. Bybee. It is based on constructivist learning theory and focuses on hands-on activities, student�s curiosity, and academic discussions among students. Highly contextualized format that allows students to participate fully even though they might be at different levels of content and English language literacy. Engage - Create interest, raise questions to make connections between their past and their present learning experiences (teacher-directed activity) Explore � Teacher guides students as students propose, make predictions and hypothesis to solve a problem. Explain � students explain the procedures of experiment, observations to demonstrate their conceptual understanding, process skills or behavior. Students organize information into evidence-based statements use in academic language of science Elaborate � observe and make predictions, generalize rules for objects of experiment, make a model, etc. Evaluate � complete assessment, complete performance task

24. 24 Planning for Instruction Use of Appropriate Strategies and Methods This section provides real life examples of how teachers and students have used strategies to make content area instruction more accessible to ELLs. Have the participants follow along using the strategies handouts provided for this section of the module. We are providing 13 successful strategies that you may use to provide linguistic, affective, and cognitive support to your ELLs. Frayer Model 7. Find Someone Who Concept Attainment 8. Foldables Feature Analysis 9. Characterization Chart Anticipation Guide 10. Words Across Contexts Two-Column Notes 11. Stretch to Sketch Window Paning 12. Story Board 13. Free Form Map The handouts provided have additional ten strategies. Emphasize to teachers that strategies are not enough to teach content, they are just a stepping stone. Teachers must remember to differentiate according to the proficiency level of the students.This section provides real life examples of how teachers and students have used strategies to make content area instruction more accessible to ELLs. Have the participants follow along using the strategies handouts provided for this section of the module. We are providing 13 successful strategies that you may use to provide linguistic, affective, and cognitive support to your ELLs. Frayer Model 7. Find Someone Who Concept Attainment 8. Foldables Feature Analysis 9. Characterization Chart Anticipation Guide 10. Words Across Contexts Two-Column Notes 11. Stretch to Sketch Window Paning 12. Story Board 13. Free Form Map The handouts provided have additional ten strategies. Emphasize to teachers that strategies are not enough to teach content, they are just a stepping stone. Teachers must remember to differentiate according to the proficiency level of the students.

25. 25 Use of Cognates Students can be directed to use root words and resemblance features to decode and figure out the meaning of many words used in academic circles in English. Since many academic words in English are based in Latin and Spanish is based in Latin, there are strong chances that meaning can be derived from this common ground. Students also need to be aware that there are many false cognates as well.Students can be directed to use root words and resemblance features to decode and figure out the meaning of many words used in academic circles in English. Since many academic words in English are based in Latin and Spanish is based in Latin, there are strong chances that meaning can be derived from this common ground. Students also need to be aware that there are many false cognates as well.

26. What is a Cognate?What is the Purpose? Look alike Have the same meaning Similar meanings 26

27. Accelerate vocabulary development by using cognates Teach cognate guessing games; Highlight cognates in texts to remind students they already know a similar word in Spanish; Post a cognate word wall in the room. 27 Of 10 key vocabulary concept words, 9 had cognates in SpanishOf 10 key vocabulary concept words, 9 had cognates in Spanish

28. Types of cognates  identical 28 1. No Difference have identical spelling examples:Color/color, Crisis/crisis, Usual/usual,Actor/actor 2. Nearly the same spelling examples: author/autor, tomato/tomate, punctual/puntual 3. More than one-letter: Emphasis/�nfasis, piece/pieza, office/oficina 4. suffixes: Variety/variedad, public/p�blicoAbnormal = anormal 5. prefixes: Unacceptable = inaceptable 1. No Difference have identical spelling examples:Color/color, Crisis/crisis, Usual/usual,Actor/actor 2. Nearly the same spelling examples: author/autor, tomato/tomate, punctual/puntual 3. More than one-letter: Emphasis/�nfasis, piece/pieza, office/oficina 4. suffixes: Variety/variedad, public/p�blicoAbnormal = anormal 5. prefixes: Unacceptable = inaceptable

29. Some words have exactly the same form. propaganda patio doctor motor federal sofa propaganda patio doctor motor federal sof� 29 There are many Spanish nouns that are instantly recognizable to an English readerThere are many Spanish nouns that are instantly recognizable to an English reader

30. English Nouns Ending �or� 30 There are many Spanish nouns that are instantly recognizable to an English readerThere are many Spanish nouns that are instantly recognizable to an English reader

31. English Nouns Ending �ist� 31 Ending �ist� can be converted into Spanish nouns by adding and �a� to the end of the wordEnding �ist� can be converted into Spanish nouns by adding and �a� to the end of the word

32. English Nouns Ending �ism� 32 Ending �ism� can be converted into Spanish nouns by adding and �o� to the end of the wordEnding �ism� can be converted into Spanish nouns by adding and �o� to the end of the word

33. English Nouns Ending �nce� 33 Ending �nce� can be converted into Spanish nouns by adding and �ncia� to the end of the wordEnding �nce� can be converted into Spanish nouns by adding and �ncia� to the end of the word

34. 34 Activity: Compare the previous slides and the participant�s worksheet to this slide. This is what students can do at these levels. They need opportunities to work in cooperative groups using concrete supplementary materials to enhance meaning and clarify confusing concepts. Manipulative materials provide real-life context and connects prior experiences with new learning. They also need visuals to support their different learning styles. All these are specially important for students who do not have grade-level academic background and/ or who have language and learning difficulties. Activity: Compare the previous slides and the participant�s worksheet to this slide. This is what students can do at these levels. They need opportunities to work in cooperative groups using concrete supplementary materials to enhance meaning and clarify confusing concepts. Manipulative materials provide real-life context and connects prior experiences with new learning. They also need visuals to support their different learning styles. All these are specially important for students who do not have grade-level academic background and/ or who have language and learning difficulties.

35. 35 Modified Texts Appropriate for Language Proficiency and Reading Level Teachers can modify texts to make content more comprehensible for their students by: Using graphics Using outlines Rewriting the text Using audio recordings Providing demonstrations Using alternate books or materials Teachers can modify texts to make content more comprehensible for their students by: Using graphics Using outlines Rewriting the text Using audio recordings Providing demonstrations Using alternate books or materials (Echevarria and Graves, 1998, p. 130) Activity Have the participants list the supplementary materials and/or strategies that they have used to accommodate different learners in their classrooms.Teachers can modify texts to make content more comprehensible for their students by: Using graphics Using outlines Rewriting the text Using audio recordings Providing demonstrations Using alternate books or materials (Echevarria and Graves, 1998, p. 130) Activity Have the participants list the supplementary materials and/or strategies that they have used to accommodate different learners in their classrooms.

36. 36 Modified and Differentiated Assignments Based on Language Proficiency Teachers can modify assignments so that a distinction can be made between the student�s content knowledge and language proficiency by: Simplifying the objectives Asking the students to draw or use pictures Using oral discussions in pairs or small groups Modifying the length and difficulty of the assignments Teachers can modify assignments so that a distinction can be made between the student�s content knowledge and language proficiency by: Simplifying the objectives Asking the students to draw or use pictures Using oral discussions in pairs or small groups Modifying the length and difficulty of the assignments (Echevarria and Graves, 1998, p. 137) Activity Ask the participants to share additional modifications they make to assist students according to the language proficiencies establish in TELPAS: Beginner, Intermediate, Advanced, and Advanced High.Teachers can modify assignments so that a distinction can be made between the student�s content knowledge and language proficiency by: Simplifying the objectives Asking the students to draw or use pictures Using oral discussions in pairs or small groups Modifying the length and difficulty of the assignments (Echevarria and Graves, 1998, p. 137) Activity Ask the participants to share additional modifications they make to assist students according to the language proficiencies establish in TELPAS: Beginner, Intermediate, Advanced, and Advanced High.

37. 37 Collaboration ESL and content area teachers benefit from collaborative efforts to design and implement effective lesson strategies for English language learners. Teachers in the collaborative effort must be comfortable with giving and receiving constructive criticism. Content area teachers need to have opportunities to plan with ESL teachers. In this particular training, ten content area teachers worked in collaboration with five ESL teachers to develop sheltered instruction lesson plans. ESL and content area teachers benefit from collaborative efforts to design and implement effective lesson strategies for English language learners. Content area teachers need to have opportunities to plan with ESL teachers. In this particular training, ten content area teachers worked in collaboration with five ESL teachers to develop sheltered instruction lesson plans. ESL and content area teachers benefit from collaborative efforts to design and implement effective lesson strategies for English language learners.

38. 38 Scaffolding Scaffolding is a means by which students receive support in various forms from their teachers in an effort to promote skills and understanding, eventually resulting in student independence through the careful reduction of support as students make progress. Scaffolding is a means by which students receive support in various forms from their teachers in an effort to promote skills and understanding, eventually resulting in student independence through the careful reduction of support as students make progress. Optional Activity Ask the participants to identify examples of scaffolding for students at different levels of proficiency in English: Beginner, Intermediate, Advanced, Advanced High. Have them discuss their findings at their table and be prepared to share them aloud to the whole group.Scaffolding is a means by which students receive support in various forms from their teachers in an effort to promote skills and understanding, eventually resulting in student independence through the careful reduction of support as students make progress. Optional Activity Ask the participants to identify examples of scaffolding for students at different levels of proficiency in English: Beginner, Intermediate, Advanced, Advanced High. Have them discuss their findings at their table and be prepared to share them aloud to the whole group.

39. 39 Frayer Model This activity helped students generate a working definition of preamble. The students were going to begin analyzing the critical elements of the preamble. This activity helped students generate a working definition of preamble. The students were going to begin analyzing the critical elements of the preamble.

40. 40 Frayer Model: requires students to define words that will help them to better understand content concepts. For students with lower levels of proficiency, pictures may be used to support understanding. Why is this a good strategy for ELL�s? Can be done in pictures and words Provides details about the term or concept through the characteristics Uses examples and non-examples to provide clarity Allows clarifications in the native language to be made Can be done cooperatively, providing needed interaction Can be used as an assessment tool

41. 41 Concept Attainment This concept attainment chart is a mix of graphs and text. The students demonstrate a high degree of mathematical content by providing very distracting non-examples.This concept attainment chart is a mix of graphs and text. The students demonstrate a high degree of mathematical content by providing very distracting non-examples.

42. 42 Concept Attainment: is the �search for and listing of words that can be used to distinguish exemplars from nonexemplars of various concepts.� An excellent strategy for helping students problem-solve and learn vocabulary and content area concepts based on their critical attributes. Why is this a good strategy for ELL�s? Can be done with pictures Can be done orally Enables students to grasp key concepts Encourages oral responses Allows students to make their own concept attainment charts Serves as an alternative assessment tool

43. 43 Feature Analysis This chart was use by a high school biology teacher. Each member of the class was given three post-it notes (+,-,+/-). The students had to take a walk and visit each feature analysis chart in the room. The students had to work together until all post-its had been posted. Most students worked hard to find the correct place for the conditional post-it note (+/-). This chart was use by a high school biology teacher. Each member of the class was given three post-it notes (+,-,+/-). The students had to take a walk and visit each feature analysis chart in the room. The students had to work together until all post-its had been posted. Most students worked hard to find the correct place for the conditional post-it note (+/-).

44. 44 Feature Analysis: is a procedure that helps students make fine discriminations between concepts and/or facts. Students are also able to get a bird�s eye view of the facts and ideas learned in a global, and for English language learners, more accessible manner. Why is this a good strategy for ELL�s? Utilizes pictures in place of words Provides content through another pathway other than text Can be cooperative Can be done as a hands-on/manipulative activity Lowers the affective filter Can be used to summarize a chapter Can be used as an assessment tool

45. 45 Anticipation Guide This slide was used as a pre-reading activity for students that were about to encounter some very tedious expository text. The teacher used a picture coupled with some statements to generate a class discussion. This slide was used as a pre-reading activity for students that were about to encounter some very tedious expository text. The teacher used a picture coupled with some statements to generate a class discussion.

46. 46 Anticipation Guide: enables students to make predictions and use their background knowledge related to the topics introduce in the class. It is advantageous to ensure that selected items for an anticipation guide make content concepts explicit. Why is this a good strategy for ELL�s? Involves generalizations that provide accessibility for all students Activates and validates students� backgrounds Involves low task orientation Maintains strong likelihood of instructional conversations Allows meaning to be explored and negotiated Can be done orally and with pictures

47. 47 Two Column Notes Students were asked to generate the answers to the questions on the left. The students were reading about the voracity with which teenagers use technology. The students were surprised that technology is directly linked to some auditory difficulties.Students were asked to generate the answers to the questions on the left. The students were reading about the voracity with which teenagers use technology. The students were surprised that technology is directly linked to some auditory difficulties.

48. 48 Two Column Notes/T-Charts: help students organize information from reading assignments, lectures, and videos. Why is this a good strategy for ELL�s? Utilizes organization style that makes knowledge more accessible Allows columns to be added to include visual representations Encourages notes to be done in pictures Functions as a study aid Builds vocabulary in meaningful contexts Can be done cooperatively

49. 49 Window Paning This window pane was used as a review of important vocabulary in Child Development class. This student illustrated the words very colorfully.This window pane was used as a review of important vocabulary in Child Development class. This student illustrated the words very colorfully.

50. 50 Window Paning: is a great strategy for organizing steps to a process, helping students to remember important concepts, or just remembering vocabulary words. Why is this a good strategy for ELL�s? Conveys much information through visuals and little print support Can be cut into parts and reassembled again to demonstrate comprehension of a process Can be used as an effective study aid Can be created in cooperative groups Can be used for assessment Uses M-space theory- the brain can remember 7 plus/minus 2 pieces of isolated information at a time Is parallel to brain-based theories

51. 51 Find Someone Who This strategy was used to recruit students into CTE programs. The students were given a chance to survey all of the things they could learn in CTE coursework.This strategy was used to recruit students into CTE programs. The students were given a chance to survey all of the things they could learn in CTE coursework.

52. 52 Find Someone Who: This strategy can be a great way to lower the affective filter when academic elements are combined with everyday student trivia in a questionnaire format. Why is this a good strategy for ELL�s? Allows all students to participate and answer questions Encourages students to begin teaching each other Is highly cooperative and jigsaw-like Uses informal pathways to get prerequisite information out to the students Allows native language support to occur in a natural and supportive way Extends opportunities for oral language/practice Is highly motivating Encourages students to use background knowledge and experiences Serves as a vocabulary builder Provides opportunities to negotiate meaning

53. 53 Foldables The flip book is a great way for students to organize information. The students were asked to make flipbooks for mitosis and meiosis. This helped the students take note of key differences. The flip book is a great way for students to organize information. The students were asked to make flipbooks for mitosis and meiosis. This helped the students take note of key differences.

54. 54 Foldables: These structures can be used to organize parts to whole by providing topics, definitions, examples, situations, and/or pictures for easy access to content knowledge and skills. The tactile nature of foldables provides novelty and fun for all students. Why is this a good strategy for ELL�s? Lowers the affective filter Is novel, fun Can use as a study aid Serves as a good vocabulary builder/word bank Utilizes a tactile approach that is recommended for strugglers Can use pictures in place of print

55. 55 Characterization Chart The students were reviewing important documents in U.S. History. The students had to identify who wrote each document as well as the importance of the document to the time period. The students were reviewing important documents in U.S. History. The students had to identify who wrote each document as well as the importance of the document to the time period.

56. 56 Characterization Chart: is an organizer that helps students analyze the complete nature of a character. Why is this a good strategy for ELL�s? Can be done cooperatively Can be done as a hands-on/manipulative way of assembling pieces Can be done with pictures/few words Provides lots of information in one place (bird�s eye view) Can be used for assessment

57. 57 Words Across Contexts Words have multiple meanings. Words are dependent on context. This activity emphasizes words in certain contexts. It also encourages content areas to acknowledge what academic vocabulary is universal to the content area or particular to the content area. Words have multiple meanings. Words are dependent on context. This activity emphasizes words in certain contexts. It also encourages content areas to acknowledge what academic vocabulary is universal to the content area or particular to the content area.

58. 58 Words Across Contexts This is another example of using words across contexts.This is another example of using words across contexts.

59. 59 Words Across Contexts: emphasizes words in certain contexts. It also encourages content areas to acknowledge what academic vocabulary is universal to the content area or particular to the content area. Why is this a good strategy for ELL�s? Helps with words with multiple meanings Can be done with pictures and words Provides details on a concept through characteristics Use examples and non-examples to clarify Allows to clarify in the native language Can be done cooperatively (good interaction)

60. 60 Stretch to Sketch Students used/ this strategy to create a drawing that epitomizes or symbolizes their interpretation of the text. The students must record why they selected the symbol. This encourages the student to connect information with his/her personal experiences.Students used/ this strategy to create a drawing that epitomizes or symbolizes their interpretation of the text. The students must record why they selected the symbol. This encourages the student to connect information with his/her personal experiences.

61. 61 Sketch to Stretch: validates the student�s interpretation of any text. The student creates a symbol from the text and generates an explanation of the symbol that they create. Why is this a good strategy for ELL�s? Lowers the affective filter Is cognitively undemanding, yet abstract Builds comprehension in lower-level ESL students Can be done cooperatively or in Jigsaw style Uses pictures and words

62. 62 Storyboard This student generates very detailed images to use as a springboard for writing. This student generates very detailed images to use as a springboard for writing.

63. 63 Storyboard: Students are asked to generate storyboard as an idea generation technique for writing. Students enjoy designing drawings that will reflect the sequence of events in their story. Storyboard can an also be adapted to help students sequence events as they read a text and can be a great tool for students to use because it helps them chunk information Why is this a good strategy for ELL�s? Lowers the affective filter Is cognitively undemanding, yet abstract Builds comprehension in lower-level ESL students Can be done cooperatively or in Jigsaw style Uses pictures and words

64. 64 Free Form Map These two students were faced with reading from the history text. The students were able to extract important information about indentured servants. The students even recorded some of the difficulties that indentured servants faced. The question always comes, am I going to have them coloring the whole time? And the answer is: Of course not! Let�s review what the different levels of English proficiency and what we can do to provide linguistic support. (next slide)These two students were faced with reading from the history text. The students were able to extract important information about indentured servants. The students even recorded some of the difficulties that indentured servants faced. The question always comes, am I going to have them coloring the whole time? And the answer is: Of course not! Let�s review what the different levels of English proficiency and what we can do to provide linguistic support. (next slide)

65. 65 Free Form Map: is a great way for students to document their abstract thoughts and understandings about a given topic. It�s also an alternative to semantic mapping-a strategy in which the relationships and interrelationships between concepts are made explicit. Why is this a good strategy for beginner/intermediate ELL�s? Lowers the affective filter Is cognitively undemanding, yet abstract Can be used for assessment Builds comprehension in lower-level ESL students Can be done cooperatively or in Jigsaw style Uses pictures and words

66. 66

67. CONTACT INFORMATION: Bilingual Director: Maria V. Gonzales 548-8271 Bilingual Specialist Flor Robinson 698-3196 Maria R. Garcia 698-2092 Angelica Morales 698-1327 ESL Counselor: Elizabeth Llongueras 698-1081 Lead Teachers: Maricela Camarillo 698-3195 Norma Lopez 698-1326 Amelia Covarrubia 698-1325 Cynthia Cavazos 698-1325 Dr. Paty Quesada 698-0081 Pat Segura 698-0083 Lead Tester: Lucy Escamilla 698-1321 67