say it, learn it, own it!

Say it, learn it, own it!

Increasing student understanding through engaging conversations.

Our objective for today is…

Teachers will define sheltered instruction.

Teachers will practice using SI strategies.

Teachers will describe how they will use SI strategies in their classroom.

Teachers will practice structured conversation.

Teachers will work collaboratively to design lessons that support ELLs and encourage dialog in their classrooms.

What is it like to be an ELL?

During the following simulation, consider the perspectives of the students in the classroom, the newcomer and the teacher.

What’s going on here?

Numbered heads together

Assign your students a number 1-4. Teacher asks a question and gives the

students time to answer independently, and then talk with their seatmates.

Teacher calls on all Number 1 students to speak after everyone has had a chance to practice their response.

Number 2, 3, etc. are called on later in the class when different questions are posed.

Let’s practice

Based on the simulation you participated in, complete the following statements

One major challenge facing ELLs is… One major challenge facing teachers of

ELLs is…

Benefits of this approach

Sentence stems help students get started with speaking and with writing

Teaches students how to use the language appropriately

Helps with TAKS if you phrase sentence starters to look like those on the test

Students get to practice the language and their answer several times, increasing confidence and content knowledge.

Writing objectives to facilitate this process Content obs are easy for teachers to write. Focus should also be on producing language

objectives to help ELLs understand what language skills they should be learning.

Helps teachers incorporate writing and speaking into everyday instruction.

An example of a language objective I can write for this week is…

Sheltered instruction is…

A way to use second language acquisition strategies while teaching content area instruction (Krashen, 1983)

Content-based English language instruction (Faltis, 1993)

Instruction that focuses on providing accessibility for ELLs to grade-level content standards and concepts while they continue to improve their academic language proficiency (Echevarria, Short, & Vogt, 2001)

OR…

Makes content comprehensible Develops academic language

Ways to achieve this

Use visuals that make a connection to instruction.

Incoporate gestures and mnemonic devices whenever possible

Activate prior knowledge Write content and language objectives Build vocabulary and concept knowledge Use structured conversation and writing. Provide time for review and self assessment

Let’s revisit our simulation

We can make ELLs feel part of our class by…

We can improve instruction for ELLs by…

Building a language-rich, interactive class Give students things to say instead of “I

don’t know.” May I please have some more

information? May I have more time to think? May I ask a friend for help? Where can I find that information?

Ask students to speak in complete sentences Helps develop formal register Develops academic language Improves writing Learn syntax Reinforces content

Randomize and rotate who you call on I can randomize and rotate who I call on

by…

Use response signals

Some examples of response signals I can use with my students are…

Time for a break!

Please return in 10 minutes.

We can’t talk all the time- what about reading? Work on the reading notes

independently.

Let’s debrief

One thing I notice about these notes is…

What I like about how these notes are set up is…

This is helpful for ELLs because… I agree/disagree that I could use this

with all of my students because…

Ways to help ELLs be successful

Scaffolds, such as graphic organizers make lesson accessible.

Identify, clarify, and highlight difficult words and passages.

Amplify, don’t simplify. When presenting new content, focus on

accessing prior knowledge and building schema

Revisit key information/spiral essential information

Ways to help ELLs be successful

Create a collaborative, trusting classroom.

Maintain predictable and consistent classroom management routines

Allow time for students to practice English and to make mistakes. Mistakes are part of the learning process.

Creating structured conversations

Two character dialog Teacher choose a pair of characters from history.

The characters should have a relationship that illustrates the key concepts from the lesson.

Brainstorm both characters with the class that includes attitudes and beliefs of each character, as well as possible phrases the character might say.

Students form pairs and take turns role playing the conversation. Teacher can select willing groups to present to the class

Let’s practice!

Big, bad wolf Pig #1 of the three little pigs

Pair, defend T-chart- Cinderella

We should let Cinderella go to the ball because

That’s interesting, but…

We SHOULD NOT let Cinderella go to the ball because

That’s interesting, but…

Artifacts and experts

Teacher selects artifacts representing the topic of study such as photographs, paintings, newspaper articles, tools, charts, graphs, etc.

Assign students roles as various groups of experts who will examine the artifact. Students write questions and answers based on the role assigned.

Let’s practice

Write various questions and observations about the artifact on your table from the perspective of historians. Every group member is responsible for ___ questions.

Decide with your group which sentence frames you want to respond to.

Sentence frames for artifact and expert In our opinion this is… The most significant feature of this____

is… We were wondering why… As historians we were curious about… One thing we noticed about our object

was…

Let’s debrief!

One thing I liked about these activities is…

One way I can use these activities in my class is…

Questions?

Jessica Jolliffe, jjolliff@austinisd.org, 414-9514