Strategies for English Language Learners Growth

1. ELL and LEP

2. LEP growth in our nation

3. Terms and Definitions • ELL (English Language Learner): A student who is the process of acquiring the English language and whose first language is not English. • LEP (Limited English Proficient): Another term for an English Language Learnerstudent. • ELD (English Language Development): Classes designed to assist English Language Learners. • SDAIE (Specially Designed Academic Instruction in English): Teaching strategies for teaching academic content to English Language Learners. • SOIP (Sheltered Instruction Observation Protocol):  An instructional model developed to facilitate high quality instruction for ELLs in content area teaching. • Academic Language: The words a student must know to communicate effectively about physical education content (ie. cues, skills, offensive terms, etc.) • Graphic Organizer: A visual representation of facts and concepts from a text and their relationships within an organized frame.  • Think Aloud: When students verbalizing their thinking to themselves while performing a skill or strategy.  • Think-Pair-Share: When students are allowed time to process a question, verbalize it to a peer, and then volunteer the answer to the class.

4. Strategies • Physical involvement with language • The use of multiple mediums to present information • Opportunities to demonstrate language comprehension through physical expression • A low-stress environment for language performance • Success can be independent of language performance • A large amount of interactions with other students

5. Environmental Strategies • Create print-rich environments using bulletin boards with articles on sports and physical activities, gameplay strategies of the day, words of the day, etc. • Use visual displays and posters. • Word Walls: Alphabetically arranged high-frequency words displayed at an easy access point for students.   • Utilize portable white boards.

6. Instructional Strategies • Slow down your speech and use shorter sentences, present tense of words, synonyms, examples, gestures, demonstrations, and avoid expressions or sayings that are only common in the United States. • Use as many mediums to convey information: oral, written, teacher demonstration, student demonstration, etc. • Use think-alouds and think-pair-shares when asking questions and don't forget to give students enough time to process the question. • Use bilingual handouts and cue lists. • Use metaphors and imagery for cues.

7. Metacognition DevelopmentProviding students with skills and vocabulary to talk about their learning • Self assessments • Teach note taking and studying techniques • Vocabulary assignments

8. Contextualization • Demonstrations • Video clips • Repetition • Use of manipulative

9. Building on previous knowledge and establishing a link between the students and the material. • Think - pair - share • Quick-writes • Anticipatory charts

10. The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. The SIOP Model consists of eight interrelated components: • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of English learners.

11. Schema- BuildingHelping students see the relationships between various concepts. • Compare and contrast • Jigsaw learning - peer teaching • Projects

12. Text RepresentationInviting students to extend their understandings of text and apply them in a new way. • Students create drawings, posters, or videos • Students create new games

13. Tips • Know who your ELL students are and their proficiency in English. This can be obtained from the ELL teacher or bilingual teacher, guidance counselor, social worker, or administration. You can also perform a "cloze" test to assess their written comprehension levels. Lastly, you can recognize ELL students by observing your class after you give instructions. ELLs will tend to wait for other students to move first and then copy what they are doing. • Assess and utilize the background knowledge of your students. • Use technology such as class websites, blogs, and videos (many students are not familiar with American sports or activities).  • As with all your students, set high expectations for ELLs. 

14. More tips • Learn to pronounce student names correctly to help develop rapport. • Avoid testing in English exclusively for ELLs who may not be able to demonstrate their knowledge of something in English.  • Utilize classroom protocols and routines. • Utilize music when possible. • Use bilingual students as helpers. • Have structured note-taking formats such as graphic organizers for lectures.

15. Assignments Activities • Newspapers, magazines, and web sites • Create new games • Word sorts • Quick writes and Journal writing • Jigsaw learning • Peer observations • Introduce vocabulary in a fun way such as searching words or a cross word puzzle. • Use task cards to give students opportunities to take responsibility for their own learning. • Learning stations to reinforce concepts and skills previously taught • ELL students work with teachers to create handouts in multiple languages • Involve librarians in assignment

16. PE Chart

17. PE Assessment

18. KWAJALEIN SCHOOLS KRS - Education APO, AP 96555 Phone: (805) 355-3601 Fax: (805) 355-3584 E-mail: kwajschool@kwajalein-school.com

19. Graphic Organizers The sites below have free templates for note taking, making connections between content, etc, that you can modify, download, and print. Templates include: Compare/Contrast, K/W/L Charts, Concept Maps, and others. • http://www.exploratree.org.uk/ • http://www.eduplace.com/graphicorganizer/ • http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension • http://www.readwritethink.org/classroom-resources/printouts/ • http://learningcurveplanner.com.au/resources/teacher/thinking-tools.html

20. Good Websites to use with ELL students • http://www.readingrockets.org/ • http://www.colorincolorado.org/educators/?gclid=CKLw5NLmwrYCFbNzMgodA1gAIg • http://www.learner.org/resources/series71.html • http://a4esl.org • http://www.eslcafe.com • http://www.eslpartyland.com • http://www.esl-lab.com

21. Resources • http://www.readingrockets.org/ • http://www.colorincolorado.org/educators/?gclid=CKLw5NLmwrYCFbNzMgodA1gAIg • http://www.exploratree.org.uk/ • http://www.eduplace.com/graphicorganizer/ • http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension • http://www.readwritethink.org/classroom-resources/printouts/ • http://learningcurveplanner.com.au/resources/teacher/thinking-tools.html • http://www.cal.org/siop/resources/lessonplans.html • http://www.law.cornell.edu/supct/html/historics/USSC_CR_0457_0202_ZO.html

22. Resources • http://learningcurveplanner.com.au/resources/teacher/thinking-tools.html • http://www.cal.org/siop/resources/lessonplans.html • http://www.law.cornell.edu/supct/html/historics/USSC_CR_0457_0202_ZO.html • http://www.kwajalein-school.com/