Welcome

1. Welcome • Trainer Introduction • Rule of (2) feet • Limit side conversation • Cell Phones turned off or to vibrate • “Tater Family” • Parking lot questions • Other?

2. “Fifty Strategies for Teaching English Language Learners” (Adrienne Herrell and Michael Jordan…second edition) The following modules are designed for school leadership to readily share with teachers. Included are strategies on how to help one of our NCLB targeted gap populations; our English Language Learners. These modules are designed to be shared in approximately (5), 60 minute sessions (faculty meetings, team meetings, department meetings, early release days etc.) If more time and opportunity allows, in the notes section there are activities to better engage teachers and heighten the learning experience. In order to complete each session, the group will be provided roughly 5 minutes per strategy, unless extra time is built to address the activities/notes section. Share/discuss/implement. The critical piece to any professional development is follow-up and reflection. Reconvene at another time for follow-up and reflection on each of the strategies and determine the impact these strategies had on student learning and teaching.

3. Module I • Module 1 Predictable Routines and Signals • Module 2 Visual Scaffolding • Module 3 Realia Strategies • Module 4 Interactive Read-Aloud • Module 5 Advance Organizers • Module 6 Preview/Review • Module 7 Language Focus Lessons • Module 8 Academic Language Scaffolding • Module 9 Language Framework • Module 10 Skills Grouping

4. Module II • Module 11 Total Physical Response • Module 12 Shared Reading • Module 13 Leveled Questions • Module 14 Manipulative Strategies • Module 15 Partner Work • Module 16 Communication Games • Module 17 Bilingual Books and Labels • Module 18 Cooperative Learning • Module 19 Culture Studies • Module 20 Learning Centers

5. Module III • Module 21 Imaging • Module 22 Integrated Curriculum • Module 23 Sorting Activities • Module 24 Collaborative Reading • Module 25 Multi-media Presentations • Module 26 Reciprocal Teaching • Module 27 Modeled Talk • Module 28 Reporting Back • Module 29 Vocabulary Role Play • Module 30 Vocabulary Processing

6. Module IV • Module 31 Word Walls • Module 32 Story Reenactment • Module 33 Scripting • Module 34 Talk Show • Module 35 Writing Workshop • Module 36 Read-Aloud Plus • Module 37 Language Experience Approach • Module 38 Interactive Writing • Module 39 Guided Reading • Module 40 Peer Tutoring

7. Module V • Module 41 Cloze • Module 42 Attribute Charting • Module 43 Cohesion Links • Module 44 Learning Strategy Instruction • Module 45 Dictoglos • Module 46 Free Vocabulary Reading • Module 47 Repetition and Innovation • Module 48 GIST • Module 49 Syntax Surgery • Module 50 Multiple Intelligences Strategies

8. NCLB Target Populations Strategies for Teaching English Language Learners

9. Statistical Facts…………… • The U.S. is becoming more ethnically and linguistically diverse every year. • More than 90% of new residents come from non-English- speaking countries • The number of students with non-English-speaking backgrounds represents the fastest growing group of this population • In the last decade, the total student enrollment in public schools increased by only 14% • English learners grew by 70% and is projected to grow even more • The 2000 U.S.Census identified 20% of school-age children as non-native English speakers

10. Intentional Planning…. With some extra effort in instructional planning and assessment development, teachers will be well on their way to providing English learners with opportunities to learn and become active participants.

11. Part I: Enhancing Instruction See it….. Hear it….. Smell it….. Touch it….. Act it….. Draw it….. Move to it….. Model it….. Talk about it…. Repeat it… Teach it…

12. 1. Develop ClassroomRoutines… Predictable routines are important strategies that help reduce anxiety and stress for English language learners. Because English language learners do not always understand everything being said in the classroom, having set patterns, routines andsignals helps minimize their anxiety and helps students better understand what to expect. If they know what to expect, they can then focus their energy on instruction.

13. Routines in the classroom….. “Fifty Strategies For Teaching English Language Learners” (Second Edition) Adrienne Herrell and Michael Jordan

14. 2. Visual Scaffolding Visual Scaffolding is planning instruction that effectively incorporates and uses drawings and photographs that connects English words students hear to visual images being displayed.

15. In Mr. Gym’s high school physical education class… Students are studying a unit on lifetime fitness and its benefits upon the human body…. Mr. Gym plans to develop a “Word Wall” using critical vocabulary important to the unit. In planning for the unit, he begins collecting visual images of the core content vocabulary that will be introduced.

16. Activity: Scaffolding Example • In table groups……….. • Appoint a table leader to read the directions in the folder to the group, distribute copies and materials. • Read the Open Response question in the folder • Match up critical vocabulary to pictures within the folder of words to be taught within the unit that will be placed on a “Word Wall” • For words that you can not find a picture to match….discuss as a group what symbol or picture you could use.

17. Begin with the end in mind… Develop the assessment up front…then teach to that end in mind. • Develop the open response question before the unit begins • Best practice supports that teachers should write a proficient response to the question they have developed that would be expected of the students upon completion of the unit. (Keep in mind….student responses are a reflection of teacher instruction. Proficient and Distinguished responses come from proficient and distinguished instruction….)

18. 3. Connect language acquisition to the real world…….. • Things that are “real world are things that are concrete to learners.” They are things that can be seen, heard, touched, smelled etc. This is a powerful way to connect vocabulary to real life. • Find, collect and store the many things that can be used in instruction of a particular lesson or unit that gives students concrete examples of vocabulary that are important to the lesson. • The more concrete examples that can be shared, the greater chance that learning and understanding will take place. The further down the continuum one teaches with less concrete examples there is a loss of sensory information that could be helpful in comprehension.

19. 4. Interactive Read-Aloud • Although read aloud has traditionally been used with young children, research has lead some administrators of high schoolswith low test scores in reading comprehension to mandate the use of read-aloud school-wide on a daily basis with very positive results. (Trelease, 1995)

20. Read Aloud addresses….. • Helping ELL interact with personalexpression • Helping students interact and be active participants in the classroom • Helps ELL apply academic knowledge • Helps students obtain, process, construct subject matter information in spoken and written form.

21. When students observe a teacher reading fluently and with enthusiasm…they often choose to read the same book or another book by the same author. The discussion of characters, setting and description that is involved in interactive read-aloud provides shared understanding and vocabulary that helps English Language Learners stretch their linguistic abilities. Step by Step: Chose an appropriate book above their reading level using different voices, excitement and drama. Set aside time to do this daily. Pre-read an plan interactions. Before you read a section of the book, mark the book with sticky notes for discussion, predicting and connections to other books or personal experiences of the students. Stop for interactions. Select 10-15 minute section of the text to read each time. Assess student progress and understanding. A student’s ability to retell events in a story are indicative of their understanding. If ELL students can not retell the story, they can often draw or act it out to indicate their comprehension. Interactive Read-aloud is motivational

22. 5. Advanced Organizers Two Types: • Expository Organizer- presents concepts and principles to the learner that will create a bridge between what is already known and the new material learned. • Comparative Organizer- integrates new material with similar material already understood and focuses on how the new and old material differ.

23. Steps: Plan your lesson and gather materials that will help students understand concepts and vocabulary needed to comprehend the lesson Introduce key vocabulary and concepts (The focus here is not on teaching the lesson but on making students familiar with the key vocabulary and concepts Teaching the lesson using the supporting materials and critical vocabulary at every opportunity Reviewing vocabulary and concepts and encourage students to demonstrate understanding by referring to the support materials. Provide additional practice by creating bulletin boards, word walls or learning centers that allow students to practice the key concepts. Assess student progress and understanding by documenting students’ interaction with the materials. 6. Pre-view/Review (Building Vocabulary and Concepts to Support Understanding)

24. 7. Language Focus (English Vocabulary and Structures) Language focus lessons are lessons in which the emphasis is on English vocabulary and usage rather than curricular content. Steps: • Observe and note language errors. (Plan time to work with small groups of students who have the same needs for direct instruction. • Gather materials for hands on demonstrations of the language usage to be taught • Explaining and modeling language usage is when teachers introduce the vocabulary and model simultaneously. • Practicing in active mode gives students the opportunity to perform or model a hands-on movement or activity as they focus on language usage. • Practicing for mastery allows the teacher to observe the student’s mastery of the focus language. If students do not connect the language to the actions correctly, repeat the 3rd and 4th steps.

25. For students to successfully participate in academic lessons in the classroom, teachers use a series of scaffolding strategies that include: Modeling academic language Contextualizing academic language using visuals, gestures, demonstrations Supporting students in the use of academic language through active learning activities. 8. Academic Scaffolding (Support of student use of language in various academic settings)

26. Steps in a language scaffolding lesson: • Identify academic vocabulary and language structures • Design and teach introductory activity. (If students are required to ask questions, model the use of language in question form. If students are to take notes, then model how the notes could be taken. • Practice in pairsand small groups. Research supports improved learning when students are allowed to work in pairs or small groups. Interactingverbally allows students to practice language in authentic ways. • Guiding and monitoring the practice requires a teacher to move about theroom to monitor and encourage the students’ use of academic language. • Reviewing the vocabulary and language structures allows pairs or small groups of learners to report back to the whole group using the academic language in context.

27. 9. Language Framework Planning • LFP is a strategy in which the teacher identifies the language necessary for the students to be successful in a lesson and plans activities that support the use of the language in multiple functions.

28. Skills grouping(Arranging students in groups based on their need for instruction in a specific skill) • Steps in implementing skills groups: • Observing and documenting language levels • Reviewing needs for instruction (look for commonalities for “like groups”) • Designing and implementing lessons

29. Part II. Support for Student Involvement Providing English learners with multiple opportunities to interact in English in non stressful setting.

30. Elicit information and askclarification questions Clarify and restateinformation as needed Indicate interests, opinions, or preferences related to class projects Give students opportunities to practice their growing English skills in partner and small group settings.

31. In first language acquisition, children listen and acquire language before they attempt to speak. They develop understanding throughmoving their bodies and they are not forced to speak until they are ready. In total physical response the teacher gradually introduces commands, acting as she says them. The students initially respond by performing the actions as the teacher demonstrates them. Gradually teacher demonstration are removed and students respond to the verbal commands only. 11. Integrating Movement Into English Acquisition

32. Step by Step: Total Physical Response

33. 12. Shared Reading • Shared reading is a strategy that teachers use to read books, charts and other texts when the text are too difficult to read independently. Students and teacher read the text loud, together. Even if the students can not read the words, they are hearing the words pronounced and follow along with their eyes. • Shared reading can be done with multiple choices of small books, poetry, charts, song lyrics or any text where student and teacher can all see the words. • Shared reading gives the teacher the opportunity to use illustrations to support vocabulary developments, to use think a-loud strategies to teach problem solving and to integrate verbal integrations to support comprehension. • Shared reading helps to build background knowledge experiences that help the student to understand the meaning of the text.

34. Introduce the text-Predict from the illustrations on the cover. Encourage students to talk about experiences they have had that relate to the topic of the book, chart, or poem. Read the book and tact the print-Track the words as you read so students can read along. Use a pointer to make sure students are looking and saying the words with you. They will hear you pronounce them as you point. Stop for discussion and prediction- Stop at appropriate times to discuss what is happening or to predict what will happen next. Use the illustrations to help support understanding of vocabulary. Involve students in acting out movement words and story events to reinforce meaning. Encourage verbal interactions-Encourage students to talk about the story. This allows students to practice oral language and incorporate new vocabulary into their retelling of the story. Rereading for additional practice and exposure- Re-read the book, tracking with a pointer. Encourage students to take turns reading a page or refrain aloud. Practice will small versions of the text-After students have read the text several times, they can read small copies of the book independently or illustrate their favorite part of the story and write about it. Step by Step: Shared Reading

35. Observing and documenting students’ language levels-On a class list, determine what stage each student is at. This will need to be kept up to date as you work with students and observe their responses. Stages Preproduction- Nodding, pointing, physically demonstrating (“Show me…” “Which of these…?”) Early production- 1 or 2 word responses, making choices from given language samples (Questions that can me answered with 1 or 2 words. “is it the ____one or the____one?” Speech emergence- Phrase or short sentences (expect grammar errors) ( “Did this happen at the beginning or at the end?” “What happened next?” “Where did you find the answer?”) 4. Intermediate Fluency- Longer sentences, fewer grammar errors (“How did you…?” “What was the character trying to do?”) 13. Leveled Questions: Adjusting questioning strategies to the language levels of students

36. Leveled Questions (Continued) • Choosing and gathering materials-Determine which visuals, artifacts or gestures you will need to make your meaning clear to students whose understanding of English is limited. • Planning a hierarchy of questions- Plan a series of questions at different levels that will help you involve your students and determine their levels of understanding of the material you will be teaching. • Involve all students- Use the list of students and speech levels as a checklist to make sure that you are involving all students in discussion and questioning and that you are adapting the levels of your questions to their changing language acquisition levels. • Assessing student progress and understanding-Use the checklist you have created for observation purposes. Observe a few students each day until you have examples of the verbal responses typical for each student.

37. 14. Manipulative Strategies: • Identify concepts to be taught and ways to represent them • Demonstrate and explain (Use manipulatives as you explain the concept. Use the demonstration to connect the manipulatives as examples.) • Provide Guide Practice • Give students time for additional practice • Celebrate and review

38. Manipulative Strategies

39. 15. Partner Work • Pairing Students • Modeling the Task • Providing Supporting Practice • Sharing Progress

40. Partner Work

41. 16. Communication Games: • Identifying a language need • Modeling the game • Organizing the pairs or groups • Guiding the practice • Talking about the experience

42. Activity: Communication games

43. Identify the languages represented in the classroom Pronouncing and labeling common objects Providing Bilingual Books Providing translations Exploring key vocabulary in several languages 17. Bilingual Books and Labels

44. 18. Cooperative Learning Cooperative learning is a term used for a collection of strategies which students work together to accomplish a group task. K-12 researchers have concluded that, to succeed, group work must be carefully structured. Students must be prepared for social skill-building activities, assignments must be open-ended. The task must be such that the group rather than the individual be required to accomplish the task.

45. Assigning groups and building a team-Each time a team is formed, provide an opportunity for team-building activity to allow team members to be familiar with each other’s abilities. Assigning role within the group-Give team members assigned roles and list clear descriptions of their duties. (Leader, note-taker, reporter, timekeeper) Assigning the task-Give each team a task to complete. Intervening to ensure full participation-Teachers must monitor group participation and intervene when a student is being excluded. Teachers must listen to make sure that every member of the group is given a chance to talk. Reporting back to the class-Provide an opportunity for the groups to report back to the class at the end of the assigned time. Debriefing and examining the group process-Give each team the chance to debrief, discussing the roles each team member played in the success of the group. Cooperative Groups…

46. 19. Culture Studies • Culture studies (Freeman & Freeman 1994) are studies in which students research and share information about their own cultural history.

47. 20. Learning Centers

48. 21. Imaging: (Creating Visual Pictures to Support Understanding) Step by Step: • Identify a curricular connections in which imaging would support student understanding. If students are having difficulty remembering what they read or conceptualizing word problems in math, students need instruction in imaging. • Plan an introductory imaging activity • Create mental pictures through verbalization- Plan the words you will use to create the mental pictures. Be prepared to use synonyms to make images clear with English learners. • Assess the students’ understanding and progress • Add technology

49. Imaging…

50. 22. Integrated Curriculum Projects: