4 Strategies from Classroom Strategies that

Work with ELLs by Jane Hill

1. Setting Objectives2. Non-Linguistic Representation3. Cues and Questioning4. Co-Operative Learning

Content Objectives Identify the most important ideas from the

lesson Let the student know what you want them

to learn Language Objectives

These objectives can be specific language function or structure

1. Setting Objectives

3

Generalizations from the Research

Setting goals helps narrow what students focus on.

Teachers should encourage students to personalize identified learning goals.

Goals should not be too specific.

From “Classroom Instruction That Works with ELLs” – Jane Hill

Prioritize the Objectives Let the student know exactly what they are responsible for learning. These are the “big ideas.”

Identify a few key objectives for student and write them out for the student in simplified language.

Content Objectives

Language Objectives What are the language demands of the content?

What vocabulary will they need?

What grammatical functions will they need?

Comes from the ELL Frameworks

Depends on their level of English acquisition

(Making Content Comprehensible, Echevarria, Short & Vogt, 2010)

Language Objectives Identify the language function, which comes

from Bloom’s Taxonomy: tell, identify, describe, sequence, compare, predict, request information

Identify the language skill: listen, read, write, explain, describe Identify the grammatical structure: use of past tense, verb agreement, form a

question, use comparatives, use pronouns, use transition words

Use future tense in order to make a prediction

Use contractions in order to make a comparison

Use more than or less than in order to describe a polygon

Create adverbs using “ly” Create possessives using “‘s” Use Signal words – “after, later, next,

then, until, before” in order to describe a time frame

Examples

Examples of Language ObjectiveS

2nd grade Writing - Students will write a friendly letter to the President, using the writing process

4th grade Soc.St – Write sentences explaining how the 3 routes were given their names

More Language ObjectiveS

H.S. Soc. St. – Write interview questions. Create appropriate responses to the

interview questions.H. S. Literature- Ask questions about concepts and facts

that are confusing. Read and discuss a piece of nonfiction

text with group members .

Language ObjectiveS Samples

1. Write a paragraph using strong verbs, adjectives, etc.

2. Write a sentence using one or more vocabulary words.

3. Write a paper showing the cause and effect relationship between…

4. Write the steps you followed to solve the equation. 

5. Listen to the story and make predictions6. Listen to the arguments presented and

decide…..7.  Predict what will happen next in the story.8. Based on what you already know

about….predict what will happen when …9. After looking at the pictures and reading the

captions, predict what this chapter is about.

9. Describe the characteristics of __________ using the following terms: ___, ____, _____.

10. Ask and answer questions about the characteristics of (insects and arachnids.)Use new vocabulary to describe.

Does the ____ have a ____.  Yes, it does.  OR   Yes, it has a ____.

No, it doesn’t have a ________.

Activity

Write some Language Objectives

Think of any topic you are or will be teaching and try writing a few language objectives for that topic.

Plan to share one or more with the whole group.

Despite often difficult smerds, the lower delta people have their flaps of schats. They enjoy market days and various takloops.. Many of these celebrations have their toops in ancient collian traditions. One of the most popular takloops is the Alacitas Fair. It is blod to honor Ekeko, the Alacitas god of blap fortune. Small strets of this tristy are sold in the thropheet. Each figure is wust sath tiny goods. They include nill the things that a lower delta may want or need – a snupy nick of absop or wigar, a car, two whurds, a television set, house or cow.

1. Comprehension (of the material) depends on knowing between 90% and 95% of the words in a text.

2. An ELL needs explicit instruction and at least 8 production opportunities to own a word.

Dr.Maria Elena Arguelles – Reading First

Facts about Vocabulary Learning

3 Vocabulary TiersTier 1Simple Words

Tier 2More Sophisticated

Tier 3Content Words

run sprinted foreshadow

fell stumbled monarchy

mad rage vacuole

good firmly factor

FROM: “Selecting Vocabulary Words to Teach English Language Learners”By: Colorín Colorado (2007)

Read through 1st page of “A Queen’s Wish” and look at how the vocabulary words were chosen.

Read next page of story and choose additional words and put them on the chart

Activity for 3-Tier Vocabulary Concept

Actually content (tier 3) vocabulary words, which are probably new to all the students, put the ELL on a more even playing field because everyone is learning these words at the same time.

Just be sure that the ELL understands the words used in the definition.

Learning Content Vocabulary

If using standard text, go through text before presenting lesson and look for vocabulary that will create difficulty.

If using alternative text, identify key content-related vocabulary

This essential vocabulary will depend on the ELL Level of the student.

Identify New Vocabulary

Pictures Diagrams, charts, graphs, maps Graphic organizers Word webs Video clips Real objects or physical models Mental models Kinesthetic activity Pantomime and facial expressions

2. Non-Linguistic Representation

Paraphrase Explain Idioms when you use them Keep sentence structure simple Explain polysyllabic words Be aware when you use homonyms

Make the Language Comprehensible

Think about 3 levels of questioning for comprehension:

Beginning levels Intermediate levelsAdvanced levels

3. Questioning Techniques

Focus questioning on what is important, instead of what is unusual

Questions are effective teaching tools even when asked before a learning experience

From “Classroom Instruction That Works with ELLs” – Jane Hill

Don’t just ask, “Do you understand?” They will answer “yes”, even when they don’t understand.

Expect student to answers in simple words or phrases

May not be able to write answers

Beginning Level

Point to …. Find the … Is this a … Put the … next to the … Who wants the … Who has the … Draw a …

Examples of question types at Beginning Levels:

Yes/No questions Either/or questions One word response Questions eliciting a list of words

Beginning Question types continued

Continue to ask questions of literal nature – who, when, where, what

Also ask more complex questions with how and why and ask for examples

After giving directions, ask students to tell you what they are going to do.

Oral and written answers should be expressed in complete sentences

Intermediate Level Questionning

How is this like that? Or different ? Tell me about … Why do you think … Describe Explain How would you change this (part)?

Examples of question types at Intermediate Levels:

Ask questions of literal and complex nature – who, when, where, what, how and why

Should be able to answer their grade-level questions

Oral and written answers should be expressed in complete sentences or paragraphs

Advanced Level

4. Cooperative Learning groups

Cooperative Learning groups help students:

• practice a skill

• explore a topic in depth

• practice speaking and using new words or concepts in a small group setting

• While students are working with peers, walk around and have conversations with ELLs.

• These conversations can be about the lesson or simply to get to know these students better.

Think-Pair-Share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to:

(1) First - think individually about a topic or answer to a question

(2) Then - share ideas with classmates.

Think-Pair-Share Strategy

Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material.

While discussing their answers, ELLs are practicing using their English skills on a one-to-one basis.

What are the pitfalls with this?

Benefits of Think-Pair-Share

Using the Think-Pair-Share method, - Think about how you will use some of these strategies in your classroom- Stand up and walk to find a person you haven’t spoken to today. Share your thoughts with that person.

- If you’d like, share with the group

Activity

• Teacher compiles a list of questions on a topic at different levels of difficulty.

• Students walk around and ask each other to respond to questions and sign their name.

• Students are only allowed to answer one question on each classmate’s paper

Reviewing or Introduction Strategy

1. Teacher divides students into groups w/ equal numbers

2. Students number off in each group3. Teacher asks a question and students

discuss an answer together.4. Each student in the group is responsible for

the answer.5. Teacher calls a number and each student

w/ that # raises their hand to give the answer.

Numbered Heads Together

1. Good for dividing up a long or difficult task into smaller parts

2. Divide class into “home” groups, like in previous example.

3. All students with the same number are responsible for the same part of the assignment.

4. They move into “expert” groups to discuss and complete the task.

Jigsaw

5. Students return to their “home” group where each one is responsible to share their part of the whole task.

Basic Beliefs Regarding the Education of ELLs

The attitude of other students, teachers, and administrators toward the student’s home culture is an important variable affecting the success of the ELL student

Modifying assignments for ELLs is appropriate and grading them according to a separate standard is also appropriate.

Academic skills that Ells have learned in their home language transfer fairly easily and quickly to English.

REMEMBER:

EVERY CLASS IS A LANGUAGE CLASS FOR A

STUDENT LEARNING ENGLISH!