ENGLISH AS A SECOND LANGUAGE LEP Limited English

ENGLISH AS A SECOND LANGUAGE

LEP • Limited English Proficient student • Does not refer to the program the students is placed in • Refers to the students himself/herself. The student can be: • • • in the bilingual program in the ESL program attending elementary school attending middle school attending high School • A students can be LEP and still take STAAR • A student can be LEP for his/her entire school career • A student can be LEP and be in all mainstream classes

What is ESL? • Refers to the program/services the student is receiving • Does not refer the students himself/herself, student is LEP not ESL • Teaches the student to read, write, and speak in English while learning the grade level TEKS and ELPS • At ____ School, we have ~___ LEP students and ____ monitored students • 4 Levels of ESL • Newcomers/ESL 1 – students still in the beginning stages of English acquisition • ESL 2 - students still in the Intermediate/Advanced stages of English acquisition • ESL 3 – students in regular classes with ESL certified ELAR teachers • plus ESL SPED • SPED is primary program • ESL and SPED work together on IEP

Who is in the ESL program? How do they get in the ESL program? A student is considered for the ESL program when: • home language survey indicates a language other than English is spoken by student • student scores less than fluent on the IPT exam (oral exam given by the ESL teacher) • student scores less than the 40 th percentile on the ITBS exam for language and reading (written exam given by the ESL

Qualify for ESL Program Student does not meet criteria • Student is entered into the ESL program • Student is placed in sheltered classes, with an ESL certified ELAR teacher or with the ESL teacher (depends on level of English) • Student is monitored in all core content classes by the ESL teacher • Additional language acquisition assistance is available • Student in invited to the after Students meets all criteria If the students scores fluent on the IPT and above the 40 th %tile of all areas of the ITBS exam, then: • Student is considered a DNQ or Does Not Qualify • Not entered into the ESL program • Placed in all mainstream classes

The ESL Program at _______School

Who teaches LEP Students? • Newcomer/Beginners (ESL 1) ELAR classes – ______ • Intermediate/Advanced (ESL 2) ELAR classes – _______ • STAAR Takers & STAAR Failures – Regular ELAR/English classes with ESL certified teachers

What tests do LEP students take? • IPT – IDEA Proficiency Test, oral English • TELPAS - Texas English Language Proficiency Assessment System includes an online multiplechoice reading tests, holistically rated student writing collections, and holistically rated listening and speaking assessments. • STAAR– This is the same“live” STAAR test, ongrade level, in reading, writing, math, science, & history. Students with less than 3 years in US schools are eligible to receive limited additional help, plus they can take until the end of the day to complete the exam.

What is the ESL Exit Criteria for Mc. Kinney ISD? • Fluent English Speaker on the oral IPT exam • Student must achieve Advanced High on all domains of TELPAS • • Reading Writing Speaking Listening • Exited ESL students are monitored for two years by the LPAC chairperson • Sped Students have individualized exiting criteria based on their EIP (for those who no longer have a language deficiency) as set forth by the ARD committee and the ESL LPAC chairperson

Language Acquisition How do students acquire the target language?

Language Acquisition How long does it take the average person to become fluent in a second or third or more language(s)?

Language Acquisition 7 to 10 YEARS!

BICS vs. CALPS BICS • Basic Interpersonal Communication Skills • Social Language – the language of friends and the hallway • Less than 1 year to acquire CALPS • Cognitive Academic Language Proficiency Skills • Academic Language – the language of the classroom and teacher • 7 to 10 years to acquire

Myth It is easier for younger children to acquire a second language. • No, it is not easier for the younger children to acquire a second language • They have a smaller cognitive academic load therefore it only appears that they have an easier time acquiring English The older the student, the harder it is for him to acquire a second language. • No, it is not harder for most older children to acquire a second language • The cognitive academic load required is so great that it simply appears to be harder

True or False? A student, who can speak to me in English without errors, is fluent? Mc. Laughlin, Barry, (1992) • Usually…False • The student may be able to communicate in BICS or basic interpersonal communication skills • The student may not be able to hold an advanced academic discussion in CALPS or Cognitive Academic Language Proficiency Skills • Successful language acquisition is when the student has acquired both BICS and CALPS and is able to communicate in

Language Acquisition How many years does the state of Texas give middle school students to become fluent in English before they need to take STAAR?

Language Acquisition As of 2011 -2012 0 school years All students, regardless of LEP status, take the regular STAAR exam. ESL students who have been in US schools less than 3 years are able to use a dictionary and ask for help (in English) on some, but not all, the STAAR exams Texas Education Agency

Factors Affecting Second Language Acquisition What makes it easier or harder?

Factors Affecting Second Language Acquisition • Motivation - could be from lack of success or a multitude of other reasons within and outside of the school’s control and influence • First language development - it is easier to transfer knowledge from one language to another than it is to learn information new in a second language • Access to the language – they may have limited access to or sources of English materials at home, within the community, at church, etc. • Age – the older students have a more demanding cognitive load to learn than younger children • Personality and learning style Echevarria, J. & Graves, A. Walqui, A. Narayanan, R. , Rajasekaran Nair, N. & Iyyappan, S. (2008)

Factors Affecting Second Language Acquisition • Amount and quality of education in L 1 (first language) • Poor vocabulary development in either/both their first and second language • Lack of accommodations being used in classroom • Frustration at feeling “stupid” in a new language • Inability to communicate with teacher/classmates • Relationships, or lack of, with current teacher(s) • Fear of asking for help, fear of not being able to pronounce words correctly, fear of sounding “stupid” • Lack of opportunity to “practice” before graded • Peers and role models – friends are everything in middle school • Quality of instruction – the student may be with teachers who are not skilled in ESL strategies or techniques

Factors Affecting Second Language Acquisition • Lack of cultural sensitivity on the part of the teachers, principals, support staff, and other students • Limited auditory storage capacity before cognitive processing • Lack of knowledge regarding cognates • Teachers confusing BICS with CALPS • Lack of parent contact/involvement (due to many reasons and obstacles) • Intelligence • Aptitude – the student’s potential for achievement • Self-confidence • Personality Echevarria, J. & Graves, A.

Factors Affecting Second Language Acquisition • Attitude toward school and learning • Beliefs about learning and intelligence as it relates to themselves, their sex, their nationality, etc. • Language anxiety factors • Socio-economic factors – student who are considered low SES may not have the same access to materials, tutors, literature, etc. as the students from more affluent families Narayanan, R. , Rajasekaran Nair, N. & Iyyappan, S. (2008)

Some Important Statistics for all learners, not just ESL

Vocabulary Instruction Research shows a student in the 50 th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50 th percentile ranking. Marzano, R. (2005)

Vocabulary Instruction The same student, after specific content-area terms have been taught, raises his/her comprehension ability to the 83 rd percentile. Marzano, R. (2005)

Vocabulary Instruction How many new words does a LEP or low SES student need to learn EACH DAY in order to catch up to a students at their same grade level? Osborn, Dawn (2011)

Vocabulary Instruction 17 new words per day or 3000 new words per school year Osborn, Dawn (2011)

Vocabulary Instruction How many times must a student interact with a word before she “owns” it? Osborn, Dawn (2011)

Vocabulary Instruction 24 times Osborn, Dawn (2011)

Sheltered Techniques and Strategies How can I help the ESL student in my class?

Accommodations • You will receive a list of accommodations for each ESL student you have in your classes • These accommodations are specific to each student, as best I can make them • All accommodations must be followed by law: Chapter 89. Adaptations for Special Populations - Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students • If you feel an accommodation is not working - try a different one BUT remember to document why you changed the accommodations • Let me know if I can help you implement any of the accommodations, I would be happy to come demonstrate them for you

Sheltered Instruction • Some schools in MISD use the sheltered instruction model to deliver ESL instruction • True sheltered instruction is delivered by a teacher who speaks the same first language as the LEP students • Some MISD schools provide a modified Sheltered Instruction model which can be delivered by a teacher who does not speak the same 1 st language as the students • Many schools do not provide any form of sheltered instruction, but do place students with SIOP (Sheltered Instruction Observation Protocol) trained ESL certified ELAR and/or content teachers • Our school uses the _____ model to provide ESL instruction

Sheltered Instruction • ______ School uses the SIOP Method to provide ESL instruction, which is: • A teaching style that makes content comprehensible for all learners • Specifically targets LEP students • Instruction delivered by a teacher trained in second language acquisition techniques • Supports the learner until the learner can perform in class on his/her own • All content is on grade level but accommodated to help make it more comprehensible to the learner (same rigor as everyone else) • Teachers use strategies and techniques that help the students access and/or build his/her background knowledge • The language and content objectives are clear and concise Portland Public Schools (2012)

SIOP – Sheltered Instruction Observation Protocol 8 Steps of SIOP • • Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment Brown University (2006)

Preparation • Focuses on language objectives and content objectives • Focusing on objectives helps students make connections with their background or prior knowledge of a topic • In this step, the teachers plans the lesson making sure to incorporate the strategies and techniques that make input or content comprehensible • Establish the criteria for assessment in this stage Brown University (2006)

Building Background • The teacher helps the student link their own background knowledge to the new content being introduced • If the student doesn’t have his own background knowledge to connect to the content, the teacher creates scenarios or experiences that help the student build his own background knowledge during the lesson • The teacher emphasizes key vocabulary for the unit • The teacher helps the student make personal connections throughout the process to increase Brown University (2006) chances of comprehension

Comprehensible Input • Teachers make sure to present all content in a way that makes it understandable to the students • Content needs to be rigorous, but the teachers speech and the materials used are adjusted for maximum comprehension • To make input comprehensible, teachers use: • • • realia pictures video technology modeling redundancy hands-on manipulatives graphic organizers slower speech examples TPR Brown University (2006)

Strategies • Teachers use techniques to make the content more understandable to the student • Teachers model all the techniques • Teachers assist, or scaffold, the learner until the learner can perform and/or comprehend on her own • Students need repeated practice with each strategy • Post the steps of the strategies in the room for the students to refer back to • Find ways to link the strategy to the student’s background or culture to make it more personal and therefore more purposeful • Craft activities and lessons that mirror the way the student would have learned in her own culture. Brown University (2006)

Interactions • There must be a purpose for the language being taught and used • Students need to practice with a variety of speakers to aid in comprehension • Students need to produce authentic, real language, not just memorized, regurgitated, rote memory language • Teachers need to model appropriate language • Provide frequent interactions with peers in different types of groupings, i. e. small groups, one to one, partner, whole group, etc. • REMEMBER the only place the students are going to use academic language is in your class – they don’t go home and practice academic language Brown University (2006)

Practice & Application • Students are given ample opportunities to practice and apply the knowledge they learn in meaningful ways • Students need a safe environment in which to practice and apply the knowledge • Students need appropriate support from teachers, support staff, and peers during this process • Teachers models how to self reflect on learning • Hands-on manipulatives and materials are essential when practicing and applying new knowledge • Provide practice and application opportunities in all 4 domains: reading, writing, listening, and speaking Brown University (2006)

Lesson Delivery • All the activities in the lessons should substantiate and support the objectives of the lesson (content and language) • Teachers should make the lessons as engaging as possible • Teachers should pace the lesson to meet the needs of all learners (as much as possible) or provide alternate lesson delivery methods if there is a large discrepancy between learners’ abilities • Effective lessons make the most of the students ability to engage in and comprehend the lessons • Highlight the language and content objectives during the entire lesson • 90 -100% of the lesson should be highly engaging, meaningful activities • Use pacing strategies that meet the needs of all learners, Brown University (2006) remembering to adjust pacing to meet the individual needs

Review & Assessment • Teachers uses the criteria for assessment that was established during the preparation stage • Teachers should assess both content and language objectives • Assessment is not necessarily a whole class, paper and pencil assessment – ongoing and systematic assessment should be done in order to achieve a comprehensive view of the LEP student’s abilities • Consider using authentic assessment which gives a more comprehensive assessment of the student’s abilities • Alternate forms of assessment: writing journals, graphic organizers, story telling, dictations, projects, response journals, cloze response, retelling, etc. Brown University (2006) • Use rubrics that are based on the English acquisition level of

If you have not been SIOP trained… Content Area Teachers Fine Arts Teachers • Log into Eduphoria • Click on ESL/Bilingual • Sign up for all 8 sessions of the SIOP professional development • Log into Eduphoria • Click on ESL/Bilingual • Sign up for all 6 sessions of the SIOP for Fine Arts professional development

If you are not been ESL certified… Content Area Teachers • Sign up for the 2 day study course through Eduphoria • The ESL department will pay for your sub for the study course • Sign up and take the certification exam: ESL Supplemental #154 • The ESL department will reimburse you for taking the ESL exam after you pass • Once certified and added to your certificate, you will receive a stipend for teaching ESL students Fine Arts Teachers • Sign up for the 2 day study course through Eduphoria • The ESL department will pay for your sub for the study course • Sign up and take the certification exam: ESL Supplemental #154 • The ESL department will reimburse you for taking the ESL exam after you pass • There are no stipends for Fine Arts teachers at this time

Supporting Your ESL Students with Strategies These strategies should be taught, used, modeled, and practiced each day in your classroom

When you have ESL students in your class You are responsible (legally) for: • Accommodating your lessons based on the accommodation sheets you were given • Tutoring your ESL students when they are not successful in your class, it is not the responsibility of the ESL teacher to tutor your content area but we are here to support your tutoring, if needed • Completing any paperwork given to you by the LPAC chairperson • Contacting and documenting parental or guardian contact – You must call home first to find out if they speak a language other than English before referring the call to the ESL teacher or ESL aides (when you ask the student, his/her answer will always be that parents don’t speak English so that you won’t call) • Implementing the strategies known to be successful with ESL students and providing ample opportunities for the students to be successful • Finding alternate forms of assessment if the student cannot achieve success on assessments in your class • Contacting the ESL teacher when you have any questions or concerns regarding a students

Here are some ways you can help! Strategies are: • Taught at a very young age • Perfected throughout the rest of our lives • Need to be posted in the classroom all year • Must be explicitly modeled and practiced • Applicable across the curriculum and contents, i. e. : • Looking for patterns • Graphing • Using roots, prefixes, & suffixes

Strategy Read Alouds • Use picture books, even with older ESL students • Aids in listening skills • Aids in comprehension skills • Make sure text is not too advanced for students or they will “tune out” while you are reading • Excellent for visual learners if they have a copy of the book in front of them • Who doesn’t love to be read to! Williams, M (2008)

Strategy Use sentence frames to scaffold students’ use of academic vocabulary Plants use ____ to make food. ____is the process by which plants make _______from light, water, nutrients, and carbon dioxide. This gives them confidence to answer questions when they otherwise wouldn’t. Post generic frames around room for students to use when they don’t know what to say. Kinsella, K. & Feldman, K. (2003)

Strategy Use analogy sentence frame for academic or target word: Example: The word ____ is related to ______ when… The word measure is related to music when… The word respiration is related to lungs because… The word liberty is related to The United States by… Kinsella, K. & Feldman, K. (2003)

Strategy Older students can do more in depth analogies with a relating factor: _____ is to ______ as______ is to ______. Relating Factor: ______ EX: Bird is to flight as fish is to _____ Relating Factor: mode of transportation Kinsella, K. & Feldman, K. (2003)

Strategy Polysemous words and Multiple Meaning words • • same word that has multiple uses and meanings must be taught explicitly they cross content areas, even into Fine Arts classes these words cause breakdowns in understanding on standardize exams • for example: measure Kinsella, K. & Feldman, K. (2003)

Strategy • Science - measure

Strategy • Math - measure

Strategy • Music - measure

Strategy • ELAR - measure

Strategy • Social Studies – measure The judge ruled using the full measure of the law.

Strategy • Art – measure The museum’s Impressionist exhibit didn’t measure up to last year’s.

Strategy • Example: The judge asked the defendant to approach the bar. The man sat in the restaurant’s bar. He bought a bar of soap.

Strategy Create charts of the different meanings of the polysemous or multiple meaning words Word Osborn, Dawn (2011) Meaning #1 Meaning #2 notes Musical symbols that Writing down what the tell me what to play teacher says in my on my instrument notebook so I can study it later Shade A color produced by adding black to a pigment Call The time established When I say my dog’s name for the actors to because I want him to come report to theater to me before a performance A piece of fabric you pull down over the window or put in your windshield to block out the sun

Strategy 4 Fold Vocabulary In this activity, students fold their papers into rows of 4 sections each. The number of row can relate to the number of words to be studied. • In the first section, the student writes the word. • In the 2 nd section, the student writes a definition of the word in their own words. • In the 3 rd section, the student draws a picture or symbol to represent the word. • In the 4 th section, the student writes a sentence with the word based on their definition. • Students fold the paper and keep as notes. Word Definition beat (drums) a steady succession of rhythm The beat of music is measured in BPM. beat (heart) a steady succession of rhythm A bird’s heart beats faster than a human’s heart. Osborn, Dawn (2011) Picture Sentence

Strategy What do you see? • Show a picture of a word or concept you are teaching • Cover ½ or more of the picture • Ask students to use their vocabulary to describe what they think the picture is Osborn, Dawn (2011)

Strategy Window Paning • Engaging strategy to build competency in vocabulary • Window paning is a great strategy for helping students to remember vocabulary words, organize steps to a process, or just remember important concepts • A window pane can be as little as 3 squares or as large as 9 • Students are only allowed to use the vocabulary or concept word and a detailed illustration to summarize their learning • can be used to assess multiple concepts • visual component requires students to make a personal association and engage prior knowledge • encourages struggling students to build individualized word banks • allows ELL students to use a universal language to show what they have learned Osborn, Dawn (2011)

Strategy

Strategy Cognitive Dictionary • Introduce new vocabulary • Done with only the most academic demanding words • ELPS learning strategy • Done over two days for best learning • Metacognitive strategy – helps students think about their thinking Osborn, Dawn (2011)

Strategy-Cognitive Dictionary Do these on day one Do these on day two Word Prediction Meaning/Sketc h Sentence Give them a word that is used in your content area…ask them to predict what the word means without looking the word up Ask each groups to tell you their predictions… write all their predictions in this column After the lesson, have groups decide on a definition and draw a visual representation Add the sentence each group writes using the word, sentence should contain context clues to define the word Strategies 1) 2) 3) 4) 5) Osborn, Dawn (2011) then… After each group makes a prediction…ask them HOW they got their prediction, i. e. , knew the suffix, same root as another word, knew the word in Spanish, etc. Help them put it in academic terms and write it down. Keep these posted in your class and refer back to them to help students think about their thinking! Strategies need to be applied across the curriculum.

Strategy Multiple Representations 1. Teacher tells 2. Teacher draws 3. Student uses students what the a picture or own words to tell word means. symbol for the what the word. means. 4. Student draws or shows his/her own picture or symbol for the word. Osborn, Dawn (2011) 5. Student makes 6. Student shares connections to the word with word in writing or others. orally.

Strategy Pictionary with a Twist • Give student the target word • Student draws a picture to elicit the word • BUT the student is explaining the picture they are drawing using academic vocabulary (or any vocabulary he/she can if vocabulary is limited) • The class tries to guess the word • Students are practicing language in a safe environment Osborn, Dawn (2011)

Strategy Marzano’s building academic vocabulary Describe the term in kid friendly language Students engage the word through an activity: take word apart, look for root, etc. Marzano, R. (2005) Students restate description in their own words Students construct a picture…MOST important step, a symbol only that means something to them Discuss terms with each other – tell how the word is relevant in their own lives Play games with words THE KEY: REPETITION

Strategy Give the root word. Ask the students to come up with words that use the root. Make it more difficult by asking them to list words they see in other content area classes. Osborn, Dawn (2011) transportable Portto move export import

Strategy Word Parts - prefixes Prefix Meaning % of All Prefixed Words Example un not; reversal of 26 uncover re again, back, really 14 review in / im in, into, not 11 insert dis away, apart, negative 7 discover en / em in; within; on 4 entail mis wrong 3 mistaken pre before 3 prevent a not; in, on; without 1 atypical Osborn, Dawn (2011) un-, re-, in- (not) account for 51% of total un-, re-, in- (not), dis- account for 58% of total

Strategy Word Parts - Suffixes Suffix Meaning % of All Suffixed Words Example -s, -es more than one; verb marker 31 characters, reads, reaches -ed in the past; quality, state 20 walked -ing when you do something; quality, state 14 -ly how something is 7 safely -er, -or one who, what, that, which 4 drummer -tion, -sion state, quality; act 4 action, mission -able, -ible able to be 2 disposable, reversible -al, -ial related to, like 1 final, partial Osborn, Dawn (2011) walking -s, -es, & -ing account for 65% of suffixed words 10 suffixes account for 85% of suffixed words: -s, -es, -ing, -er, -ion, -able, -al, -y, -ness, & -ly

Nifty Thrifty Fifty • The Nifty Thrifty Fifty store of words contains common roots, prefixes and suffixes. • To help students learn a system for decoding and spelling big words, they learn to read, spell and understand common spelling patterns of the following 50 words. • Once students know the spelling patterns of these words, they can apply that knowledge to help them to spell and build meaning for many other words. • Patricia Cunningham writes that for each Nifty Thrifty Fifty word a reader knows, she or he can read at least 7 more words. • That means that by mastering the Nifty Thrifty Fifty words listed, students can use at least 350 additional words when reading and writing. Osborn, Dawn (2011)

Nifty Thrifty Fifty Osborn, Dawn (2011) antifreeze beautiful classify communities community composer continuous conversation deodorize different discovery dishonest electricity employee encouragement expensive forecast forgotten governor happiness hopeless illegal impossible impression independence international invasion irresponsible midnight misunderstand musician nonliving overpower performance prehistoric prettier rearrange replacement richest semifinal signature submarine supermarkets swimming transportation underweight unfinished unfriendly unpleasant valuable

I’m thinking of a word… • Students try to guess which word you are thinking of from the word wall or set of vocabulary words for a unit • You give clues to help them guess • They must write down a word after each clue even if they write the same word each time Clue #1: Write down the word I am thinking (don’t give any additional info – they write down any word from the word wall) Clue #2: Give a feature of the word, i. e. it has a prefix (don’t tell them what the prefix it is) Clue #3: Give another feature of the word, i. e. it has 3 syllables Clue #4: Give a definition or description of the word Clue #5: Give a clue that would make it impossible to miss the word, i. e. it starts with the letter… Osborn, Dawn (2011)

Verbal-Visual Word Association • No longer the Frayer Model • Make personal connection Vocabulary Term Personal Association (they must connect the word to themselves or something they already know in order to learn it) Osborn, Dawn (2011) Definition Non-example (students write the definition in their own words) (must be relevant, I tell the students to think about the thing that is opposite of the vocabulary term)

Word Warm-Up Conversational Academic error underground smell elect draw tariff grief worry shape independent purchase down Osborn, Dawn (2011) enemy

Sentence Patterning Chart • Helps teach syntax • Basic pattern of sentences • Nouns must be plural • Color code words • Have kids stand up to do this • Use words and sing to “Farmer in the Dell” Osborn, Dawn (2011)

Sentence Patterning Chart Adjectives Noun Verb Adverb • Brainstorm multiple words for each category • As a group, choose: • • • 2 adjectives 1 noun 1 verb 1 adverb 1 prepositional phrase • This can be the best laugh you will have all week! Osborn, Dawn (2011) Prepositional Phrase

Give it a try! Adjectives adjective Noun adjective Verb noun Adverb Preposition al Phrase adverb prepositional phrase

Texas Two Step • Use as review of key concepts • Students use a notecard and write a question about a word on the word wall • Students line up facing each other in a line • One student asks his/her question, trying to elicit the correct answer • The other student does the same • 1 person moves to the end of • the line (with Conga or country music) • Do the same process with a new partner until they get through all the words Osborn, Dawn (2011)

Relating Factor • Each group gets one bubble or relationship map. • Write a vocabulary words you are working on in the center of the map. • Each person in the group (at the same time) writes how the word relates to the book, paragraph, idea, concept, themselves, etc. in the bubble or space closest to them. • Each person in the group then explains what they wrote, justifying their answer. Osborn, Dawn (2011)

Relating factor cont. relating factor Osborn, Dawn (2011) Academic Word relating factor

New Usage of Familiar Words • Put students into small groups. • Provide a vocabulary word you have already discussed (in context) • Ask each group to write 5 sentences using the vocabulary word. • Word cannot be used in the way they already learned it for your lesson. Example: strike 1. I strike the match against the bottom of my shoe. 2. The factory workers went on strike for better benefits and hours. 3. Strike up the band! 4. I was so angry I had to stop myself from striking her. 5. Draw a strike through the wrong answers. Osborn, Dawn (2011)

Possible Sentence This is a relatively simple strategy for teaching word meanings and generating considerable class discussion. • The teacher chooses six to eight words from the text that may pose difficulty for students. These words are usually key concepts in the text. • Next, the teacher chooses four to six words that students are more likely to know something about. • The list of ten to twelve words is put on the board. The teacher provides brief definitions as needed. Osborn, Dawn (2011)

Possible Sentence • Students are challenged to devise sentences that contain two or more words from the list. • All sentences that students come up with, both accurate and inaccurate are listed and discussed. • Students now read the selection. • After reading, revisit the Possible Sentences and discuss whether they could be true based on the passage or how they could be modified to true. Stahl 8 reported that Possible Sentences significantly improved both students' overall recall of word meanings and their comprehension of text containing those words. Interestingly, this was true when compared to a control group and when compared to Semantic Mapping. Osborn, Dawn (2011) http: //www. phschool. com/eteach/language_arts/2002_03/essay. html

Exclusion Brainstorming • Make a list of words from the unit you are studying. • Add words that do not belong to the unit. • Ask the students to determine which words should be excluded. circle measure squares grid cone diamond addition triangles alphabet cube oval rectangle rhombus cylinder numbers Extension: Once they decide what to exclude, have them justify their picks. Osborn, Dawn (2011)

Walk Up and Touch It Game to reinforce content vocabulary • Write content vocabulary words on sentence strips or large pieces of paper and stick them to the walls, bookshelves, etc. around the room. • Have the words and definitions written on note cards. • Use the cards to read the definition of a vocabulary word to the teams. • The students standing at the line have 10 seconds to find the vocabulary word and “touch it” after you finish reading the definition. • If no one touches the correct vocabulary word in 10 seconds, the students 2 nd in line from each group get a chance to find the word. Osborn, Dawn (2011)

Word Form Chart Noun Verb Adjective Adverb Accuracy Inaccuracy Prediction Accurate Inaccurate Accurately Inaccurately Predictably Production Produce Dependence Independence Symptom Depend (on/upon) Predictable Unpredictable Productive Unproductive Dependent Independent Osborn, Dawn (2011) Symptomatic Asymptomatic Productively Unproductively

Placemat and Round Robin • • Form participants into groups of four. Allocate one piece of printer paper or butcher paper to each group. Ask each group to draw the diagram on the paper. The outer spaces are for each participant to write their thoughts about the topic. • Conduct a ‘Round Robin’ so that each participant can share his or her views. • The circle in the middle of the paper is to note down (by the nominated scribe) the common points made by each participant. • Each group then reports the common points to the whole group. Osborn, Dawn (2011)

es • Cognates: words that have the same origin • Most are from Latin based languages • • French Spanish Italian English Words look very similar, sometimes identical Not all words that look the same mean the same thing Many cognates in math and science Examples: • class/clase • family/familia • Non-Examples • pie (good to eat) / pie (foot) http: //www. colorincolorado. org/pdfs/articles/cognates. pdf

Send-a-Definition • Send-A-Definition can be used as a way to get groups to discuss and review definitions. • Each member of a group generates a definition of a word and writes it down on a card. Each member of the group then reads the definition to other members. • If all members of the group agree on the definition, then that definition is written on the back of the card. If there is no consensus on the definition, the definition is revised so that a definition can be agreed upon. • The group puts a D on the side of the card with the definition on it, and an W on the side of the card with an word on it. • Each group sends its definition cards to another group. Osborn, Dawn (2011)

Send-a-Definition cont. • Each group member takes ones card from the stack of cards and reads one definition at a time to the group. After reading the first definition, the group discusses it. If the group agrees, they turn the card over to see if they agree with the first group's answer. If there again is consensus, they proceed to the next definition. If they do not agree with the first group, the second group writes their definition on the back of the card as an alternative definition. • The second group reviews and answers each definition in the stack of cards, repeating the procedure outlined above. • The definition cards can be sent to a third, fourth, or fifth group, if desired. Osborn, Dawn (2011) • Stacks of cards are then sent back to the originating

Roving Paragraph • Roving Paragraphs help students create a paragraph about a given topic. • Have students write their answer to the questions then find a partner and write the partners answer in the spot that says “In addition…”. • Change partners a second time and trade original answers with partner and write it under “Also”. • Trade partners the last time and write the partners original answer under finally. • This is a great technique for helping students write their own paragraphs. Kinsella, K. (2003)

Roving Paragraph cont. (Teacher writes a question and types it here) Student writes his/her response here In addition, Also, Finally, Kinsella, K. (2003)

GIVE ONE AND GET ONE BRAINSTORM three things you know about _____________________ 1. __________________________________ 2. __________________________________ 3. __________________________________ 4. _________________________________ REWRITE one idea using a response starter. Starter(s): _(teacher writes a sentence starter for the students to use)________ Sample Response: ______________________________ My Response: ________________________________ DISCUSS your idea with four classmates. Take notes on your classmates’ ideas. Ideas Names ________________________________________________ ____________ REPORT one idea you heard to the whole class. (Classmate’s Name) pointed out that. . . (Classmate’s Name) indicated that. . ____________________________________________________________________________ Kate Kinsella (n. d. )

Question and Answer Game This game is particularly useful in getting students to practice question forms. It can be used to check comprehension of a text students have read or something they have listened to. Instructions: • The teacher writes on the board several vocabulary words from the text. • For example, if the text were about computers, the teacher might write the categories and answers below. Software word processor spreadsheet database Hardware CPU monitor mouse Abilities RAM ROM 33 mhz

Question and Answer Game • Each student should choose a category and an answer and try to form an appropriate question based on the text. • For example, if the student chose the category ‘hardware’ and the answer ‘monitor’, the question might be, “How does the computer display information to the user? ” • There may be many correct questions for each answer. Think about your class…can you fill in the chart with words you are using in with your students?

Question and Answer Game Alternative Idea: The teacher might cover the answers on the board with sticky notes. Different amounts of money can be written on the sticky notes. Then the students might choose ‘Hardware for $1, 000. ’ The teacher would take off the sticky note that says $1, 000, revealing the answer behind it. If the student forms an appropriate question, the teacher gives the sticky note to the student. The student who finishes with the most money wins the game. http: //www. eslmonkeys. com/book/teacher/eslstrategies. pdf

Say Something! Often students don’t know what to say, are uncomfortable speaking in front of the class, or don’t know how to phrase an answer for fear of embarrassment The Say Something! strategy give them a sentence started that is appropriate for your class. They only need to fill in a small bit of information Gives them the confidence to speak in your class Kinsella, K. (2003)

Say Something! Make a Prediction �� I predict that / guess that/ imagine that… �� I bet that … �� I think that … �� Since this happened (fill in detail), then I predict the next thing that is going to happen is … �� Reading this part makes me think that this (fill in detail) is about to happen … �� I wonder if … �� Based on____, I infer that … �� I hypothesize that … Ask a Question �� Why did … �� What’s this part about … �� How is this (fill in detail) like this (fill in detail) �� What would happen if … �� Why … �� Who is … �� What does this section (fill in detail) mean? �� Do you think that … �� I don’t get this part here … �� I don’t understand this part when… Clarify Something �� Oh, I get it … �� What do you mean…. �� Will you explain that again? �� I have a question about that…. �� Now I understand … �� This makes sense now … �� No, I think it means … �� I agree with you. This means … �� At first I thought (fill in detail), but now I think … �� This part is really saying … Make a Comment �� This is good because … �� This is hard because … �� This is confusing because … �� I like the part where … �� I don’t like this part because … �� My favorite part so far is … �� I think that … Make a Connection �� This reminds me of … �� This part is like … �� This character (fill in name) is like (fill in name) because … �� This is similar to … �� The differences are … �� I also (name something in the text that has also happened to you) … �� I never (name something in the text that has never happened to you) … �� This character makes me think of … �� This setting reminds me of … Expressing an opinion �� I think/I believe… �� It seems to me that… �� In my opinion… �� My observation is… �� My perspective is… �� Based on my experience, I think…. �� My experience is similar to __’s in that…. �� I agree with _____. I also think that… �� My idea builds upon ____’s in that… Kinsella, K. (2003) Acknowledging ideas �� My idea is similar to/related to ____’s idea. �� I agree with _____ that… �� My idea builds on ____’s idea.

Say Something! Paraphrasing �� So you are saying that… �� In other words, you think… �� What I hear you saying is… Soliciting a response �� What do you think? �� We haven’t heard from you yet. �� Do you agree? �� What answer did you get? Individual reporting �� I discovered from ____ that… �� I found out from ____ that … �� I had a different approach. �� I see it differently. Partner and group reporting �� We decided/agreed that… �� We concluded that… �� Our group sees it differently. �� We had a different approach. �� ____ pointed out to me that… �� ____ shared with me that… �� ____ emphasized that… �� ____ concluded that… Disagreeing �� I don’t agree with you because… �� I disagree with you because… �� I have a different answer than you. �� I see it another way. Offering a suggestion �� Maybe we could… �� What if we… �� Here’s something we might try. Affirming �� That’s an interesting idea. �� I hadn’t thought of that. �� I see what you mean. Holding the floor �� As I was saying… �� If I could finish my thought… �� What I was trying to say was… Kinsella, K. (2003)

How do I implement these strategies? • Work with your team and grade level to decide which strategy to work on each week and for what content the strategy would be most appropriate. • The most consistency across the curriculum, the better understanding the students will gain. • Post procedures or steps of the strategy where everyone can see them. • Keep the steps posted all year so students can refer back to them. • Some students may need more time or less time to grasp the strategy • Model! Model the strategy! • Practice! Practice the strategy!

The Law

Chapter 89: Adaptations for Special Populations The goal of the ESL program is to enable LEP students to become competent in the comprehension, speaking, reading, and composition of English language through the integrated use of second language methods. • Emphasize the mastery of English language skills • Enable LEP students to participate equitably in school • Use instructional approaches that meet the special needs of LEP students • Teach LEP students same TEKS • Accommodate for learning, do not water down content

Bibliography & Webliography

Bibliography • Krashen, S. (1998, February 9). Notes by Steve Krashen on the (Ron) Unz Attack. • Walqui, Aida. (2000, September). Contextual Factors in Second Language Acquisition. (ERIC Clearinghouse on Languages and Linguistics, EDO-FL-00 -05). San Francisco, California: Center for Applied Linguistics. Retrieved on June 19, 2012 from http: //www. cal. org/resources/digest/0005 contextual. html • Texas Education Agency. (n. d. ). List of Approved Tests for Assessment of Limited English Proficient Students. Retrieved on June 19, 2012 from http: //www. tea. state. tx. us/index 2. aspx? id=4098&menu_id=720 • Narayanan, R. , Rajasekaran Nair, N. , Iyyappan, S. 2008) Some Factors Affecting English Learning at Tertiary Level. Iranian Journal of Language Studies (IJLS), Vol. 2(4). pp. 485 -512. Retrieved from http: //www. ijls. net/volumes/volume 2 issue 4/narayan 1. pdf

Bibliography • Chapter 89. Adaptations for Special Populations, Subchapter BB. Commissioner’s Rules Concerning State Plan for Educating English Language Learners. Retrieved on June 19, 2012 from http: //ritter. tea. state. tx. us/rules/tac/chapter 089/ch 089 bb. html • Mc. Laughlin, Barry, (1992). Myths and Misconceptions about Second Language Learning: What Every Teachers Needs to Unlearn. Retrieved from the University of California, Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning. Web site: http: //people. ucsc. edu/~ktellez/epr 5. htm • Marzano, Robert (2005). Building Academic Vocabulary. Alexandria, VA: ASCD - Association of Supervision and Curriculum Development.

Bibliography • Picture of confused student. Retrieved from http: //www. begincollege. com/top-5 -tips-for-undeclared-collegestudents/ • Picture of girl with vocabulary word: Retrieved from http: //www. educationalinsights. com/product/word-of-theweek+chart+set+grades+4 -5. do • Picture of boy holding paper: Retrieved from http: //esl. yourdictionary. com/lesson-plans/esl-vocabularyactivities. html • Picture of vocabulary activity: Retrieved from http: //www. elltoolbox. com/vocabulary-activities. html • Osborn, Dawn (2011) Lecture on the cognitive development of LEP and Low SES students • Picture of boy with a pointer at the Smart Board: Retrieved from http: //dailysentinel. com/gallery/featured/collection_1106 efa 8 -2 e 4 a 11 e 0 -86 c 5 -001 cc 4 c 002 e 0. html • Picture of i. Pad: Retrieved from

Webliography • Texas Education Agency’s definition of LEP: http: //www. tea. state. tx. us/index 2. aspx? id=5081&menu_id=814 • BICS vs. CALPS: Haynes, Judie. (1997 -2008). Explaining BICS and CALPS. Retrieved on June 19, 2012, from http: //www. everythingesl. net/inservices/bics_calp. php • Factors that affect Language Acquisition: Echevarria, J. & Graves, Anne. (n. d. ) Sheltered Content Instruction. Retrieved on June 19, 2012 from http: //www. misd. net/Bilingual/shelteredcontent/sld 001. htm • Texas Education Agency (2012, November 11). Bilingual Education. Retrieved on June 19, 2012, from http: //www. tea. state. tx. us/index 2. aspx? id=4098 • Slide. Share: Lucid, C. (2008, October 31). Factors Affecting Second Language Learning. Retrieved on June 19, 2012 from http: //www. slideshare. net/cupidlucid/3 -factors-affecting-l 2 -learningpresentation • Portland Public Schools (2012) Sheltered Instruction. Retrieved on June 19, 2012 from http: //www. pps. k 12. or. us/departments/curriculum/2436. htm • Brown University (2006). Sheltered English Instruction. The Education Alliance of Brown University. Retrieved on June 20, 2012 from

Webliography • Williams, Margaret M. (2008, October 5). Scaffolding ESL Students’ Reading Comprehension. Retrieved from Language Study @ Suite 101 on June 20, 2012 at http: //suite 101. com/article/scaffolding-esl-studentsreading-comprehension-a 71894 • Kinsella, K. & Feldman, K. (2003, January 30). Narrowing the Language Gap: Strategies for Vocabulary Development. Retrieved on June 20, 2012 from http: //www. fcoe. net/ela/pdf/Vocabulary/Narrowing%20 Vocab%20 Gap% 20 KK%20 KF%201. pdf • Cognates. Retrieved from http: //www. colorincolorado. org/pdfs/articles/cognates. pdf • Kinsella, Kate. (n. d. ) Structures for Active Participation and Learning During Language Arts Instruction. Prentice Hall e. Teach. Retrieved on June 20. 2012 from http: //www. phschool. com/eteach/language_arts/2001_11/essay. html#gi ve • Question and Answer Game. Retrieved from http: //www. eslmonkeys. com/book/teacher/eslstrategies. pdf

Email or call me with questions: tkelman@mckinneyisd. net 469 -525 -5571