Language/Literacy Development for Young ELLs (English Language Learners)

Michele Bursey

Breakout Agreements• Everyone participates; no one

dominates

• Start and end on time

• Limit side conversations

• Speak one at a time; be an active listener and listen respectfully

• Give freely of your experience (but remember the one-minute rule…)

• Cell phones off---or on silent.

• Keep a sense of humor

How is Language Learned?• Play

– Language and academic skills are embedded in play. Through play, English Language Learners develop problem-solving, critical thinking, and social abilities in a safe, risk-free environment.

• Engaging in stimulating talk– Children need practice using new words– Taking turns talking (Talk about-it Square)– To promote discussion, teachers choose topics that

interest students• Hearing books read aloud

– Interesting, meaningful stories offer exposure to new vocabulary words

– Students benefit from multiple readings of stories– Pre-teach vocabulary (before lessons and read alouds)

SIOP, (2012)

Language Purposes

• To express needs• To give information• To express feelings• To make predictions• To think, teach, and learn• Etc.

Margarita Calderón, (2011)

To help ELLs become fluent in academic English, provide structured opportunities for language practice in all subjects.With younger students, use:

• Visual Supports

• Total Physical Response Strategies (TPR)

• Songs

• Modeling

• Demonstrations/Direct Instruction

• Hands-on activities

• Gestures

• Games for practice and repetition (Large and small groups)

Margarita Calderón, (2011)

Supporting English Language Learners Language/Literacy

Development K W L

Give One, Get One• Think about two specific language and/or

vocabulary development activities/games that you do in your classroom/at home with your child.

• List them on an index card.

• At presenter’s signal, move around the room exchanging one of your ideas for someone else’s ideas (Give one, Get One)

• Discuss how you would adjust the activity for your grade level (specifically for ELLs)

• Repeat process until presenter signals to stop or you have given away all index cards

Don’t re-invent the wheel…perfect it!

• There are a number of ways to support ELLs' language acquisition by adapting strategies/games already in use

Tip for revising games to be ELL friendly

KISMIF means:

Keep it simple and make it fun!!!

Let the games begin!• Count 1 to 5

• Numbers 1 go to one corner, #s 2 to another, and so on.

• Play the Game (5 minutes)

• Revise the game to make it ELL friendly (10 minutes)

• Group presentations (5 minutes minutes each)

Think about the story of your name: • What does it mean?

• Who named you?

• If you could choose any name, what would it be and why?

• Share with an elbow partner

What’s in My Name?

T-shirt ConversationTeacher? George, please call me “Mrs. Roberts.”

Yes, teacher. George, please don’t call me  “teacher”

Yes, T- You see, George, it’s sign I mean, Mrs. Roberts of respect to call me by my last  name.

Yes…Mrs. Roberts. Besides, when you say “teacher”, it  sounds like “t-shirt”. I don’t want to turn into a t-shirt.

Mrs. Roberts? Yes, George?  Please call me Jorge. (Hor-Hey) 

Medina, ( 1999)

Respect for the Primary Language

• Encourage English Language Learners to use their native

language with language peers during activities to build

comprehension (use new words in English once the task is

understood)

• Pair new students with same-language buddies familiar with

the classroom and school.

• Use a variety of cooperative learning strategies to build

confidence and acceptance of social norms/skills

• Invite student’s parents as guest speakers/volunteers

Margarita Calderón, (2011)

Breakout Reflection

L • Respect students and families first language

• Make learning relevant and engaging

• Provide numerous opportunities to practice vocabulary words/language skills in various learning centers for all learners

• Review/Debrief/Assess to determine understanding

References:

Calderón, M. (2011). Teaching reading and comprehension to English learners, K-5. Bloomington, IN: Solution Tree Press.

Echevarria, J., Peterson, C., & Short, D. (2012). Using the SIOP model with pre-k and kindergarten English learners. Boston, MA: Allyn & Bacon.

Medina, J. (1999). My name is Jorge on both sides of the river: poems in English and Spanish. Honesdale, PA: Wordsong/Boyds Mills Press.