1 Helping All English Language Learners Presented by Karen Nolan, ESL Tutor, Berlin Public Schools...

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Helping All English Language Learners

Presented by

Karen Nolan, ESL Tutor,Berlin Public Schools

[email protected]

andMitchell Grayson, ESOL Coordinator,

Cromwell Public [email protected]

November 4, 2003

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You Are the Language Learner

Place yourself in another language setting.

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Content Objective

After experiencing lessons taught in Ukrainian, participants will answer the following essential questions:– What does learning look like?– What do I want my teachers to do to

help me?– How can I apply these answers to my

own instruction?– How do I define success?

~

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Language Objective

In small groups, participants will discuss responses, then share with whole group.

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You Are the Language Learner

• Place yourself in another language setting• What does learning look like?• What do I want my teachers to do to help

me?• How can I apply these answers to my own

instruction?• How do I define success?

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Compare the two lessons

Lesson 1 Lesson 2

Both

Same language

Same objectives

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Answering the Essential QuestionsWhat do I already know? What do I want to know? What have I learned?

What does learning look like?

What do I want my teachers to do to help me?

How can I apply these answers to my own instruction?

How do we define success?

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Workshop OutlineTo Help You Answer the Essential Questions

• Why Sheltered Instruction

• Second Language Acquisition Basics

• Sheltered Instruction Observation Protocol

(SIOP)

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Why Sheltered Instruction?

• Research Based• Useful for All Educators of English Language

Learners• Effective for All Students• Observable• Best Practice• Goes Beyond Effective Instruction

~

SLA

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Research Based

• Differences among ELLs– Wide range of language proficiencies (in English and

their native language)

– Wide range of subject matter knowledge– Diversity in their educational background– Expectations of schooling– Socioeconomic status– Age of arrival– Personal experiences while coming to and living in

the United States~

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Research Based

• What is the SIOP model?– Model used to improve the academic success of

ELLs

– A product of several research studies conducted over the past decade

– Refined, strengthened, and used for professional development with research project teachers across the country

– Preliminary instrument was field-tested with sheltered teachers and refined according to teacher feedback and observations in the classrooms

~

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Research BasedCognitively Undemanding Language

Social conversation (with gestures)

Storytelling with props

Social phone call

Note left on the refrigerator

BASIC INTERPERSONAL

COMMUNICATION SKILLS

Context-Embedded Language Context-Reduced Language

Math lessson (with manipulatives)

Geography lesson with maps

Social studies lecture

Multiple choice test

COGNITIVE ACADEMIC

LANGUAGE PROFICIENCY

Cognitively Demanding Language J.Cummins, 1996

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Useful and Effective

• Provides ELLs with language support while they learn content subjects

• Develops socio-cultural awareness

• Scaffold instruction aids in comprehension and develops necessary background information and experiences

• Helps make instruction accessible while developing English language proficiency

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Observable – Beyond Effective

Wait timeKey vocabularyAdapted content

Language objectivesClarification in L1 (native language)

Appropriate speech for proficiency level

Supplementary materialsStudent background experiences

Pacing – Strategies – ScaffoldingStudents engaged - Content objectives - Vocabulary review

Hands-on materials - Feedback provided - Meaningful activitiesLinks to past learning - Review and assessment - Clear explanation of tasks

Supplementary materials - Higher-order thinking skills - Variety of grouping strategiesEchevarria and Graves 2003, page 54

Features Unique to Sheltered Instruction

Features shared by Sheltered

and Effective

Instruction

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Second Language Acquisition

• Basic Interpersonal Communicative Skills

(BICS)• Cognitive Academic Language Proficiencies

(CALP)• Stages of Language Acquisition

• Myths about Second Language Acquisition

~

SIOP

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Basic Interpersonal Communicative Skills(BICS)

• Conversational language• Acquired when ELLs have sufficient access to

comprehensible input and positive motivation• Students can interact with teachers and peers

• Small group work activities foster development• Research indicates that peer appropriate

fluency takes up to 2 years

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Cognitive Academic Language Proficiencies(CALP)

CognitiveRequires higher-order thinking

Language skills and proficiencies developed in any one language can be applied to a new language

AcademicShould be integrated with language instruction

LanguageAllows students to make connections between L1(native) and

L2(target) LanguageL1 knowledge helps make L2 input more comprehensible

ProficienciesStudents become successful learners

~

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Cognitive Academic Language Proficiencies(CALP)

Why Teach Academic Language?It is the key to success in school.

Not usually learned outside the classroom.Teachers often assume students already have

appropriate academic language skills.Practice in using English as a medium for thought.

Research indicates that peer appropriate proficiency takes from 6 to 9 years.

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Stages of Language Acquisition

• Language is functional• Language varies

• Language learning is cultural learning• Language acquisition occurs through meaningful

use and interaction• Language processes develop interdependently

(integrated whole language approaches work best)

• Native language proficiency contributes to second language acquisition

• Bilingualism is an individual and societal asset~

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Stages of Language Acquisition

• Culture shock (extremely disruptive to overall functioning)

• The Silent Period(normal period - learning is occurring)

(patience on our part is a virtue)• Comprehensible Input

(language is simplified not the overall concepts)(think essential questions)

• Affective Filter(the wall of anxiety which inhibits learning)

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Stages of Language AcquisitionPredictable Stages

1. PreproductionDeveloping receptive language skills

2. Early ProductionLimited vocabulary use and expression receptive language

still developing3. Speech emergence

Language use becoming more complex and receptive language increasing rapidly

4. Intermediate fluencyReading and writing abilities increasing dramatically

5. FluencyNear native language function

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Myths about Second Language Acquisition

Myth # 1ESOL students learn English easily and quickly simply by

being exposed to and surrounded by native English speakers.

FACTLeaning a second language takes time and significant

intellectual effort on the part of the learner.Learning a second language is hard work; even the

youngest learners do not simply “pick up” the language.

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Myth # 2

When ESOL learners are able to converse comfortably in English, they have developed proficiency in the language.

FACT

It can take 6-9 years for ESOL students to achieve the same levels of proficiency in academic English as native speakers. Moreover, ESOL students participating in thoughtfully designed programs of bilingual or sheltered content instruction remain in school longer and attain significantly higher rates of academic achievement in comparison to students without such advantages.

~

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Myth # 3In earlier times immigrant children learned English rapidly and assimilated easily into American life.

FACTMany immigrant students during the early part of this century did not learn English quickly or well. Many dropped out of school to work in jobs that did not require the kinds of academic achievement and communication skills that substantive employment opportunities require today.

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SIOP Lesson Structure

< Sample Lessons>

• Unit Introduction with Technology

• Long Range Goals/Objectives

• Spontaneous Lessons~

LessonStructure

Content Objective

After working with given diagrams, the students will recognize the name and identify the parts of the plant with 80% accuracy.

Language Objective

After guided practice, the students will use target structures correctly.

“This is ___.” “These are _______.”

“What is this?” “What are these?”

Target vocabulary

Primary vocabulary

plant leaves stem roots flower seeds

Secondary vocabulary

soil water minerals

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The Parts of a PlantThe Parts of a Plant

A plant has leaves, a stem, and roots.

This is a plant.

These are leaves.

This is the stem.

These are the roots.

Some plants have flowers and seeds.

This is a flower.

Seeds are made in the flowers.

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The roots hold the plant in the soil.

The roots take water and minerals from the soil into the

plant.

soil water

minerals

water

ROOTS

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water water

minerals

STEM

The stem holds the plant up.

The plant can stand up.

The stem moves water and minerals up into the plant.


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Water and minerals from the soil help the plant make food.

Light from Light from the sun the sun helps the plant make food.

water water

minerals

soil

LEAVESThe plant makes food in the leaves.


This is called photosynthesis.

31Seeds are made in the flowers.

Plants with flowers are called flowering plants.

FLOWERS


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The seeds will grow into new plants.

1 2 3

SEEDS


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What is this?

What are these?

What is this?

What are these?

Some plants have flowers with seeds.

What is this?

Seeds are made here.

This is a plant.

These are leaves.

This is the stem.

These are roots.

This is a flower.

What is made here?

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What is this?

What are these?

What is this?

What are these?


What is this?


This is a plant.

These are leaves.

This is the stem.

These are roots.

This is a flower.

What is made here?

This is a plant.

These are leaves.

This is the stem.

These are roots.

This is a flower.


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What is this?

What are these?

What is this?

What are these?


What is this?


This is a plant.

These are leaves.

This is the stem.

These are roots.

This is a flower.

What is made here?

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What is this?

What are these?

What is this?

What are these?


What is this?


This is a plant.

These are leaves.

This is the stem.

These are roots.

This is a flower.

What is made here?

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What is this?

What are these?

What is this?

What are these?


What is this?

_____ are made here.

This is a______.

These are______.

This is the ____.

These are _____.

This is a _______.

What is made here?

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What is this?

What are these?

What is this?

What are these?


What is this?

What is made here?

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Long Range Goals/Objectives• Lesson Plan - Grade 2

– Materials: The Gingerbread Boy (book)

– Lesson: Story Elements: characters/setting – beginning/middle/end• Read! The Gingerbread Boy• Discuss: characters, setting, beginning, middle, end• Complete : Story chart (individually)• Vocabulary: characters, setting, beginning, middle, end

– Content Objectives: The student will be able to identify the characters and setting of the story, as well as, being able to determine the order of events.

– Language Objectives: The student will demonstrate understanding of the above concepts by orally answering questions about the concepts and writing/drawing these events on their worksheet.

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Long Range Goals/Objectives• Lesson Plan – Grade 5

– Materials: Chart paper story frameworks – (books) Owl Moon, Birds of Prey – Vocabulary cards – explains, examines, describes

– Lesson: Narrative vs. expository writing• Read: Owl Moon – Birds of Prey• Discuss: Which book is an example of expository writing

Which book is an example of narrative writing• Complete: Framework for each type on chart paper• Vocabulary: describes – explains – examines

– Content Objectives: The student will be able to define the words explain, examines, describes and use them to differentiate expository writing from narrative writing. The student will be able to fill in a story frameworks chart using information from the books.

– Language Objectives: The student will be able to describe the purpose for narrative and expository writing.

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Spontaneous Lesson PlanningOften Math lessons, especially worksheets, present function words or phrases in random order. ELLs benefit from having this information organized in a graphic manner.

+ - x ÷

plus

add

additive

increase

increased by

more than

sum

and

minus

subtract

decrease

decreased by

less than

difference

times

multiply

mulplicative

product

multiplied by

twice

divide

divided by

quotient

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• Lesson Preparation

• Instruction

• Review/Evaluation

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• Lesson Preparation

– Content/Language Objectives

– Use of supplementary materials

– Adapted content and text

– Meaningful activities

~

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Lesson Preparation

Content Objectives

PART QUESTIONS TO ASK EXAMPLE

Performance Do what? Write

Product What is the result? Three sentences

Conditions Under what conditions?Given three nouns and three verbs

Criterion How well?With no more than one error

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Lesson Preparation

Content Objectives1. Given a set of pictures, the student will be able to place the

pictures in a proper sequence with no more than one error.

2. Given the necessary materials and the dimensions, the student will construct a polygon with all dimensions being within 5 percent.

3. The student will be able to identify(select letter) on a multiple-choice test the subplots of the poems read in class with 100 percent accuracy.

4. The student will write a 300-word essay on a given social studies topic with no sentence fragments and no more than two errors in grammar.

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Lesson Preparation

Language Objectives

• Focus on language aspects appropriate to student’s level of acquisition

• Provide opportunities to develop reading, writing, speaking, and listening skills

• Develop learning strategies• Develop social and academic competencies

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Lesson Preparation

Language Objectives

The student will:1. Give and ask permission.2. Record observations.3. Write a letter or e-mail message to an adult or a

peer using appropriate language forms.4. Skim chapter headings and bold print to

determine key points of a text.5. Answer questions after listening to a class

discussion or short story.~

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Lesson Preparation

Use of supplementary materials

Should support curriculum and contextualize the learning process.

Includes:Hands-on manipulatives

Realia, propsPictures, models, graphs, etc.

TechnologyGraphic organizers

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Lesson Preparation

Adapted Content and Text

OutlinesLeveled study guides

Highlighted textMarginal notes

Rewritten in simplified languageTaped text

Jigsaw reading technique~

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Lesson Preparation

Meaningful activities

• Should promote language development

• Connections to past experiences and prior learning

• Serve a function related to the objectives

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• Instruction– Building Background – ex. Key vocabulary emphasized– Comprehensible Input – expectations presented with clarity (visual

and modeled) – I + 1– Strategies – not one size fits all

• Match the strategy to best support the objective

– Interaction – discussion opportunities, group configurations, and use of L1

– Practice/Applications – hands-on, application, integration of all language skills

– Lesson Delivery –clearly stated objectives, engagement, and pacing

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Instruction

– Building Background – ex. Key vocabulary emphasized• Concepts explicitly linked to student’s experience

• Connects past learning with new concepts

– Comprehensible Input – expectations presented with clarity (visual and modeled) – I + 1

• Rate of speech affects comprehension

• Monitor and adapt vocabulary and sentence structure (idioms are nightmares)

• Cognates aid understanding – sometimes a more complex word is easier (gymnasium not gym)

• Strive to “raise the bar” (Oops! Was that an idiomatic expression?)

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Instruction

– Strategies – not one size fits all • Match the strategy to best support the objective• A learning strategy is a series of steps that can be repeated

over and over again to solve a problem or complete a task.• In language acquisition, learning strategies pertain to activities

in which the learner may engage for the purpose of improving target language competence.

• Three types of strategies are: metacognitive, cognitive, and social-affective

• Mentally active learners are better learners• Strategies can be taught• Learning strategies transfer to new tasks• Academic language learning in more effective

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Instruction

– Interaction – discussion opportunities, group configurations, and use of L1

• Make sure ELLs are included

– Practice/Applications – hands-on, application, integration of all language skills

• Maintain variety

– Lesson Delivery –clearly stated objectives, engagement, and pacing

• Remember that ELLs take more time to process even comprehensible input

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• Review/Evaluation

– Ongoing – Comprehensive review of content and language

objectives– Informal assessment – spot checking, group response– Feedback on student performance– Final assessment must match instructional objectives

and style of presentation

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Video Wrap Up

Let’s confirm what we already know,

summarize what we have learned,

and formulate new questions to be

answered in the future!

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References

Becker, Helene & Hamayan, Else (2001). Teaching ESL K-12: Views From the Classroom. Scarborough, Ontario, Canada: Heinle & Heinle (ISBN 083847901-4)

Chamot, A. U., & O’Malley, J.M.(1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley (ISBN 0-201-53963-2)

Claire, Elizabeth & Haynes, Judie (1994). Classroom Teacher’s ESL Survival Kit #1. Englewood Cliffs, NJ: Prentice Hall (ISBN 0-13-137613-6) (also available Kit #2)

Echevarria, J., & Graves, A. (1998). Sheltered Content Instruction: Teaching English-language Learners With Diverse Abilities. Needham Heights, MA: Allyn & Bacon. (ISBN 0-205-34225-6)

Echevarria, J., Vogt, M.E., & Short, D. (2000). Making Content Comprehensible for English Language Learners: The SIOP Model. Needham Heights, MA: Allyn & Bacon (ISBN 0-205-29017-5)

Herrell, Adriene & Jordan, Michael (2004). Fifty Strategies for Teaching English Language Learners. Upper Saddle River, NJ: Pearson Education, Inc. (ISBN 0-13-098462-0)

Teachers of English to Speakers of Other Languages (TESOL). (1997). ESL Standards for preK-12 Students. Alexandria, VA: Author. (ISBN 0-939791-71-4)

1 Helping All English Language Learners Presented by Karen Nolan, ESL Tutor, Berlin Public Schools...

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