Say it, learn it, own it!

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    14-Jan-2016
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Say it, learn it, own it!. Increasing student understanding through engaging conversations. Teachers will define sheltered instruction. Teachers will practice using SI strategies. Teachers will describe how they will use SI strategies in their classroom. - PowerPoint PPT Presentation

Transcript of Say it, learn it, own it!

  • Say it, learn it, own it!Increasing student understanding through engaging conversations.

  • Our objective for today isTeachers will define sheltered instruction. Teachers will practice using SI strategies. Teachers will describe how they will use SI strategies in their classroom. Teachers will practice structured conversation. Teachers will work collaboratively to design lessons that support ELLs and encourage dialog in their classrooms.

  • What is it like to be an ELL?During the following simulation, consider the perspectives of the students in the classroom, the newcomer and the teacher.Whats going on here?

  • Numbered heads togetherAssign your students a number 1-4.Teacher asks a question and gives the students time to answer independently, and then talk with their seatmates.Teacher calls on all Number 1 students to speak after everyone has had a chance to practice their response.Number 2, 3, etc. are called on later in the class when different questions are posed.

  • Lets practiceBased on the simulation you participated in, complete the following statementsOne major challenge facing ELLs isOne major challenge facing teachers of ELLs is

  • Benefits of this approachSentence stems help students get started with speaking and with writingTeaches students how to use the language appropriatelyHelps with TAKS if you phrase sentence starters to look like those on the testStudents get to practice the language and their answer several times, increasing confidence and content knowledge.

  • Writing objectives to facilitate this processContent obs are easy for teachers to write.Focus should also be on producing language objectives to help ELLs understand what language skills they should be learning.Helps teachers incorporate writing and speaking into everyday instruction.An example of a language objective I can write for this week is

  • Sheltered instruction isA way to use second language acquisition strategies while teaching content area instruction (Krashen, 1983)Content-based English language instruction (Faltis, 1993)Instruction that focuses on providing accessibility for ELLs to grade-level content standards and concepts while they continue to improve their academic language proficiency (Echevarria, Short, & Vogt, 2001)

  • ORMakes content comprehensibleDevelops academic language

  • Ways to achieve thisUse visuals that make a connection to instruction.Incoporate gestures and mnemonic devices whenever possibleActivate prior knowledgeWrite content and language objectivesBuild vocabulary and concept knowledgeUse structured conversation and writing.Provide time for review and self assessment

  • Lets revisit our simulationWe can make ELLs feel part of our class byWe can improve instruction for ELLs by

  • Building a language-rich, interactive classGive students things to say instead of I dont know.May I please have some more information?May I have more time to think?May I ask a friend for help?Where can I find that information?

  • Ask students to speak in complete sentencesHelps develop formal registerDevelops academic languageImproves writingLearn syntaxReinforces content

  • Randomize and rotate who you call onI can randomize and rotate who I call on by

  • Use response signalsSome examples of response signals I can use with my students are

  • Time for a break!Please return in 10 minutes.

  • We cant talk all the time- what about reading?Work on the reading notes independently.

  • Lets debriefOne thing I notice about these notes isWhat I like about how these notes are set up isThis is helpful for ELLs becauseI agree/disagree that I could use this with all of my students because

  • Ways to help ELLs be successfulScaffolds, such as graphic organizers make lesson accessible.Identify, clarify, and highlight difficult words and passages.Amplify, dont simplify.When presenting new content, focus on accessing prior knowledge and building schemaRevisit key information/spiral essential information

  • Ways to help ELLs be successfulCreate a collaborative, trusting classroom.Maintain predictable and consistent classroom management routinesAllow time for students to practice English and to make mistakes. Mistakes are part of the learning process.

  • Creating structured conversationsTwo character dialogTeacher choose a pair of characters from history. The characters should have a relationship that illustrates the key concepts from the lesson. Brainstorm both characters with the class that includes attitudes and beliefs of each character, as well as possible phrases the character might say.Students form pairs and take turns role playing the conversation. Teacher can select willing groups to present to the class

  • Lets practice!Big, bad wolfPig #1 of the three little pigs

  • Pair, defend T-chart- CinderellaWe should let Cinderella go to the ball because

    Thats interesting, butWe SHOULD NOT let Cinderella go to the ball because

    Thats interesting, but

  • Artifacts and expertsTeacher selects artifacts representing the topic of study such as photographs, paintings, newspaper articles, tools, charts, graphs, etc.Assign students roles as various groups of experts who will examine the artifact. Students write questions and answers based on the role assigned.

  • Lets practiceWrite various questions and observations about the artifact on your table from the perspective of historians. Every group member is responsible for ___ questions.Decide with your group which sentence frames you want to respond to.

  • Sentence frames for artifact and expertIn our opinion this isThe most significant feature of this____ isWe were wondering whyAs historians we were curious aboutOne thing we noticed about our object was

  • Lets debrief!One thing I liked about these activities isOne way I can use these activities in my class is

  • Questions?Jessica Jolliffe, [email protected], 414-9514

    **Need to know how to est prior knowledge and build vocab and concept knowledge- if you cant make a connection, it wont make sense to studentsStudents need social and academic vocab, also words like however-- decide which words students really need to knowHow can vocabulary be connected from one content area to another?Students need to communicate what they are missing to the teacher