tech tesoros for ells in ccss

# Martin Cisneros @TheTechProfe1

Tech Tesoros for ELL Instruction in Common Core


Part 1 & 2


BIT.LY/ELL-BLENDED2016

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4

No…Not That Type of

Martin

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@TheT

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How did I get here?How did I get here?


ESL Ghetto

Martin Cisneros @TheTechProfe#

Source: http://goo.gl/0BPFDa

14

http://goo.gl/0BPFDa




ESL Ghetto



# Martin Cisneros @TheTechProfe19 The CCCS ELA/ELD Framework 2014

Martin Cisneros @TheTechProfe# 20

What will it take to ensure that THIS reform era does not leave ELLs behind?

MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST

Martin Cisneros @TheTechProfe

Misconception #1Exposure and Immersion Are the Answer

# 21


Misconception #2One Size Fits All

# 22


Misconception #3Specially Adapted Instruction in English is “Just Good Teaching”

# 23

# Martin Cisneros @TheTechProfe

English Learners

SOURCE: CA DEPARTMENT OF ED

24

Demographic Trends


THERE ARE MORE MULTILINGUALS THAN THERE ARE MONOLINGUALS TODAY



1 IN 4 IN CALIFORNIA ARE FOREIGN BORN



ELL’s in USA come from 400 different language backgrounds

Vietnamese and Chinese are the next

two most common first languages spoken

among ELLs (accounting for 1.8%

and 1.4%, respectively, of the ELL population)

80% of the ELL population enrolled in our nation's schools are Spanish

speakersSOURCE: CA DEPARTMENT OF ED


What Do All The Labels Mean?ELL, or English language learner. ELL is the most current term used in the United States to describe students whose native language is not English, who are in various stages of acquiring English, and who require various levels of language support and development in order to become fully proficient in English.

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ELL, ESL, ELD, LEP, EFL



What Do All The Labels Mean?ESL, or English as a second language. The term ESL was formerly used as a designation for ELL students, but is more commonly used now to refer to “a program of instruction designed to support ELL students ” and is often still used at the postsecondary level to refer to multilingual students.

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What Do All The Labels Mean?ELD, or English language development. ELD is often used to describe instruction and programs for ELL students that focus on developing English language proficiency in the domains of reading, writing, listening, and. speaking.

30




What Do All The Labels Mean?LEP, or limited English proficiency. LEP is used by the U.S. Department of Education for ELLs who have not yet demonstrated proficiency in English, according to state standards and assessments.

31




What Do All The Labels Mean?EFL, or English as a foreign language. EFL refers to students who are “nonnative English speakers, but who are learning English in a country where English is not the primary language.”

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Over 1/2 of ELLs in middle and high schools were born in the United States, are second- or even third-generation immigrants,

and have been enrolled in U.S. schools since kindergarten.

Long-term English language learners, or LT-ELLs

Stuck at the intermediate level. High levels of oral English

proficiency, but may lack the academic language and skills in reading and writing needed

to master subject matter


Researchers and educators commonly use the term L1 to refer to a student's native language (also called primary language, home language, or heritage language ) and L2 to refer to the language a student is acquiring in addition to their native language, which in the United States is English.

L1 - Home Language

L2 - Acquiring Language


What if…

35


COMMON CORE & ELD STANDARDS

WHERE ARE WE?


Interpretive

Productive

Collaborative

Part I: Interacting in Meaningful Ways

Part II: Learning About How English Works

Connecting &Condensing Ideas

Expanding & Enriching Ideas

StructuringCohesive Text

Part III: Using Foundational Literacy

NativeLanguage Emerging Expanding Bridging Lifelong Lang

Learning

California ELD Standards


How is it Different Than What We did Before?

38


The Big ShiftFROM

39

Separate , self contained

Sequential, set of rules, grammar based

Grade span

Simplified text - content after English

Integrated with academic content: both integrated & designated

Spiraling, social, meaning and context based

Grade level

Complex text - content doesn’t wait for English

TO


Access to Content

40

Three Components of what ELLs Need

Visuals

TPR Total Physical Response

Relia

Labeling

Repetition, review

SDAIE - Specially Design Academic Instruction in English

Language to Participate & Process

How English Works

Language Functions

Graphic Organizers

Differentiated Sentence Frames

Designated ELD

Oral Practice

Explicit Instruction

Contrastive analysis

Unpacking


Math Social Studies

Langage Arts Science

ELDSeparate

Self - contained

Program defined

Minutes defined

ELD/ESL

Sequential

Grammar & Rules Based

How we were doing ELD & Content

Teach

English

Access to

Curriculum

AMRU TS I C


Language

Science

2010 Common Core ELA Adopted

Math Social Studies

Langage Arts

Language is central to all academic areas


Integrated ELD

Science

Integrated & Designated ELD*

Math Social Studies

Langage Arts

*Per

new

CA

ELD

Sta

ndar

ds a

nd E

LA/E

LD F

ram

ewor

k

Integrated ELD

Designated ELD


What are the language demands for accessing and participating in this content?• Integrated ELD is provided to EL’s

throughout the school day and across all subjects by all teachers of ELs. The CA ELD Standards are use in tandem with the CA CCSS for ELA/Literacy and other current standards to ensure students strengthen their abilities to use English as they simultaneously learn content through English.

44


What are the opportunities presented by the content for teaching language?

• Designated ELD is provided by skilled teachers during the regular school day. Teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical language Els need for content in learning English.

45


So Where Do We Begin?Acquaint administrators and teachers with the “Big Picture” of the shifts, and notion of integrated and designated ELD

Overview of the new ELD standards

# 46


Source: goo.gl/VOCWWt

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ELD Then & Now

https://goo.gl/VOCWWt












Era of Building Programs, Practices, Approaches

Lau V.Nichols

42 31

1 9 7 4 1 9 9 0 ’ S 2 0 0 1 2 0 0 6

5

2 0 1 0

6 7

2 0 1 2 2 0 1 4

English Only Movement Prop 227, etc

No Child Left Behind

National Literacy Panel on Language Minority Children and Youth

Common Core Standards adopted

New ELD Standards Adopted

The new EA/ELD Framework is adopted!

ELD


NCLB Unintended Consequences• Narrowed curriculum

• Mandated minutes in curriculum not designed adequately to meet needs of English Learners

• Disappearance of bilingual programs under pressure of an English only assessment and accountability system

• Gap largely remained, long Term English Learners identified

49


Language Development Throughout an Integrated Curriculum

Thematic Connection Science & Social Studies Based Units

Core ELA Math ELD Science Social Studies

High Leverage Strategies

Academic Language


Awareness of English Learners

52

Are educators aware there are English Learners in their schools|classes? Are they aware of the magnitude?


Understanding of all ELL Needs53

Do educators understand English Learner needs? The meaning of proficiency levels? The process of first and second language development? The various typologies of English Learners (e.g., newcomers, Long Term English Learners, RFEPs)? The implications of all of the above for instruction and services?


Knowledge of How to Dress Needs54

Do educators know what needs to be done in order to address English Learner needs? Do they know the research on effective program design and instructional practices that address English Learner needs?


Capacity (Skills, Strategies) to Implement Knowledge

55

Do teachers and administrators have a toolkit of skills and strategies to use in addressing the needs of their English Learners?


Conditions (Resources, Time, Permission, Policy)

56

Are educators provided the conditions needed in order implement the strategies, programs and services needed by English Learners? Do they have the time, resources, permission, policy, class-size, etc. that make it possible to implement what is needed?


Data (Valid and Reliable) 57

Are assessments valid and reliable, timely and relevant for English Learners? Is data analyzed, shared and discussed regarding implications for addressing needs of English Learners? Is data disaggregated by English Learner profile/typology?


Will and Belief and Sense of Urgency58

Do decision-makers care about English Learners and choose to focus on ELL needs? Do educators believe that English Learners can achieve to high levels with appropriate scaffolds provided? Is there a sense of urgency and focus on addressing English Learner needs?


Accountability59

Are there clear goals and indicators focusing on English Learners in the LCAP? is there leadership focus on what is happening with your English Learners?


SEAL Model

61

Prevent Long TermEnglishLearners

Enact rigor &21st Centuryvision ofeducation in theCommon Core &new generationstandards

Implement newconvergent EnglishLearner ResearchSEAL

X

Source: goo.gl/uSfbTm

Sobrato Early Academic Language Model

http://goo.gl/uSfbTm


Begin with Content• What are we teaching?

• What analytic task are we asking Ss to do?

• What is the CONTEXT for using language?

• What is the NEED & PURPOSE for using language?

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TASK

63

For All Students

What do you want your students to do?

SUBJECT LANGUAGE RESOURCESWhat is the

content they are engaging with?

What language resources do they need in order to do the task with this content?


Example• Students will deliver an

oral presentation on how force effects the motion of an object using the language of cause and effect and academic vocabulary.

64


“Scaffolding does not change the intellectual challenge of the task, but instead allows the learners to successfully participate in or complete the task in order to build the knowledge and skills to be able to perform similar tasks independently in the future.”

Source: CA ELA/ELD Framework


TASK

66

What do you want your students to do?

SUBJECT LANGUAGE RESOURCESWhat is the

content they are engaging with?

What language resources do they need in order to do the task with this content?

ELD Standards Part 1Interacting in meaningful ways

Content standards & language function

ELD Standards Part 2How English works


Find the ELD StandardsLook in the ELD standards Part I (“Interacting in Meaningful Ways") to find the type of INTERACTION this task requires

writing, listening actively, exchanging ideas and information, interacting with others, offering opinions, reading closely, presenting, selecting and applying precise vocabulary and language structures

67


Find the ELD StandardsLook in the ELD Standards Part II (“How English Works”) to locate the aspects of language students will need to carry out this task

Understanding text structure and cohesion, using verbs and verb phrases, using nouns and noun phrases, modifying to add details, connecting ideas and condensing ideas

* Note the suggested scaffolds and modifications by English proficiency level

68




69

• ELD Standard Part 1.C.9 Interacting in Meaningful Ways, Productive Language, Presenting

• ** ELD Standards Part II, B 3, 4 and 5 Learning about how English works, expanding and enriching ideas, verbs, nouns and modifying to add details.


TASK

70

And the ELD standards then delineate how to differentiate by ELL levels

SUBJECT LANGUAGE RESOURCES

Scaffolds

Scaffolds might include: using visuals or manipulatives, charts and graphic organizers, sentence frames and supports and sentence starters, working in pairs or small groups, with teacher support and prompting, gestures and drawing, briefness or extendedness of product

The ELD Standards provide a continuum of supports and scaffolds that will help with this!

+ + +


Example of differentiated language objective with scaffolds specified• * My Emerging Level ELL students.....

will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.

71




72

• * My Emerging Level ELL students..... will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.

All Students ELL Students


So how can blending tech enhance this process?




Using a toolkit of scaffolding strategies

Draw and Label (pictorials) Shared research projects

Graphic organizers Cooperative writing and editing

Structured oral interaction & collaborative conversations Interactive dialogic read alouds

Narrative retell Structured team tasksContent based chants Barrier Games

Vocabulary in Context Researcher centers with hands-on materials

Visuals Total Physical Response And more


Integrated ELD• When: While you’re teaching the

regular curriculum

• How: You support and scaffold ELs to be active participants in and successful with the content

• Standards: Content standards rule, ELD standards used to guide scaffolding

75


Designated ELD• When: It's own dedicated time during

the day AND also in small differentiated groups throughout the day

• How: “In preparation for" or “In response to” what is happening in the regular curriculum and what you notice about their language needs

• Standards: ELD standards rule, the language function implied in the content standards used to guide focus

76


The BIG Idea• This takes professional development (in

strategies, in understanding the standards, in understanding the process of planning)

• This takes teacher planning and collaboration time * This requires clear messages about expectations regarding when and how ELD will occur – and how students should be grouped

• Because it is complex and a major shift from prior practice, it requires a TRANSITION

77


Caution! • Don’t lose the focus on ELD. We have to be sure it is happening!

• Don’t lose the intent of CONTENT-based ELD and basing ELD on student need because of the relative ease of just purchasing a program

• Use this as an opportunity to really deepen teacher understanding of language and language development!

78


Transition

• Recognize it will take time.

• Work in increments: e.g., begin using graphic organizers and language function support during “integrated ELD", and front loading and practicing that language function during 2 days a week of “designated ELD” — continue with prior ELD approach the other 3 days.

• Encourage teachers to NOTICE language – use ELD resources to address language needs

• Provide coaching, planning time and collaboration time

PICTURE NAME

79


1. DISCUSS PRACTICAL

APPLICATIONS

80


2. MAKE EXPLICIT CONNECTIONS TO STANDARDS

81


3. DON’T IGNORE ASSESSMENT

82


4. INTEGRATE RESEARCH TO BUILD CREDIBILITY

83


5. BUILD CAPACITY

84


Oracy, Literacy, & TechnologyIT MUST BLEND!

# 86

CLASSROOM IMPLICATIONS

Provide literature that is culturally relevant, age

appropriate, and accessible to ELs at their current level of English

acquisition

Use online writing to help students develop relationships and practice English with other

students. Make it part of a language and cultural exchange

where English-speaking students -- who often take foreign language

classes -- also practice the first language of the ESL student

Allow students to research topics of interest. If students are truly

interested in a topic, they will probably learn more language

Provide a space where all languages have equal power. Have

students work together to complete a service-learning task,

interview each other, or work on a project using both languages

Take advantage of professional learning opportunities

specifically to benefit English learners. For example, join a

professional organization such as TESOL or the National Association

for Bilingual Education (NABE)

Get to know students as human beings. Honor the resources they

bring to the classroom and recognize their multiple literacies

Provide literature that is culturally

relevant, age appropriate, and

accessible to ELs at their current level

of English acquisition


newsela.com

Google Advanced Search

crafty184.com

http://newsela.com

http://crafty184.com


Use online writing to help students develop

relationships and practice English with other students.

Make it part of a language and cultural exchange where

English-speaking students -- who often take foreign language classes -- also

practice the first language of the ESL studentdocs.google.com

todaysmeet.com

padlet.com

http://docs.google.com

http://todaysmeet.com

http://padlet.com


Allow students to research topics of

interest. If students are truly interested in

a topic, they will probably learn more

languageGoogle Search Education

Google App Search

agoogleaday.com

http://agoogleaday.com


Provide a space where all languages have equal

power. Have students work together to

complete a service-learning task, interview each other, or work on a

project using both languages

awwapp.com

Google DriveGoogle Translate Tools

http://awwapp.com


Take advantage of professional learning

opportunities specifically to benefit English learners.

For example, join a professional organization

such as TESOL or the National Association for

Bilingual Education (NABE)

TESOL.org

NABE.orgtwitter.com

http://TESOL.org

http://NABE.org

http://twitter.com


Get to know students as human beings.

Honor the resources they bring to the

classroom and recognize their

multiple literacies

Music

LiteratureGoogle Cultural Institute

CONCEPT CHECKING

Benefits of concept checking 3 C’s:

checks for students’ understanding.

clarifies difficult vocabulary for students who are too shy to ask

questions.

creates a supportive learning classroom, where students feel

that it’s okay to ask for help.

Source: goo.gl/bcTir3

Google Forms

GoFormative.com

GetKahoot.com

http://goo.gl/bcTir3

http://GoFormative.com

http://GetKahoot.com

BOARD WORK & ERROR

CORRECTIONIn a non-ELL classroom using the

board and error correction is important, but in an ELL classroom it’s a must. Students need to hear

out and see instructions, new concepts, words, definitions on the board. Visuals in an ELL classroom

helps students with: memory, clarification, recognition,

understanding, reminding and error correction

Source: goo.gl/bcTir3

HaikuDeck.com

Cloud Generators

canva.com

goo.gl/auLfPi

http://goo.gl/bcTir3

http://HaikuDeck.com

http://canva.com

http://goo.gl/auLfPi

SUPPORT ELL’S WITH SCANNABLE

TECHNOLOGYScannable technology provides

opportunities for students to quickly and easily interact with a

variety of content. In a differentiated classroom, children should have access to resources

and support materials that will push them toward success.

ELLs can be supported by a variety of tech tools. This includes

scannable technology like quick response (QR) codes and

augmented reality (AR) triggers

Source: goo.gl/m4nNQO

Interactive Word WallsScannable Vocabulary ListsBuild Background Knowledge

goo.gl/MeyAJq

goo.gl/nW0IQs

aurasma.com & App

http://goo.gl/m4nNQO

http://goo.gl/MeyAJq

http://goo.gl/nW0IQs

http://aurasma.com

WRITTEN VS. AUDIO VS. MOVIE

DIRECTIONSSome of your ELLs may be

conversationally fluent in English but struggle with reading in this language. In addition to giving them written directions

in English, you can provide an activity sheet or assignment that will link to a URL where they can hear the directions read aloud for them. You may decide to try

this strategy if your students are stronger readers and you want them to practice

their listening skills. Another option is to provide audio directions for students in their native language so that they can focus on the task at hand rather than

struggle with following written directions.


kaizena.com

SnagIt

ThingLink.com


http://kaizena.com

http://ThingLink.com


Leadership Please! Protect the space for teachers to implement!



Administrators Need

Clarity about implications of new standards Resources Models Skills, tools


Martin Cisneros @TheTechProfe#100

Intentional Deep Shift to make this happen!


T H A N K Y O U !



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Tech Tesoros for ELL Instruction in Common Core

@TheTechProfe

Martin Ricardo CisnerosAcademic Technology Specialist

Santa Clara County Office of Education




Resources

106

TECHNIQUES, TACTICS, &

TOOLS THAT SUPPORT ENGLISH

LANGUAGE LEARNERS

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IN OUR LAST EPISODE...



Tech Tesoros for ELL Instruction in Common Core Part 1

@TheTechProfe

@TheTechProfe

109

Era of Building Programs, Practices, Approaches

Lau V.Nichols

42 31

1 9 7 4 1 9 9 0 ’ S 2 0 0 1 2 0 0 6

5

2 0 1 0

6 7

2 0 1 2 2 0 1 4

English Only Movement Prop 227, etc

No Child Left Behind

National Literacy Panel on Language Minority Children and Youth

Common Core Standards adopted

New ELD Standards Adopted

The new EA/ELD Framework is adopted!

ELD

110



• * My Emerging Level ELL students..... will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.

All Students ELL Students@TheTechProfe

@TheTechProfe

111

And the ELD standards then delineate how to differentiate by ELL levels

TASK SUBJECT LANGUAGE RESOURCES

Scaffolds

Scaffolds might include: using visuals or manipulatives, charts and graphic organizers, sentence frames and supports and sentence starters, working in pairs or small groups, with teacher support and prompting, gestures and drawing, briefness or extendedness of product

The ELD Standards provide a continuum of supports and scaffolds that will help with this!

+ + +

@TheTechProfe

112

So how can blending tech enhance this process?


@TheTechProfe

113

1. DISCUSS PRACTICAL

APPLICATIONS

@TheTechProfe

114

2. MAKE EXPLICIT CONNECTIONS TO STANDARDS

@TheTechProfe

115

3. DON’T IGNORE ASSESSMENT

@TheTechProfe

116

4. INTEGRATE RESEARCH TO BUILD CREDIBILITY

@TheTechProfe

117

5. BUILD CAPACITY

@TheTechProfe

118

Oracy, Literacy, & TechnologyIT MUST BLEND!

119

BEGINNING ELLS

@TheTechProfe

@TheTechProfe

120

UNHELPFUL

Providing Lengthy explanations without visual clues or relia

Calling only on selected individuals to

announce correct answers to entire class

Providing only one way to respond to questions

BEGINNING ELLS

@TheTechProfe

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HELPFUL

Showing visual and real objects that give clues

about instruction

Providing short, targeted instruction followed by active

responses

Using small group sharing to rehearse

answers before raising hands to address the

entire class

BEGINNING ELLS

@TheTechProfe

122AWWAPP.COM

http://awwapp.com

http://awwapp.com

@TheTechProfe

123Google Trans la te App

https://goo.gl/CRrXA

https://goo.gl/wpdBy

@TheTechProfe

124

Martin Cisneros is a great teacher

@TheTechProfe

125

said his mother

@TheTechProfe

126

What e lse?

@TheTechProfe

127

EDPUZZLE.COM

http://edpuzzle.com

http://edpuzzle.com

Augment Your School Environment

Practical Ways to Transform Your Physical Library Space with an Overlay of the Digital World

Martin Cisneros Academic Technology Specialist@TheTechProfe

Get The Preso

b i t . ly /ar lc2015

@TheTechProfe

http://bit.ly/arlc2015

Santa Clara County Office of Education

The best way of explaining it is to just SHOW IT

130

EARLY INTERMEDIATED ELLS

@TheTechProfe

@TheTechProfe

131

UNHELPFUL

Calling for a one word choral responses to

questions

Neglecting writing opportunities because students struggle with spelling grammar and

punctuation

Accepting only error free writing

@TheTechProfe

132

HELPFUL

Beginning lessons on any topic with

meaningful vocabulary instruction

Providing opportunities to develop total fluency

with language games

Providing response boards for students to

write answers

GRAMMARLYCheck your grammar right from your browser or Office suite. Improve your writing in emails, documents, social media posts, messages, and more. www.grammarly.com

133

http://www.grammarly.com

https://goo.gl/yrKVzQ

BACKCHANNELS134

todaysmeet.com

padlet.com

en.linoit.com@TheTechProfe

https://goo.gl/HxWSiF

https://todaysmeet.com/

http://todaysmeet.com

https://padlet.com/

http://en.linoit.com/

http://en.linoit.com

DUBSMASHDubsmash is a mobile app to create short selfie videos dubbed with famous sounds. www.dubsmash.com

135

@TheTechProfe

http://www.dubsmash.com

https://goo.gl/iUSHoQ

MSQRDRecord video selfie animations, change the way you look and send it to friends via your favorite messengers and social networks. msqrd.me

136

@TheTechProfe

http://msqrd.me

http://goo.gl/e0uuyX

137

INTERMEDIATED ELLS

@TheTechProfe

@TheTechProfe

138

UNHELPFUL

Failing to allow wait time for ELLs to think about their answers before responding

Assigning copying of definitions from word

lists

Excluding parents and family members from

actively participating in children’s learning

@TheTechProfe

139

HELPFUL

Providing literary development in all

subject areas

Providing a purpose for reading assigned

passages

Demonstrating how to take notes & making what to write down explicit during class

lectures & discussions

CRAFTYLEVEL CraftyLevel shows you the Flesch-Kincaid reading level of any web page. Install it, browse to any web page, and see the grade level as a number on the icon in the upper right of the screen. www.crafty184.com

140

http://www.pbslearningmedia.org/

http://www.crafty184.com/

http://www.crafty184.com

http://www.crafty184.com/

NEWSELAUnlimited access to hundreds of leveled news articles and Common Core–aligned quizzes, with new articles every day. newsela.com

141

@TheTechProfe

http://newsela.com

http://newsela.com

BEELINE READERBeeLine's color gradient makes reading faster/easier for over 90% of people. How much will it help you? goo.gl/uJIv0O

142

@TheTechProfe

http://goo.gl/1MgyCn

http://goo.gl/1MgyCn

https://goo.gl/uJIv0O

CITE THIS FOR MEAutomatically create website citations in the APA, MLA, Chicago, or Harvard referencing styles at the click of a button. goo.gl/0cNsDZ

143

@TheTechProfe

http://www.pbseduelectioncentral.com/debates

https://goo.gl/0cNsDZ

EASYBIBCite web sites with one click using the EasyBib Toolbar and receive advice on the credibility of the web site you're citing. goo.gl/HBGszZ

144

@TheTechProfe

http://www.pbseduelectioncentral.com/debates

https://goo.gl/HBGszZ

145

EARLY ADVANCED ELLS

@TheTechProfe

146

UNHELPFUL

Getting upset at students who say they

don’t understand

Teaching new material without connecting

connects to prior knowledge or experiences

Making all assignments individual and solitary,

neglecting social interaction

@TheTechProfe

147

HELPFUL

Asking student to debate topics

Include frequent checks for

understanding - asking student to paraphrase

what was just discussed

Inviting students to teach one another

about familiar topics as a test review

SNAGIT148

SCREENCASTIFYTake a screenshot, screen capture, or screen video

recording. Collaborate and show what you know. goo.gl/ibHMXI

Screencastify is a simple video screen capture software for

Chrome. goo.gl/su66JK

https://goo.gl/ibHMXI

https://goo.gl/su66JK

FORMATIVEA platform for real-time formative assessments + a FREE next-generation student response system. goformative.com

149

http://goformative.com

https://goo.gl/I7JmMB

150

ADVANCED ELLS

@TheTechProfe

151

UNHELPFUL

Lowering expectations for ELLs

Reserving higher order skills such as

researching for only the best students in the

class

Falsely assuming that advances ELLs no

longer need linguistic support

@TheTechProfe

152

HELPFUL

Placing a strong emphasis on refining

writing skills

Inviting humor in the forms of jokes and

plays on words

Asking advanced ELLs to synthesize what the

group is discussing

@TheTechProfe

154

UNHELPFUL

Lowering expectations for ELLs

Reserving higher order thinking skills, such as

researching only for the best students in class.

Falsely assuming that advanced ELLs no

longer need linguistic Support

ADVANCED ELLS

@TheTechProfe

155

HELPFUL

Placing a strong emphasis on refining

writing skills

Inviting humor in the forms of jokes and plays

on words

Asking advanced ELLs to synthesize what the

group is discussing

ADVANCED ELLS

@TheTechProfe

156

WRITTEN VS. AUDIO VS. MOVIE

DIRECTIONSSome of your ELLs may be

conversationally fluent in English but struggle with reading in this language. In addition to giving them written directions

in English, you can provide an activity sheet or assignment that will link to a URL where they can hear the directions read aloud for them. You may decide to try

this strategy if your students are stronger readers and you want them to practice

their listening skills. Another option is to provide audio directions for students in their native language so that they can focus on the task at hand rather than

struggle with following written directions.


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