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Johnston County August 8, 2007 Presenter: Marian Shuttlesworth

Supporting the English Language Learner in the Mainstream Classroom …using materials from National Geographic School Publishing. Johnston County August 8, 2007 Presenter: Marian Shuttlesworth. Agenda. Identify the challenges that ELL’s face

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Johnston County August 8, 2007 Presenter: Marian Shuttlesworth

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  1. Supporting the English Language Learner in the Mainstream Classroom…using materials from National Geographic School Publishing Johnston County August 8, 2007 Presenter: Marian Shuttlesworth www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  2. Agenda • Identify the challenges that ELL’s face • Identify the language and literacy needs of ELLs • Examine instructional practices that best support ELLs • How SIOP supports ELL’s • Determine ways to select appropriate texts to meet the needs of ELLs www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  3. ELL Growth in NC Source: NC DPI, ESL Department Annual LEP Headcount Data www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  4. What Does an ELL look like? www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  5. Language 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? www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  6. Language Transfer Issues • Examples: www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  7. BICS 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 www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  8. Vocabulary Connections Sentence length Verb tense Pronouns Prepositional phrases Punctuation Possessives Contractions Passive voice Idioms Multiple meaning words Abbreviations Text Challenges for ELL’s www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  9. Text Challenges Examples Pronouns: The horse went in the barn. It was brown. Idioms:“Kick 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. www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  10. Vocabulary Connections Sentence length Verb tense Pronouns Prepositional phrases Punctuation Possessives Contractions Passive voice Idioms Multiple meaning words Abbreviations Text Challenges for ELL’s www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  11. How to Evaluate Texts for ELL’s? www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  12. ELL’s 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 www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  13. How do ELL’s acquire academic vocabulary? • Repeated reading of the same book • Singing the same chants • Singing familiar songs over and over • Word Walls www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  14. What 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 ELL’s 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 www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  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 www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  16. Sing About Weather Have you seen a sunny day? A sunny day, A sunny day? Have you seen a sunny day? It’s one kind of weather. www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  17. Weather and Seasons Concept Book Nonfiction Student Books www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  18. Scaffolded support… Concept Book • Labels • Graphic • elements …builds language, supports content learning, and aides comprehension. www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  19. Weather and Seasons Concept Book www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  20. Academic vocabulary… Concept Book www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  21. Concept Book Repetitive Sentence Structure… www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  22. Concept Book Use What You Learned Discuss Apply Confirm www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  23. Build background knowledge Introduce key concepts and vocabulary Develop oral language Concept Books Success from the start! www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  24. Related 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 www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  25. Related Nonfiction Extend learning… • Core content • Key concepts • Academic vocabulary …with meaningful connections. www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  26. Optional Books Content-Based Fiction • Content-based • Linked to standards • Develop academic vocabulary • Engage young readers • Thematically linked to on Windows on Literacy LLV www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  27. Grades 3 – 8+ Accessible Grade-Level Content Science Series Social Studies Series Scaffolded Literacy Instruction www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  28. Develop key concepts and vocabulary Help students build a strong foundation Student Books Build Background www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  29. Student Books Make Connections • Students apply what they have learned in new contexts www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  30. Student Books Visuals Support Vocabulary and Concept Development • Strong picture-text match makes abstract concepts more concrete www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

  31. Grades 3 – 8+ Delivers grade-level and literacy instruction Science Series Social Studies Series Carefully scaffolded support for students functioning below grade level www.ncliteracyresources.com NC Literacy Resources - Serving the Literacy Needs of NC since 1987

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