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Strategies for Closing the Achievement Gap with English Language Learner
Refugees
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All documents referenced in this presentation can be downloaded by
searching for…
East Lansing High School (ELHS)Then following these links… Teacher pages ESL
Click here Documents & Publications Achievement Gap folder
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Building Relationships: The First Key to
Closing the Achievement Gap
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Design activities throughout the school year to ensure students and families know that their teacher is interested in and respects who they are, where they come from and what they value.
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Tools for Getting to Know Students & Their Families:
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Getting to Know the Families: What are the family’s expectations for the student?
Is there a quiet place for the student to study?
Is there a computer in the home? Does the family have high academic expectations for the student?
Does the family have transportation? Do the parents / guardians speak English?
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Building Relationships: Reaching out to Families
Attend community cultural celebrations.
Home visits Learn a few greetings. Read about what is
acceptable as well as taboo in a family’s culture.
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Providing Families with Useful Information
FamilyUser Guide Family tours of local public library Bus route maps Sources for free and reduced food / clothing /
furniture / supplies
Seeing Families as Valuable Resources
Parent Advisory Group Classroom volunteers Sharers of Culture
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Getting to Know Students Personally
The first and most important strategy for maximizing student performance lies in establishing a trusting teacher-student relationship.
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Where We Are From Map
Student photos, names, countries, and flags surround the world map.
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Autobiography Wall
Each student creates an autobiography and a coat of arms for our back wall.
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Other Tools for Getting to Know Students
Journals
Questionnaires
Interviews
Games
Celebrations
Students’ extracurricular events
Students presentations of their language and culture
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Getting to Know Students Academically
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What level of English proficiency does this student possess?
“Phases of Language Acquisition” “BICS & CALP”
What is the educational background of the student? Does the student come to the classroom with significant gaps in background information needed for success in the class?
What strengths does this student possess? What enriching experiences can this student share with the class?
Teachers of ELLs Must Know the Following:
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Creating a Culture for Success:The Second Key to
Closing the Achievement Gap
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Setting Goals and High Expectations Students set their own goals in writing in contract format.
Teacher expects students to make the honor roll and closely monitors their grades throughout the year. Recognition of students who maintain high grades is key to establishing a culture for learning.
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Setting Goals and High Expectations
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Teaching the Habits of Successful Students
Instruct students in how to utilize daily planner to keep track of assignments, projects, and tests.
Daily planner checks reinforce daily use of planner in all classes.
Provide tools such as folders and binders, and teach students how to use them.
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Displaying the Master Planner
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Maximizing Student Achievement with Clear Procedures and
Routines
Where is the homework always posted?
Where do students turn in their homework?
How should a student who misses a class make up missed work?
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Warm up: Please write the homework in your planner. Please put your reading logs in the 2nd hr tray, and I will pass back your other one. Grab your f older.
Content Objective: Reading f or information and communicating specific information with a classmateNew vocabulary: Braille, mobility training, premature, mainstreamingAgenda:
- People First presentation! Take Cornell notes.- Readings on 2 people who are blind:
J oe Kovach and I vonne Mosquera- Fill in graphic organizer- J igsaw sharing with partner
Homework: - Read at least 30 minutes, fi ll out a reading log, and get it signed.
- Make corrections on I rregular Verbs Family 4 interviewand sentences by Monday.
Sample Day’s Agenda
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Clear Procedure for Turning in Homework
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Improving Student Achievement by Maximizing
Time on Task at School
After-school Academic Center
Academic support in ESL class.
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After-school Academic Center meets three days a week and is staffed by teachers and parent volunteers. Students who are missing any assignments are expected to attend.
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Half of an ELL’s time in ESL class is spent on academic support. Students learn English while working on core subjects.
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Making Content Comprehensible: The Final Key to Closing the
Achievement Gap
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SIOP: Sheltered Instruction Observation Protocols
Research-based model Make content comprehensible while developing academic language.
Effective in closing the achievement gaps of all learners, not just ELLs
Provides framework for differentiation to ensure student learning and realistic assessment
Measures effectiveness of lessons taught along specified measurable criteria
Students learn respectfully.
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SIOP Model: 8 Key Components
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and Assessment
Self Assessment
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The Three Keys to Unlocking the Potential of Each ELL
Refugee
Relationships
Culture of Success
Comprehensible
Instruction