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Draw a picture of Acheta domesticus include details

Draw a picture of Acheta domesticus include details. (don’t forget the wings). The Experience of being ELL. Teachers assume the ease/difficulty of a task Teachers misinterpret behavior talking in class looking at others’ papers non-participation Teachers misdiagnose the need

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Draw a picture of Acheta domesticus include details

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  1. Draw a picture ofAcheta domesticusinclude details (don’t forget the wings)

  2. The Experience of being ELL • Teachers assume the ease/difficulty of a task • Teachers misinterpret behavior • talking in class • looking at others’ papers • non-participation • Teachers misdiagnose the need • reading problem • learning disability • motivation issue • home support (or non-support) • Teachers send subtle cues for a silent contract • “Sit in your seat and stay quiet, don’t be a distraction, and I won’t hassle you.”

  3. The Experience of being ELL • Like all learners, a motivated ELL student will use whatever tools are available as she/he strives to make sense of the world. • prior schema • peer modeling (a.k.a. scouting, looking on) • active peer support (e.g., translation) • adult support

  4. The Experience of being ELL • Motivation can be damaged by: • Perception of low likelihood for success • Embarrassment • Confrontation • Extrinsic reward and/or punishment

  5. Draw a picture ofAcheta domesticusinclude details grillo cricket 귀뚜라미

  6. Draw a picture ofAcheta domesticusinclude details Head Thorax Abdomen

  7. Draw a picture ofAcheta domesticusinclude details Antenna Wing Head Thorax Eye Abdomen Leg

  8. Insect

  9. Insects

  10. True “Bugs”

  11. Attributes of Insects Multi-cellular Heterotrophic Arthropod Exoskeleton of scleretized cuticle Metamorphosing Ectotherm • Big enough to see • Eat other living things • Jointed legs • Hard outside covering they shed to grow • Go through stages • Does not produce much internal heat • Hard outer covering • Six legs, antenae, wings (sometimes) • Three body parts Which set of attributes is most appropriate? • Change during life cycle • Don’t warm their own bodies

  12. Cognitively Undemanding Language Basic Interpersonal Communication Skills Context-embedded language Context-reduced language Cognitive Academic Language Proficiency Cognitively Demanding Language

  13. Turning Over A New LEAF • Language--direct instruction in vocabulary and language patterns (vocabulary may not be the same as for other learners.) • Enhanced comprehension and contextualization--several strategies • Affect--keep it positive, acknowledge culture, activate and build on prior knowledge • Four modalities Listening, Speaking, Reading, Writing--do not all develop at the same rate

  14. Techniques for Contextualization • Modeling • Hands-on manipulatives • Realia • Third party pictures/photos (Internet) • Teacher-made pictures • Document camera/Overhead • Translate Key Terms

  15. Translations • Translate key terms • Usually instruction is meant to be in English—translation is an assist • Check translations carefully (e.g., back translate) • Support both content AND general routines Two sites: http://babelfish.yahoo.com/translate_txt http://www.worldlingo.com/en/products_services/worldlingo_translator.html

  16. Arachnids Abdomen Leg Cephalothorax

  17. Using the LEAF model, and techniques for contextualization, design a lesson in which students compare the attributes of Insects with the attributes of Arachnids.

  18. Arachnids Abdomen Leg Cephalothorax

  19. Enhance Comprehension Affect A E L F Language Instruction Four Modalities

  20. Language Instruction • Label classroom • Ask and answer yes/no questions • Parroting • Illustrating vocabulary • Word walls • Word games • Rhymes, chants, songs • Build background knowledge Plan activities for directly teaching vocabulary and language structures

  21. Enhance Comprehension • ABC (Activity Before Content) • Diagrams / pictures / visuals • Connect to background knowledge • Manipulatives / realia • Vocabulary games (memory, bingo, scavenger hunt) • Model and demonstrate • Repeat, rephrase, paraphrase • Gestures, facial expressions, body language • Speak slowly and clearly Connect learning to real life language and experiences

  22. Build in routines • Total physical response (TPR) • Increase motivation, self esteem • Lower anxiety • Actively involve each student • Activate background knowledge • Play culturally diverse music • Play games • Buddy helper • Parental involvement / guest speakers and readers Affect Keep the learning fun!

  23. Four Modalities • Cooperative learning • Graphic organizers • Partner reading • Choral / Echo reading • Model speaking and writing • Learning centers • Language Experience Approach (LEA) • Reader’s theater / role play • Author’s chair (sharing time) Integrate listening, speaking, reading, and writing into content area lessons

  24. When planning for ELLs, consider these questions: LHow can the lesson include some language instruction? E How can the lesson content enhance comprehension? A How can the lesson maintain a positive affect? FHow can the lesson include the four modalities?

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