Workshop3 Teaching Strategies for ELL Students
- 1. Strategies and Activities for English Language Learners Sheri White TSEOL/571 University of Phoenix
- 2. Powerful Classroom Strategies * DEVELOP VOCABULARY *CHECK FOR UNDERSTANDING *DISCUSS *INTERACT *HANDS ON ACTIVITIES
- 3. Vocabulary Development Activities https://78405a.medialib.edu.glogster.com/ea2PWLDp4lmOg4CUTQw6/media/87/878c66aa9e0a12e28ced13 e295bcf4e7979bfd9e/photodune-8416884-words-have-power-concept-m-1030x658.jpg English language learners face the double challenge of acquiring a new language and mastering academic vocabulary for the subjects they are studying in class. To that end, specific and intentional instructional strategies must be implemented. Pre-teaching select vocabulary in a variety of ways such as using pictures, real objects, drawings, and gestures is helpful because it builds background knowledge for the students. Define each word in student-friendly language, and include cognates when possible. Build in many opportunities for the students to repeat each word, and plan activities which engage the students, and require them to use the word in the proper context. According to Colorin Colorado (2007), ”Knowing vocabulary words is key to reading comprehension. The more words a child knows, the better he or she will understand the text. ” (How vocabulary relates to ELLs).
- 4. The following video is included because it is a great example of a vocabulary lesson which highlights many ESL strategies within, including choral reading, use of visuals, repetition, turn and talk and think-pair-share. In addition, the definitions and examples are presented in a way which allows the student’s to connect personal knowledge to new concepts, and the teacher models correct usage of academic vocabulary. https://www.youtube.com/watch?v=DC0HNtvxuRg
- 5. Do we understand? Using sheltered instruction, scaffold whole group lessons in such a way that students are able contribute to the discussion as much as possible. Plan questions so that students must go beyond "yes" or "no" answers, and if they get off track, lead them to express their own thinking, in their own words. Graphic organizers such as the “Frayer” model and KWL charts are effective ways to discover how much the students understand about a new concept, and can suggest a starting point for instruction. These can be used as anchor charts to be added to throughout the lesson. Paraphrasing and repeating responses strengthen listening skills and model proper grammar and use of academic vocabulary for the students. Learning targets should be referred to continually, and restated by the students, as in the video below. Reciprocal teaching, in which the students repeat small chunks of information to one another, can be one way to do this.
- 7. https://www.youtube.com/watch?v=dzk-qY_TPBM The following video shows a group of students using sentence starters to guide discussion at their table.
- 8. Interact and Discuss Classrooms which are focused on student-led, cooperative learning activities are more conducive to English language development than those who are lecture driven and teacher- led. Guided classroom interactions provide rich opportunities for students to practice speaking in English, using both social and academic vocabulary. Collaboration also encourages students to use higher- order thinking and expressive language when discussing new concepts. Discourse expectations can be adjusted for various levels through the use of sentence frames or graphic organizers which steer conversation. Activities which require the students to speak to each other, like “Think-Pair-Share”, are important for language development. As the teacher listens in, strategies such as paraphrasing, questioning, and requests for more information can be utilized. This also allows many opportunities for informal assessment. https://6469da.medialib.edu.glogster.com/ea2PWLDp4lmOg4CUTQw6/media/e6/e638bd8 6b37d9a5b3a8b784e2ab7caea43c2fcd8/teaching-strategies-cooperative-learning-0.jpg
- 9. Keep it hands-on! https://50a8d2.medialib.edu.glogster.com/ea2PWLDp4lmOg4CUTQw6/media/47/471a1a80c28ba55304a3c5c2dce294e1a171b527/ i-hear.jpg When students engage more than one intelligence, they are able to form concrete connections. Therefore, they need many opportunities to actively participate in manipulating information. Students involved in hands-on learning experiences can investigate, discuss, experiment, and assess in a way that is meaningful within their own environment. This helps to build confidence, and utilizes all four areas of language .
- 10. Hands-on activities are not necessarily art or science projects. Any activity which allows a student to physically manipulate information is hands-on. Two examples: Freeze Frame: Students act out a scene from text and “freeze” into place, creating a tableau. (Housenut, 2019) Pictoral timelines: Many activities can be done with timelines. Students can use pictures, or they could create a living timeline with members of the class each holding a component. A timeline can also be used as a graphic organizer, or even an assessment tool. Students could be given a timeline with missing sections, and read the text to find the missing information. (Echevarria, Vogt, & Short, 2017, "Manipulatives and Movement"). https://s3-us-west-2.amazonaws.com/courses-images-archive-read-only/wp- content/uploads/sites/884/2015/08/23203209/CNX_History_27_01_Timeline.jpg
- 11. Why English Language Standards are Important: Standards in the four areas of English language development (listening, speaking, reading, writing) provide an important foundation for ELLs, as these identify what the students must learn in order to master the state core standards. This should always be considered when planning effective lessons for ELL students because it acts as a bridge of sorts between language development and the rigorous demands of academic requirements. (Staehr Fenner, Segota, J., 2010).
- 12. References Colorin Colorado. (2007). Reading Rockets. Retrieved from https://www.readingrockets.org/article/vocabulary-development-ells Echevarria, J., Vogt, M.E., & Short, D.J. (2017). Making content comprehensible for English learners: the SIOP model (5th ed.). Retrieved from https://phoenix.vitalsource.com/#/books/9781323413753/cfi/6/2!/4/10/24/2@0:26.6. Housenut, (2019). Funology. Retrieved from https://www.funology.com/freeze-frame/ Staehr Fenner, D., Segota, J., (2010). Colorin' Colorado. Retrieved from https://www.colorincolorado.org/article/standards-impact-english-language-learners