Strategies for ESL/ELL/LEP Students

1. Strategies for ESL/ELL/LEP Students Erica Bartnicki April 5, 2011

2. Goals for Session 1 • Provide you with various ideas/strategies that work well with ESL students • Show you how those strategies can be used to help all students

3. ELL students Statistics • Click on link • Illinois-top 5

4. Mini-Activity • On a sheet of paper and/or word document: • Write a paragraph describing what you did over spring break in another language (the language you learned in high school?)

5. SIOP model • Language and content objectives are systematically woven into the curriculum of one particular subject area

6. Lessons • Make sure content objectives and language objectives are clearly defined. • Write them on the board. • Objectives should be written on using simple phrasing, key words, illustrations, and read aloud. • Objectives help guide both teaching and learning.

7. Language: SWBAT use descriptive adjectives to write sentences about the characters. Content: SWBAT compare traits of two characters in a story. Can also be written using “I” statements. Examples of Objectives

8. Things to Remember It takes about 5-7 years to learn a language Students are trying to learn culture as well as language Try to keep ESL students in the “regular” classroom as much as possible Do not always correct the students when speaking (only if absolutely necessary) Encourage students to maintain the first language

9. Supplemental Materials • Various supplemental materials can help students who have various learning styles

10. Hands-On Manipulatives • Helps reduce the language load for students • Helps students who are just beginning to learn English • All students can then participate and demonstrate knowledge without necessarily using language

11. Realia • Materials that help students make connections to real-life • Play money; checking accounts; etc. • Have students create newspapers, websites, etc. (things they use today)

12. Pictures • Pictures help build background knowledge • Can make a visual connection • Used for assessment at the beginning of learning English

13. Visuals • Uses visuals whenever possible • Maps, props, bulletin boards • Helps students who have diverse abilities • (I personally think it makes the lesson more interesting )

14. Multimedia • BrainPop; Discovery Education • DVDs, interactive websites and/or CD-ROMs • Make sure to preview (make sure content is level and age appropriate

15. Demonstration • Show students how to use the material • Have them practice in groups • Demonstrate real-life actions (transaction at a bank; role-play a scene from history)

16. Related Literature • Bring in trade books to your classroom when possible • Remember to bring in materials that meet the needs of your ESL students

17. Hi-lo readers • Some publishers offer literature (fiction or nonfiction) in a hi-lo format. • Have high interest; lower readability levels • Can accompany the text

18. Adapted Text • Helps bring out the content • Does not “dummy” down • Makes reading level easier

19. Adapting Content • We have to be careful not to “dummy” down the content • Teachers need to use resources to help make the text accessible to all students

20. Graphic Organizers • Can be used for various levels; content; skills, etc. • Helps create a visual for the student and organize material • Many websites offer free graphic organizers

21. Outlines • Teacher-prepared outlines help guide students • Can be used for lecture or for note-taking in book • Helps guide students on what is important

22. Highlighted Text • Some texts are made especially for the ESL population • Important terms/statements are highlighted (students read this first) • When students build up confidence, they read the remaining text • Can make your own if text isn’t available

23. Adapted Text • Even though time-consuming, teachers can take text and rewrite it to meet the needs of their students • For example: • “Electrons have negative electric charges and orbit around the core, nucleus, of an atom” • Adapted: “Electrons have negative charges. They orbit around the core. The core of the atom is called the nucleus”.

24. Jigsaw Text Reading • Class is divided into groups • Groups discuss section, article, etc. and become experts • An expert from each group becomes a new groups

25. Native Language Texts • If possible, obtain native language texts for students who are learning English for the first time. • This will help them learn content as they learn English. • Also helps them maintain their native language.

26. Vocab Strategies • Pre-teach vocabulary before a new unit • Make connections • Use visuals/realia

27. Personal Dictionaries • Great for all students (especially when learning new content and/or difficult content) • Students write unknown words in their dictionaries • Can discuss word with peers and/or teacher • Come up with a definition and/or picture

28. Word Wall • Students create a “poster” with a word, picture, definition, and a sentence. • Keep word walls organized for ESL students • Only keep up words that students need to focus on

29. Vocabulary Games • Use Pictionary and Scrabble to help students recognize different terms • Can be adapted for any content area

30. Provide Interaction Activities • Have students read the objectives/goals for the day. • “Dinner Party”-Have students pretend they are having a dinner party. They respond to the prompt: • “Suppose you are having a dinner party for the authors or poets we just studied. Whom would you invite? Why would you select them? What do you think they would talk about?”

31. Activity • Using one of the strategies we talked about today (or if you have one of your own) create a brief lesson plan for your content area.