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Group Roles

EA Summer Training Workshop: Helping ELL Students Access Content July 8, 9, & 10, 2008 – 2:30 to 5:30 p.m. Kapi‘olani Community College Teacher Preparation Program Shawn Ford and Veronica Ogata, Facilitators.

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Group Roles

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  1. EA Summer Training Workshop:Helping ELL Students Access ContentJuly 8, 9, & 10, 2008 – 2:30 to 5:30 p.m.Kapi‘olani Community CollegeTeacher Preparation ProgramShawn Ford and Veronica Ogata, Facilitators

  2. Wednesday, July 9, 2008TopicMns.Greeting/ Schedule Overview/Feedback Rating & Comments/Collect Reflection 10Group Work: Homework Discussion 10Homework Reporting 20Sample Lesson 15Break (snacks) 10Session Topic and Introduction –Maxim 2: Overview of Scaffolding 10Scaffolding Techniques 10Sample Materials/ Reflection 25Break 10Application of Maxim 2: Scaffolding Group Work 30Sharing/ Discussion 20Wrap-up/ Homework/ Feedback 10

  3. WELCOME!EA in ESL Teacher Training Summer WorkshopsSponsors: Teacher Preparation Program at KCC, funded in part by a federal Perkins grantAudience: Workshops prepared for in-service EAs who work with NEP and LEP students in the DOE Purpose: Provide EAs with additional training, and Provide EAs with knowledge and strategies to facilitate and accelerate the language development of their ESL studentsWe hope you enjoy our program and find it useful for your teaching situations!

  4. Topic: Helping ELL Students Access Content- Language Arts, Mathematics, Physical Sciences and Social Sciences- Primary, intermediate and secondary levelsGoals1. Develop attendee’s individual strategies, and2. Develop a booklet of sample materials.

  5. During the workshop, please remember to…1. Actively participate and be open to new ideas.2. Complete all group, reflection, and “homework” tasks.3. Stay on task so we can complete the material in each session on time.

  6. Group Roles

  7. Feedback from Tuesday

  8. Feedback from Tuesday

  9. Group Work: Discussion of Content Selection HomeworkIn groups at your tables, take 10 minutes to share your homework with your group-mates. Discuss your reasons for choosing your content and your answers to the three reflection questions. After you have talked with each other about your materials, choose one member at your table to give a brief 3-minute report about her/his materials.For this activity you’ll need a leader, a timekeeper, a recorder, and a reporter.

  10. GROUP REPORT• Materials• Context• What specific strategies would you use to help your students understand the passage?• What specific content is necessary to understand the passage?• What language needs will your students have?

  11. Sample LessonMaterials: Passage 2- “Desert Lions”Context: 3rd grade, pull-out, NEP students

  12. What specific strategies would you use to help your students understand the passage?• Assessing background knowledge• Building background knowledge• Flash cards: images and vocabulary• Reading aloud• Repetition• Summarization• Production activities: drawing, word and sentence writing, discussion• Feedback

  13. What specific content is necessary to understand the passage?• Wild animals: lions, porcupines, ostriches, antelope• Desert environment: hot, dry, sand, sun, summer• Survival: hunger, thirst, hunting

  14. What language needs will your students have?• Vocabulary: definitions and recognition• Grammar: present-tense verbs• Reading: repetition and word recognition• Pronunciation: Final consonants (deseRT); r-l (Lion); z-dj (deZert)• Writing: vocabulary items and short sentences

  15. 10 Minute BREAK

  16. REVIEW: Language Learning Myths and Facts1. Children learn second languages quickly and easily.FALSE.2. Children have acquired a second language once they can speak it. FALSE.3. When learning a second language, it’s best to study grammar and vocabulary first before trying to use the language. FALSE.4. Children are just like sponges; they absorb the language around them just through exposure to the language. FALSE.

  17. LANGUAGE DEVELOPMENT IS NOT SIMPLY MEMORIZATION.LANGUAGE DEVELOPMENT IS COMPREHENSION, APPLICATION & REPETITION.

  18. BICS is the language used in daily interactions with other people: friends, family, store clerks, etc. CALP is the specialized language used in academic settings.BICS: 2 years through daily interactionsGeneral language skills: 3-5 years through interactions along with focused attentionCALP: 5-7 years of formal study

  19. Content can provide wonderfully abundant opportunities to teach the whole range of language skills, including reading, writing, listening, and speaking, vocabulary, grammar, pronunciation, and usage.

  20. Feedback is an integral part of any interaction. Feedback can be spoken or written and can be either positive (confirming) or negative (clarifying, rejecting). Feedback includes the strategies of repetition, recasting and expansion.

  21. Language Development Maxims:1. Language should not be taught in isolation.Language should always be taught in some sort of context, using meaningful content. Any attention to discrete skills should arise from content demands.2. Learner-directed speech should always encompass BICS and CALP. This can be accomplished by using complete sentences to facilitate interaction. Repetition and recasting, along with expansion of ideas and the encouragement of inquiry should be part of all feedback.

  22. 10 Minute BREAK

  23. CURRENT WORKSHOPLANGUAGE IS CONTENT – CONTENT IS LANGUAGE.Content = ideas, information, knowledge.Language = the ability to communicate content.

  24. Survey of your StudentsLeader - Timekeeper - Recorder1.What are your students’ native languages?2. What are 1-2 of the most common pronunciation difficulties for each language group from Q1 above?

  25. Group Activity: Instructor ResponsibilitiesThe instructor is responsible for at least half of the language development process. Working with the group at your table, take 5 minutes to brainstorm a list of specific instructor responsibilities within the language development process.

  26. GROUP REPORT

  27. Current Workshop Maxims1. Our ELL Students need access to the same grade-level content as their native-English peers.In general, content-based instruction seeks to develop the students’ English language proficiency by incorporating information from the subject areas that students are likely to study or from courses they may have missed is they are fairly new to the school. Whatever subject matter is included, for effective content-based instruction to occur, teachers need to provide practice in academic skills and tasks common to mainstream classes. (explanation from The SIOP Model textbook)

  28. 2. A range of scaffolding strategies is necessary to help our NEP and LEP students access the content.Scaffolding is the provision of sufficient supports to promote learning when concepts and skills are being first introduced to students. These supports may include: language resources, a warm-up or background-building task, templates or guides, and specific guidance on the development of cognitive and social skills. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Teachers help the students master a task or a concept by providing support. (explanation adapted from Wikipedia)

  29. 3. A range of feedback strategies is necessary to help develop our NEP and LEP students’ understanding and output to more closely resemble the input and academic expectations.Feedback is a process whereby some proportion of the output of a learner is commented on in some manner and passed (fed back) to the learner in order to modify the output or inform the input. Students learn better when they can find out, as soon as possible, whether or not they are understanding a new topic or performing a new skill correctly. This means that a teacher should let each student know, individually, on a frequent basis, which areas of study he is doing well on, and which areas he needs to work harder on. Different types of feedback can be either positive or negative and include correction, confirmation, explanation, elaboration, and diagnosis. (explanation adapted from Wikipedia)

  30. Group Activity: Revisit ResponsibilitiesWorking with the group at your table, take 5 minutes to add to your list of specific instructor responsibilities within the language development process.

  31. GROUP REPORT

  32. 10 Minute BREAK

  33. Group Work:APPLICATION OF MAXIM 1Leader – Timekeeper – Recorder – Reporter

  34. Main Group Activity: Application of Maxim 1- Appropriate ContentWorking with the group at your table, assess the appropriateness of the following passages for content knowledge and language development. Choose one passage and discuss what you would do to help your students understand the passage. Determine specific content necessary to understand the passage. Predict language needs that your students will have.Context: NEP students; 3rd grade; pull-out learning situation

  35. 1.What specific strategies would you use to help your students understand the passage?2. What specific content is necessary to understand the passage?3. What language needs will your students have?

  36. Report:3 groups will now share with us the lesson plan that they created, based on their chosen context and teaching approach.

  37. Shawn’s Report:I would choose passage 2 for its academic, grade-level focus.1. I would simplify the reading, provide background knowledge on the Kalahari, provide pictures or images, provide important vocabulary, read the passage for the student…2. Wild African animals, desert environment, survival/ hunting3. Reading (decoding), vocabulary, grammar, pronunciation

  38. Wrap-up and Homework As a follow-up activity, find an appropriate passage that you would use to help develop your students’ content knowledge and language. Make a copy of the passage, provide the context, and answer the following questions. Bring the passage and this sheet on Wednesday to submit when you sign in.

  39. Reflection:Please take 5 minutes to write down your thoughts...• What are your thoughts about this approach to language development?• What are your thoughts about scaffolding for your students?• What will you adapt or adopt for use in your own teaching situation?

  40. Please write your reflection on another piece of paper as a formal reflection on today’s workshop. Include any other thoughts and comments. Bring it on Wednesday to drop off when you sign in. Also, please take 5 minutes to complete today’s workshop feedback form, which is located in your folder. Please leave it on your tables when you are finished.Thank you! 

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