"Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?"

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1 "Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?" Monica Gonzalez Bilingual/ESL Specialist

2 "Tell me and I forget. Teach me and I remember. Involve me and I learn." Benjamin Franklin

3 Realities According to TEA s reports there are: 817,165 ELL students in Texas 456,051 enrolled in bilingual education 310,812 enrolled in English as a Second Language. There are over 120 different home languages represented in Texas schools. 91% of ELL students speak Spanish.

4 Evolve

5 Common Questions What is Student Interaction? What does it look like?

6 2BUN28vdEnHbC3c9V3-iWmm6S&index=1

7 Four Language Skills

8 Scaffolding Teachers who effectively engage students at high levels of student interaction utilize three steps that scaffold each of the 4 language skills. Modeling Guided practice Independent Practice

9 Modeling- I Do

10 Guided Practice- We Do

11 Independent Practice- You Do

12 Listening I Do We Do You Do Think, Pair, Share Think aloud Pre Teach Visuals Songs Total Physical Response Pairs View Improve Read Aloud Purpose for Listening Sentence Stems Inside/Outside Circle Songs/Poems/Rhymes Structured Conversation Tiered Questions Hands-On Non-Linguistics Representation Retelling Whip Around Personal Dictionary ReQuest Number Heads Together

13 M&list=PLGxZzN8y2BUNKdnrSN6mMUlemJDd pskhf&index=5 3E&list=PLGxZzN8y2BUNKdnrSN6mMUlemJDd pskhf

14 Speaking I Do We Do You Do Tiered Response Stems Anticipation Chat W.I.T Questioning Daily Oral Language Single Word Answers Fluency Workshop Conga Line Interview Grids Chunking Input Respond Triads Rehearse/Mimic Phrases Inside/Outside Circle Expert/Novice Summarization Frames Canned Questions Radio Talk Show Instructional Conversation Justifying/Defending

15 6MA&list=FLIILJoeMjecHOac9ImYPMzw&index =23

16 Reading I Do We Do You Do Directionality Sort Direct Teach Cognates, Affixes, and Roots Scanning Native Language Text Adapted Text Advanced Organizers Reread Hi-Low Readers Insert Method Graphic Organizers DRTA Partner Reading Pretest with Partners Word Sorts Reread Familiar Text Story Telling Taped Text Graphic Organizers Book Reviews Learning Logs Carousel Activity Taped Text

17 Q4_NCOs&list=PLGxZzN8y2BUNPDLMVMbbp M7hAN1Fn5Iae&index=16

18 Writing I Do We Do You Do Contextualized Grammar Instruction Word Analysis Graphic Organizers Double Entry Journal Personal Spelling Guide Personal Journals Response Journals Fill in the Blank Labeling Free Write Draw & Write Field Notes Graphic Organizers Read, Write, Pair, Share Peer Editing Guided Notes Wordless Books Paragraph Frames Writing Centers Writing Process Graphic Organizers Read, Write, Pair, Share Summary Frames Dialogue Journal Learning Logs Writing Centers Writers Workshop

19 tool/guided-notes/guided-notes-146-note

20

21 Personal Dictionary Listening

22 Canned Questions Speaking

23 Word Play Reading

24 Six Step Vocabulary Process Writing

25 Resources /l/ The Teacher Toolkit: Pinterest

26 Thank you! Monica Gonzalez

27 Canned Questions How do you know? What do you think? What can you tell me about? How did you? Can you think of another way? What does this remind you of? What did you notice? What could be thinking about? If happened, what do think could happen next? How would you feel if this happened to you? How does this make you feel? What could you infer if you? Can you tell me more? What could/would you do if you were like? If you change about the character, how would the ending change? What happened first, next, at the end?

28 Canned Sentence Stems I know I think is/was and... I I noticed This reminds me of I noticed could be thinking about If happened, I think happen next because If this happened to me I would feel because This makes me feel because If I were like I would feel because I could infer if I If you changed about the character, the ending could be is/was First, then, and at the end

29

30

31 Spinners

32 Term Adapted Text Advanced Organizers Anticipation Chat Canned Questions Carousel Activity Chunking Input Cognates, Affixes and Roots Conga Line Contextualized Grammar Instruction Daily Oral Language Directionality Sort Double Entry Journal DRTA Expert/Novice Field Notes Fluency Workshop Guided Notes Hi-Low Readers Improve Read Aloud Insert Method Inside/Outside Circle Activity Description Adapting text provides support for struggling students to enable them to comprehend academic language. Some methods include: graphic organizers, outlines, highlighted text, taped text, margin notes, native language text, native language glossaries and word lists. Information given prior to reading or instruction which help students organize information they come across during instruction. These organizers should activate prior knowledge and help organize new information. Example of advanced organizers: KWL, anticipation guides and guided notes. Prior to instruction, the teacher conducts a conversation between the students about new content. The teacher opens the discussion by having students make inferences about what they are going to learn using prior knowledge, experiences, and limited information know about the new content. A series of question stems from the lowest level of Bloom s to the highest level. These stems provide the students the opportunity to practice language in a classroom discussion about the topic. Groups are assigned to stations in the classroom. Each station has set questions and the students are given a specified time to answer the question. The groups rotate thorough each station until all questions has been answered. This activity encourages student interaction. This is information that is broken-up into smaller units for easier comprehension. Visual and auditory information can be chunked so students can have time to discuss new information, pay attention to details, and create schema for organizing new information. Students will form two lines facing one-an-other. The student share ideas review and ask one another a question. Then one line will move one student over. The new pair will discuss a new but related topic. The activity continues unit there is no other questions. I good number to stop at around 5 questions. Students act out a story the teacher is reading aloud. Each student has a part to play and has to improve the part while the story is being read. Then the students discuss techniques and ideas students used to act out their part. Students for two circles, an inside circle of students facing outside and outer

33 circle facing inside. The students are facing each other. Student then participate in a guide discussion lead by the teachers questions. One circle rotates before another question is asked. Instructional Conversations Interview Grids Justifying/Defending Learning Log Native Language Text Non-Linguistics Representation Number Head Together Pairs View Paragraph Frames Peer Editing Personal Dictionary Personal Spelling Guide Purpose for Listening Radio Talk Show Rehearse/Mimic Phrases Responds Triads Read, Write, Pair, Share Scanning Sentence Stems Structured Conversations Summarization Frames Summary Frames Think Aloud Think-Pair-Share Non-linguistic means the representation of knowledge that includes illustrations, graphic organizers, models, and kinesthetic activities. This type of representation engages learners in the early stages of language development. This strategy allows students, who are seated in small groups, an opportunity to share with the entire class. Each student in each group will be assigned a number (i.e. 1, 2, 3, and 4). The teacher will as an open-ended question and call out a number like 1. All the ones, will answer the question. The teacher can call the numbers in order or randomize. This keep the students engaged anticipating their number to be called. Provide sentence stems for students who are beginner and intermediate proficiency levels. When watching a movie or video, each pair of students have an assigned role. For example, one partner is responsible for listening or important dates and the other for important people. Students choose words from the word wall, wordlist, or words from content instruction. The words are recorded on index cards or journal with a drawing, refection, and/or native language definition of the word. The index cards or journal becomes their personal dictionary. Students are given a prompt or idea to listen for while being read to or watching a video. Incomplete sentences that provide a scaffold to develop specific language structures and facilitates conversations using academic language. A conversation between students in which they are given sentence frames to begin a conversation as well as asked specific questions and sentence stems for elaboration. This allows teachers to scaffold and model metacognitive thinking by verbalizing the thought process. This encourages student-to-student interaction. Ask a question and provide

34 Tiered Questions Tiered Response Stems Total Physical Response Visual Whip Around W.I.T. Questioning Word Analysis Word Sorts students think time. Then have the students partner up, and then have them compare their answers. Finally, have the students share what their partner said. Vary the types of questions based on the level of language development. For example, beginners you would ask yes/no, either/or and questions that requires a one word answer. There are different types of responses or stems the students to choose from based on their level of language proficiency. Apply gestures and movement to make the content comprehensible Illustrations, graphic organizers, manipulative, models, and real world objects are used to make content comprehensible. A way of getting input from all the students during a class discussion. To begin, the teacher poses an open-ended question. They students to write a bulleted list in response to the question. The students then stands up, the teacher will call on a student one at a time. If a student has the same response on their list, they cross it off. The teacher continues to call on students for responses and the students continue to cross of similar answer. When all the answers have been crossed off the student sits down. The activity is over when everyone is seated.

35 Useful Websites: king%20activities ning%20activities ing%20activities

36 Vocabulary Roll Define the Word Draw it What means the same? Act it out What does it remind you of? What is the opposite?

37 WORDO! 9 SquareVersion WORDO: To play WORDO! every player gets a board. This WORDO! board has nine boxes, 3 x 3. Depending on what your focus is spelling words, sight words, letters, numbers, family names, whatever each person chooses nine words from a set of flash cards to write in the boxes. A different word goes in each box. Then, just like BINGO, someone flips the cards, and when a word is chosen that s on your board, you cover it up. We play that a full board wins. And the first person to fill his or her board yelled, WORDO! as loud as he or she could. Sometimes you can mix it up, and here s how: Use M & M s for our markers (leave this one!) Write with rainbow colors on their board Choose each other s words/ letters Flip for each other Use stickers as markers... Other plans are to: Introduce upper emergent word cards Throw in an early fluency word cards or intermediate fluency word cards Review spelling words pull from preciously taught word, vocabulary, etc. Use number cards to learn number word spellings Use content vocabulary to study word meanings

38 WORDO

39 W O R D O Free Space

40 WORDO Materials: Blank "Wordo " Game boards (1 per student) Copy of words being studied Duplicate enough of the WORDO game boards so that each student can have their own. Distribute one to each student. Have students fill in their cards with words from the word wall that they are working on. Tell them that each card must be different and to try to mix up the words they are using. Playing the game is similar to BINGO. The teacher calls out the definition of the words and has the students say the matching word out loud and then mark or cover their spaces. The first child to mark or cover an entire row calls out the word "WORDO"! The winner can call out the words the next time and/or may receive a treat or a reward. example of WORDO game board

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