Affective cognitive and linguistic needs of lep students
- 1. HARMONY PUBLIC SCHOOLS SPECIAL PROGRAMS DEPARTMENT 2013
- 2. Content Analyze the importance of the affective, cognitive and linguistic needs of ELLs Synthesize and make logical connections between ideas presented in our session and the classroom Language Discuss the features of successful implementation of effective strategies to use in your classroom. Express opinions, ideas, and feelings about implementing effective teaching strategies for meeting the affective, cognitive and linguistic needs of ELLs
- 3. Use clear content and language objectives Sample objectives from a Math class
- 4. Objectives should - Be displayed in the classroom - Be written in student friendly language Teacher should - Solicit student participation - Discuss academic terms/concepts included in the objective - Assess content and language objectives - Use objectives with students throughout the lesson - Video (5.10)
- 5. Using graphic organizers, ELL students will help remember the key concepts while learning important academic vocabulary. Will provide a structure for an abstract concept Will provide visual aids for the students ELL students will keep information in a concise manner
- 6. Incorporate technology in the lesson This prepares them to real life Supports them in 4 language domains-listening, speaking, reading and writing Building background knowledge Essential for the success of ELLs They vary in the amount of prior knowledge they have: much, some or little. Activating prior knowledge increases comprehension
- 7. If there are ELLs in your class, when you say
- 8. To increase ELL comprehension, use Teacher-Group-student approach Video (4.47) Class discussions and peer interaction Video (2.28)
- 9. Utilize Cooperative learning Connect content to real world situations This will make learning more meaningful Select familiar objects to make connections Personalize the example Videos (0.55 – 2.28) Utilize hands on materials and manipulative These make abstract ideas more concrete for ELLs They can visualize the process They can demonstrate their understanding in tangible ways regardless of their language level.
- 10. Make cross-curricular connections In math guess, In science hypothesis In math estimate, in social studies speculate, in ELA predict. What words might have similar meaning across social studies, science, ELA and math? The language of Science The language of Math The language of Social St The language of ELA Rules Take away Same
- 11. The language of Science The language of Math The language of Social St The language of ELA Rules Methods Procedures Theories Formulas Algorithms Theorems Processes Policies Rule of law Conventions Morals Take away Extract Eliminate Extinguish Subtract Deny Limit Exclude Omit Delete Deprive Same Homogeneous Corollary Parallel Equivalent Congruent Identical Similar Synonymous
- 12. ELLs should be taught academic language Video (1.06) In context Making use of cognates Through vocabulary building activities. e.g Frayer Model (5.07)
- 13. Provide students sentence stems for implementing ELPS in the class. This will provide a scaffold for students to use and internalize academic language in useful context
- 14. Also, make use of paragraph frames, so that ELLs focus on content rather than how they would say it.
- 15. Students at lower levels of language proficiency need wait time to process and translate information from one language to another before responding When teachers restate instructions using different words ELLs might get confused believing the teacher is giving a different set of instructions. Do not overuse this strategy Let students use native language while explaining concepts to each other as academic tasks require sophisticated grasp of English. Effective use of visuals is essential for ELLs: such as pictures, video clips, demonstrations, written vocabulary terms, graphic organizers, cues and etc.
- 17. Linguistic accommodations provide equal access to curriculum for ELLs. They vary depending on the proficiency level and unique needs of the student. Example: to show comprehension one student may draw, other may write sentences and another might explain by speaking State assessments have linguistic accommodations but they are limited.
- 18. Teachers should create an Affective Learning Environment for the students. This consists of two major components. physical appearance of the classroom, which promotes an arrangement that provides students opportunities to interact with one another and highlights each student's culture. safe, welcoming, supportive environment for ELL students.
- 19. To promote affective needs of the students, teachers focus on message, not grammar exhibit positive, celebrating attitude Provide safe environment Display students’ recent work to emphasize their work is important. Display key terms and refer to them during instruction Use culturally relevant texts Video (1.34) Build background knowledge Provide opportunities for interaction Use sentence frames and paragraph frames to create a stress free environment. Video (1.28)
- 20. Complete the following sentence stems: One new idea I learned in the area of meeting the cognitive needs of the students was… One new idea I learned in the area of meeting the linguistic needs of the students was… One new idea I learned in the area of meeting the affective needs of the students was…
- 21. Paragraph frames: http://www.ouhsd.k12.ca.us/staff/el/paragraph_frames.pdf Science simulations: http://phet.colorado.edu/en/simulations/category/new Academic vocabulary http://www.region10.org/AcademicVocabulary/index.html Best practices for ELLs http://ell.nwresd.org/node/12