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

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Presentation on theme: "Differentiating for English Language Learners Kevin Mitchell Dimelza Gonzales-Flores Austin Crocker CRIN S42 January 30, 2013."— Presentation transcript:

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

2 KWL Chart ELL Differentiation in the secondary Social Studies classroom? What do you KNOW? What do you WANT to know? What did you LEARN?

3 Background National Statistics: 2011: 11.2 million students are classified as English Language Learners Virginia Statistics: From 1995-2010 ELL student population explodes from 22,000 to 100,000

4 World-class Instructional Design and Assessment (WIDA) Pg. 8, 9 WIDA Standards.

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7 Stephen Krashen Comprehensible Input

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?

9 Best Practices Routines Instructional Language Visuals Wait Time

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

12 Visuals Jetzt ist es amtlich: Der US-Präsident schwört den Eid für seine zweite Amtszeit. Leider kommt er auch diesmal - wie 2009 - nicht ohne Versprecher aus. Comprende?

13 What about now? Jetzt ist es amtlich: Der US-Präsident schwört den Eid für seine zweite Amtszeit. Leider kommt er auch diesmal - wie 2009 - nicht ohne Versprecher aus.

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

15 Strategies Journals Graphic Organizer Role Play Simulation Small Group/Collaboration

16 Journals 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 RAFTSRAFTS: Role, Audience, Format and Topic The overall intended outcome is to allow students to practice developing fluency and automatic conversation.

17 Graphic Organizers Visually representing ideas, texts and connections Students will reread, discuss and explore relationships A way to preview material

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

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

20 KWL Chart ELL Differentiation in the secondary Social Studies classroom? What do you KNOW? What do you WANT to know? What did you LEARN?

21 Important Books for Your Library!

22 Bibliography 2012 Amplification of the English Language Development Standards, Kindergarten–Grade 12. Rep. WIDA, 2012. Web. 29 Jan. 2013..http://www.wida.us/standards/eld.aspx Cruz, Bárbara, and Stephen J. Thornton. Teaching Social Studies to English Language Learners. New York: Routledge, 2009. Print. Herrell, Adrienne L., and Michael Jordan. 50 Strategies for Teaching English Language Learners. Boston: Pearson, 2012. 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, 2008. Print. Samway, Katharine Davies., and Denise McKeon. Myths and Realities: Best Practices for English Language Learners. Portsmouth, NH: Heinemann, 2007. Print.


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