1. + Look what English Learners can do! Debra Cole, MELL Instructional Specialist CSD MELL dcole@csd.orgdcole@csd.org

2. + Opening Activity: Geburtstagskalendar!

3. Debrief: Geburtstagskalendar!  What kind of supports made this activity “comprehensible”?  Interactive?  Graphic?  Sensory?  Other?  Partner Pause: When and how can you use “Line up”?

4. + Learning Outcomes for Today Participants will understand and apply: “Comprehensible Input” Non-Linguistic Representations: visuals and graphics TPR (Total Physical Response) and other senses Interaction Academic Language Instruction www.WIDA.us www.WIDA.us 5R LEA (Language Experience Approach) Dictoglos... to support ELL learning and differentiate instruction for ELLs.

5. + Activity: What did you do last night?

6. You are now an “ELL” Introduce yourself to your shoulder partner Tell your partner what you did last night Do not use the letter “N.”

7. BICS – B BICS – B asic Interpersonal Communication Skills Jim Cummins

8. + Basic Interpersonal Communication Skills (BICS) High-frequency words Simple grammar Attained after +/- 2 years of exposure

9. …still an ELL, now you’re in class Switch roles with your shoulder partner Explain the following:

10. + The structure of an atom. Do not use the letter “R”.

11. Language of textbooks and classrooms less frequent vocabulary Ability to interpret and produce increasingly complex language attained after 5-7 years of instruction Cognitive Academic Language Proficiency (CALP)

13. + Use what they know! L1L2 Common Underlying Proficiency

14. + Ways to Support Learning  Graphic Organizers Visual displays of information and vocabulary help students recognize key concepts and their relationships.  Outlines Teacher-prepared outlines help students take notes by providing supportive guidelines. Use Visuals and Scaffolding as Part of Instruction

15. 1. Read the text 2. Answer questions 3. Class discussion 4. Activity/Movie 1. Activity/Movie 2. Class discussion 3. Answer questions 4. Read the text Teach the Text Backward Traditional Model Traditional Model Judy Jameson, CAL, Region XIV Comprehensive Center

16. + See www.WIDA.us for more support ideaswww.WIDA.us See also: Universal Design Learning http://www.cast.org/

17. + Activity: Window Pane Sample Lesson: Summary Writing Draw what I draw Do what I do Say what I say

18. + Great for representing “Big Ideas” Uses “non-linguistics representations” (visual and graphic support) Uses TPR – Total Physical Response (sensory support) It’s fun! (interactive support) Can also be used as a differentiated assessment. Debrief Window Pane

19. + Four Domains 19 Receptive Language Oral Language ListeningReading Written Language SpeakingWriting Productive Language

20. + Most ELLs spend 70% of their time passively watching and listening (Simmons, 1995)

21. + LOOK SOUND What does an effective classroom for ELLs LOOK like? What does it SOUND like? Visuals, visuals everywhere! Models displayed Kinesthetic 80% STUDENT talk 20% teacher talk Wait time Small groups pairs

22. + Don’t let ELLs sit silently (unless they are new arrivals) Give students plenty of chances to speak, read and write in English – not only listen Encourage them to participate in stage-appropriate ways, according to what they CAN DO!

23. + The Standards 23

24. + Standard 1: Social & Instructional 24 ELLs communicate for SOCIAL & INSTRUCTIONAL purposes within the school setting.  Today is Monday.  Where is the book?  I work after school.  Label the map.  Describe the correct procedure.  Write your answers in detail to explain the process you used.

25. + Standard 2: Language Arts 25 ELLs communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

26. + Standard 3: Math 26 ELLs communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS

27. + Standard 4: Science 27 ELLs communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

28. + Standard 5: Social Studies 28 ELLs communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

29. + Academic Language of Slinky 29

30. + ACTIVITY: The Language of…? 30 1.Gather in groups of five. 2.Assign each person a number from one to five. 3.Starting with number 1, each person will describe the Slinky in 60 seconds. 4.Make note of words and phrases that stand out for you. 5.Record any emotional associations you have during this activity.

31. + ACTIVITY: The Language of…? 31 6.Each person will have 60 seconds to describe the Slinky using the language of... 1)a friend 2)a poet 3)an economist 4)a physicist 5)an historian

32. + Features of Academic Language Analyzing the Language of School 32

33. + Making the Connection 33 Language Content Standards Assessment Curriculum & Instruction Language Proficiency Academic Achievement Language Development Standards Core Academic Standards Academic Language

34. + What Do You See? 34

35. + A Science Lesson or Language Lesson? Read – Pair – Share (p. 72 – 73) Stop at the section, “5R Instructional Model” Zahlen wir auf Deutsch! Let’s count in German Jig-Saw read: 1eins – Reveal 2zwei – Replace 3 drei – Reposition 4vier – Repeat 5 fuenf – Reload 35

36. + Language Experience Approach LEA is used to teach reading through oral language. 1) Plan an “experience” for the class. 2) Discuss the experience in pairs/groups. 3) Write the “class story” of the experience. 4) Learn to read the story. 5) Choose key words and phrases to develop phonemic awareness, sight words, etc.

37. + DICTOGLOS – Grammar Dictation Teacher: Choose a short selection from a longer text Read the text aloud two times at normal speed Students: Write words and phrases they understand Work in pairs to share lists of words/phrases Use words/phrases to reconstruct the text Compare group version to original Teacher: Discuss grammar and context for meaning Analyze student versions

38. + Partner Pause Which strategy will you try first? Why? When? For what purpose? I’d love to come see it in action! Just tell me where and when to come: dcole@csd.org - 314-692-1238 dcole@csd.org

39. + Review Outcomes for Today Participants will understand and apply... “Comprehensible Input” Cummins’ theories of BICS / CALP and CUP Non-Linguistic Representations: visuals & graphics TPR (Total Physical Response) and other senses “Window Pane” Extend: Classroom Instruction that works for ELLs Interaction Line Up, TTYP, Jigsaw Extend: Kagan Structures for ELLs Academic Language Instruction Describe the Slinky www.WIDA.us www.WIDA.us 5R Extend: A Science Lesson or Language Lesson? LEA Extend: Language Experience Approach Dictoglos Extend: Tools for Teaching Academic Vocabulary... to support ELL learning and differentiate instruction for ELLs.