Basic strategies For English Language Learners … in 30mns!

1. Basic strategies For English Language Learners … in 30mns! 1/11 J. Burton, B. Durham, A. Fenberg, Y. Kout, K. Ostwald

2. Data • LEP students represent 30.2% of our student population. Ces données sont alarmantes. Nous devons agir. 2/11

3. Different levels of proficiency May I ask you how your day has been? Wassup? How u doin’? How are you doing? Hola! Intensive student Direct student Consultative Fluent student There is a huge difference between Conversational and Academic language Le but de cet exercice est pour vous d'experimenter une partie du quotidien de la vie de nos élèves. 3/11

4. Fluent students: where we want all our students to be People keep records about the weather. Scientists who study weather use a special language. The language is called descriptive statistics. Descriptive statistics help us understand and talk about weather data. Data is information usually shown in numbers. Descriptive statistics help us compare weather at different times to notice patterns, Two kinds of weather data are temperature and precipitation. Temperature is how hot or cold the air is. There are two measures of temperature. They are Fahrenheit and Celsius. The temperatures in this lesson are Fahrenheit. Precipitation is rain, snow, sleet, or hail. 6/11

5. Direct students: good everyday conversational skills, very low academic language People keep ________ about the _______. ______ who study ________ use a special _____. The ______ is called _______ ______. ________ ________ help us understand and talk about _____ ______. ______ is information ______ ______ in numbers. ______ _______ help us ______ ____ at different times to _____ _____. Two kinds of _____ ____ are _______ and ________. _______ is how hot or cold the air is. There are two ________ of _________. They are ________ and _______. The _______ in this lesson are ______. _______ is rain, snow, ____, or ____. 4/11

6. Consultative students: great everyday conversational skills, higher academic language People keep _____ about the weather. Scientists who study weather use a special language. The language is called _____ ______. ______ ______ help us understand and talk about weather ____. ____ is information _____ shown in numbers. _____ ______ help us compare weather at different times to _____ patterns, Two kinds of weather ____ are temperature and ______. Temperature is how hot or cold the air is. There are two measures of temperature. They are ________ and _______. The temperatures in this lesson are ______. Precipitation is rain, snow, ____, or ____. 5/11

7. Translating Traduire est un effort qui demande beaucoup de concentration. C'est aussi très fatiguant. • Choosing a peer translator • Pick a consultative student (“how are you doing” student) not a direct student (“Wassup” students). • Other factors such as Spanish language proficiency should be considered. • Get in touch with us! We can help with picking a translator. • Dictionary • Always have one or more dictionary available in your class. • Electronic translator • They are rare because of their price, some are available through the county office. Do you know a student that would make a good Peer translator? What about a bad one? 7/11

8. Essential vocabulary What are 5 “new words” in a lesson you will teach next Week that your students Absolutely need to know? • Pick and Frontload • For every lesson detail a list of 5 academic keywords the students need to know. • Give us this list! Cette page concerne tous les élèves, peu importe leur niveau. 8/11 Vocabulary strategies in motion!

9. Lesson goals Cette stratégie donnera un sens du but à nos élèves et nous aidera à les rendre responsables et independents. Essential questions: Students need to know and understand them. But do no forget to ask them for the answer. Give LEP students a chance to answer the question (to a partner or to you). The goal is to give them a sense of purpose and ownership. What was your lesson goal today? Did your students know why they were learning this? Students must understand what they are doing but also WHY are we doing this? Example: We will use the Stop/Think/Paraphrase strategy to understand this text. 9/11

10. Chunk and chew • When designing a lesson, cut it up in small meaningful parts • Check for understanding by asking clear questions. • If the student does not answer right away they may need time to process They think Spanish – translate into English – and finally Speak Think of next week’s lesson, how can you chunk it? What questions can you ask to check understanding periodically? Our students are not able to eat a whole cow, but if we cut it up in smaller portions like burgers or tacos they will eat and digest it. Le temps nécéssaire à ce procédé dépend du niveau de l'élève dans sa langue natale et dans la langue anglaise. 10/11

11. Avez vous des questions à poser? 11/11