Today’s GoalsToday’s Goals

To walk away with a better understanding as to how To walk away with a better understanding as to how

(and why) to increase oral language skills for students (and why) to increase oral language skills for students

– especially English Language Learners.– especially English Language Learners.

Talk the WalkTalk the Walk

A “Speakeasy” on Oral A “Speakeasy” on Oral Language Development for Language Development for

all students including English all students including English Language LearnersLanguage Learners

By By

Audrey LesondakAudrey Lesondak

ESL Teacher ESL Teacher

Patrick Marsh MSPatrick Marsh MS

Aaleson@spasd.k12.wi.usAaleson@spasd.k12.wi.us

Dr. Shinichi SuzukiDr. Shinichi Suzuki

Literacy programs that provide Literacy programs that provide instructional support of oral language instructional support of oral language development in English, aligned with development in English, aligned with high-quality literacy instruction are high-quality literacy instruction are the most successful. the most successful.

-- -- Developing Literacy in Second-Language Learners: Report of the National Literacy Panel Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth on Language-Minority Children and Youth by by Diane AugustDiane August Principal Investigator and Timothy Principal Investigator and Timothy ShanahanShanahan, , Panel Chair,2006.Panel Chair,2006.

Oral Language and Literacy!

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Schools

Language Learners

% student of color including language ELLs.

ELL Students in Schools

Number of Language Learners in Schools Nationally

90% of Language Learners located in 10% of Schools

Our local schools have an estimated 25% % ELLs.

How do we know unless they tell us…How do we know unless they tell us…

Next Miss Binney taught the class the Next Miss Binney taught the class the words of a puzzling song about “the words of a puzzling song about “the dawnzer less light,” which Ramona did dawnzer less light,” which Ramona did not understand because she did not know not understand because she did not know that a dawnzer was. “Oh, say, can you that a dawnzer was. “Oh, say, can you see by the dawnzer lee light,” sang Miss see by the dawnzer lee light,” sang Miss Binney, and Ramona decided that a Binney, and Ramona decided that a dawnzer was another word for a lampdawnzer was another word for a lamp..

Ramona the PestRamona the Pest by Beverly Clearly by Beverly Clearly

The Present NowThe Present Now

Nothing like “the Present”Nothing like “the Present”

You told me to sit here for the present and You told me to sit here for the present and I have been sitting here ever since school I have been sitting here ever since school started and you haven’t given me a started and you haven’t given me a present.”….present.”….

““Oh.” Ramona was so disappointed she had Oh.” Ramona was so disappointed she had nothing to say. Words were so puzzling. nothing to say. Words were so puzzling. Present should mean a Present should mean a presentpresent just as just as attack attack should mean to stick tacks in should mean to stick tacks in people.people.

Ramona the PestRamona the Pest by Beverly Clearly by Beverly Clearly

Tools for Building Classroom Tools for Building Classroom

ConversationsConversations•Anticipation StatementsAnticipation Statements

•Think/Pair/ShareThink/Pair/Share

•Student Reciprocal TeachingStudent Reciprocal Teaching

• TPRS or Total Physical Response TPRS or Total Physical Response StorytellingStorytelling

• Instructional Conversations Instructional Conversations

ZdrastvuiteZdrastvuite

Hello!Hello!

Anticipation StatementsAnticipation Statements

• Statements or questions to help focus Statements or questions to help focus on building background knowledge for on building background knowledge for students students

• Low risk questions with no right or Low risk questions with no right or wrong answers wrong answers

Examples of Anticipation ELL Examples of Anticipation ELL Questions/StatementsQuestions/Statements

Agree DisagreeEducational institutions Educational institutions effectively prepare effectively prepare teachers for the classroom.teachers for the classroom.

Agree Disagree

Agree Disagree

Agree Disagree

ELLs are best served in ELLs are best served in bilingual settings.bilingual settings.

Push out and pull out Push out and pull out programs serve ELL programs serve ELL students in the same way.students in the same way.Older and Younger students Older and Younger students learn language in the same learn language in the same way.way.

Anticipation StatementsAnticipation Statements

Educational Educational institutions institutions effectively prepare effectively prepare teachers for the teachers for the classroom.classroom. HomeworkHomework benefits benefits students.students.

Content teachers, Content teachers, resource/special ed. resource/special ed. teachers and encore teachers and encore teachers have equal teachers have equal amounts of work.amounts of work.

Agree Disagree

Agree Disagree

Agree Disagree

Your Turn…..Your Turn…..

Take a minute and create an Take a minute and create an anticipation statement for language anticipation statement for language acquisition, current politics, sports, acquisition, current politics, sports,

or a subject you teachor a subject you teach.…….……

(Do you get the reference here? )

Student as TeacherStudent as Teacher

• Summarizing or paraphraseSummarizing or paraphrase - Student - Student explain to one another a lesson or explain to one another a lesson or instructions -- restate in their own words. instructions -- restate in their own words. (Active listening required because partner (Active listening required because partner may need to share another students may need to share another students answer.) answer.) TelephoneTelephone

• Exit interviewsExit interviews – Students report back to – Students report back to the group a concept or idea they have the group a concept or idea they have learned.learned.

VocabularyVocabulary

• English Language Learners or ELLsEnglish Language Learners or ELLs – students – students whose first language, mother tongue or language whose first language, mother tongue or language spoke at home in not English. spoke at home in not English.

• LEP -- Limit English Proficiency LEP -- Limit English Proficiency

• LI or L2LI or L2 -- Language 1 or Language 2 -- Language 1 or Language 2

• ESL – English as a Second LanguageESL – English as a Second Language -- the -- the program and not the kids. program and not the kids.

• Language AcquisitionLanguage Acquisition – the process of absorbing – the process of absorbing language by Krashen, Hasbrook, and others. language by Krashen, Hasbrook, and others.

1 Entering When using memorized language, is

generally Single words, set comprehensible;

communication may be phrases or chunks

significantly impeded when going beyond

the of memorized oral highly familiar

language2 Beginning

3 Developing

4 Expanding

5 Bridging

Phrases, short oral sentences

Simple and expanded oral sentences;

responses show emerging complexity used to

add detail

Stages of Language Acquisition (Speaking)

(WIDA Consortium Rubric)

Specific and some technical language related

to the content area; groping for needed

vocabulary may be occasionally evident.

Technical language related to the content

area; facility with needed vocabulary is

evident

•1- What's up doc? It's new to me. Will 1- What's up doc? It's new to me. Will somebody turn on the lights. somebody turn on the lights.

•2 -Yeah, somebody kinda told about 2 -Yeah, somebody kinda told about these before but I went out for coffee.these before but I went out for coffee.

•3- I think I got it sort of.…3- I think I got it sort of.…

•4 – Haven’t we been here awhile, now 4 – Haven’t we been here awhile, now do you have a bridge to sell me.do you have a bridge to sell me.

•5 - Been there, done that! Can we go 5 - Been there, done that! Can we go home now? There’s a game on.home now? There’s a game on.

Evaluate Your Understanding

(Think) Share & Pair(Think) Share & Pair

•Discuss the 5 stages of language Discuss the 5 stages of language acquisition with your neighbour. acquisition with your neighbour.

•Think of a ELL student and what Think of a ELL student and what their language level might be. their language level might be.

Instructional Conversation (IC)Instructional Conversation (IC)

Instructional in intent--they are designed to promote learning.

Conversational in quality--they appear to be natural and spontaneous language interactions

Tharp & Gallimore (1988) from Goldenberg (1991)

IC is….IC is….• Draws from prior or background Draws from prior or background

knowledgeknowledge• Many different ideas encouragedMany different ideas encouraged• Builds on information provided by Builds on information provided by

studentsstudents• More student involvementMore student involvement• Fewer black and white responsesFewer black and white responses• Common foundation of understandingCommon foundation of understanding• Extensive responsesExtensive responses• Guided understandingGuided understanding

Something about TPRSSomething about TPRS

• Founded on the language Founded on the language acquisition model, acquisition model, students who receive lots of students who receive lots of comprehensible input, comprehensible input, respond to physical and respond to physical and visual cues and listening. visual cues and listening. (Blaine Ray)(Blaine Ray)

• Questioning technique that Questioning technique that uses yes/no answers, uses yes/no answers, either/or answers, and either/or answers, and open endedopen ended responses.responses.

Yes/No

Do you think slavery was abolished or gotten rid of more than 100 years ago?

Either/or

Does abolish mean to get rid of or to add to something? When our country abolished slaves did they add slaves or get rid of them?

Open ended

To get rid of something means to ……………….

Samples Conversational Cues (Related to techniques used in TPRS)

Wrap UpWrap Up• Who are the kids I/we don’t see Who are the kids I/we don’t see

verbalizing their ideas in my classroom – verbalizing their ideas in my classroom – Wall flowers? Socialites? Wall flowers? Socialites?

• Did my students get a chance to verbally Did my students get a chance to verbally process their own ideas and concepts process their own ideas and concepts related to the subject matter? related to the subject matter?

• Did we use IC, paraphrasing techniques, Did we use IC, paraphrasing techniques, active listening, think-pair-share, TPRS, or active listening, think-pair-share, TPRS, or anticipation questions to dialog? anticipation questions to dialog?

A footprint to leave A footprint to leave behind…..behind…..

Before you criticize someone you Before you criticize someone you should walk a mile in their shoes that should walk a mile in their shoes that way. That way when you criticize way. That way when you criticize them you are a mile away and you them you are a mile away and you

have their shoeshave their shoes . .