STRATEGIES ROUND TABLE REVIEW Activity With the teachers

STRATEGIES

ROUND TABLE REVIEW Activity: With the teachers at your table, discuss the information from our previous training. Use the following topics to guide your discussion. • • Myths BICS/CALPS District Data Can-Do Descriptors Sentence Frames: I remember… I learned…. 2

HAND UP, PAIR UP Activity: Walk around the room with your hand up, find a partner and give them five. 1. Share an idea of your own. 2. Share one idea of a previous partner. How has the information in the CAN-DO Descriptors helped your lesson planning and instruction in the classroom? 3

TODAY: Language Objective: I will be able to discuss various strategies for ELLS with partners. Content Objective: I will be able identify and apply appropriate strategies in my classroom. Strategy: A careful plan or method to 4 achieve a particular aim or goal. VIDEO

DO WE NEED TO USE STRATEGIES FOR ELLS • Increase Comprehensible Input • Vocabulary Development • Provide opportunities for students to listen, speak, read and write • Teaches students how to develop their own strategies for learning • Increase interactions • Build Background 5 • Scaffold Instruction

SCAFFOLDING Form of support to bridge the gap between students’ current abilities and the intended goal v Support is more complete during the initial stages of learning but is decreased as there is less need for guidance v Types: q verbal q Instructional q Procedural v

SCAFFOLDING VERBAL SCAFFOLDING Paraphrasing v Using “Think Alouds” v Effective Use of Wait Time v Use of songs, jazz chants, rhythm, and rhyme v Purposeful use of synonyms and antonyms. v INSTRUCTIONAL SCAFFOLDING Graphic Organizers v Manipulatives v Word Walls v Labeled Visuals v Realia v Pictures/Graphs v

Procedural Scaffolding Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills. ce n e d pen e d n I nt e d u t S Whole Class Small Group Independent Work Paired/ Partner Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87. How does this relate to the Anatomy of A Lesson (AOL)

Procedural Scaffolding According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modeling and practice that provide procedural scaffolding. . e c n e d pen e nd I t n de u t S g sin a e r Inc Apply Practice Model Teach Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

SUPPORTS Think about the following types of Supports. Rate your top three on your handout. • Sensory Supports • Graphic Supports • Interactive Supports 10

VIDEO FOLDABLE • • TPR Vocabulary Modeling Kinesthetic Interactions Oral language Think Alouds Formative Assessment 11

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W A S G JI Directions: 1. Explain the strategy or activity. 2. How can we use it? 3. Give an example of how it can be used in our classrooms? 13

Think about strategies you observed throughout today’s presentation. Modeling TPR Think Alouds Interactions A/B Parnters Echoing Choral Reading Interactive Word Wall Gestures Building Background Frontloading Vocabulary Foldables Pictures Realia Visuals Graphic Organizer Use your circle map and choose 5 strategies to focus on during instruction. 14 (HOMEWORK)