Certificated ESL or• Certificated ESL or bilingual education teacherseducation teachers

Any other teacher• Any other teacher in the building who has an ELL inwho has an ELL in his/her classroom

The ESL – Classroom/Content Teacher Connection

Classroom/Content Teacher Tasks re: ELLsTh M i T k f th ESL T h Classroom/Content Teacher Tasks re: ELLsThe Main Tasks of the ESL Teacher 

The roles of the English Language Staff:

+Design appropriate Eng. language lessons

ESL teachers…

Classroom teachers

All teachers…g g

+Teach Eng. language and literacy for acad. and social 

purposes+Facilitate cultural 

+ Provide access to comprehensible content 

+Monitor ELL’s social adjustment, linguistic and 

academic progressh h h b

Classroom teachers…

adjustment+Create a safe environment 

for newcomers+Serve as liaison and 

instruction

+Facilitate students’ language learning

+Teach each other about content and lang. learning connecting the two areas in 

respective classroomsl i loutreach to ELL’s family

+Deliver information about ESL and ELLs to 

content/classroom teachers

through model‐ingand feedback

+Monitor ELL’s social 

+Consult on curriculum+Plan for and consult on 

individual ELLs+Work together to involve 

adjustment, linguistic and academic progress

whole school in working with ELLs

Adapted from Dr. Cheri Micheau, University of Pennsylvania

1. COMPREHENSIBILITYCOMPREHENSIBILITYUse native language support to increase

comprehensibility, if possible.

2. INTERACTIONINTERACTION

3. HIGHER ORDER THINKING HIGHER ORDER THINKING and and STUDY STUDY SKILLSSKILLS

Adapted from NWREL

1.1. Teach language in contextTeach language in context..

2.2. Help ELLs connect new vocabulary Help ELLs connect new vocabulary to past experiencesto past experiencesto past experiencesto past experiences..

3.3. Actively involve ELLs in authentic Actively involve ELLs in authentic yylearning situationslearning situations..

44 M k ELL ti i t ith t M k ELL ti i t ith t 4.4. Make sure ELLs participate without Make sure ELLs participate without fear of embarrassment.fear of embarrassment.

To increase interaction:

Meet

R A L P HR A L P HInstructional Ideas to help your ELLs

become Successful StudentsIntermediate Levels and above

R di St t iMaking connections to text to maximize comprehension of contentReading Strategies

A Developing the language necessary to succeed in school

MAcademic LanguageDeveloping the language necessary to succeed in school

L

Meet RLearning Strategies

Using techniques to improve how to learn

ALPParticipation Techniques

Working with others to increase interaction and comprehension PHParticipation Techniques

H Developing cognitive abilities to the max!Higher Order Thinking Skillsp g g

Meet R A L P HSome ideas to help ELLs at the lower

levels of language proficiency…

Meet R A L P H

levels of language proficiency…

•TPR •Jazz ChantsP t•Flow Charts

•GraphsPi t d R li

•Poetry•Read Alouds•Flash Cards•Pictures and Realia

•Story Maps (Webs)•Timelines

•Flash Cards•T-Charts•Sentence StripsTimelines

•Labels/Captions•Music

p•Journals•Picture Books

•Role Play •Pair-Share

Observing Classes with ELLsBrainstorm what you might be looking for in a regular education classroom in each areaBrainstorm what you might be looking for in a regular education classroom in each area.

1. Adaptations and modifications being made to curriculum and assignmentsp g g(For example: reads crucial material aloud )

2. Teacher actions 6. Groupings(For example: use of L1 encouraged) (For example: seated w/ NES)( p g ) ( p )

3. Materials 7. Class Atmosphere(For example: use of graphic organizers) (For example: multicultural posters visible)

4. Assessment(For example: allows extra time)

5 Activities5. Activities(For example: are hands-on) What potential

problem areas might you find?might you find?

Observing the Reg. Ed. Teacher in ActionWhat are you going to look for in the regular education

classroom that has ELLs in it?

Let’s discuss two important documents:documents:

• Appropriate Adaptations and Modifications in the Reg Ed Modifications in the Reg. Ed Classroom with ELLs

• Adaptations Form for Classroom Teachers

Appropriate Adaptations and Modifications in the Reg. Ed Classroom with ELLsThe classroom teacher:

shows students the ‘end product’ (good samples and models of expected work)_____ shows students the ‘end product’ (good samples and models of expected work)_____ writes objectives on board_____ uses an advance organizer (pre-teaching strategy) to help focus students_____ pre-teaches key vocabulary_____ explicitly teaches learning strategies (cognitive, metacognitive, affective)

writes key words, phrases on board_____ writes key words, phrases on board_____ pairs visuals with text_____ increases wait time_____ provides chances to label diagrams/objects_____ avoids idioms, colloquialisms or explains in more concrete terms_____ highlights text, main points, processes_____ provides feedback_____ develops a vocabulary/definition/example list_____ provides small group interactive activities_____ allows use of L1 to clarify concepts_____ deletes unneeded details

writes a summary_____ writes a summary_____ provides ample opportunities for student practice_____ simplifies language, rewrites text_____ varies teaching strategies and techniques_____ creates supplemental written exercises (matching, multiple choice, Cloze)

provides copy of class outline or notes_____ p py_____ allows ELLs time to copy notes from other students_____ enlarges print_____ substitutes diagrams/illustrations for text_____ helps ELLs keep a vocabulary book, glossary of content words_____ reads crucial material aloud_____ allows ELLs to draw to demonstrate understanding

Adapted from: Amato, P.A. & Snow, M.A. (2005) Academic Success for English Language Learners; Chamot, A.U. & O’Malley, J.M (1994) The CALLA Handbook;

Reiss, J. (2008), 102 Content Strategies for English Language Learners

 

Adaptations Form for Classroom Teachers  

CLASSROOM QUESTIONSNATIVE ENG. SPEAKERS 

(What you would do if all SsELL STUDENT ADAPTATIONS 

(What will help your ELLsC SS OO QU S O S (What you would do if all Ssspoke fluent English)

(What will help your ELLslearn content material)

1. Content: What are the five most important concepts you expect students to know when they come to your class? 

 

ELLs may not have the necessary background knowledge.

2. Content:What procedures related to these concepts should students be able to perform?  ELLs may not possess the skills required.

3. Content: How is new information presented/instructed? 

   

4. Content Listening     How much and what kind of information is delivered orally (by you or other students in the class)? Class instruction?  Notes?  Discussion?  Is this visually supported?  How? 

Following Oral Directions: How are directions given for in‐

 How are directions given for in‐class work, homework, assignments, tests?

Model and check for ELL understanding.  ELLs will nod to indicate listening, not that they comprehend.

Read Alouds: Do you ever read aloud to students?  Is this visually supported? 

Provide text, visuals, or partners to be sure ELLs are following along.  Provide notes if the material will be tested. 

5. Content Speakingp gHow kinds of speaking are required?  Answering questions?  Explaining a procedure?  Participating in discussions?  Oral reports? 

Provide additional wait time or advance notice for ELLs.  Listen for meaning, not perfect grammar.  Provide extended practice for formal class presentations. 

6. Content Reading How much and what kind of reading do you expect your students to do? 

   

Textbook Reading::How much content textbook reading is required?  How often?

Both ELLs and low‐level readers will benefit from adaptations to typical reading assignments..

Adaptations Form for Classroom Teachers, pg. 2 

Content Vocabulary: How much content related vocabulary do you expectvocabulary do you expect students to learn?  How is this assessed?  How often is vocabulary assessed? Following Written Directions: How are directions given for in‐class work, homework, assignments, tests?g

1. Content WritingWhat do your students have to write?  Reports, essays, discussion question answers? 

2. Content HomeworkWhat kinds of homework assignments do you give?  How are g y gthey corrected? 

Content Long Term Projects: What kinds of long‐term projects are included in your class?  How are these assessed? 

3. Content AssessmentHow do you assess your students’ progress?  Tests, announced or pop quizzes?  Alternative assessments?  Notebook grades? 

4. Content AssessmentHow are marking period grades assigned? 

  

N.B. ELL Student Adaptations should assist your ELLs to comprehend, use, learn, and demonstrate mastery of the content material at their current level of language proficiency.  The language of the content subject areas is very challenging for ELLs.  Items 4 through 7 above represent the English language academic language aspects of your content across all language domains and will be difficult for ELLs in your classroom.