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Leaping Beyond LEP

Leaping Beyond LEP. Elizabeth Skelton and Dana Burwell www.bethskelton.com dburwell@garfieldre1.k12.co.us. Colorado TESOL Conference 2008. Who are your LEP students?. Think about 1 ELL student who is currently classified as “LEP”

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Leaping Beyond LEP

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  1. Leaping Beyond LEP Elizabeth Skelton and Dana Burwell www.bethskelton.comdburwell@garfieldre1.k12.co.us Colorado TESOL Conference 2008

  2. Who are your LEP students? • Think about 1 ELL student who is currently classified as “LEP” • Write 3-5 descriptive words or phrases about the language skills of this LEP student on space on handout.

  3. Stages of Second Language Acquisition • LEP students may be further advanced or struggle more in one or more of the language domains--listening, speaking, reading, and writing. • Participatory activity to illustrate and introduce strategies for working with LEP students

  4. Line Up! • When I give the signal, please line up around the room according to your Spanish reading ability.

  5. Round Table Consensus • Person #1 chooses a card. • Person #1 decides where it goes on the chart thinking aloud. • Team gives consensus or feedback on the placement. • Person #2 chooses a card. (Continue process)

  6. Challenges for LEPs Listening Challenges Speaking Challenges Reading Challenges Writing Challenges

  7. Activities to help LEPs leap! • Each activity provides research-based practices for improving LEP linguistic competencies. • Each activity is designed to help LEP students become self-sufficient learners. • Each of the following activities can be modified for any content area. • Each activity focuses on one or more of the 4 language domains. • Each activity provides an opportunity for making connections.

  8. Paired Reading • Sit facing your partner. • Partner A reads paragraph 1 aloud. • Partner B asks one question about the reading. • Partner A finds the answer in the text and underlines it OR writes a prediction about the answer in the margin. • Continue with Partner B reading.

  9. Rationale for Paired Reading • Scaffolds the reading process. • Encourages higher order thinking skills. • Teaches reading skills--finding information, asking questions, making predictions, making inferences. • Promotes reading fluency. Freeman and Freeman: Closing the Achievement Gap Calderón: Teaching Reading to English Language Learner

  10. Cued Retell • Sit facing your partner. • Partner A listens as Partner B retells information from the reading. • Partner A checks off key words or phrases from list 1 that are mentioned in the “Free Retell” column. • Partner A shares key words or phrases that were not mentioned and checks the “Cued Retell” column as their partner responds. • Switch roles and repeat for list 2.

  11. Written Cued Retell • Partner A and B both write down key words and phrases they remember from the reading. • Partners either exchange papers or take turns reading them to each other. • One partner checks off each item on the cued retell list that is included in his or her partner’s writing, using the “Free Retell” column.

  12. Rationale for Cued Retell • Allows students to monitor comprehension. • Supports oral and written communication of content. • Develops listening skills specific to content. • Provides social interaction. Bouchard, Comprehension Strategies for English Language Learners Research by P.J. Doyle, (2000)

  13. Meeting the Challenges • Think of successful activities you have used with your LEP students to support their growth in one or more language domains. • Write these ideas on the chart paper for that challenge. • Circulate to the next chart and write in new ideas. • Questions/Comments?

  14. Evaluations and Goodbye! • Please take a moment to complete the evaluation forms for CoTESOL • Thanks for supporting all your ELLs as they make giant leaps!

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