making the connections effective strategies for ells cleveland county schools k-2 december 2008

Making the ConnectionsEffective Strategies for ELLS

Cleveland County SchoolsK-2

December 2008

Continents of the World

North America

_________ Antarctica

South America

Africa

EuropeAsia

Australia

Making the ConnectionsEffective Strategies for ELLsWe will… Evaluate the effectiveness of episodic and procedural

instruction for English Language Learners (ELLs) via…-group activities-discussion of research findings-sharing of personal experiences

Become more familiar with episodic and procedural approaches to reading as interventions for the at-risk learner via…

-demonstrations and practice-presentation of authentic examples -examples from actual case studies

Who are our LEP students?What the State Says…Score below Superior in at least one area of

the IPT English Language Proficiency Test (L, S, R, W).

Qualify for ESL Services.Remain LEP even if parents deny services.Qualify for State Test Accommodations and

Classroom Modifications.Waived Promotion Standards through two

Gate Ways (Grades 3, 5 and 8) if language is the reason.

Why are they different?Culture

Stage 1 Stage 4

Honeymoon Acculturation

Stage 3

Limbo

Stage 2

Culture Shock

Why are they different?Culture

Religious beliefs…

Concepts about respect…

Concepts of time…

Concepts of education…

Why are they different?Second Language Acquisition

Stages of Second Language Acquisition

Characteristics

Pre-production Stage1-3 months or more!

Early Production3 months-1 year or more!

Speech Emergence1-3 years or more!

Intermediate Fluency5-7 years or more!

Reading, Writing, Thinking, Culture?


BICS: Basic Interpersonal Communication Skills Characteristics:

face-to-face conversationsfamiliar topics

Years to acquire:1-2 years or more

Caution:misperception… “speak English well”listening, speaking, reading, writingstill need language support


CALP: Cognitive Academic Language Proficiency Characteristics:

language of the teachers and texts

instruction and exposure to academic language

Years to acquire:

5-7 years or more

Caution:

misperception… “speak English well”

listening, speaking, reading, writing

still need language support, even after exiting

second language programs


DLS: Discrete Language Skills Characteristics:

sounds, syntax, literacy---brain structure

instruction, formal/informal practice and exposure

Years to acquire:

A lifetime!

Caution:

can be learned concurrently with student’s oral language skills

neurological changes in the brain!

Who are our LEP students?What the State Says…

Promotion with interventions: based on adequate PROGRESS toward grade level objectives…

Change the way we grade…Change the way we assess…Change the way we teach…Change the way we think…

Research says…

Kathy Nunley: Brain.org

Semantic Memory Intentional

Episodic MemoryUnintentional

Procedural MemoryAutomatic

Making the ConnectionsEffective Strategies for ELLs

Non-linguistic Representation…

Illustrations, symbols, logographs, actions, signs…

27% overall gain

Marzano

Abstract to Concrete!


Multiple Modalities-movement, physical, tactile, hands-on…-illustrations, diagrams, realia notes…-verbal representations, student-made definitions, dialogue, games

Kinesthetic

Visual

Auditory


Vocabulary StrategiesIllustrate, act-outChareadsBrain BogglerFly SwatterOthers…

Kinesthetic

Visual

Auditory


Mnemonics + Phonics =

Mnephonics!


During the 2001-2002 school year, I had an LEP student with vision problems. He began to learn to associate sounds/symbols and connect these with words/meanings using this method. It was amazing! After only 1 week, he was able to identify the letters in his name and several words. He was also able to write them correctly! This was so amazing because NOTHING else had worked. When my assistant and I used this method, we were so amazed we actually cried! For the first time, this student began to show progress and was actually learning!!!!


Lower case lettersBasic lettersPure soundsAction cuesVisual cuesSound cuesWriting cuesWithin words

Deep Memory

Immediate Applications to Reading and Writing


•Rehearsed Reading

•Recitation

•Money in the BankProcedural Memory


___% Experience/Opportunity

___% Intelligence

+ ___% Self-esteem/Motivation

100% Achievement

Re: Donna Sawyer, Teacher On Loan, NC DPI


Scaffolds are no longer needed on this floor! The cement has set, and can stand on its own.

Scaffolds are needed on this floor to support the cement ceiling that is still wet, and not stable. It is a ceiling, it is level, it is in the right place; it just needs support for a little more time until it can stand on its own.


Student cannot read independently on grade level…

Allow the student to “rehearse” a grade level piece to present to others!

Student is reading on grade level!

Other students

do not see support

Scaffolding:

•Rehearsed Text

•Genuine Purpose

•Instant Success

Other students present without scaffolding.


Components Content Area Connections/Concepts Reading Vocabulary/High Frequency Words The Big 5: Phonemic Awareness, Phonics, Fluency,

Vocabulary, Comprehension Oral Language Development Rehearsal Genuine Purpose Self-esteem Expert Level Motivation

Relationship


Build Background if concepts are unfamiliar…

house car

tree


Introduce a genuine purpose for reading…

-reading to another class

-reading to create a video, cd

-reading to teach others interesting information

-other…


Provide structured opportunities for rehearsal…

-practicing for homework

-practicing with a partner

-recording voice on tape, computer

-other…


Assess, Diagnose, Intervene...

-assess as you go along-change instruction based on assessment-diagnose areas of strengths and weaknesses-target weaknesses, provide intervention and use strengths to support-scaffold reading!


Phonemic Awareness and Phonics…

-teach sounds of letters found within words from the text…

-focus on sound features of words from text


Fluency…

-rehearsal

-presentation

-Money in the Bank/Points Game


Money in the Bank/Points Game

-Once text is familiar, play the game!



-create word cards

-place every word from the text on one side of the card

-place a $10 (or $1, $5, etc..) sign on the reverse side

of the card



-show the student a word card and ask him to read it

-student may use the text to discover the word

-have the student to justify

the word (re-reading the

sentence, decoding the

word…



-repeat this process with every word

-the student is…

*reading silently to find information

*reading with accuracy

*reading with fluency

*reading with

comprehension

Rehearsed ReadingAn Intervention


-eventually, the student can read the words with the support of the text

-if the student reads the word correctly, he gets to keep the $10

-at the end of the game,

count by tens

-play again, and again…



-eventually, the student can read the words with the support of the text

-if the student reads the word correctly, he gets to keep the $10

-at the end of the game,

count by tens

-play again, and again…

Making the ConnectionsEffective Strategies for ELLsDid we… Evaluate the effectiveness of episodic and procedural

instruction for English Language Learners (ELLs) via…-group activities-discussion of research findings-sharing of personal experiences

Become more familiar with episodic and procedural approaches to reading as interventions for the at-risk learner via…

-demonstrations and practice-presentation of authentic examples -examples from actual case studies

making the connections effective strategies for ells cleveland county schools k-2 december 2008

Documents

language support slide

writing slide

culture shock slide

language programs

ells vocabulary strategies

academic language years

english language learners

bank procedural memory