Teaching English Language Learners

Collaboration of Secondary Science and ESL Teacher Development Specialists

July 2011

• Video from Biology EOC

The Process of Second Language Acquisition

The process of second language acquisition isdivided into five identifiable stages of learning.

• Stage 1: Silent Stage• Stage 2: Early Production• Stage 3: Emergence of Speech• Stage 4: Intermediate Ability• Stage 5: Advanced Fluency

Stage 1: Silent Stage

• Can last for about 10 hours to 6 months• Learner does not speak second language but is able

to respond to new words and pronunciation.• Learner has understanding of new words as well as

their meanings and pronunciations.• Learner faces “language shock” and are seen as

rejecting the words of second language• Learner observed engaging in “self-talk”; BICS (Basic

Interpersonal Communication Skills) – social language

Stage 2: Early Production

• Last about 6 months• Learner develops an understanding of about

1,000 words• Learner gains ability to speak a few words and

use some simple phrases of the second language.• Mispronunciation is common during this stage.• Teachers introduce new words in second

language to enhance vocabulary

Stage 3: Emergence of Speech• Learner begins to speak in the second language• Learner starts forming simple statements,

improve pronunciation, take a few steps towards reading and writing in second language

• Learner tries to form big sentences and tends to make mistakes in grammar

• Teacher encourages greater usage of words and learner conversing in second language.

• CALP – Cognitive Academic Language Proficiency – academic language

Stage 4: Intermediate Ability

• Can last for one year after speech emergence• Learner uses complex sentences and attempts

to use the newly acquired language to a greater extent.

• Learner attains a certain level of proficiency where they can hold and state their opinion, and discuss

• Learner begins to think in second language

Stage 5: Advanced Fluency

• Takes a couple of years to gain complete proficiency in second language.

• Takes time to get fully absorbed into the mind of the learner.

• Learner has ability of fluent conversations and clear thinking in second language

• Learner develops separate vocabulary• Learner attains a level of confidence of

expressing oneself.

The enhancement of the language skills and theexpansion of the language vocabulary is a continuous process. The process of learning a language never ends in the true sense of theterm.

Manali Oak

Diversity of English Language Learners

What is Diversity?

The inclusion, welcome, and support of individuals from all groups, encompassing the various characteristics of persons in our community. The characteristics can include, but are not limited to: age, background, citizenship, disability, education, ethnicity, family status, gender, gender identity/expression, geographical location, language, political views, race, religion, sexual orientation, socioeconomic status, and work experience.

Why Diversity?

Diversity is important because it provides

our society and culture with unique and inspirational perspectives. Diversity can create new ideas and changes that can be beneficial to a society.

What is an English Language Learner (ELL)?

• An ELL is an active learner of the English language that may benefit from various support programs.

• ELLs are a highly heterogeneous and complex group of students.

The Many Faces of ELLs - StatisticsELLs are:• The fastest growing

segments of the student population!– > 70% increase between 1992

and present – Highest growth between

grades 7-12

The Many Faces of ELLs - Statistics

• Do not easily fit into simpler categories, they compromise a very diverse group.

– 57% are born in the U.S.

– 43% born outside U.S.

– Varied levels of language proficiency, socioeconomic backgrounds, academic expectations, content knowledge and immigration status

The Many Faces of ELLs - Statistics

• ELL students are increasingly present in all U.S. states.– Formerly concentrated in a few

States, but presently almost all states have populations of ELLs.

– States in the Midwest and South have significant increases in their numbers of ELL students.

– Nationwide, ~ 43% of secondary educators will teach ELLs.

The Many Cultures of ELLs• HISD Students are coming

from more than 90 countries with different culture and complexion.

• It is important for teachers to understand the different ways students from other cultures interpret verbal and non verbal communication.

• In addition, emotions are displayed differently, which can lead to miscommunication and incorrect interpretation.

ELL KEY TERMSThe terms used to describe ELLs blur, overlap, and change with time,as well as with shifting socio-political dynamics.

• ELL (English Language Learner): an active learner of the English language who may benefit from various types of language support programs. This term is used mainly in the U.S. to describe K–12 students.

• ESL (English as a Second Language): formerly used to designate ELL students; this term increasingly refers to a program of instruction designed to support the ELL. It is still used to refer to multilingual students in higher education.

• LEP (Limited English Proficiency): employed by the U.S. Department of Education to refer to ELLs who lack sufficient mastery of English to meet state standards and excel in an English-language classroom. Increasingly, English Language Learner (ELL) is used to describe this population, because it highlights learning, rather than suggesting that non-native-English-speaking students are deficient.

ELL KEY TERMS

• EFL (English as a Foreign Language) Students: nonnative-English-speaking students who are learning English in a country where English is not the primary language.

• 1.5 Generation Students: graduates of U.S. high schools who enter college while still learning English; may include refugees and permanent residents as well as naturalized and native-born citizens of the U.S. 7

Part 3

Created opportunities for input and output

• -English language learners need opportunities in small settings to have cooperative interactions that lead to more comprehensible input because classmates modify or adapt he message to the listeners needs.

‘Understand and acknowledge the

affective filter• English language learners need an effective

environment in which their emotional state or affective filter is understood, acknowledge, and respected. The affective filter can interfere with the acquisition of a new language through the emotions of embarrassment and anxiety.

Created opportunities for Silence

• -English language learners need time to listen to others speak, digest, hear, develop receptive vocabulary, and the opportunity to observe their classmates interactions.

Awareness of the Diverse cultures and languages of all students

• English language learners need a classroom environment where the students feels accepted, encouraged, and empowered, and understood. The next table discusses possible cultural differences in student behavior. -English language learners need teachers to understand how their culture impacts their learning and link their learning to their personal, culture, and world experiences.

Constant and consistent opportunities for hands on experiences

• -English language learners need opportunities to engage in hands-on experiences that assist an ELLs to face two learning tasks; the need to understand the science content in the lesson & the language associated with the content. Scaffold inquiry can provide essential support for ELLs to build science literacy.

Consistent guided Support

• English language learners need guided support from the teacher and help from peers. Support is not only verbal support but can be in form of multiple forms of assessment, providing clear feedback, and setting achievable real time challenging goals for students to be able to demonstrate their understandings of the content in a variety of ways and give more opportunities for listening, reading, speaking, and writing.

Consistent and Clear Vocabulary Instruction

• -English language learners need practice in learning new words, and given the ability to tie new vocabulary to prior learning and use visuals to reinforce meaning. Students need new vocabulary words that occur in the text as well as those related to the subject matter.

Opportunities to have clear understanding of objectives

• -English language learners need to be able to comprehend and communicate content and language objectives after each concept to allow time to work with and build their academic language throughout the unit.

Effective use of Questioning

• -English language learners need alternative questioning that allows for checking student learning and understanding. Quality questioning can drastically shape conversations and push ELLs to use more challenging terms and grammar.

Opportunities for effective communication

• -English language learners need the opportunity to communicate abstract ideas illustrated by various forms of media; from photos, diagrams, graphs, charts, math & chemistry symbols, and lab experiences. ELLs need efficient classroom talk that allows for working with new information such that it becomes knowledge and understanding.

HISD ESL Approach

The Multilingual Department through its four major divisions (Bilingual/ESL

Programs, Title III Program, Migrant Education Program and the Refugee Program) is committed to serve HISD

schools by providing expertise, guidance, support and training in the areas of

Bilingual/ESL Education and Programming

Bilingual Education/ESL An instructional program offered in selected middle

schools for students whose native language is other than English (Spanish, Vietnamese, etc.) and who need to enhance English language skills.

The program provides limited English proficient (LEP) students with a carefully structured sequence of basic skills in their native language, as well as gradual skill development in English, beginning at PK, through English as a Second Language methodology

English ProficiencyThe student's level of English proficiency is designated by

LPAC (Language Assessment Proficency Committee ) when students are initially identified as LEP, annually during end-of-year LPAC reviews, and as needed. The levels of English proficiency are Preliterate, Beginning, Intermediate, Advanced, and Transitional. These levels may be determined based on ESL level characteristics, oral English proficiency, English standardized achievement scores (when applicable), writing characteristics, student interviews, and/or teacher observation of language use.

Texas ELL Portal http://www.elltx.org/trainings.html

The Texas English Language Learner Instructional Tool (TELLIT)

Courses designed to help teachers learn how to address the linguistic, cognitive, and affective needs of English Language Learners. During these courses, participants will view video segments of teachers using effective strategies that enhance instruction and promote academic achievement for ELL students.

ELL Student Group

Chancery SIS Code

Characteristics

Preliterate 4 Speaks little or no EnglishLimited reading/writing skills in native languagePreliterate level writing characteristics on writing rubricTELPAS composite rating level: Beginning

Beginning 1 Speaks little or No EnglishLimited English prevents written achievement assessmentMay demonstrate literacy skills in native languageBeginning level writing characteristics on writing rubricAble to respond to yes/no questions in EnglishAble to respond to simple questions with one or tow words in English, TELPAS composite rating level: Beginning

Intermediate 2 Some oral English, minimal English literacy SkillsAbility to complete English achievement testsDemonstrates mastery of the beginning level ESL strategiesIntermediate level writing on writing rubricTELPAS composite rating level: Intermediate

Advanced 3 Good command of English oral skillsHas English Writing and language skills has not reached 40% on both total reading and total language subsets of English NRTDemonstrates mastery of intermediate ESL level objectivesAdvanced level writing characteristics on writing rubricTELPAS composite rating level: Advanced

Transitional 5 Grades 3-12, been in US schools for previous 3 years or moreGood command of oral English skillsTransitional level writing characteristics on writing rubricHas not met exit criteriaTELPAS composite rating level: Advanced or Advanced High

ELPS in the Science Classroom

Training Goals

• To build background knowledge of the ELPS

• To provide linguistic support for ELLs and other struggling students

• To build a deeper awareness of the language of Science

Where are we now?

• In your teams ask your self the following questions:– What are ELPS?– What are the five language domains?– What is a content objective? – What is a language objective?– Which teachers must include language objectives

in their lesson plans?

EvaluationEnglish Language Proficiency Standards

Learning Strategies (Thinking), Listening, Speaking, Reading, and Writing

Content objective - what students should know and be able to do

Language objective – a specific development in students’ academic English

All teachers

Texas Administrative Code §74.Chapter 74: Curriculum

Requirements Subchapter A. Required Curriculum

§74.A.4: English Language Proficiency Standards

Statutory Requirement

TEA’s response to the need for English Language Proficiency Standards (ELPS)

• Introduction

• District responsibilities

• Cross-curricular Second Language Acquisition

• Essential Knowledge & Skills

• Language proficiency levels

• Implementation date 2008-09

Introduction

• Implementation with each course’s TEKS

• Acquisition of social and academic language

• Effective integration of second language acquisition with quality content area instruction

School District Responsibilities

• Identify students’ language proficiency levels

• Provide linguistically accommodated instruction

• Provide content instruction that includes the cross-

curricular second language acquisition essential knowledge

and skills (TEKS for ELLs)

• Provide foundation second language acquisition instruction

for ELLs in the beginning and intermediate levels (ESOL)

Student Expectations

• Learning Strategies (Thinking)

• Listening

• Speaking

• Reading

• Writing

ELL Proficiency Level Descriptors

Four levels of language proficiency

• Beginning

• Intermediate

• Advanced

• Advanced High

ELL Proficiency Level Descriptors

Descriptors for each language domain

–Listening

–Speaking

–Reading

–Writing

Implementation date

•Effective: December 25, 2007

• Implementation: 2008-2009

Language for the 5E Model of Instruction: Sentence Starters (handout)

The 5E PhasesInstructional Considerations:

1. Engage2. Explore3. Explain4. Elaborate5. Evaluate

• Post them• Point to them during

class discussions• Use for group activities

with teachers or students to develop questions

Let’s think about language….

Language is like building materials.(Zwiers)

Bricks + Mortar = Academic Language

What kinds of words are mortar?

What kinds of words are bricks?

Bricks or Mortar?

What words do we teach most often?

Three Tiers of Vocabulary

Math Language

Science Language

Literature Language History/Social

Studies Language

General Academic language for knowing, thinking, reading and

writing

Foundation of home and community language and cultural factors

When students enter school for the first time, those from

• Professional families- Have accumulated experience with 45 million words

• Low-income families- Have accumulated experience with 13 million words

• Professional Families- 2-1 Positive Statements/Negative Statements

• Low-income families- 1-2 Positive Statements/Negative Statements

Tier III/Brick Words

• Content-specific terms/vocabulary• Technical words• High-yield words that play a key role in the

lesson• Tools for understanding the lesson• Words in big, bold-faced print

Math Language

Science Language

Literature Language History/Social

Studies Language

When teaching brick words,

• we have “expert blind spots”.• we have lost the sense of being a learner in

the early stages of the discipline.• we need to communicate our thinking

strategies to students.

Building Academic Language Essential Practices for Content Classroom Jeff Zwiers

Tier II Words/Mortar Words

• General academic words that are common terms in everyday communication

• Words used across a variety of domains• Subtle words or expressions that connect

bricks

General Academic language for knowing, thinking, reading and

writing

Example of Tier II Words

implies contains reflects represents supportsconsequentlytherefore factorscontrastdiffer from analyze ramifications

ELA Social Studies Math Science Any discipline

Why do we need to teach academic vocabulary?

• Hard to learn incidentally (especially for poor/reluctant readers)

• Found in content area texts and state tests • Crucial to full comprehension, yet no one

takes responsibility for it• Teachers often overlook its importance

Brick vs. Mortar

If we simply pile bricks up to make a wall-overdo vocabulary quizzes and dictionary work-the wall will fall. The bricks need mortar to stick together.

Jeff Zwiers Building Academic Language

Tier II and Tier III in the HAPG’s

ContentContentAcademic Academic

Language of Science Pgs.85-90Zwiers, Jeff. 2007. Building Academic Language:

Essential Practices for Content Classroom.

Let’s look deeper into the language of our content area.

READING FROM ZWIERS:SCIENCE GROUPS

Protocol:Text Rendering ExperienceProduct: most significant ...sentence …phrase …word

Upon return: ELPS Triads

Aligning ELPS to HISD Objectives

• ELPS Triad Document (groupings of SEs) (handout)• Refer to your HAPG• Link to Objectives.• Think about the language that would be used to teach

this objective• Think about the language that students would need to

ask and answer questions• Think about the language of the assessment• What language skills are involved in performing this

objective?

Aligning ELPS to HISD Objectives

• Refer to the ELPS or ELPS Triads document• What domain might the skill belong to?• Which ELPS in that domain matches that skill? • How many ELPS should I link?

In what ways was this opportunity to practice alignment of ELPS to an

objective been helpful?

Reflection

Why Differentiate for ELL Students?

A practical Approach to Differentiation for ELLs

Why differentiate for ELLs?

• No two ELLs enter your classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single classroom.

• Regardless of their individual differences, all students are expected to master the same concepts, principles, and skills.

Why differentiate for ELLs?

• We need to meet our ELLs at their level of understanding

• Research suggests that science can enhance their language development of students with limited English

A Practical Approach to Differentiation for ELLs in a Science Classroom

• Teaching is “a decision making process;” it begins with an educated answer to the question ‘who am I teaching’ and follow-up answers to ‘what’ (content) am I teaching, and ‘how (strategies) will I teach it.

• This process represents the path to effective ELLs’ instruction & differentiation in the classroom for language acquisition and content specific mastery.

Who Am I Teaching?

English Proficiency-Understanding of the stages of English language acquisition and theirimpact on instruction

Preliterate – no verbal production, focus onlistening comprehension, build receptivevocabulary; draw, copy, act…Beginner – one, two word responses,production of known structures; name, list,label …Intermediate – simple sentences, developinghigher levels of language/thinking; recall,define, restate, summarize, contrast …Advanced – complex errors in speech and print;focus on reading and writing correctly,analyze, support, evaluate, create …Transition – fluency approaches nativespeaker, focus on writing mechanics; allindicators

Academic SkillsUnderstanding of components that form students’ prior academic recordand their impact on instruction- Academic calendar- School day setup- Native literacy skills level-Kind of skills & knowledge- Student’s developmentalstage at departure/arrival- Instructional deliverymethod- Parents educational level- Native language structure,phonological system, 2ndlanguage proficiency quality- School discipline- Possible special educationneeds

Experiential BackgroundUnderstanding of the components of culture and their impact on instruction

Culture- Religion / Taboos- Child rearing practices- Male/female roles- Beliefs about success &failure- Morality- Humor- Acculturation stage- Affective filter- Motivation- Social class : Poverty

A Practical Approach to Differentiation for ELLs

“Students cannot learn that which is inaccessible because they don’t understand.”

by Tomlinson, The Differentiated Classroom

What (content) am I teaching?

How (strategies) Will I teach It?

C. PROVIDING MULTISENSORY DIRECT INSTRUCTION

The true test of multi-sensory instruction is whether or not all four language-learning avenues—saying, hearing, writing, and seeing—are used at the same time. The curriculum must guide the teacher to guide the student to connect his/her four language-learning avenues.

WHY MULTISENSORY INSTRUCTION?

Reason # 1 - Learner Engagement"If you really want to engage learners, try taking a multisensory approach.

Presentations that appeal to auditory, visual, and kinesthetic modalities simultaneously connect more deeply and have a lasting impact," (Maal, 2004)

Reason # 2 - Greater Capacity for Learning"Recent research in the field of 'multiple intelligence / emotional intelligence' into how

we learn, suggests that diversity of sensory and intellectual stimuli is key to increasing our capacity for learning," (Westley, 2003).

Hearing information, presented simultaneously with iconic visual input, is the most effective means of instructing. Using two channels of processing, simultaneously, allows the brain to process the information all at once and improves recall pathways through one channel or the other (Tiene, 2000).

SRTRATEGY 1: Multiple Intelligences StrategyMultiple strategies are the ways people are smart – the mode in which they

process information effectively (Gardner, 1993)Intelligence Definition Teaching Assessing

Bodily/Kinesthetic

Body-smart, sport-smart, hand-smart –

Introduce motions, encourage roleplaying, allow movement

Have students show, not tell, encourage the use of roleplay to document learning, encourage the use of mime, dance, the invention of physical games to document learning; performance based assessment

Intrapersonal Self-smart Give opportunity for self-teaching, computer tutorials, internet, programmed learning

Use self-evaluation rubrics, allow the person choices in which to best show the learning, encourage the use of self-made multimedia reports

Interpersonal People smart Encourage group work, celebrate group skills, teach pieces and encourage reciprocal teaching

Encourage group reports, use group evaluation reports, evaluate the products of the group, holding all members responsible

Linguistic Word-smart Give reading/follow up, encourage additional reading/writing

Use written response activities, oral reports, dialogue journals, learning logs

Logical/mathematical

Number-smart, logic-smart

Quantify instruction, relate instruction to logical constructs, relate instruction to math/logic puzzles

Have students design a math or logic game that shows what has been learned, have students design “mind-benders”

Musical Music-smart Teach with rhythm, rap, relate instruction to songs, poetry

Have students demonstrate understanding by writing a rap or song

Visual/Spatial Picture smart Teach with visuals, charts, drawings

Have students make posters, charts, illustrations, dioramas, constructions

STRATEGY 2: REALIA STRATEGIES: Connecting Language Acquisition to the Real World

Realia is a term for real things – concrete objects – that are used in the classroom to build background knowledge and vocabulary. Realia is used to provide students with opportunities to use all the senses in learning.

Category Realia Uses

Household items Eating utensils, kitchen appliances (from different cultures), miniatures such as household furniture, old-fashioned items no longer commonly seen

Active experiences, vocabulary development, role-playing, story reenactment, prereading activities, oral language practice, story problems in math, science experiments

Food Fruit, vegetables unusual items unfamiliar to students; many plastic food items are available for classroom use

Sensory experiences, vocabulary development, acting out stories, grammatical activities (singular, plural)

Clothing Different kinds of hats, gloves, sweaters, boots, any examples of ethnic clothing to support understanding

Vocabulary development, story reenactment, writing support, oral language practice

Literacy materials Books, magazines, newspapers, encyclopedia, reference books, checkbooks, bankbooks

Role-play, vocabulary development, easy access for research, exposure

Farm or occupational items

Rakes, plows, harnesses, tools, baskets, hay, nails, models of barns

Vocabulary development, prereading activities, role-playing, knowledge of size and weight

STRATEGY 3: Learning Centers

Learning Centers are places set up in the classroom where students can engage in hands-on activities that allow them to obtain additional experience in using new skills, expand skills usage to more closely match their individual needs, and work cooperatively with other students.

Logic Center - Students use these center to create “brainbenders,” logic problems that can be solved by other students using props provided, or

made by students.

Video Center – Video camera, tripod, and tapes are available in this center so students can videotape scenes from classroom activities, enactments,

and other activities written and produced by students.

Research Center – Encyclopedias, reference books, a computer Internet access, are all available at this center to encourage student to research on

topics unders study in the classroom.

Multiple Intelligences Center – Seven different ways of studying a topic are presented in centers corresponding to Gardner’s Multiple Intelligences.

E. STRUCTURING GROUPS TO MAXIMIZE ELL LEARNING

Mainstream teachers with both ELLs and English-dominant students in their classrooms can use group-learning strategies as a powerful tools for fostering language acquisition. (Marzano, 2006)

STRATEGY 1: COOPERATIVE LEARNING

There are a number of elements that set cooperative learning apart from other grouping techniques (Cochran, 1989; Johnson & Johnson, 1999)

•Heterogeneous grouping•Positive interdependence

•Face-to-face supportive interaction•Individual accountability

•Interpersonal and small group skills•Group processing

Principle Example Benefits to ELLs

Cooperative learning tasks are designed so that individuals must work together for the task to be accomplished

Jigsaw activities involve each member of the team being given a piece of the information so that they must work together or no one will have all the necessary data.

ELLs must be encourages to participate in the task or the whole team will fail to accomplish their assignment.

Positive interactions are developed and encouraged.

The group’s evaluation is based on individual and group marks. Group members are rewarded for peer tutoring and supporting weaker students.

Because peer tutoring and group support of individuals are encouraged and rewarded, all students are supported to succeed.

Students have opportunities to work indifferent teams.

A variety of plans are used for grouping such as interest groups, random groups, heterogeneous groups, etc.

ELLs have an opportunity to get to know other students in meaningful ways and to demonstrate their competence in a variety of ways.

Social, language, and content skills are all learned in the process of interacting with the group.

Social and academic language interactions in cooperative learning groups help students to learn pro-social behaviors as well as content knowledge.

ELLs benefit from the verbal interactions, learning social norms, and content-related knowledge.

STRATEGY 2: RECIPROCAL TEACHING

Reciprocal teaching (Palincsar & Brown, 1986) is a reading strategy in which students take turns teaching small sections of text. It is usually done in small groups. All students initially read a section of the text. One student begins by summarizing a section of the text and questioning the others about the meaning of the section. Any difficult parts are identified and discussed and then predictions are made about the next section to be read. The students take turns summarizing, clarifying, and questioning until all sections of the text have ben read, summarized, and discussed.

STEP WHAT TO DO LEARNING STRATEGY

Group formation Form a group of students to read cooperatively. Choose the sequence of reciprocal teachers (students).

Cooperation

Read Each member of the groups reads the first section of the text to himself/herself.

Silent Reading

Summarize The first student summarizes the section just read. Summarizing

Question The first student questions other members of the group moving from low-level to high-level questions.

Literal, Inferential, Critical, Questioning

Identify The first student identifies any area of text that presented difficulty to any member of the group.

Comprehension monitoring

Problem Solving The group discusses possible solutions or strategies that could be used.

Cooperation

Prediction The first student makes a prediction about what is likely to happen in the next section of the text.

Predicting, inferring

Read The group reads the next section silently. Silent reading

STRATEGY 3: Skills Grouping – Planning for more individualized instruction

Skills grouping (Gibbons, 1993) is the act of arranging students in groups based on their need for instruction in a specific skill. Skills grouping is done for a short period of time, usually for only a few lessons, and is effective only when the groups are based on the teacher’s knowledge of the language and skill levels of students. The criterion fro grouping is based on teacher observation of a specific instructional need. This greatly enhances the delivery of comprehensible input because the lessons are planned to scaffold learning at the student’s present level of functioning (Krashen, 1985).

Document needs

Observe

Follow up with authentic practice

Document needs

Group students with like needs

Explain skill

Model skill

Provide guided practice

Activating/Building on Prior Knowledge

Activating prior knowledge is finding out what students know, don't know, or have misconceptions about regarding a topic of study.

Students learn more effectively when they already know something about a content area and when concepts in that area mean something to them and to their particular background or culture.

When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose.

Strategies To Activate/Build on Prior Knowledge

• Perform a short demonstration. Present a problem.• Ask a question: “What do you think…?” Describe or show a surprising event.• Show an object and ask probing questions about object. Students brainstorm.• Students classify objects. Show a picture for students to study.• Act out a problematic situation. Read a short reading. • Think-Pair-Share. Students free write in journal.• Class analyzes a graphic organizer. Put the students in a situation or simulation.

• Students manipulate word sorts. Students draw a picture of what they think.• Whole-class conversations. Storytelling. • Ask students what they already know, then develop a common classroom vocabulary

that can be used to develop new understandings.

Teaching Academic Vocabulary4 Main Principles that guide vocabulary instruction:

1. Students must be actively involved in developing their understanding of words and ways to learn words.

2. Students must personalize word learning.

3. Students must be fully immersed in words.

4. Students must be provided with multiple opportunities to learn words.

*It is important to teach vocabulary within the science context, not in isolation.

Principle 1 - Students must be actively involved in developing their understanding of words and ways to

learn words:

• Semantic Mapping: students generate a list of words related to a topic. Student then categorize the words and create a semantic mapping of words related to the topic.

• Word Sorts: the teacher provides a list of words related to the topic, and students categorize them according to meaning, similarity in structure, derivations, or sounds.

• Illustrating Vocabulary Words

Principle 2 - Students must personalize word learning through activities:

• Mnemonic Strategies: APE MAN, King Henry Doesn’t Usually Drink Chocolate Milk, My Very Excellent Mother Just Served Us Nachos.

• Personal Dictionaries/Vocabulary Briefcase: students illustrate and define words in a way that makes sense to them.

• Student Journaling

• Review Games (teacher and student created)

Principle 3 - Students should be fully immersed in words: The classrooms should be a

language-rich environment that focuses on words and learning words.

• Interactive Word Walls: word+picture visibly posted. True interaction with the word wall means students contribute their own definitions and drawings to the wall and play games using the wall on a consistent basis.

• Science Dictionaries: easily accessible to every student.

• Root Words: comparing/contrasting words with similar roots. Use a high-frequency word list for general academic and science-specific language. (*Refer to Teaching Basic and Advanced Vocabulary by Robert Marzano. Frequency lists are clustered by content area ranking words from a 1: basic-level vocabulary to a 5: advanced-level vocabulary)

Principle 4 - Students must be provided with multiple opportunities to learn words: Key

vocabulary should be taught and reviewed more than once. Multiple sources of meaning should be provided.

• Realia: using real items found in the world around us as an aid to teaching English

• Drawings

• Pictures

• Video

• Gestures

• Dramatization

Scaffolding in science for ELLs

A closer look at utilizing Listening, Reading, Writing, & Speaking strategies for the beginning to advanced high English Language Learner in science classrooms

What Makes Science Language Different?

Engaging in the science language requires students to read informational text and to write and speak scientifically.

The science learner must:– Understand and communicate specialized vocabulary terms and phrases that

are unique to science– Understand and communicate vocabulary terms and phrases that have different meanings when used in science– Interpret and create scientific symbols and diagrams– Recognize and understand organizational patterns common to science texts– Make sense of text using text structure and page layout that may not be user

friendly– Infer implied sequences and recognize cause and effect relationships– Infer main ideas and draw conclusions that may not be explicitly stated– Use inductive and deductive reasoning skills

How can I help my ELL with reading science

In general… Link information to prior knowledge to activate the learner’s

schema in order to make sense of the new informationFocus on important habits such as previewing material,

recognizing chapter headings, identifying introductions, reading every first sentence in a paragraph, understanding visuals and graphs, summarizing, and answering end-of-chapter questions

Enhance, expand on, and make unfamiliar information clear through re-presentation of text

Provide opportunities for academic conversations

How can I help my ELL with reading science

Some ways to re-present text include:• Role-playing: Students act out the text• Cooperative Dialogue Writing: Students work

with a team to write a dialogue based on a text

• Genre-transforming exercises: Students rewrite a passage using a different genre

How can I help my ELL with reading science

PlanningWhen planning to use text in science it ishelpful to break your planning into threesections: 1. What you will do before the reading 2. What you and the children will do while the

reading is going on3. What you will do after the text has been read

How can I help my ELL with writing in science

In general…Scaffold written assignments to give them the support

they need to complete the assignment Focus on one or two specific writing objectives for each

assignmentInstead of correcting every error a student makes,

correct only errors that impede understanding and errors that pertain to the targeted objectives

How can I help my ELL with science

Scaffolding strategies:Insert graphic

Connections to the Instructional Practice Rubric

“Where do the ELL Strategies fit in?”

Key Instructional Strategies in Science

A. Activating/building on prior knowledge for English language learners

B. Teaching academic vocabularyC. Providing multi-sensory direct instructionD. Scaffolding content-area readingE. Structuring groups to maximize ELL learningF. Building opportunities for academic

conversationG. Scaffolding content-area writing

A. Activating/building on prior knowledge for English language learners

I-1 Facilitates organized, student-centered, objective driven lessons

Level 3Students connect lesson content to prior knowledge in order to build new learning. (For example, students connect lesson content to personal experiences or interests.)

B. Teaching academic vocabulary

I-6 Communicates content and concepts to students

Level 3Teacher uses developmentally appropriate explanations and explains new terms and vocabulary.

C. Providing multi-sensory direct instruction

I-3 Differentiates instruction for student needs by employing a variety of instructional strategies

Level 3Students engage with lesson content in multiple ways that that are appropriate to lesson objectives and responsive to students’ needs. For example, multiple learning modalities.

I-6 Communicates content and concepts to studentsLevel 3

Teacher communicates content and skills using visuals or technology in situations where such methods facilitate student understanding of lesson objectives.

D. Scaffolding content-area reading

I-4 – Engages students in work that develops higher-level thinking skills Level 3Teacher provides students the support and guidance(e.g., scaffolding) needed to exercise higher-level thinking skills

E. Structuring groups to maximize ELL learning

I-3 – Differentiates instruction for student needs by employing a variety of instruction strategies Level 3Teachers strategically utilizes flexible instructional groups and varied instruction arrangements that are appropriate to the students and to the instructional purposes of the lesson.

F. Building opportunities for academic conversation

I-4 – Engages students in work that develops higher-level thinking skills Level 4Students communicate their thinking and reasoning processes, and encourage peers to do the same, when appropriate.

G. Scaffolding content-area writing

I-4 – Engages students in work that develops higher-level thinking skills Level 3Teacher provides students the support and guidance(e.g., scaffolding) needed to exercise higher-level thinking skills