Supporting English Language Learners in Elementary

Classrooms

Cathy Humphries- Program Consultant, English Language Learners

Catherine.Humphries@sd41.bc.ca/ 604-760-6357

Kathie Nakano, ESL Assessment and Helping Teacher

Kathie.Nakano@sd41.bc.ca/ 604-664-7232

Sandhya Krishna, ESL Teacher- Chaffey-Burke Elementary

Sandhya.Krishna@sd41.bc.ca

Speech appropriate for student’s proficiency level

• Slower speech and repetition important for all early

learners but critical for ELLS- the average adult

speaks at a rate of about 170 words per minute!

yak, yak,

yak

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Applies across all

features of the SIOP model

Clear explanation of academic tasks

• non-linguistic clues used to support

student understanding- visuals, graphic

guides

A variety of techniques to make content

concepts clear

• say it, show it, draw it, do it

Comprehensible Input

Graphic Guides for Centres

Painting Centre

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Colour ExplorationGraphic Guide

Exploring ColourBlue and red makes…

Math Centres

Content Objective:

• To demonstrate an understanding of

repeating patterns (two or three elements)

by:

– Identifying

– Reproducing

– Extending

– Creating

patterns, using manipulatives, sounds, and

actions.

Kindergarten Prescribed Learning Outcomes and Suggested Achievement

Indicators, B.C. Ministry of Education, September, 2010

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Pattern ExplorationGraphic Guide

Math Time…

Pattern strips

Puppet Centre

I am…

To be continued…

Sort Guide?

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Sort Graphic Guide

• Learning strategies taught to children

• Instructional strategies used by teachers

“ …successful learners use strategies to assist in

understanding, remembering, and recalling

information…Explicitly and carefully teaching children

to use a variety of strategies will improve their

learning.”

“Two types of learning strategies that are particularly

applicable to young learners are cognitive strategies

and social/affective strategies.”

Using the SIOP Model with Pre-K and Kindergarten English Language Learners. Echevarria, Short and

Peterson

Techniques used by learners to complete a

task

http://www.ascd.org/ascd-express/vol4/413-toc.aspx

A Six-Step Scaffolding Process to Build Vocabulary

•A combination of visual, oral, and cognitive

reinforcement helps English language learners acquire

new vocabulary and concept meaning

•video

Six Step Vocabulary Scaffolding Strategy

1. Select word

2. Explain the meaning

3. Provide examples

4. Repeat the word 3 times

5. Engage in activities

6. Say the word again

Techniques to support the child’s interactions

with others and his or her comfort with the

environment

“The ultimate goal is for students to develop independence

…through practice with peer-assisted and student-

centered strategies. Many English learners, however,

have difficulty initiating an active role in using these

strategies because they are focusing mental energy on

their developing language skills. Therefore, effective SIOP

teachers scaffold ELs by providing many opportunities for

them to use a variety of learning strategies…taught

through explicit instruction”Making Content Comprehensible for English Learners The SIOP Model. Echevarria, Vogt and Short

Share means…

I get a cookie and you get a cookie

I get some ice cream and you get some ice cream

Honest means...

telling the truth

I have to tell you something. I broke the toy.

even when you don’t want to

Patient means...

waiting and waiting and waiting

for the cookies to be done

Concluding Thoughts:

• Language needs to be comprehensible to

children.

• Learning is influenced by how students

perceive the environment and how well

they use strategies to organize, remember

and recall information.

• Teachers assist student learning through

scaffolding.Chapter 5, Using the SIOP Model with Pre-K and Kindergarten English Language Learners. Echevarria, Short and

Peterson

Table talk:

How could you use the SIOP

components presented today in

your school setting?