Presentation on theme: "Differentiating for English Language Learners"— Presentation transcript:
1 Differentiating for English Language Learners Kevin MitchellDimelza Gonzales-FloresAustin CrockerCRIN S42January 30, 2013
2 ELL Differentiation in the secondary Social Studies classroom? KWL ChartELL Differentiation in thesecondary Social Studies classroom?What do youKNOW?WANT to know?What did youLEARN?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 BackgroundNational Statistics: 2011: 11.2 million students are classified as English Language LearnersVirginia Statistics: From ELL student population explodes from 22,000 to 100,000Austin 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.
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 PracticesRoutinesInstructional LanguageVisualsWait TimeKevin
10 Routine Meta cognitive strategy to organize instruction and learning. A set activity at the beginning of every classDaily AgendaClear and obviously posted assignmentsPersistent place to submit and retrieve graded workConsistent about word-action association
11 Instructional Language Clear and ConciseElaborate and REPHRASEUse effective body languageComprehension ChecksExplicit: Step by Step in small increment with detailed explanationsDimelza
12 VisualsJetzt 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 TimeRule of Thumb: At least 10 seconds for student response.
15 Strategies Journals Graphic Organizer Role Play Simulation Small Group/CollaborationKevin.Make sure to explain that all strategies are based on scaffolding, and differentiation that touch on as many domains as possible.
16 JournalsThe 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 TopicKevinActivity:
17 Graphic Organizers Visually representing ideas, texts and connections Students will reread, discuss and explore relationshipsA way to preview materialDimelzaWill do a little activity on the board to show thematic maps.
18 Role Play SimulationShould the US use the Atomic Bomb in the Pacific during World War II?Find 3 reasons for and against the argumentsUse Primary SourcesDebrief SimulationAustin.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 participationLow affective FiltersSpeaking PracticeAllows for talents to shineMeaning negotiationAccountability and ResponsibilityKevin
20 ELL Differentiation in the secondary Social Studies classroom? KWL ChartELL Differentiation in thesecondary Social Studies classroom?What do youKNOW?WANT to know?What did youLEARN?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 Bibliography2012 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.