ELL Strategies Reviewed at Winter Conference Round Table

Sharing Successes: What Teachers are Saying That Works

January 15, 2010

Molli Sipe / Riki Sipe

Coming in Spring!

Bilingual / Multicultural Conference

April 21-23, 2010

Review of handout

Using audio-visual/technology

Provide background- front loading before reading

Vocabulary: Pre-teaching: 500 Most Common Words, build into the routine of the class, teach purposely

Websites for support and activities

Speaking:

*Stand and Deliver:

A child from each classroom greets visitors/interrupters:

Introduces themselves

Summarizes the topic that the teacher is presenting

Repeats throughout the day- each time someone enters the room.

Students interview one another using the text.

*Linda Mood Bell: Visualize Verbalize

Think about and describe an object or event

SIOP: key component – let the students know the objective, morning message, and did we meet the objective.

Translated GLEs into student friendly language- includes tracking for students to keep their GLEs in folders.

Trackapedia.com

Website Can share with parents

SIOP: pre -statement of the objective

Don’t forget the pre-teaching, front loading, slow down and spend that time.

Involve people from diverse language communities, especially at the beginning of the year to transition new students who speak a language other than English.

Head Sprout: computer program for early learners

Use the summer before school starts.

Pre K – 2

Pre- reading skills.

Computer speaking.

Affordable

Letter of the Week: bring in an object that begins with the letter of the week to present and discuss. Students select.

Vocabulary:

*What a Word Isn’t

(define what it isn’t, can also draw what it isn’t)

The First 100 Words

*Vobackulary Activity

Involve students in selecting wordsVobackulary:

Index cards of vocabulary words. Put on backs of students. Get up and move around and ask others question to determine your word.

(content area)

building scaffolding

Vocabulary Pyramid:

Game using vocabulary. Could use after introducing words for review. One gives clues the other guesses.

Isabel Beck: Building Robust Vocabulary, Tiers of words according to their use.

Wordsift.com Enter words and it will visualize for you

CORE Vocabulary Handbook: teaching explicitly and through content reading

Multiple Exposures to build into meaning: chart the words to remind teachers what words need to be reviewed to help internalize.

Explicit Instruction use 12 Times…..to internalize a word.

Content Reading :

Selecting Vocabulary: using the content areas

Highlight new words, gather and identify

Reading A- Z Website to subscribe to…can download books in several languages

National Geographic Science Readers/ 3 levels of reading-correlated to reading level by page.

*Whole School Focus on Alaska Themed books-Russian Mission School

Place Based Learning

Stone Fox

Winter

Gary Paulsen books

Cross Aged Reading Approach

Systematic resources available for Alaska Reading

Choice Time for Reading

Balanced Literacy Approach – using all components

Dedicated reading time

Mount Edgecumbe: Shadows on the Koyukon, brought author

Reading:

*Words of the day/using affixes/morphemes-all staff wear cards with the same words or build upon the same prefix, suffix.

*Building Word Walls

*EXCEL Program from Johns Hopkins: content reading strategies explicitly designed for ELL students (secondary). Read Around, Write Around

Use Technology – Smart Board Speaking

7 Steps in EXCEL / 15 minutes a day

*Reading:

Introduce students to phonemic process. *Linda Mood Bell. LIPS

*High Noon : Use classics with background information

*Orton- Gillingham: Discover Intensive Phonics

*Intensive Phonics

Can be used through all grades (K-Adult)

Uses sight words

Systematic Approach:

*Guided Language Acquisition Design : (call Mat-Su for information. They have trainers within the district).

Use it during science and social studies time/does not add to the plate

Print Rich

Science and Social Studies Based

Reading and Writing Components

Brain Based Research supported

Example: volcanoes, build the picture, use colors, imprint in brain and stays with student (concept)

Mat-Su Borough Schools/ Jackie Johnson

Use computers and smart boards to display as well as on the walls

Cover the room with concept illustrations

Songs and color

Strong Vocabulary Builder

Alaska Native Students: using a shared text

*Shadows on the Koyukuk

Whole school read the text. Brought the author to the school.

Engaged students in the shared process.

*Reading: High Interest to older students: Worst Case Scenario – Survival Handbook

*Content Labeling: Science example , lable parts, post, and lead museum tours of class to practice vocabulary.

*I Read, We Read, They Read- developing comfortable system of reading

*Juneau: Integrating technology into language development- Imagine Learning

Whole language approach with all components. Individualized program. Site licenses. Company installs. Requires little capacity and receive support by distance. Face to face staff development. Many students can be working while the teacher monitors learning and speaking on the computer. Academic language focus. $150 per student for a year round license. Engine is $1500. Instant reports. Group reports. Whole classroom reports. For ESL and developing basic literacy skills. Use as intervention. Used by literacy leaders, ELL teachers, resource teachers.

*Writing: Virtual Thesaurus – gives lesson designs, readability…..

Visualization: Marzano, keep track of visualizations, carry mini-dictionaries

*Reading:

Campfire: (Anne Titus, Ruby)

Direct Instruction in Reading followed by:

Call out “Campfire” and groups come up to work on intervention activities with teacher by group. Students bring write boards, markers, materials

Translations: Language Line, Via Language, Babel Fish

Phone and/or print translation

Inexpensive