Johnston County August 8, 2007 Presenter: Marian Shuttlesworth

www.ncliteracyresources.comNC Literacy Resources - Serving the Literacy Needs of NC since 1987

Supporting the English Language Learner

in the Mainstream Classroom

…using materials from National Geographic School Publishing

Johnston County August 8, 2007

Presenter: Marian Shuttlesworth


Agenda• Identify the challenges that ELL’s face

• Identify the language and literacy needs of ELLs

• Examine instructional practices that best support ELLs

• How SIOP supports ELL’s

• Determine ways to select appropriate texts to meet the needs of ELLs


ELL Growth in NC

60149

70912

78395

83627

92316

60000

65000

70000

75000

80000

85000

90000

95000

2002 2003 2004 2005 2006

LEP Growth

Source: NC DPI, ESL Department Annual LEP Headcount Data


What Does an ELL look like?Novice (Low and High) Learners -

Intermediate (Low and High) Learners -

Advanced & Superior Learners -


Language Transfer IssuesWhat is Language Transfer?

Language transfer typically refers to the learner trying to apply rules and forms of the first

language into the second language.

Talk with a Partner:When would a student have issues transferring

rules and forms of their native language to the new language? What languages would you expect

to have fewer transfer issues? What languages would you expect to have more?


Language Transfer Issues• Examples:


BICS vs. CALPBICS (Basic Interpersonal Communicative Skills) refers to the basic

communicative fluency achieved by all normal native speakers of a language.

It typically takes language learners 1-3 years to develop BICS if they have sufficient exposure to the second language.

CALP (Cognitive Academic Language Proficiency) refers to the ability to manipulate language using abstractions in a sophisticated manner. CALP is used while performing in an academic setting. CALP is the ability to think in and use a language as a tool for learning.

Research suggests that K-12 students need 5 to 7 years to acquire CALP in the second language if the learner has native language literacy. Learners who do not have strong native language literacy often need 7-10 years to acquire CALP in the second language.

Source: Jim Cummins and Virginia Collier


Text Challenges for ELL’s• Vocabulary• Connections• Sentence length• Verb tense• Pronouns• Prepositional

phrases• Punctuation

• Possessives• Contractions• Passive voice• Idioms• Multiple meaning

words• Abbreviations


Text Challenges ExamplesPronouns:

The horse went in the barn. It was brown.

Idioms:“Kick the bucket”

Multiple Meaning Words: Discuss with a partner!

What does the word “Power” mean in each of the following classes? Math, Social Studies, Science, Language Arts.


Text Challenges for ELL’s• Vocabulary• Connections• Sentence length• Verb tense• Pronouns• Prepositional

phrases• Punctuation

• Possessives• Contractions• Passive voice• Idioms• Multiple meaning

words• Abbreviations


How to Evaluate Texts for ELL’s?


ELL’s vs. Native Speakers• What would you do differently to

support an ELL?– Frontload academic vocabulary– Build background– Introduce academic concepts– Ask tiered questions associated with the

students level of language proficiency– Provide stage-appropriate adaptations

of instructional strategies


How do ELL’s acquire academic vocabulary?

• Repeated reading of the same book• Singing the same chants• Singing familiar songs over and over• Word Walls


What the classroom teacher must keep in mind for ELL

learning:• Linking past learning to the new concept• Using slower speech, visuals, real objects,

manipulatives, etc. to clarify meaning• Using scaffolding techniques beginning with

students’ current levels of understanding • Providing more wait time for an ELL’s response,

as well as more opportunities for student talk rather than teacher talk

• Pacing the lesson delivery to match the students’ ability level

• Providing many avenues of assessing knowledge


Language, Literacy, and Vocabulary

Weather and Seasons

Objectives:

•Understand that weather and seasons change and that these changes affect people.

•Learn and use vocabulary related to weather and seasons.

•Use photographs to predict vocabulary

•Use text features, such as graphic symbols and TOC/Headings, to comprehend text


Sing About Weather

Have you seen a sunny day?A sunny day,A sunny day?Have you seen a sunny day?It’s one kind of weather.


Weather and Seasons

Concept Book Nonfiction Student Books


…builds language, supports content learning, and aides comprehension.

Scaffolded support… Concept Book

• Labels

• Graphic elements


Concept Book Weather and Seasons


Academic vocabulary… Concept Book


Repetitive Sentence Structure…Concept

Book


Use What You Learned

Discuss

Apply

Confirm

Concept Book


Develop oral language

Introduce key concepts and vocabulary

Build background knowledge

Success from the start!

ConceptBooks


Related Nonfiction Books… Emergent Science

Level 3

Level 4

• Support the Concept Book

• Support student learning in the content areas of science, social studies, and math


Core content Key concepts Academic

vocabulary

RelatedNonfiction

Extend learning…

…with meaningful connections.


Optional Books

Content-Based Fiction

Content-based Linked to standards Develop academic vocabulary Engage young readers Thematically linked to on

Windows on Literacy LLV


Grades 3 – 8+

Scaffolded Literacy Instruction

Social Studies SeriesScience Series

Accessible Grade-Level Content


Build Background

StudentBooks

Develop key concepts and vocabulary

Help students build a strong foundation


Make Connections

Students apply what they have learned in new contexts

StudentBooks


Strong picture-text match makes abstract concepts more concrete

Visuals Support Vocabularyand Concept Development

StudentBooks


Grades 3 – 8+

Carefully scaffolded support for students functioning below grade level

Social Studies SeriesScience Series

Delivers grade-level and literacy instruction

Johnston County August 8, 2007 Presenter: Marian Shuttlesworth

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