Literacy Strategies for English Language Learners

SERC Professional DevelopmentNovember 18, 2011

Presented byFay Shin, Ph.D.

ProfessorCalifornia State University, Long Beach

Department of Teacher Educationfshin@csulb.edu

Introduction• In the U.S., one of the growing populations in school-aged

students is English language learners (ELLs), showing an approximately 170 percent increase over the last two decades.

• As a group, English language learners represent one of the largest growing population groups in school-aged students in the U.S. Today there are 9.9 million students classified as English language learners in public schools, with roughly 5.5 million students classified as LEP by means of English proficiency assessment. Over 400 different languages are collectively spoken, though Spanish is the first language approximately 80 percent of these students.

• By 2015, it is projected that 30 percent of the students in this nation will be English language learners, consisting of students who immigrated before kindergarten and children of immigrants who were born in the U.S.

Achievement gaps

• In all grades and content areas, results from national assessments show that English language learners subgroups fall behind their native English-speaking peers.

• English language learners’ test performance is affected by their lack of English proficiency that interferes with students’ demonstrating knowledge of content.

• Only 7 percent of fourth grade English language learners achieved at or above the Proficient level in National Assessment of Educational Progress (NAEP, 2005) reading test, compared with 32 percent of native English speakers.

• The situation is similar in mathematics achievement; only 11 percent of fourth grade English language learners scored at or above Proficient level, while 36 percent of native English speakers scored at or above the same level.

• The national reading performance data shows English Learners tend to have many difficulties on the road to becoming competent and fluent readers in their second language.

• Many struggle with literacy in general, as well as vocabulary, which is one of the key components in academic language in content areas and reading comprehension.

• Additionally, many contextual influences such as prior schooling, home literacy practices, and print access are strongly associated with the facility with which English language learners meet the challenging demands of learning to read.

Within-group diversity• While English language learners are often considered a

unitary group, there are many within-group differences. These differences include factors not only related to language proficiency, but include factors such as SES, immigration history and status, amount of schooling in the native language, cultural factors, family, and so forth.

• These factors can impact instructional considerations independently as well as interactively, and represent many factors that fall under the general label of opportunity to learn.

• They may include things such as background knowledge, experience and practice in the development of academic language, print environment, access to adults with extended school literacy experience, and cultural differences, including perspectives on education. Each of these may have independent effects on learning, but may interact in complex ways as well.

Identify students’ English proficiency levels according to the required national, state or district ESL standards

• National ESL Standards (TESOL):

– Beginning (Level 1)– Intermediate (Level 2)– Advanced (Level 3)

Second language acquisition

• A. Language is acquired when it is meaningful. • B. Comprehensible input is required.

“ We acquire language when we understand the messages or obtain Comprehensible Input”

(Krashen, 1988)

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Order for ESL Instructional Medium

• *Realia- real objects Most effective

• *Model of the object• *Photos• *Drawings• *Written Word• *Oral Word Least

effective

“ We acquire language when we understand the messages or obtain Comprehensible Input”

(Krashen, 1988)

• Primary language vs. second language as a medium of instruction?

• “time on task” theory

Affective variables relate to the success in second language acquistion.

• 1. Affective variables: – Motivation– Self-confidence– Anxiety

• 2. When teaching English language learners, teachers need to remember to keep the learner’s affective filter low

Integrating Language and Content Instruction

• 1. Why? Academic language• 2. Content area instruction provides challenging

vocabulary and gives ELs the opportunity to keep up in subject matter. Instruction must be comprehensible.

• 3. Cognitively demanding and complex concepts need to be taught through Sheltered Instruction or SDAIE (Specially Designed Academic Instruction in English)

Academic vs. Social LanguageAcademic Language• Vocabulary is technical; longer

sentences and more complex grammar

• Reading textbook or often lecture style

• Precise understanding and explanation required; higher order thinking

• Fewer clues. Most clues are language clues such as further explanation

• More difficult to clarify

Social Language• Simpler language (shorter

sentences, simpler vocabulary and grammar

• Informal settings, usually face to face

• Exact understanding is not required

• Many context clues from gestures, social context

• Many opportunities to clarify

Differentiated instructional planning and lesson

delivery is recommended because it considers WHO is being taught, not just WHAT is being taught

Key Factors for a Successful ESL Classroom

1. ESL “time” must occur daily– Includes instruction focusing on needs for specific English

proficiency levels: Students are grouped according to English proficiency levels and needs

2.Minimum 45 minutes3.Teacher collaboration

– Common planning time weekly4.Comprehensive staff development5. Encourages oral participation6. Builds on student’s prior knowledge and experiences

SDAIE Strategies for the ESL Classroom

• Speak slowly

• Lots of visuals and realia

• Context embedded

• Manipulatives and hands-on

• Build on prior knowledge

• Limit teacher-centered lectures

• TPR (total physical response)

• Use grouping strategies

• Focus on the meaning, not the form

• Graphic organizers• Preview-review• Alternative assessment• Make the text comprehensible

(Give ELLs access to the content)• Make home-school connections

(connect home language and culture with school)

• Independent reading opportunities

Differentiated Writing Activities

The following examples are differentiated writing activities for the solarsystem. These writing activities can be adapted for the three to five English proficiency levels for each theme.

Theme: Solar System

ESL Level: Beginning (Level 1)Students will write (or copy) simple sentences about the solar system, sun,and planets. Students will create a Step Book with one fact (sentence) per page.There will be a total of five pages in the step book. Have students illustrate theirsentences.

Write the first sentence for them: The sun is large.Have students illustrate the sun.

ESL Level: Early Intermediate (Level 2)

•Students will complete the same writing assignment as the Beginning Level (write five sentences and create a Step Book). •Students will include another sentence or two about what the sun and planets are like. •Students will write an increasing number of words and simple sentences.

Write the first sentence for them: The sun is the central part of the solar system. Have students illustrate the sun in the middle of the planets for the first page.

ESL Level: Intermediate (Level 3)Students will produce independent writing that may include some

inconsistent use of capitalization, periods, and correct spelling. Students willcreate an “I AM” poem describing themselves if they were the sun, Earth, any

planet, or the solar system.I am the sun.I feel _______I see _______I like ________

I don’t like _______I wonder ________

I am _________Students will write an essay or short story about why they wrote

how/what the sun feels, sees, likes, wonders, etc.

ESL Level 4 Early Advanced:

•Students will write a multiple-paragraph expository composition for the solar system. •Have students create a graphic organizer with “solar system”

in the middle. •Students will write two to three subtopics (e.g., sun, planets).

Brainstorm with students and write sample topic sentences on the board.•Students will independently form, revise, and articulate their

understanding of the solar system in three to four paragraphs.

ESL Level 5 Advanced:

•Students will write and publish a persuasive essay about why the sun is important to Earth and the solar system. Students should use standard grammatical forms.•Begin the essay with the title: “Why the Sun Is Important to Earth and the Solar System.”

•Review and confirm that students include the following:Students will use opinions with supportive facts about the solar system.Students provide a series of arguments or reasons to support why the sun is important.Facts about the sun are organized in logical order.Students will include a concluding statement or summary

about the sun.

Activities for Language Acquisition StagesBeginning - Level 1

Characteristics: Students have very little comprehension No verbal production

Activities: Use lots of visual aids and slow speech. Oral production not forced. Key words written on board. TPR (Total Physical Response) Use realia.

Student tasks include: listening physical actions drawing gesturing matching

Examples of questions:

Find the…. Point to the….. Walk to the…..

Beginning – Level 1

Characteristics: Students have limited comprehension one or two word responses.

Activities: pictures role playing charts and graphs labels

Student tasks include: One or two word responses. Naming, labeling Listing Categorizing Yes/no answers

Examples of questions Where is the….? Is this a table? Yes or no? What color is the…?

Intermediate - Level 2 Characteristics:

Good comprehension Simple sentences with limited vocabulary Many errors in grammar, syntax and pronunciation

Activities: Matching, classifying Games Group discussions Charts and tables

Student tasks: Small group work Summarizing Describing and explaining Role playing Complete sentences Retelling

Examples of questions: Tell me about… Why did the…. Describe…. What do you think…. How did the boy feel….

Advanced -Level 3 Characteristics:

Excellent comprehension Few grammar errors Appears fluent when speaking, but has problems with high level

academics and literacy Activities:

Paraphrasing Use SDAIE strategies Journals Oral discussions Language experience Outlining and mapping Newspaper articles

Student tasks: Analyzing Prediction Give instructions Giving opinions, justifying Reading and writing

Examples of questions: Compare (the lion and the tiger….) Contrast (the desert and the rain forest) Which do you prefer? Why? How do you think this story will end?

Distance from the sun Distance from the sun (in millions of miles)(in millions of miles)

Pluto- 3,688 Pluto- 3,688 (explain it used to be a planet but it (explain it used to be a planet but it is now is now “demoted” to dwarf planet status)“demoted” to dwarf planet status)

Neptune – 2,794 Neptune – 2,794 Uranus – 1784Uranus – 1784Saturn – 887Saturn – 887Jupiter – 483Jupiter – 483Mars – 142Mars – 142Earth – 93Earth – 93Venus – 67Venus – 67

Mercury – 36Mercury – 36

• Each lesson should have at least one or more SDAIE strategy listed for each component of the lesson.

• Lesson topic or theme:

• Grade and English Language proficiency level:

• Language objective: Content objective:• ESL Standards

• Key vocabulary:

• Supplementary materials:

• Introduction or motivation strategies for ESL Lessons:• (Build background and connect prior knowledge)• Realia, Graphic organizers: clusters, mapping, charts, tables• Ask questions about what they know, Share personal experiences, KWL , reflective journals or charts• Picture cards, Photos, Literature, Field trip, Games, Poem, Music and songs

• Guided Instruction/teaching:• (presentation, teaching sequence)

• Independent activity, Practice, Application:• Oral Practice• Reading and Writing

• Assessment/evaluation:• Extended Activities:

•Components for ESL Lessons

ESL Lesson Plan Template• Lesson topic or theme:

• Grade and English language proficiency level:

• Language objectives: Content objective:

• Key vocabulary:

• Supplementary materials:

• Introduction or motivation strategies:

• Guided Instruction/teaching:• • Independent activity, Practice, Application:• • Assessment/evaluation:

• Extended Activities

• Beginning (Preproduction and Early Production, Level 1)• (Teacher points as she says the following):• Everybody wears different clothes.• I (the teacher) am wearing a skirt and blouse.• He is wearing a shirt. He is wearing pants. He is wearing socks.• She is wearing pants and a shirt.• She is wearing a scarf.• She is wearing a dress.• Point to shirt. • Point to the socks.• Point to the pants.• Point to the scarf.• Are you wearing a skirt?• Are you wearing socks?• Is this a hat?• Is this a dress?

• Intermediate (Level 2 or speech emergence)• What is she wearing? (point to her blouse)• What is this? (point to socks, pants, skirt, etc.)• What do you wear with pants?• Is this a dress or a blouse?

• Advanced (Level 3 or intermediate fluency)• Why are you wearing pants?• What do you like to wear? Why?• Do you prefer to wear pants or a skirt?• Why do you think people wear clothes?• Describe what she is wearing.

Example of differentiated activities for Vocabulary Development Vocabulary words for clothing:

pants, dress, socks, shirt, scarf, hat, skirt, blouseReminder: Use realia or pictures to demonstrate

Integrating poetry/language arts in the content area• ACROSTIC POEMS

Volatile explosion

Occasionally erupts

Lava over rocks

Can we get out of the way?

Ash can come out too

Not safe

Oh my! By Randy Drumm

Acrostic Poems Generates differences

sEquence of DNA

No two alike

chromosomE by Vicente Perez

WarmExtreme weatherAir pressureThunder stormHeat waveEvaporateRain storms by Steve Vang

I AM Poems• I am ________• I feel _______• I think ________• I like ________• I don’t like ______• I have _________________• I ___________

– Example: I am (a lion, the sun, an apple, winter)» I am (the sun)» I feel (hot )» I think (people like me)» I like (to make the earth warm)» I am (made of hydrogen and helium)» I provide energy» I provide heat» I provide light

BIOPOEM• First name• Four characteristics• Relative of ______, ______, ______.• Lover of ______, ______, ______.• Who feels ______, ______, ______.• Who need ______, ______, ______.• Who fears ______, ______, ______.• Who gives______, ______, ______.• Who would ______, ______, ______.• Resident of ______, ______, ______.• Last name

BIOPOEM• Square• Polygon, four equal sides, 4 equal angles, and quadrilateral• Relative of rectangle, rhombus, and parallelogram• Lover of equality, parallel ideas, and being closed• Who feels strict, obedient and distinct• Who need “four’s” , accuracy, and understanding• Who fears sloppiness, being out of shape, and being unbalanced• Who gives structure, graphing paper, and definition of area• Who would like to see triangles inside, Des Cartes, and being used

in architecture• Resident of geometry• Pants

Anticipation / Prediction Guide

•Create anticipation (or prediction) guides for texts or investigations to help activate and assess students’ prior knowledge and to motivate student interest. •Select major concepts and statements you want your student to learn.•Choose statements that may challenge or support a student’s belief.

•Directions: Place a check (or write Y for yes) if you agree with the statement in the “me” column. After reading the text, check the statements which agree with the text. Compare your opinions with those in the text.

ME TEXT•____ ____ A healthy mouth in an adult has 32 teeth.•____ ____ Your tongue helps you swallow.•____ ____ The digestive system is a very short tunnel of muscle.•____ ____ Food’s energy is measured in ounces.•____ ____ The esophagus connects the pharynx and the stomach

Anticipation guides are useful for predicting and investigating science concepts.Example:

ME Text or Observation

____ ____ Corn syrup is more dense than water.____ ____ Water and milk have the same density.

Anticipation guides help students develop critical thinking skills.Example: Me Author Me____ Cherry is pretty and only likes the Socs _____ ______

_____ Dally is a trouble maker and a bad person. _____ _______

WORD What I think it means Definition What it means to me

definition

characteristicspolygon

Non-examples

Frayer Model (for vocabulary development or concept development)Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word.(Adapted from Frayer, Frederick, & Klausmeier, 1969)

A mathematical shape that is a closed plane figure bounded by 3 or more line segments

•Closed•Plane figure•More than 2 straight lines•Made of segments•2 dimensional

•Circle•Cone•Arrow•cylinder

Examples

•Pentagon •Square•Trapezoid•Hexagon•rhombus

definition

characteristics

earthNon-examples

Frayer Model (for vocabulary development or concept development)Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word.(Adapted from Frayer, Frederick, & Klausmeier, 1969)

The third planet in order from the sun with an orbital period of 365 days

5th largest planetHas life71% covered in waterAtmosphere: 77% nitrogen

21% oxygen

StarMoonNo life

Examples

QAR (Question – Answer – Relationship) Strategy (Raphael, 1982, 1986)

• This strategy is designed to connect reading purpose to text and to the reader’s personal experiences and information sources. QAR can be used to help children understand the thinking demands of questions.

• There are four categories of information sources:

• Right There – the information is stated explicitly in the text.

• Think and Search – The information is still in the text, but must be inferred or concluded from various statements in the text. This involves the interpretive level of thinking (explanation, compare/contrast, cause/effect, list/example).

• Author and You – The information is a combination from the text and the students’ background knowledge. This level requires use of the interpretive, applicative, or transactive , level of thinking.

• On My Own – this information is primarily from the readers’ background knowledge. Uses the transactive or applicative level of thinking.

What is Electricity?Electricity is a type of energy. Energy is a force that makes things work. We use electricity to do many things. Electricity lights our homes. It helps us search the Internet. It even helps us wash our clothes. Our world would be a very different place without electricity. Electricity is possible because of tiny pieces of matter called atoms. Atoms are so small we cannot see them. Still, we know that they make up everything in the world, including people. To understand how electricity works, we need to understand more about atoms.

All atoms are made up of even smaller particles called protons, electrons, and neutrons. Protons have a positive charge. Electrons have a negative charge. Neutrons have no charge. Positive and negative charges attract, or move toward each other. Similar charges repel, or move away from each other. Atoms usually have equal positive and negative charges, so they are neutral.

(excerpt from: It’s Electric! By Greg Roza. Rosen Classroom Books and Materials. 2003).

After reading the passage, form small

groups and answer the questions together.

Evaluate which QAR category these questions will represent.

1. What kind of particles are atoms made up of?

2. How does electricity affect our lives?3. How do you use electricity?4. Do you think electricity is important?5. What makes our refrigerator, television

and computer work?6. What is the difference between protons

and neutrons?

Teach the Text Backwards(CAL and Delta Systems, 1998)

Traditional Sequence of Textbook Reading:4. Read the text.3. Answer the questions at the end of the chapter.2. Discuss the material in class.1. Do the applications or expansion activities.

Teaching the Text Backwards1. Do the applications or expansion activities.

a. Connect to background knowledgeb. Motivation

2. Discuss the material in class.Use visuals, realiaGive main points

3. Answer the questions at the end of the chapter. Form study questions from comprehension questions.

4. Read the text.5. Return to study questions and answer.6. Do additional application/expansion activities.

DIALOGUE JOURNALS

Dialogue journals benefit children because:

• Students receive an individual reply from their teacher (Hae Joon)

• Students experiment with writing in English or the second language in a meaningful context (Elena)

• Build communication skills• Build authentic literacy skills• Students choose their own topics

Dialogue journals benefit teachers because:

• It provides a weekly developmental record of the child’s writing

• Models writing in an authentic context• Helps children make the connection

between oral and written language• Learn about the child and his/her

interests

Dialogue journals as a tool for writing instruction for English Language Learners

• ELLs need more guidance and collaborative writing opportunities

• ELLs need to have an opportunity to feel free to write and express themselves without their writing (spelling, grammar) being corrected

• Writing process, writer’s workshop, composing process (brainstorming/pre-write, draft, edit, revise, publish) is a separate component of writing instruction.

“Vietnamese was my first language and it was tough trying to learn English.

An instrumental person that helped develop my literacy is my sixth grade teacher Mr. Jones. Although I was only his student for a year, we built a friendship that grew outside of the classroom. He became a caring friend and a person I deeply admired. He helped me with my reading and writing abilities through the process of daily journal assignments. We had to write in our journal every day after lunchtime for approximately 10 minutes. Mr. Jones allowed us to free write about anything that we felt a desire for.

I would write about what happened outside of school the previous day. Then Mr. Jones would read our entries and comment on them. Usually, he replied with thoughtful feedback and encouragement. This gave me the impression that he really did care about his students because some of my early grade teachers never responded to our writings.

This activity made me feel like I was having my own little conversations with Mr. Jones. I was so comfortable with Mr. Jones that I started to write about many things. I really enjoyed that journal assignment because it allowed me to express my feelings and thoughts without having any restrictions or barriers. I often found myself not having enough time to write everything that I wanted to put on paper.

I was also excited to see how Mr. Jones would respond to my entry each day. This assignment improved my literacy skills because I was eager to read and write.

For the first time in my childhood, I wanted to read and write more than hanging out with my friends.”

• Bobby Nguyen• College student• Long Beach, California September 2005