Affective cognitive and linguistic needs of lep students

Affective, Cognitive & Linguistic needs of ELLs

HARMONY PUBLIC SCHOOLS SPECIAL PROGRAMS DEPARTMENT2013

Objectives Content Analyze the

importance of the affective, cognitive and linguistic needs of ELLs

Synthesize and make logical connections between ideas presented in our session and the classroom

Language Discuss the features of

successful implementation of effective strategies to use in your classroom.

Express opinions, ideas, and feelings about implementing effective teaching strategies for meeting the affective, cognitive and linguistic needs of ELLs

COGNITIVE needs of ELLs

Use clear content and language objectivesSample objectives from a Math class

COGNITIVE needs of ELLs

Objectives should - Be displayed in the classroom- Be written in student friendly language Teacher should Solicit student participation Discuss academic terms/concepts included in the

objective Assess content and language objectives Use objectives with students throughout the lesso

n- Video (5.10)

COGNITIVE needs of ELLs

Using graphic organizers, ELL students will help remember the key concepts while

learning important academic vocabulary. Will provide a structure for an abstract concept Will provide visual aids for the students ELL students will keep information in a concise manner

COGNITIVE needs of ELLs

Incorporate technology in the lesson This prepares them to real life Supports them in 4 language domains-listening,

speaking, reading and writing Building background knowledge

Essential for the success of ELLs They vary in the amount of prior knowledge they have:

much, some or little. Activating prior knowledge increases comprehension

COGNITIVE needs of ELLs

If there are ELLs in your class, when you say

COGNITIVE needs of ELLs

To increase ELL comprehension, use

Teacher-Group-student approach Video (4.47) Class discussions and peer interaction Video (2.28)

COGNITIVE needs of ELLs

Utilize Cooperative learning Connect content to real world situations

This will make learning more meaningful Select familiar objects to make connections Personalize the example

Videos (0.55 – 2.28) Utilize hands on materials and manipulative

These make abstract ideas more concrete for ELLs They can visualize the process They can demonstrate their understanding in tangible

ways regardless of their language level.

COGNITIVE needs of ELLs

Make cross-curricular connectionsIn math guess, In science hypothesisIn math estimate, in social studies speculate, in ELA predict.What words might have similar meaning across social studies, science, ELA and math?The

language of Science

The language of Math

The language of Social St

The language of ELA

Rules

Take away

Same

COGNITIVE needs of ELLs

The language of Science

The language of Math

The language of Social St

The language of ELA

Rules MethodsProceduresTheories

FormulasAlgorithmsTheorems

ProcessesPoliciesRule of law

ConventionsMorals

Take away ExtractEliminateExtinguish

Subtract DenyLimitExclude

OmitDeleteDeprive

Same HomogeneousCorollary

ParallelEquivalentCongruent

Identical SimilarSynonymous

LINGUISTIC needs of ELLs

ELLs should be taught academic language Video (1.06) In context Making use of cognates Through vocabulary building activities. e.g Frayer Model (5.07)

Provide students sentence stems for implementing ELPS in the class.

This will provide a scaffold for students to use and internalize academic language in useful context

LINGUISTIC needs of ELLs

Also, make use of paragraph frames, so that ELLs focus on content rather than how they would say it.

LINGUISTIC needs of ELLs

Students at lower levels of language proficiency need wait time to process and translate information from one language to another before responding

When teachers restate instructions using different words ELLs might get confused believing the teacher is giving a different set of instructions. Do not overuse this strategy

Let students use native language while explaining concepts to each other as academic tasks require sophisticated grasp of English.

Effective use of visuals is essential for ELLs: such as pictures, video clips, demonstrations, written vocabulary terms, graphic organizers, cues and etc.

LINGUISTIC needs of ELLs

LINGUISTIC needs of ELLs

Linguistic accommodations provide equal access to curriculum for ELLs.

They vary depending on the proficiency level and unique needs of the student.

Example: to show comprehension one student may draw, other may write sentences and another might explain by speaking

State assessments have linguistic accommodations but they are limited.

AFFECTIVE needs of ELLs

Teachers should create an Affective Learning Environment for the students. This consists of two major components. physical appearance of the classroom, which

promotes an arrangement that provides students opportunities to interact with one another and highlights each student's culture.

safe, welcoming, supportive environment for ELL students.

AFFECTIVE needs of ELLs

To promote affective needs of the students, teachers focus on message, not grammar exhibit positive, celebrating attitude Provide safe environment Display students’ recent work to emphasize their work is

important. Display key terms and refer to them during instruction Use culturally relevant texts Video (1.34) Build background knowledge Provide opportunities for interaction Use sentence frames and paragraph frames to create a

stress free environment. Video (1.28)

Exit Pass Complete the following sentence stems:

One new idea I learned in the area of meeting the cognitive needs of the students was…

One new idea I learned in the area of meeting the linguistic needs of the students was…

One new idea I learned in the area of meeting the affective needs of the students was…

Resources Paragraph frames:http://www.ouhsd.k12.ca.us/staff/el/paragraph_frames.pdf Science simulations:http://phet.colorado.edu/en/simulations/category/new Academic vocabularyhttp://www.region10.org/AcademicVocabulary/index.html Best practices for ELLshttp://ell.nwresd.org/node/12