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Differentiating for English Language Learners

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Presentation on theme: "Differentiating for English Language Learners"— Presentation transcript:

1 Differentiating for English Language Learners
Kevin Mitchell Dimelza Gonzales-Flores Austin Crocker CRIN S42 January 30, 2013

2 ELL Differentiation in the secondary Social Studies classroom?
KWL Chart ELL Differentiation in the secondary Social Studies classroom? What do you KNOW? WANT to know? What did you LEARN? Austin presents chart. Explain chart and ask people to create this chart and fill in the “Know” and “Want to Know”. Revisit the “Learned” at the end of the presentation.

3 Background National Statistics: 2011: 11.2 million students are classified as English Language Learners Virginia Statistics: From ELL student population explodes from 22,000 to 100,000 Austin provides background.

4 World-class Instructional Design and Assessment (WIDA)
Pg. 8, 9 WIDA Standards. Kevin explains WIDA. Difference between two following charts: The three criteria used to define each level of language proficiency are displayed in two sets of PERFORMANCE DEFINITIONS. One set of Performance Definitions (see Figure G) is for receptive language and represents how ELLs process language to comprehend information, ideas, or concepts in either oral or written communication. The other set of Performance Definitions (see Figure H) is for productive language and shows how students use language to express information, ideas, or concepts in either oral or written communication.

5 Kevin.

6 Kevin

7 Stephen Krashen Comprehensible Input Dimelza

8 Comprehensible Input Discussion
What were the differences between Lesson 1 and Lesson 2? What does laughter signify? Could you use this in your classroom? Discussion should last 5-8mins .

9 Best Practices Routines Instructional Language Visuals Wait Time Kevin

10 Routine Meta cognitive strategy to organize instruction and learning.
A set activity at the beginning of every class Daily Agenda Clear and obviously posted assignments Persistent place to submit and retrieve graded work Consistent about word-action association

11 Instructional Language
Clear and Concise Elaborate and REPHRASE Use effective body language Comprehension Checks Explicit: Step by Step in small increment with detailed explanations Dimelza

12 Visuals Jetzt ist es amtlich: Der US-Präsident schwört den Eid für seine zweite Amtszeit. Leider kommt er auch diesmal - wie nicht ohne Versprecher aus. Comprende? Austin

13 What about now? Jetzt ist es amtlich: Der US-Präsident schwört den Eid für seine zweite Amtszeit. Leider kommt er auch diesmal - wie nicht ohne Versprecher aus. Austin

14 Wait Time Rule of Thumb: At least 10 seconds for student response.

15 Strategies Journals Graphic Organizer Role Play Simulation
Small Group/Collaboration Kevin. Make sure to explain that all strategies are based on scaffolding, and differentiation that touch on as many domains as possible.

16 Journals The overall intended outcome is to allow students to practice developing fluency and automatic conversation. Dialogue Journals Teacher responds to journals based on content and not grammar Reading Journals Formulaic way for students to respond to what they have read by answering what they understood, what they didn't understand, and what they learned, allowing the teacher to fill in the gaps Writing Journals Opened Journal to allow students to practice writing RAFTS: Role, Audience, Format and Topic Kevin Activity:

17 Graphic Organizers Visually representing ideas, texts and connections
Students will reread, discuss and explore relationships A way to preview material Dimelza Will do a little activity on the board to show thematic maps.

18 Role Play Simulation Should the US use the Atomic Bomb in the Pacific during World War II? Find 3 reasons for and against the arguments Use Primary Sources Debrief Simulation Austin. Make sure to explain Role Play and Simulation from an ELL perspective. We know it’s good in general ed, but why is it especially good for ELL?

19 Small Group/Collaboration
Greater participation Low affective Filters Speaking Practice Allows for talents to shine Meaning negotiation Accountability and Responsibility Kevin

20 ELL Differentiation in the secondary Social Studies classroom?
KWL Chart ELL Differentiation in the secondary Social Studies classroom? What do you KNOW? WANT to know? What did you LEARN? Austin presents chart. Revisit the “Learned” at the end of the presentation. This is also an opportunity to ask questions!

21 Important Books for Your Library!
Dimelza. Discuss books briefly.

22 Bibliography 2012 Amplification of the English Language Development Standards, Kindergarten–Grade 12. Rep. WIDA, Web. 29 Jan <http://www.wida.us/standards/eld.aspx>. Cruz, Bárbara, and Stephen J. Thornton. Teaching Social Studies to English Language Learners. New York: Routledge, Print. Herrell, Adrienne L., and Michael Jordan. 50 Strategies for Teaching English Language Learners. Boston: Pearson, Print. Peregoy, Suzanne F., Owen Boyle, and Karen Cadiero-Kaplan. Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners. Boston: Pearson, Print. Samway, Katharine Davies., and Denise McKeon. Myths and Realities: Best Practices for English Language Learners. Portsmouth, NH: Heinemann, Print.


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