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