What if the ER didn’t differentiate?cis.qingdaoamerasia.org/.../ELL-PD-Presentation1.pdf · QAIS...

What if the ER didn’t differentiate?

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Negative Nancy’s feelings matter too! But today is all about building Empowered Emilys!Please leave a sticky note in the parking lot with any reasons you see that these tools wouldn’t help you, and we will address those concerns next time or in one-on-one coaching sessions with you!

Remember, these are only tools to support students and help them develop go to strategies to succeed!

SUPPORTING LANGUAGE

LEARNERSDo you have EAL students in your classes?

If yes, then this is for you!

If a student cannot understand us, what are we teaching?

English may be the lingua franca at QAIS for it is the medium of instruction, but this should not suggest that everyone is at the same level.

Those of us who do not speak Chinese, how do we feel about the help we get from school when we need to do basic stuff?

Shouldn’t we aim at creating a similar scenario for students?

SIOPSIOP is not an activity, or a collection of strategies to use sometimes.

SIOP is a way of approaching your planning and instruction every day.

QAIS LANGUAGE POLICY• “We expect all teachers to promote language learning first

and subject knowledge second, thereby promoting the understanding of different cultures and perspectives.”

• “Our language policy and procedures are designed to provide language support and promote a stimulating learning environment for students who do not speak the language of instruction at a level adequate to participate fully in our programs.”

If you are learning Chinese, explain:1. What’s difficult about the language learning processes? (oral practice, written practice, etc)2. What aspects of the language are language represent a challenge? (characters, pinyin, etc)3. On which tasks do you spend the most time while studying?2. What could help you learn better?

If you are not studying Chinese, share:

1.Reasons why.2.What you think about being in

a Chinese speaking community and not being able to communicate in their language.

3.Your thoughts on needing someone to do things for you.

GROUP SHARE

• How are you promoting language learning as the primary focus in your class?

• How are your lessons differentiated?• How do you “promote a stimulating learning environment

for students who do not speak the language of instruction at a level adequate to participate fully in our programs?”

• What is working in your class?• Where are there struggles?• What helps you understand when the primary language is

not your own?

English Language Learners need:

• Explicit vocabulary instruction of all content and academic words.• Teacher read alouds for new material. ELL students should not be asked to

read new material out loud to the class unless you are absolutely certain it is at their reading level and they have had time to practice it with you.

• Sentence stems to help construct answers.• Preview Questions ahead of time so they can prepare to contribute.• To not have material dumbed down. They can do it! They just need your

support to learn it in English with support and some information in their mother tongue.

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No!



This packet will provide you with:• Teacher actions.• Student outcomes.• Questions to pose to students.• Sentence stems for answering.• Overviews for students’ abilities

in speaking, listening, reading, and writing.

SENTENCE STEMSSentence stems remove pressure and help students:

• focus on the content rather than how to respond. • use academic framing for answers.• incorporate academic language through repetition.• practice using content specific phrasing and vocabulary.• tackle higher level questions with scaffolds.


Sample Sentence Stems

PREVIEW QUESTIONSPreview questions

• give students time to prepare for giving answers.• coupled with sentence stems, offer a scaffold for confident class

discussions and make answering accessible for all. • remove pressure and allow students to focus solely on content as they

prepare to give answers.

Sample QuestionsThis image cannot currently be displayed.

VOCABULARY INSTRUCTIONStudents should have time in class to wrestle with new vocabulary words. An explicit

vocabulary routine would go something like:1. Students hear teacher say the word for their model. Students repeat after teacher

2-3 times. (Say it loud, quiet, whisper, anything – it’s the repetition that matters.)2. Teacher should give the proper spelling for students to add to a graphic organizer.3. Teacher should give a student-friendly definition.4. Images should be used when possible to reinforce understanding. 5. Students and teacher should discuss what is known about the word and any

student friendly synonyms. Do not give NON-examples. 6. After teacher gives an example sentence using the word, students should take

time to write their own sentence and/or perhaps draw a representation of the word.

7. Remember: ELLs need 17+ meaningful interactions with a word to absorb it into their own vocabulary.

VOCABULARY INSTRUCTION

You can custom design a graphic organizer to suit your class or find many styles online.

Helpful hint: If you give students a glossary of all the vocabulary words they will need for each unit with graphic organizers attached, it will take less time to fold in the mini lessons throughout the unit.

Differentiate

To make different in some way.

• Customized• Altered to make accessible• Not the same

Giving different assignments to students in the same class, so everyone can learn about the concepts regardless of their reading or English levels. Some read about it, some talk, some draw, some do online research, etc.

We must differentiate our lessons to help all students succeed.


WRITING HELPTake the guesswork out of answering questions!

A.C.E.Reinforce use of the A.C.E. model for answering questions to support ELLs with a campus-wide standard frame. A – Answer. Reword the question as your answer.

Should students be allowed to text during class?Students should not be allowed to text during class.

C – Cite. Give your reasoning or cite the text.Texting pulls attention away from instruction and can cause students tomiss valuable information.

E – Explain. Connect the dots; explain your reasoning; answer the question “So what?”Therefore, texting can inhibit to learning and should not be allowed during class.

WRITING HELP – A. C. E.• Using ACE can help ELLs and all students frame academic

answers.• Having a standard format can relieve student stress about

giving academic answers.• Not all questions will require a full A.C.E. answer, however,

any written answer could at least use the A.

A.C.E. EXTENDEDIf a longer answer is required, students can extend the A.C.E. format.

A – AnswerC – Cite evidence or reasonE – ExplainC – cite 2nd piece of evidence or reasonE – Explain

This can continue as a frame for paragraphs and short essays.

SIOPTruly shelteredinstruction requires thoughtfulplanning every day.

IT’S A LOT!With all that we do, it is a lot of extra work to differentiate for every student in your class at first. However,

• Once it is part of your normal routine, it becomes easy.• It’s what we signed on for. We teach the students we have, not the

ones we wish we had.• It’s what our students need.• It’s worth it when our students achieve their highest potential.

We’re all in this together!

PRODUCTIVE TIME!Pick 1 tool we covered today and apply it to your current unit or next week’s lesson plans:

• Create content specific guiding questions and answer frames – 5 pairs.• 10 content specific sentence stems.• Design an A.C.E. example you could use to demonstrate how to use this

formula in your class and decide when you will dedicate 10 minutes to covering it with your students.

• Let us help you make a differentiation plan for a specific lesson or student.


Before we get busy…

MOTHER TONGUE• If the student doesn’t understand the language, they cannot possibly

understand the content. • As much as 40% of the global population does not have access to education

in a language they know. The repercussions are far-reaching.• Research shows, however, that bilingual education which includes the

mother tongue leads to improved attainment levels.• Our Language Policy and mission statements require us to meet students

where they are at and that includes providing key content information in their mother tongue and allowing them to answer at times in it as well.

• Learn more! http://www.campaignforeducation.org/en/news/global/view/674-the-importance-of-mother-tongue-education

QAIS LANGUAGE POLICY“When possible, we will try to have documents used in class translated into other mother tongues to help students in the early phases of MYP English Language Acquisition to access at least simple task and summative assessment information.”

This would include all Phase 1-3 students.

QAIS LANGUAGE POLICYStruggling English Language Learners need content materials in their mother tongue to understand complex concepts and be successful.

Turn to the person next to you and share:• How many times have you given students the materials in

their mother tongue this year? Phase 1-3 students need this.• What supports do you need to meet this need for your

students?

What if the ER didn’t differentiate?cis.qingdaoamerasia.org/.../ELL-PD-Presentation1.pdf · QAIS...

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