TXCC Webinar 7 Instructional Strategies for English Language Learners April 6, 2010.

TXCC Webinar 7

Instructional Strategiesfor English Language Learners

April 6, 2010

Today’s Objectives:

Participants will be able to

• assist teachers in providing a learning environment that addresses affective and academic needs of English language learners (ELLs) and

• use training materials to provide professional development for administrators and teachers on incorporating the English Language Proficiency Standards (ELPS) in content-area instruction.

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Today’s Presenters

• Georgina González, Program Associate, TXCC

[email protected]

• Heather Solano, Bilingual Coordinator, Pflugerville ISD

[email protected]

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Webinar Agenda

ELLs in Texas Affective Components that Influence Learning Strategies for ELLs Practice with strategies Summary and resources Evaluation

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ELLs in TexasTexas student population: 4.8 million

PEIMS, Fall 2009

817,074 (16.9%)

456,051 (9.4%)

310,725 (6.4%)

ELLs

Bilingual

ESL

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From Your Perspective

• Think about a teacher who was a positive influence on you when you were a student.

• Share with a colleague how that relationship affected your academic performance.

• Share your experience in the chat pod.

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Affective Component: Experts Believe —

• Staff need to know individual student characteristics and his/her background and mobility.

• Home language experiences can contribute to second language (English) literacy development.

(August, & Shanahan, 2006; ESC Region 4, n.d.)

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Affective Components that Influence Learning

• Safe learning environment• Respectful• Appreciate learners for their work

(Krashen, 2002)

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An optimal classroom environment for all learners is one that

promotes openness, reduces anxiety, builds confidence, is respectful of all learners, builds relationships between students and teacher,

and increases empathy for all learners.

Affective Components that Influence Learning

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Participant Input

• Based on your ESC experience with districts and schools, provide examples of how to address the affective needs of students in the classroom.

• Please post your responses to the chat pod.

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Considerations for Instruction

Listening

Speaking

Reading

Writing

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Beginning

Intermediate

Advanced

Advanced High

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How language domains,

proficiency levels,

and instructional

strategies

interact

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Strategies for ELLs

Effective Literacy and English Language Instruction for English Language Learners in the Elementary Grades

IES Practice Guides:

Organizing Instruction and Study to Improve Student Learning

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Strategies for ELLs

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.

and

Walqui, A. (2009). Oral language in disciplinary literacy development: The design and implementation of quality teaching for English learners and a large-scale effectiveness study (Slides presented at CREATE Conference).

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Instructional Strategies for ELLs

1. Develop academic language

2. Facilitate regular peer-assisted learning opportunities

3. Use quizzes to re-expose students to key content

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4. Ask questions requiring deep explanations

5. Combine graphical presentations with verbal descriptions

6. Allow opportunities for oral language development

Instructional Strategies for ELLs (cont.)

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Review Handouts

Handout 1a—Overview of Texas Administrative Code for Education (Title 19)

Handout 1b—English Language Proficiency Standards Crosswalk

Handout 2—Learning Activity (Weather Lesson)

Handout 3—Breakout Room Instructions

Handout 4—Resource List

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Screen for Reading Problems and Monitor Progress

• Assess for reading problems as soon as possible.• Provide a targeted intervention.• Monitor students progress.

Gersten et.al., 2007, pg 9.

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Strategy 1: Develop academic language

Gersten et.al., 2007, pg. 23 20

Aligning Instructional Strategies to ELPS

Strategy 1: Develop academic language

Example of how Strategy 1 aligns with the ELPS:

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“internalize new … academic language by using and reusing it in meaningful ways in speaking and writing activities”

§74.4 (c)(1)(E)

ImplementationStrategy 1: Develop academic language

Sentence frames— • Help students participate in class orally and in writing• Can be used in whole group or small group • Teacher models in part of sentence; students complete sentence

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Sentence Frame Example

If conducting an activity in which students are making predictions or expressing opinions, the following sentence frames might be used:

What I predict will happen [during this lab activity/in this text] is that______________________.

I respectfully disagree with your [position/prediction]. I believe _________________________.

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Strategy 2: Facilitate regular peer-assisted learning opportunities

Gersten et.al., 2007, pg. 2824


Strategy 2: Facilitate regular peer-assisted learning opportunities


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“demonstrate listening comprehension . . . by. . . collaborating with peers, . . . commensurate with content and grade-level needs.”

§74.4 (c)(2)(I)

Implementation Strategy 2: Facilitate regular peer‑assisted learning opportunities

• Use after instruction as alternative to individual seatwork.

Example:– Jigsaw

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Participant Input

Share examples of peer-assisted learning opportunities

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Strategy 3: Use quizzes to re-expose students to key content

• Cloze assessment after delayed period of time• Short answer • Immediate feedback with the

correct answer

Pashler et.al., 2007, pg. 21

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Strategy 3: Use quizzes to re-expose students to key content


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“use . . . content area text, enhance and confirm understanding. . .”

§74.4 (c)(4)(F)

ImplementationStrategy 3: Use quizzes to re-expose students to key content

• Administer quizzes between initial instruction and final cumulative test.

• Quizzes must be closed-book in order for students to recall information actively.

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Strategy 4: Ask questions requiring deep explanations

• Use instructional prompts that encourage to ask and answer to “deep-level” questions.

• Questions should facilitate elaboration.

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Strategy 4: Ask questions requiring deep explanations


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“demonstrate comprehension of increasingly complex English by participating in shared reading . . . responding to questions . . .”

§74.4 (c)(4)(G)

Implementation Strategy 4: Ask questions requiring deep explanations

• Try a think-aloud • Model when

– demonstrating how to solve a problem or conduct a lab activity,

– before reading aloud a new text, or– during writing.

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Strategy 5: Combine graphical presentations with verbal description

Combine graphical presentations of key processes and procedures with verbal descriptions.

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Strategy 5: Combine graphical presentations with verbal description


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“use pre-reading supports such as graphic organizers, illustrations…”

§74.4 (c)(4)(D)

• The following slides contain photographs of teacher and student works created using both linguistic and nonlinguistic representations.

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Implementation Strategy 5: Combine graphical presentations with verbal descriptions

Strategy 6: Allow opportunities for oral language development

• Well developed oral proficiency in English associated with English reading and writing

• Provide opportunities for students to engage in discussions.

• Focus initially on simple ideas and then grammar.

August & Shannahan, 2006; Walqui, 2009

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Strategy 6: Allow opportunities for oral language development


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“express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics;”

§74.4 (c)(3)(G)

ImplementationStrategy 6: Allow opportunities for oral language development

• Students need to practice speaking in content-area classes

Example: Inside-outside circle

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Breakout Room Activity –

• Handout 1a—Outline of Texas Administrative Code for Education (Title 19)

• Handout 1b—English Language ProficiencyStandards Crosswalk

• Handout 2—Learning Activity (Weather Lesson for Grade 2)

• Handout 3—Breakout Room Instructions

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What you will need:

• Read Handout 2 (Learning Activity—Weather Lesson for Grade 2).

• Modify the weather lesson for ELLs using the assigned strategy, language domain, and proficiency level for your assigned breakout room.

• Post your modifications in the breakout room chat pod.

• Respond to prompts from your breakout room facilitator.

Breakout Room Activity (10 minutes)

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Breakout Room Sessions

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Participant Input

Facilitators, please report on lesson modifications made during the breakout sessions.

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ESC Resources for ELLs• Please click the raised hand icon to report verbally on the

resources you are currently using with ELLs

OR

• Post your responses to the chat pod

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References• August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners:

Report of the National Literacy Panel on Language-Minority Children and Youth.

• ESC Region 4. (n.d.). Building Connections in High School Content Areas Through Sheltered Instruction.

• Kagan, M., Robertson, L., & Kagan, S. (1995). Cooperative Learning Structures for Classbuilding. Kagan San Clemente, CA: Cooperative Learning.

• Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis.

• Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M. et al. (2007, September). Organizing instruction and study to improve student learning.

• Walqui, A. (2009). Oral language in disciplinary literacy development: The design and implementation of quality teaching for English learners and a large-scale effectiveness study.

• Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades.

Complete citations for these references can be found on Handout 4, Resource List for Teaching ELLs.

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Important to Remember

• Affective components that influence learning• Considerations for instruction (language domains,

proficiency levels)• Instructional strategies

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Training Resources

• Facilitator guide• Additional resources

http://txcc.sedl.org/resources/webinars/material/webinar7/index.html

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Evaluation

We appreciate your feedback!

Please complete an evaluation form, available at

http://tinyurl.com/y8zko2k

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Next Webinar

Webinar 8 Information:

Reducing Dropouts and Increasing Graduation Rates

May 18, 2010

9:00 a.m.–11:00 a.m.

Register online at http://txcc.sedl.org/resources/webinars

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Additional Upcoming Webinars

Webinar 9: Working Systemically in Action

June 8, 2010

9:00–11:00 a.m.

Further information will be posted, as it becomes available, at

http://txcc.sedl.org/resources/webinars/upcoming.html

Archived webinars are available for viewing at

http://txcc.sedl.org/resources/webinars/archived.html

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Thank you for participating!

Evaluation link: http://tinyurl.com/y8zko2k

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TXCC Webinar 7 Instructional Strategies for English Language Learners April 6, 2010.

Documents

Transcript of TXCC Webinar 7 Instructional Strategies for English Language Learners April 6, 2010.