STRATEGIES

ROUND TABLE REVIEW

Activity: With the teachers at your table, discuss the information from our previous training. Use the following topics to guide your discussion.

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• Myths• BICS/CALPS• District Data• Can-Do Descriptors

Sentence Frames: I remember… I learned….

HAND UP, PAIR UP

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Activity: Walk around the room with your hand up, find a partner and give them five. 1. Share an idea of your own.2. Share one idea of a previous partner.

How has the information in the CAN-DO Descriptors helped your lesson planning and instruction in the classroom?

 

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Strategy: A careful plan or method to achieve a particular aim or goal.VIDEO

Language Objective: I will be able to discuss various strategies for ELLS with partners.

Content Objective: I will be able identify and apply appropriate strategies in my classroom.

DO WE NEED TO USE STRATEGIES FOR ELLS

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• Increase Comprehensible Input• Vocabulary Development• Provide opportunities for students to

listen, speak, read and write• Teaches students how to develop their

own strategies for learning• Increase interactions• Build Background• Scaffold Instruction

Form of support to bridge the gap between students’ current abilities and the intended goal

Support is more complete during the initial stages of learning but is decreased as there is less need for guidance

Types: verbal Instructional Procedural

Paraphrasing Using “Think Alouds” Effective Use of Wait

Time Use of songs, jazz

chants, rhythm, and rhyme

Purposeful use of synonyms and antonyms.

Graphic Organizers Manipulatives Word Walls Labeled Visuals Realia Pictures/Graphs

Procedural Scaffolding

Student Independence

Whole Class

Small Group

Paired/ Partner

Independent Work

Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and

skills.

Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

How does this relate to the Anatomy of A Lesson (AOL)

Procedural Scaffolding

Increasing Student Independence

Teach

ModelPractice

Apply

According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modelingand practice that provide procedural scaffolding.

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Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

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SUPPORTSSUPPORTS

• Sensory Supports• Graphic Supports• Interactive Supports

Think about the following types of Supports. Rate your top three on your handout.

Think about the following types of Supports. Rate your top three on your handout.

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• TPR• Vocabulary• Modeling• Kinesthetic• Interactions• Oral language• Think Alouds• Formative

Assessment

VIDEO

VIDEO

FOLDABLE

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Directions:

1. Explain the strategy or activity.2. How can we use it?3. Give an example of how it can be used in our classrooms?

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Think about strategies you observed throughout today’s

presentation.

Modeling GesturesTPR Building BackgroundThink Alouds Frontloading VocabularyInteractions FoldablesA/B Parnters PicturesEchoing RealiaChoral Reading VisualsInteractive Word Wall Graphic Organizer

Use your circle map and choose 5 strategies to focus on during instruction. (HOMEWORK)