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EL Instructional Support. English Learners and Academic/Content Area Development. Guides for Effective Instruction. High standards for learning Belief that English Learners can achieve them Knowledge of how to structure teaching and learning to support EL students. Dual Obligation
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EL Instructional Support English LearnersandAcademic/Content Area Development
Guides for Effective Instruction • High standards for learning • Belief that English Learners can achieve them • Knowledge of how to structure teaching and learning to support EL students
Dual Obligation (Double Challenge) • Provide access to grade-level content curriculum. • Develop academic language proficiency in English, higher-level thinking skills, and advanced literacy skills.
SDAIE Specially Designed Academic Instruction in English Based on “Contextual Interaction Theory” Part 1 - Comprehensible Second Language Input “Make it understandable. Find a way.” Part 2 – Supportive Affective Environment “Create a safe zone for taking risks.”
Beyond the Zone (“Can’t do”) Instructional (“With help”) Independent (“Known”)
Scaffolds Structures, strategies, or aids that teachers use to enable students to build their own understanding. Without scaffolds some concepts can remain out of reach.
Scaffolds Modeling New tasks should always be demonstrated. Show students how to the assignment/task by doing it. It clarifies expectations and provides an example of what the product should look like.
Scaffolds Bridging Activate prior knowledge to connect to new information. Tap into their experiences to demonstrate relevance and help link the known to the unknown. Brainstorm, use anticipatory guides or KWLH, identify related literature, resources, and experiences.
Scaffolds Contextualization Words are not the only way to convey meaning. Contextual clues help students gain an understanding of unfamiliar words. Use visuals, manipulatives, video clips, graphic organizers and other realia (real stuff).
Scaffolds Schema Building Show the connections that exist between and across concepts and curriculum. Use graphic organizers, story mapping, and jigsaw projects.
Football Defense Tackling Mailbox Theory
Scaffolds Metacognitive Deveopment Explicit teaching and learning of strategies and skills to create life-long learners. Let them in on the secret. K-W-L-H and Reciprocal Teaching are examples.
Scaffolds Text Re-presentation Take a piece of known text and manipulate it for a new purpose. For example: writing a summary, writing your own captions to establish main topic and sub-topics, writing an eye-witness account of a historical event, changing a narrative into a dialogue, writing a play, and developing collaborative posters. Text re-presentation requires strong comprehension.
Graphic Organizers Tools to help visually organize information. Useful across curriculum. Good for processing information, developing new vocabulary, identifying and synthesizing elements of literature.
Venn Diagram Graphic Organizers Unique Unique (different) (different) Alike (same) Compare and Contrast
Matrix/Process Grid Graphic Organizers Classifying and Comparing Information
Anticipation Guide Graphic Organizers Pre Post
Sequence of Events Graphic Organizers First Then Finally And Then
Descriptive Web Graphic Organizers Hits Homeruns Left Fielder Barry Bonds Strong Athlete Plays for the SF Giants Under investigation Single season Homerun Record
Semantic Map Graphic Organizers Details Details Details Details Details Sub-Topics Sub-Topics Details Main Topic Details Sub-Topics Sub-Topics Details Details Details Details
Cause and Effect Graphic Organizers
Modifying the Text The readabilty of core subject textbooks are sometimes slightly above the language acquisition level of our EL students. Modification makes the material more accessible to EL students. The intent is to increase comprehensibility without watering down the content.
Use Excerpts Modifying the Text Identify a single important excerpt from the text or story. Paraphrase the content surrounding the text selection to create context. Read and discuss. Allows teacher to focus on the most significant concepts and standards. Standards should drive the course, not the textbook.
Read to and with students Modifying the Text Read sections aloud to students or have students read the text with you (shared reading). Paraphrase, clarify, point out challenging content or language, explain idioms. Provide contextual definitions when needed.
Modifying the Text Simplify, Expand, or DefineKey Concepts or Vocabulary • Simplify: The government was almost out of money. • Expand: The government had spent a lot of money on many things: guns, equipment, help for the poor. • Define: This means that the government had spent all its money. Sentence: The government’s funds were depleted.
Modifying the Text Supplement the Text • Use newspapers and magazines • Use videos, DVDs, audio tapes, and CDs • Visuals – PowerPoint = Gigantic Flash Card • Internet • Interactive computer programs Words are leaves, deeds are fruits. (Get R Done)
