johnston county august 8, 2007 presenter: marian shuttlesworth
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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 - PowerPoint PPT PresentationTRANSCRIPT
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
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.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
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.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
ELL Growth in NC
60149
70912
78395
83627
92316
60000
65000
70000
75000
80000
85000
90000
95000
2002 2003 2004 2005 2006
LEP Growth
Source: NC DPI, ESL Department Annual LEP Headcount Data
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
What Does an ELL look like?Novice (Low and High) Learners -
Intermediate (Low and High) Learners -
Advanced & Superior Learners -
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Language Transfer IssuesWhat 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?
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Language Transfer Issues• Examples:
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BICS vs. CALPBICS (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
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Text Challenges for ELL’s• Vocabulary• Connections• Sentence length• Verb tense• Pronouns• Prepositional
phrases• Punctuation
• Possessives• Contractions• Passive voice• Idioms• Multiple meaning
words• Abbreviations
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Text Challenges ExamplesPronouns:
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.
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Text Challenges for ELL’s• Vocabulary• Connections• Sentence length• Verb tense• Pronouns• Prepositional
phrases• Punctuation
• Possessives• Contractions• Passive voice• Idioms• Multiple meaning
words• Abbreviations
www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987
How to Evaluate Texts for ELL’s?
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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
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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
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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
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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
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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.
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Weather and Seasons
Concept Book Nonfiction Student Books
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…builds language, supports content learning, and aides comprehension.
Scaffolded support… Concept Book
• Labels
• Graphic elements
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Concept Book Weather and Seasons
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Academic vocabulary… Concept Book
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Repetitive Sentence Structure…Concept
Book
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Use What You Learned
Discuss
Apply
Confirm
Concept Book
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Develop oral language
Introduce key concepts and vocabulary
Build background knowledge
Success from the start!
ConceptBooks
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Related Nonfiction Books… Emergent Science
Level 3
Level 4
• Support the Concept Book
• Support student learning in the content areas of science, social studies, and math
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Core content Key concepts Academic
vocabulary
RelatedNonfiction
Extend learning…
…with meaningful connections.
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Optional Books
Content-Based Fiction
Content-based Linked to standards Develop academic vocabulary Engage young readers Thematically linked to on
Windows on Literacy LLV
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Grades 3 – 8+
Scaffolded Literacy Instruction
Social Studies SeriesScience Series
Accessible Grade-Level Content
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Build Background
StudentBooks
Develop key concepts and vocabulary
Help students build a strong foundation
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Make Connections
Students apply what they have learned in new contexts
StudentBooks
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Strong picture-text match makes abstract concepts more concrete
Visuals Support Vocabularyand Concept Development
StudentBooks
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Grades 3 – 8+
Carefully scaffolded support for students functioning below grade level
Social Studies SeriesScience Series
Delivers grade-level and literacy instruction