Working Together for our English Learners at

McKinleyLaurie Burgos7th grade Bilingual Resource TeacherMcKinley Middle SchoolMarch 16, 2012

Essential Understandings

• All students can benefit from promising practices for English Learners, including sheltered instruction.

• Language is the key to literacy in all subject areas.

• We can improve our instruction through professional development and peer-coaching.

Today’s Objectives:• Content objectives: • Participants will be able to:

• identify effective teaching strategies for ELLs.• explain the importance of using both content and language

objectives in lessons.• integrate meaningful activities in lessons.• connect best practices for ELLs to the IB MYP principles.

• Language objectives:• Participants will be able to:

• discuss content and language objectives needed for students to be successful in content area classes.

• write about best practices for ELLs

IB Traits: Open-minded, reflective

Take a Guess…• Make a list of three to five key ideas that you think will come

up in today’s presentation about differentiated instruction, teaching ELLs, and/or the IB Language Policy.

• Work with a pair or trio to discuss your list.

• Each group should select a unique idea to share with the group.

Differentiation and ELLs• Carol Ann Tomlinson video clip

• When differentiating for English Learners, you must consider language proficiency first (Gottlieb, 2006).

• BRT goals:• Use data to assess and understand the students’ ELP levels• Provide appropriate supports (scaffolds) to give students access

to the core curricula• Oral language development• Sensory, graphic, or visual supports

• Assess performance and make adjustments to help students advance to the next level

Sheltered Content Instruction• Uses an array of instructional techniques so content is

comprehensible to English Learners.

• Provides ELs with meaningful access to content learning.

• Equips students with the language needed for content learning. (Echevarria, Vogt, and Short, 2000).

• Includes content objectives and language objectives

Eight Components of SIOP©

• Lesson Planning• Building Background Knowledge/Activating Prior Knowledge• Comprehensible Input• Strategies• Interaction• Practice/Application• Lesson Delivery• Review and Assessment

What’s the connection?

Would you like to be in this classroom?

Effective Strategies• Active learning strategies help all students learn more

effectively.

Retrieved from: http://pegasus.cc.ucf.edu/~tbayston/eme6313/learning_pyramid.jpg

The Big Three

•Modeling• thinking and writing

•Visual, sensory, and graphic supports• images, video clips, graphic organizers• “note-making” not note-taking

• Interaction• oral language development

A note about taking notes…• Green's functions are also a useful tool in solving wave

equations, diffusion equations, and in quantum mechanics, where the Green's function of the Hamiltonian is a key concept, with important links to the concept of density of states.

• Green's function as used in physics is usually defined with the opposite sign; that is, LG (x,s) = -δ(x-s)

• This definition does not significantly change any of the properties of the Green's function.

• If the operator is translation invariant, that is when L has constant coefficients with respect to x, then the Green's function can be taken to be a convolution operator, that is,

• In this case, the Green's function is the same as the impulse response of linear time-invariant system theory.

A note about note-taking• Funções de Green também são uma ferramenta útil na resolução

de equações da onda, equações de difusão e na mecânica quântica, onde a função de Green do hamiltoniano é um conceito chave, com ligações importantes para o conceito de densidade dos estados. À via de nota, a função de Green utilizada na física é geralmente definida com o sinal oposto, isto é,

• Esta definição não altera significativamente qualquer uma das propriedades da função de Green, LG (x,s) = -δ(x-s)

• Se o operador é invariante por translações, o que ocorre quando L tem coeficientes constantes em relação a x, então a função de Green pode ser considerada como um operador deconvolução, ou seja,

• Neste caso, a função de Green é o mesmo que a resposta ao impulso da teoria de sistemas LTI.

Tools for your Toolbox• Look at the menu activities for the different phases of a

lesson.

• Think of a lesson from your content area.• What academic vocabulary would you target?• What language would your students need to achieve success?• How could you foster higher-level thinking skills?• What activities could substitute lecturing?

Language and Learning• Bricks• Academic terms and

vocabulary• Students must learn the

meaning of the bricks

• Mortar• Language functions and • Students must learn

how to use the mortar

Remember to consider…• Students’ affective needs• Cultural backgrounds• Learning styles

• It is important to create a nonthreatening environment in which students feel comfortable taking risks with language.

Implications for Assessment• Standards-based• Common Core/Wisconsin Model Academic Standards• WIDA language proficiency standards

• Rubrics

• Peer and self-evaluation

• Students should always be aware of success criteria before beginning a task.

It’s all about success…Our goal is to set our students up for success, help them learn, and help them learn how to learn.

It’s appropriate for students to have different assignments as long as the success criteria is defined and communicated.

A differentiated classroom leads to increased possibilities for equity.

We need to move away from the “us vs. them” mentality. All of our decisions and plans should be student-centered.

Connection to IB• How do best practices for ELLs connect to IB principles and

policies?

• Think-Pair-Share• Curriculum• Assessment• Instruction• IB Learner Profile Traits

One-Minute Paper/Muddiest Point

• Take a minute to write down two key points you learned as well as the muddiest point that still needs some clarification.

• Turn to a partner. Share ideas and try to clarify the muddiest point for each other.

ReferencesAugust, D., and T. Shanahan, eds. 2006. Developing literacy in

second language learners. Report of the national literacypanel on minority-language children and youth. Mahwah, NJ: Lawrence Erlbaum.

August, D., and T. Shanahan, 2010. Effective English literacy instructionfor English learners. Improving education for English learners:Research-based approaches. Sacramento, CA: California Departmentof Education.

Dutro, S. and K. Kinsella, 2010. English language development: Issues and implementation at grades six through twelve. . Improving education

for English learners: Research-based approaches. Sacramento, CA:California Department of Education.

References Echevarria, J. and D. Short, 2010. Research to guide English language development instruction. Improving education for English learners: Research-based approaches. Sacramento, CA:

California Department of Education.

Gottlieb, M, 2006. Assessing English Language Learners. ThousandOaks, CA: Corwin Press.

Saunders, W. and C. Goldenberg, 2010. Research to guide Englishlanguage development instruction. Improving education for

English learners: Research-based approaches. Sacramento, CA:California Department of Education.