Post on 03-Feb-2018
TRILINGUAL
Supporting teachers whose students
are learning through three languages.
Who are we?Molly Farrell: Elementary Math Coach heymolly@gmail.com
Megan Feige: Kindergarten Teacher meg1482@hotmail.com
Lori Welsh: TESOL teacher lcwelsh@hotmail.com
How did we get here?● Three teachers collaborating to meet a need they recognized.
● Not included in any district protocol
What did we create?● A planning template to help teachers of ELs identify the
language demands of a lesson and select appropriate
instructional strategies to help ELs access the content of
the lesson.
OUR WORLD--South-Western City School DistrictSWCS is located across 119 sq. miles surrounding Columbus, OH
including rural, suburban and urban neighborhoods.
● 6th largest school district in Ohio, 2nd largest in Franklin County
● 1 Preschool plus satellite preschool rooms in other buildings
● 15 Elementary (K-4th grade)
● 5 Intermediate (5th-6th grade)
● 5 Middle School (7th-8th grade)
● 4 High School (9th-12th grade) and 1 Career Academy (11th-12th grade)
20,685 students
OUR WORLD-Prairie Lincoln Elementary School● Prairie Lincoln is an urban/suburban neighborhood school serving
around 600 students K-4th grade.
● 69% receive free or reduced meals.
● Title 1 services include a part-time math content coach, part-time literacy
content coach, and 2 LLI/Reading Recovery teachers.
● 13% have an IEP and are supported by four intervention specialists.
● Prairie Lincoln also houses a county Structured Teaching for Autistic and
Communication Delayed Kids (STACK) unit and a district cross-category
special education unit.
OUR WORLD-English as a Second LanguageDistrict
● support offered to students
○ K-4: inclusion and pull-out
instruction with an ESL teacher
supported by 2 district literacy
content coaches
○ 5-12: SIOP units
● demographics
○ 2,702 students in 2014-2015 (13%)
○ 71 dialects in 2014-2015
Prairie Lincoln
● support offered to students
○ 2 full time TESOL instructors
○ 2 part-time TESOL instructors
● demographics
○ 143 students in 2015-2016 (27%)
○ Over 12 dialects in 2016-2017
including Spanish, Ukrainian,
Russian, Chin, Somali, Berber,
and Arabic.
Who are you?Who here . . . ?
Uses a sheltered
instruction model?
Uses a pull
out/push in
model?
Is involved in Ohio
Improvement Process?
Prairie Lincoln
27% ESL
Beyond ELs● While based on research into supporting English Learners in
the general education classroom, these strategies will benefit
all learners.
Learning Targets● Content Target:
Participants will identify
appropriate instructional
strategies for a specific
lesson and explore how
our template will
support their staff’s
instruction of ELs.
● Language Target:
Participants will
listen for new
instructional
strategies to support
teachers of English
Learners.
Common VocabularyESL- English as a Second Language
EL- English Learner
LEP- Limited English Proficient
OELPA--Ohio’s standardized assessment to determine
English language proficiency
SIOP--Sheltered Instruction Observation Protocol- a
lesson plan and delivery method for making content
comprehensible to EL’s.
Considerations for every lesson-R
egard
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tVocabulary
Non-Linguistic Representations
VOCABULARY Rule of 6- within each new lesson, no more
than 6 vocabulary words should be
front-loaded. But which 6? How do you
choose? You analyze three things:
Academic vocab needed for that
particular lesson.
Non-academic vocab that would
help the learners understand that
lesson.
Look at your learners oral
language proficiency. Are there
words that could be taught that
would aid in overall
comprehension?
1
23
Going Beyond the Minimum
NON-LINGUISTIC REPRESENTATIONFind a way to disseminate content without using words at all.
CLASSROOM EXAMPLES OF NON-LINGUISTIC REPRESENTATIONS
SWiRL
Within each lesson, a teacher of EL’s must be aware of the language demands. We
recommend you SWiRL. Attend to Speaking, Writing, Reading and Listening.
Think: What am I asking the students to do the MOST?
Speaking Writing
Reading Listening
SPEAKINGIf you are asking
students to speak, then
provide shelters and
support to help them
speak.
Give them the words to say.
WRITING
If you are asking
students to write, then
provide shelters and
support to help them
write.
Use picture prompts
READINGIf you are asking
students to read, then
provide shelters and
support to help them
read.
Provide leveled texts
LISTENING70% of what we ask
students to do is listen.
If you are asking
students to listen, then
provide shelters and
support to help them
listen.
Emphasize words with motions
SWiRL Guides
SPEAKING WRITING READING LISTENING
SPEAKING● Give each speaker a
sentence starter!
WRITING
● Word Bank related to topic with non-linguistic support.
READING
● Mark the text to help students understand.
● Underline words you do not know and write a synonym above.
LISTENING
LISTENING● Cloze for steps of
equation
● Modeling using
ELMO
● Picture support
both on board and
on worksheet
Differentiation--Novice teachers● Begin with
vocabulary and
non-linguistic
representation
Differentiation--Experienced teachersThe best lessons SWiRL...altogether.
What secondary focus can you add
that will support your lowest level,
and push your highest?
Differentiation--For students
● Ohio Improvement Process
○ Instructional strategies and interventions for
subgroups--ELs
PUT IT INTO PRACTICE--novice
Individually or at your table,
● Read through the lesson
● Identify the Rule of 6 vocabulary words
● 1 vocabulary strategy
thanMoreLessLeagueequipment
Wear a word w/ picture
Easy access
PUT IT INTO PRACTICE--novice
With a partner,
● Create a non-linguistic representation for the non-academic
vocabulary word: DINER
PUT IT INTO PRACTICE--next steps
Individually or at your table,
● Choose the SWiRL strategy from the first page of the Reading
SWiRL guide that best supports the learners and focus of the
lesson.
Should students . . .
ACT IT OUT or NUMBER THE
PARAGRAPHS???
Credits● Dr. Kristin Bourdage - Vocabulary triangle SWiRL
● Otterbein COELEC Program
● South-Western City Schools particularly Pleasant View Middle and
Prairie Lincoln Elementary
● Investigations in Number, Data, and Space Ed. 2--the authors at TERCC
Resources● Making Content Comprehensible for English Learners: The SIOP Model (4th Edition)
THANK YOU!Molly Farrell: Elementary Math Coach heymolly@gmail.com
Megan Feige: Kindergarten Teacher meg1482@hotmail.com
Lori Welsh: TESOL teacher lcwelsh@hotmail.com