FINAL PPT ANNA,MEL,ELIZABETH,JACQUELINE TEACHING STRATEGIES

Teaching StrategiesMelvin Simon

February 11, 2015

Strategies to Build Literacy for ELLs; Fluency

Why is it important?

-English is one of the most challenging alphabets to decode

-Readers who struggle to decode aren’t able to focus their attention on comprehension

(Thompson & Vaughn) 2004.

Strategies• Pre-teach unfamiliar

words• Read with a model

reader• Readers’ theater • Partner reading• Choral reading

Elizabeth Salazar

Strategies to Build Literacy for ELLs; Vocabulary

Why is it important?

- This is the foundation for ELLs to make sense of the language-The less vocabulary a student has the more difficult it is to comprehend text-Supports students with expressive and receptive abilities

Strategies• Teach individual words and

strategies for learning words explicitly

• Focus on the key words• Use a wide variety of teaching

methods that includes visual representations, gestures, and realia

Strategies to Build Literacy for ELLs; Vocabulary

9 Activities that encourage vocabulary development: Personal vocabulary books Synonym webs Concept maps Restating definitions in

their own words Vocabulary word sorts Teaching Latin and Greek

roots Word maps Semantic maps Use elaborating words to create

interesting sentences

Strategies to Build Literacy for ELLs; Comprehension

Why is it important?•Often times ELLs struggle with comprehension, they are able to read the text, but can not answer questions or tell you about what they have read

Strategies•choose text that is culturally relevant to the student •preview text•model think-alouds•give students questions to think about while reading•have students summarize specific paragraphs•use graphic organizers•cloze activities

Benefits of Cooperative Learning

•Promotes a collaboration among students

•Give the students an opportunity to support each other during classroom activities

•Allows the students to realize the value of their contribution to group work.

•Empower the students to take on different responsibilities in team efforts.

Language Development ActivitiesGap Activity

• Give the students a chart with different information about the same concept or topic.

• The students will sit in front of each other (for pairs) or in a circle (for more members).

• The students will ask their teammates questions about the chart in order for them to get the missing information.

Jigsaw Listening• The students are divided into 4 to 5 groups.

• The students interview each other to gather information about a specific topic.

• Responses will be recorded in a chart.

• The students will then be regrouped based on the different subtopics in the chart.

• Each new group will create a graphic representation of their data.

Phonological Awareness

• English Language Learners need early, explicit, and intensive instruction in phonological awareness and phonics in order to build decoding skills (The Spalding News, 2009).

• Phonics instruction provides the chance for English Language Learners to learn the systematic relationships between letters and sounds.

• All words have letter patterns that represent the sounds of spoken English (The Spalding News, 2009).

What is Phonological Awareness?

• Breaking apart and identifying the sounds of spoken language

Using Phonics to Teach ELL Students

1. Teach letter-sound correspondences and give students multiple opportunities daily to practice .

2. Provide practice opportunities with new letter-sound relationships as well as previously taught relationships.

3. Give ELLs opportunities to apply their newly acquired knowledge of letter-sound relationships to the reading of phonetically spelled words that are familiar in meaning.

4. Provide additional practice in the sounds that are not part of a student’s home language.

Supporting Reading Acquisition

Teachers should consider whole group instruction and supplemental interventions for explicit, intensive, and systematic instruction and intervention in phonological awareness for ELL students (Francis et al, 2006).

–Interventions should be specific to child’s needs.

–Students should be progress-monitored in order to measure growth.

Advantages of good instructional strategies for

language development• Total Physical Response (TPR) – incorporation of body movement with

language

• Understanding of the concept at task will be acquired through a physical model

• Repetition in demonstration and simple word usage in order to solidify understanding

• Students will not feel forced to participate

• Promotes a soothing approach for board of entry students when introduced to the classroom procedures

• Promotes self-reliance

• Builds a foundation of understanding

• Use of Graphic Organizers such as: KWL chart (What do I know?, What will I like to know? What have I learned?)

• Promotes participation through the sharing of ideas

• Clarifies prediction allowing the students to feel accomplished

• Facilitates recall

• Reinforces the understanding of the main idea and supporting details.

(Diaz-Rico, 2014)

Instructional strategies for language developmentMethods that help teachers matriculate a lesson plan geared to

vocabulary

• Say words aloud together

• Model and practice syllabication by clapping of hands

• Build a word wall

• Look up words online

• Use a bilingual dictionary to build prior knowledge

• Vocabulary games to promote usage

• Promotes understanding of words with multiple meaning

• Increases phonemic awareness

(Newman, 2006)

Integrating LanguageSkills

Integrated Skills Approach

• Teachers should associate reading, writing, listening and speaking

• The intermingling of oral and written language occurs in literate societies across ethnic and social class boundaries (Heath, 1983)

Listening Strategies

•English language learners need to be taught to listen attentively by providing listening activities. Jazz chants provide rhythmic presentations of natural language in a meaningful context. This language mimics what children would hear in a natural setting (Graham, 1992).

Oral Language Strategies

Oral language learning approaches that take place habitually in my school and should in yours also•Extracurricular Activities•Roll Call/Name Recognition•Snack and/or Lunchtime•School Announcements•Physical Education Class

ReferencesLinan-Thompson, S., Vaughn, S. (2004). Research-based methods of reading instruction for English language learners: Grades k-4. Alexandria, VA: Association for Supervision and Curriculum Development

Herrell, A., Jordan, M. (2012). 50 strategies for teaching English language learners (4th ed.). Boston, MA.: Pearson

Strategies for ESL teachers. (n.d.) Tennessee ESL resource guide. Retrieved from: http://suu.edu/ed/fso/resources/tennesee-esl-resource-center-strategies-for-esl-teachers.pdf

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions. (Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/files/ELL1- Interventions.pdf

Pre-reading skills focus: Phonological awareness. (2015). Retrieved from http://www.lovelycommotion.com/pre-reading-skills-focus-phonological-awareness/

The Spalding news. (2009). Spalding Education International, volume 24, (issue 3), pages 2-8. Retrieved from http://www.spalding.org/about/SEI-News_24-3.pdf

Heath, S. B. (1983). Ways with words : Language, life, and work in communities and classrooms. New York: Cambridge University Press.

Graham, C. (1992). Singing, chanting, telling tales. New Jersey: Prentice Hall.

The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide. http://gcumedia.com/digital-resources/pearson/2013/crosscultural-language-and-academic-development-handbook_a-complete-k-12-reference-guide_ebook_5e.php

Newman, C.M. (2006). Strategies for test-taking success:Reading. Boston: Thompson Heinle.