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Promising Practices with ELL Students

Promising Practices with ELL Students. Dr. Gilda Martinez. Towson University. Maryland TESOL http ://www.marylandtesol.org /. These are supposedly real notes written by parents in the Memphis school district. Spellings have been left intact. 1. My son is under a doctor's care and

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Promising Practices with ELL Students

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  1. Promising Practices with ELL Students Dr. Gilda Martinez Towson University

  2. Maryland TESOLhttp://www.marylandtesol.org/

  3. These are supposedly real notes written by parents in the Memphis school district. Spellings have been left intact. 1. My son is under a doctor's care and should not take PE today. Please execute him. 2. Please exkuceLisa for being absent she was sick and I had her shot. 3. Please excuse Gloria from jim today. She is administrating.

  4. Second Language Literacy Panel: Preface • Significant increase in immigrant students • 4.6 million ELL students – according to the U.S. Census • ELL lag behind native English speakers in school

  5. Components of Literacy • Same as from the National Reading Panel • Adjustments in instruction should be made • Oral language development should be provided

  6. “Fab 5” of NRP Do you know what they are?

  7. Fab 5… Phonemic Awareness Phonics Vocabulary Comprehension Fluency

  8. Research for ELL • Very limited • More descriptive in nature • Less focused on tests • Less focused on instruction

  9. More research on ELL…is NEEDED! • to replicate what has been done • to investigate what other practices work for ELL

  10. Phonemic Awareness and Phonics Issues for ELL • Sounds differ in languages • Graphemes can have different sounds in L1 • Unfamiliar phonemes and graphemes make decoding and spelling difficult

  11. Phonemic Awareness and Phonics Research • Similar to native speakers, phonemic awareness and phonics instruction helps develop reading skills • Same tasks can be used to teach it • This instruction can take place while learning English

  12. Phonemic Awareness and Phonics Assessment • Pronunciation differences should not be counted as errors (such as with the Reading Miscue Inventory or RMI) • Speed and accuracy should be assessed

  13. RMI Purposes Notes reading strategies Looking at patterns of miscues Looking at quality not quantity of miscues Retelling to note comprehension

  14. RMI Procedure • Pick a text you are reading in class (have a copy for yourself to write on) • Write down the miscues • Have student retell what they read • use outline as a check list • Encourage further comments (such as, “What else? Hmmmm.”) • Analyze miscues for patterns (20-25 miscues) • Tape record all of the above

  15. Coding for an RMI Unsuccessful correction UC Dialect or language variations d Non-word substitutions $ Intonation shift / Pauses p Repeated miscues RM Substitutions write substituted word above Omissions circle word omitted Insertions carrot Repetitions (read correctly) R Self-corrections C Reversals dog ate Partial miscue dash after partial word

  16. What is a miscue? Substitutions Omissions Insertions Reversals Intonation that change grammar Unsuccessful corrections Dialect that change grammar Skipped lines (count as one miscue)

  17. What is NOT a miscue? Repeated miscue (making the same miscue later in the text for the same word) Repetition of text that is read correctly more than once Pauses Pronunciation

  18. RMI Listening Time…University of North Carolinahttp://www.learnnc.org/lp/editions/readassess/1083

  19. PRACTICE TIME! 

  20. RMI helps teachers develop what skills?

  21. RMI helps teachers develop students’… • Reading skills…of course. • Pronunciation (Abuela – entendiatodo) • You come across many academic vocabulary words (or more elaborate vocabulary by reading than through conversations) that you can practice learning the correct pronunciation and meaning too • Listening • Students can listen to their tape recording to hear themselves or their peers to have discussions • Speaking • Having conversations with peers about readings helps build speaking skills and reading comprehension

  22. Fluency Issues for ELL • Fluency embraces both word recognition and comprehension • ELLs do not get enough opportunities to read aloud in English while receiving feedback

  23. Fluency Research with ELL • Too few studies with ELL • Fluency training appears to similarly benefit English speaking and ELL students

  24. Fluency Assessment • We do not know if benchmarks for L1 are appropriate for L2 based on the research that exists • Well….we know that it is not. The SLL Panel said they could not determine it based on the research. • Studies do indicate that with intervention, ELLs can reach benchmarks for English speakers

  25. More ways to develop fluency, speaking, and listening skills too: Singing Reader’s Theatre Partner reading Keep talking to them ;-) Digital Stories (coming up later)

  26. Vocabulary Issues • ELLs arrive at school with very limited basic English • They may be able to name objects or concepts in their native language, but not have the vocabulary word to name it in English

  27. Vocabulary Issues • Some vocabulary may be especially important in comprehending connected text, this requires explicit instruction, such as: then, second, third • If cognates exist between languages, it is beneficial to teach them • Words with multiple meanings can be confusing

  28. Vocabulary Research • Very little here • Should begin explicit vocabulary instruction early

  29. Vocabulary Assessment • No specific words have been noted for ELL instruction for different age ranges • Therefore, the panel suggests assessing vocabulary from the curriculum • Depth of word meaning should also be assessed

  30. Read-Write-Think for VOCABULARY BUILDINGhttp://interactives.mped.org/view_interactive.aspx?id=127&title=

  31. Visuword This link provides webs for vocabulary words.  Check it out! http://www.visuwords.com/

  32. Coxhead Academic vocabulary http://www.uefap.com/vocab/select/awl.htm

  33. Comprehension Issues for ELLs • Limited vocabulary impedes comprehension • Structural differences of languages can be confusing • Background knowledge will vary

  34. Comprehension Research • Very little here…hmmm • Need to focus on strengths and needs of ELL

  35. Comprehension Assessment • Many do not provide guidance for instruction based on the assessment results

  36. Before, During, and After Reading Strategies… What are they?

  37. Before Reading: Activating background knowledge Investigating text structure Setting a purpose for reading Predicting text content Reviewing and clarifying vocabulary

  38. During Reading: Establishing the purpose for each part of the reading Self-monitoring Visualizing Summarizing Confirming/rejecting predictions Identifying and clarifying key ideas

  39. After Reading: Assessing if the purpose for reading was met Paraphrasing important information Identifying the main idea and details Making comparisons Connecting Drawing conclusions Summarizing Analyzing

  40. PRACTICE TIME! 

  41. Professor Garfield – Check it out!http://www.professorgarfield.org/pgf_home.html

  42. English-Zone.com http://english-zone.com/index.php

  43. In the Bookhttp://reading.ecb.org/Check it out!

  44. Practice with Mike – Check it out!http://www.eslfast.com/robot/english_tutor.htm

  45. Three Tiers of Instructionhttp://www.texasreading.org/3tier/levels.asp • Beneficial for ELL and native English speakers • Need to monitor progress • Need to provide additional support where necessary

  46. Three Tiers Primary: Tier 1 A core reading programwith phonemic awareness, phonics, fluency, vocabulary, and comprehension Progress monitoringa benchmark tests at least three times per year (fall, winter, and spring) Ongoing professional development Supplementary program for small groups that are not progressing enough Students still struggling get more tutoring time and smaller groups Secondary: Tier 2 Tertiary: Tier 3

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