Susan Kummerer Heather WhiteheadSIOP Trainer ESL Coach - PreK

Wake County Public Schools, NC

Develop an awareness of how culture can influence lesson delivery in classrooms with diverse populations using the instructional framework of Sheltered Instruction Observation Protocol (SIOP®).

There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple...

English muffins were not invented in England orFrench fries in France. Sweetmeats are candies, while sweetbreads, which aren't sweet, are meat.

We take English for granted. But if we explore its paradoxes,we find that quicksand can work slowly, boxing rings are square, and a guinea pig is neither from Guinea nor is it a pig.

And why is it that writers write, but fingers don't fing,

grocers don't groce, and hammers don't ham?

If the plural of tooth is teeth,

Why isn't the plural of booth, beeth?

One goose, 2 geese.

So, one moose, 2 meese?

Is cheese the plural of choose?

If teachers taught,

why didn't preachers praught?

If a vegetarian eats vegetables,

what does a humanitarian eat?

In what language do people recite at a play,

and play at a recital?

Ship by truck, and send cargo by ship?

Have noses that run and feet that smell?

Park on driveways and drive on parkways?

How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites?

You have to marvel at the unique lunacy of language in which your house can burn up as it burns down, in which you fill in a form by filling it out, and in which, an alarm goes off by going on

.

English was invented by people, not computers, and it reflects the creativity of the human race, which, of course, is not a race at all. That is why, when the stars are out, they are visible, but when the lights are out, they are invisible.

A body of learned beliefs, traditions, principles, and guides for behavior that are shared among members of a particular group.

© Shelley Zion and Elizabeth B. Kozleski

food dress

visual arts drama crafts

dance literature language

celebrations games music

Surface Culture

courtesy contextual conversational patterns concept of time

personal space rules of conduct facial expressions

nonverbal communication body language touching eye contact

patterns of handling emotions notions of modesty concept of beauty

courtship practices relationships to animals notions of leadership

tempo of work concepts of food ideals of childrearing

theory of disease social interaction rate nature of friendships

tone of voice attitudes toward elders concept of cleanliness

notions of adolescence patterns of group decision-making

definition of insanity preference for competition or cooperation

tolerance of physical pain concept of “self” concept of past and

future

definition of obscenity attitudes toward dependents problem-solving

roles in relation to age, sex, class, occupation, kinship, and so forth

Deep

Culture

United States

Individualism

Nuclear Family

Competitive

Future-oriented

Individual development/success desired

Formal support systems

Sex roles not clearly defined

Inner locus of control

Latin America

• Collectivism

• Extended Family

• Cooperative

• Present oriented

• Happiness valued

• Natural support systems

• Sex roles more defined

• Outer locus of control

International Global Consultants (Tery Medina – Southeast Equity Center)

Gestures Meaning in

US

Differing

Cultures

Meaning in These

Culture

Beckon with Index

Finger

Middle/Far

East, Portugal,

Spain, Japan,

Indonesia,

Hong Kong,

Latin America

Insulting/Obscene; Some

Latin American Regions

indicates romantic

interest or solicitation

Make a "V" sign Europe Victory when palm faces

away from you; "Shove it"

with palm facing in

Form a circle with

fingers to indicate

"OK"

Brazil,

Germany,

Japan, France

Brazil/Germany-

obscene; Japan-money;

France-zero/worthless

Stage 1: Honeymoon

-excitement, enthusiasm

and optimism for everything in the host culture

Stage 2: Culture Shock

-negativity ranging from

irritability to hostility, from anxiety to outright panic

-similar to stages of grief

Stage 3: Limbo

-gradual recovery of equilibrium and objectivity

-acknowledgement of +,-aspects of both cultures

-identity crisis

Stage 4: Assimilation or Adoption

-acceptance of new culture

-recovery of self-confidence and identity

ESCORT. Help! They Don’t Speak English Starter Kit for Primary Teachers. P. 2

Lower the Affective Filter

◦ Know your students◦ Value their culture,

language, beliefs◦ Pronounce their names

correctly◦ Employ Buddy System◦ Involve student in the

class◦ Don’t call attention to

mistakes

Creating an atmosphere

promoting motivation

and self-confidence,

while lowering anxiety.

S heltered

I nstruction

O bservation

P rotocol

To provide an instructional framework for teachers of English Language Learners that will teach language and content information.

Special Ed Reading

ESL

Spec. Ed. Tier III 5%

Tier II 15%

Intervention

Tier I 80%

Core

Common Core: ELA (English Language Arts)

READING SPEAKING AND LISTENING

Reading text of increasing Developing skills tocomplexity to develop participate in academiccritical analysis based on discussions andacademic evidence . present new learning.

WRITING LANGUAGE

Write narrative, informational Convention, knowledge ofand argumentative texts language and vocabulary supported by evidence. extending across reading,

writing, speaking and listening.

Please work with a partner.

8:30 Model

Write Content and Language

Objectives Clearly

Content Concepts Appropriate

Supplementary Materials

Adaptation of Content

PlanMeaningful Activities

2x + 6 = 10

X

X

+

Academic language proficiency is needed in order to obtain academic achievement and

content needs language in order to be processed.

Context LinkedTo Students’Background

Links between Pastand New Learning

DevelopingKey Vocabulary

Academic Language

Pre-teach vocabulary – Teacher selects those words that are

critical for understanding the material.

Provide experiences – videotapes, novels, field trips on the

topic

Introduce a conceptual framework to develop background

information – Students build background for themselves

through graphic organizers, chapter previews.

It is critical that teachers build

background by using techniques that

will fill in the gaps and help students

connect what they do know with

what is being taught.

BUT, when the teachers’ explanations are

made more concrete with supplementary materials (e.g. photos, models, illustrations), students are more likely to make appropriate

connections.

Language development is more than just learning vocabulary !!

Speech Appropriatefor Students’

Proficiency Levels Clear Explanationsof

Academic Tasks

Variety of Techniques to Make ContentConcepts Clear

Students UseLearning Strategies

Scaffolding TechniquesUsed to SupportStudent Learning

Questions or TasksThat Promote Higher-OrderThinking Skills

Mnemonics

Graphic Organizers

DRTA

GIST

SQ3R / SQP2RS

CROP-QV

Rehearsal/Comprehension Strategies

- Making Content Comprehensible

-Making Content Comprehensible (p102-103)

Frequent Opportunities for

Interaction

Group Configurations

Wait Time forStudent Responses

Clarification ofKey Concepts in L1

Increases use of academic language

Improves quality of student talk

Encourages elaborated responses

Provides “oral rehearsal”

Helps individualize instruction Encourages reluctant learners to participate Allows for written interaction with dialogue

journals Promotes a positive social climate

Rate of Retention

5% Lectures

10% Reading

20% Audiovisual

30% Demonstrations

50% Discussion Groups

75% Practice by Doing

90% Teach Others/

Use Learning

Immediately;

Use of Hands-on Materials

and/or Manipulatives Activities ApplyingContent and

Language Knowledge

Activities IntegratingAll Language

Skills (domains)

CARD COLOR Sentence Starters………………….

Green (ask a question) I wonder why……..?

What if……………….?

How come………….?

Orange (Clarify) The key information is…………

First……..then…….finally……

What this means to me is……..

Yellow (Predict) I bet that………..

I think that………

If ……………. happens then………….

Red (relate) This reminds me of……………………

I can relate to this because……….

When I think of this I picture…….

Simultaneous Roundtable

How do you promote practice in your classroom?

Review of Key Vocabulary

Review of Key Content Concepts Regular Feedback

Assessment of Student Comprehension

And Learning

“If we want students to take control of their own learning, they must know the criteria for quality.”

Rubrics provide our students with explicit written criteria of what we judge quality work to be.

Rubrics reflect the best thinking in the field that constitutes good performance.

Rubrics are frequently accompanied by examples of products and performances to illustrate the various score points.

Scoring Rubrics in the Classroom Using Performance Criteria for Assessing and Improving Student Performance Judith Arter and Jay McTighe

Website: rubistar.4teachers.org

Authentic Assessment For ELLs: Practical Approaches for Teachers

J. Michael O’Malley and Lorraine Valdez

Pierce

I wonder …

I discovered…

I still want to know…

I learned…

I still don’t understand…

I still have a question about…

I will ask a friend about…

Thank you for your attention and participation.

Susan Kummerer

skummerer@wcpss.net

Heather Whitehead

hwhitehead@wcpss.net