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“Differentiating Literacy Instruction for ELL”

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1 “Differentiating Literacy Instruction for ELL”
TCEA February 2, 2015 Presented by: Dr. Stephen A. White - Assistant Professor - University of Houston Downtown

2 Activity On a piece of paper number down 1 – 4. Draw the following:
1. Triangle 2. Square 3. Circle 4. Squiggly line

3 Thought An expert is someone who knows as much as
everyone else but has a lot of Power Point slides

4 Assessment As an ESL instructor, what do feel are the problems that face our ELLs? Easy vs. Hard

5 Abstract Keep your students enthusiastic about learning English. Discover fun, easy ways to get your class excited about learning. You’ll gather great tips to engage students in learning, motivate positive behavior and create connections with your students. You’ll even keep school fun while your students tackle new challenges.

6 Thought Shot for the moon even if you miss you’re among stars!

7 Hierarchy of Language Development
Experience Listening Speaking Reading Writing Refinement

8 Thought If at first you don’t succeed, then skydiving isn’t for you!

9 Building the Foundation
Language Proficiencies First and Second Language Acquisition Language Variation Cognates Vocabulary Strategies

10 Levels of Proficiency Emergent Literacy Limited Formal Schooling
Listen Point Move Mimi Draw Select Circle

11 Levels of Proficiency Beginning Proficiency Choose Act out Name Label
Group List

12 Levels of Proficiency Intermediate Level Respond Categorize Tell/say
Answer Recall Retell

13 Levels of Proficiency Advanced Level Define Explain Compare Summarize
Describe Role-play Restate Contrast

14 Levels of Proficiency Exit Level Analyze Create Defend Debate Complete
Evaluation Justify Support Example


16 Levels of Proficiency/Bloom’s Taxonomy (Handout)
Knowledge (Remembering) Comprehension Application Analysis Synthesis Evaluation Beginning Level Early Intermediate Intermediate Early Advanced Advanced

17 ESL Categories Maria Trung Jaime Xochitl Luis Clara Rogelio

18 ESL Scenarios Maria – Maria has just arrived from Mexico. She is the oldest child in a family of six. Maria has attended school in Mexico and finished “la primaria”. Maria scored a 1 on her English language proficiency test and a 4 on the Spanish language

19 Maria proficiency test. Maria was not able to take an English achievement test because of her lack of English.

20 Trung Trung has lived in the States for two years. Trung has an older brother, Hai and a younger brother “Freddy”. His achievement test score is in the 26th percentile and his language proficiency score is 4 in English. No test available in Vietnamese.

21 Jaime Jaime is a native born Texan and an only child. His mother does not speak Enlgish, while his father is fluent in the language. On his language proficiency tests, Jamie scored a 4 in English and a 3 in Spanish. Jamie scored in the 14th percentile.

22 Xochitl Xochitl comes from a family with ten children. Her family has just arrived in the United States. When she was given the language proficiency test she scored a 1 in English and a 1 in Spanish. Xochitl does not have enough language skills in English to take the achievement test.

23 Xochitl While you were giving her the test, you discovered that she had never been in school.

24 Luis Luis is from Puerto Rico. All members of his family are fluent in both Spanish and English. Luis scored a 5 on his English proficiency test and a 3 on his Spanish proficiency test. His achievement test score results were in the 22nd percentile.

25 Clara Clara is a recent immigrant. She lives with her aunt. Her oral language test scores were a 5 in Spanish and a 4 in English. Clara has scored in the 35th percentile on her achievement test.

26 Rogelio Rogelio is a monolingual Spanish speaker. His proficiency test score were a 1 in English and a 5 in Spanish. His lack of English skills prevented him from taking the achievement test. While looking in his permanent record folder, you noticed that a

27 Rogelio certificate for high academic achievement was given to him while he was in school in Mexico.

28 Knowledge/Remembering
Questions What is …? Where is …? How did … happen? Why did …? When did …? Who was …? Can you recall …?

29 Comprehension/Understanding
Questions: How would you classify the type of …? How would you compare…? Contrast …? Will you state or interpret in your own words …? How would you rephrase the meaning …? What facts or ideas show …? What is the main idea of …? Which statements support …?

30 Application/Applying
How would you use …? What examples can you find to …? How would you solve … using what you’ve learned …? How would you organize … to show …? What approach would you use to …? What would result if …? Can you make use of facts to …?

31 Analysis/Analyzing Questions: What are the parts of features of …?
How is ___ related to …? Why do you think …? What motive is there …? Can you list the parts …? What inference can you make …? How would categorize …?

32 Synthesis/Evaluating
Questions: What changes would you make to solve …? How would you improve …? What would happen if …? Can you elaborate on the reason …? Can you propose an alternative …? Can you invent …? How would you adapt ___ to create different …?

33 Evaluation/Creating Questions:
Do you agree with the action …? With the outcomes …? What is your opinion of …? How would you prove …? Disapprove of …? Would it be better if …? What would you recommend …? How would you rate the …?

34 Home Schooling the Old Fashioned Way
My mother taught me religion. “You better pray that will come out of the carpet” My mother taught me REASON. “Because I said so, that’s why” My mother taught me about TIME TRAVEL. If you don’t straighten up, I’m going to knock you into the middle of next week!”

35 Vocabulary A – Z (squares) - Check prior knowledge about a topic
* Color in the blanks - red (stop) - yellow (not sure) - green (it’s a go) A – Z (list) - Words from a topic & then categorize

36 Vocabulary Word Diary - By creating a four-part personal diary entry for a difficult word, a student can make the connections he needs to master vocabulary. Key - Color code for the different content subjects.

37 Word Splash Select key words or concepts and place them randomly on a sheet of paper. Students are asked to make guesses or predictions as to what words mean or why concepts are important. After completion of topic or unit, use as review.

38 Gallery Walk Post charts around the room with questions.
Divide students into groups and have them write answer to the question on the chart. Next, students rotate clockwise to the next chart and write their answer to that question. Continue until each group has answered.

39 Thought If you think nobody cares if you’re alive,
try missing a couple of car payments.

40 Opin/Close Copy a paragraph from a text but white out some interesting words or phrases. Students will in with their own opinions and discuss.

41 Circle of Knowledge Group students – ask a question.
In group, go around in a circle to answer (only one person answering can talk) non-verbal help is okay. Recorder writes down answers. At end of time, group by group (one at a time), go through answers – no duplicates allowed.

42 Clues and Questions Put one vocabulary word or concept on one side of an index card. Randomly pass out cards to students. Students write questions whose answers are the words on each card. Students quiz other students.

43 Texting for Seniors ATD At the Doctors BTW Bring the Wheelchair
CBM Covered by Medicare GGPBL Gotta Go, Pacemaker Battery Low

44 Texting for Seniors LOL Living on Lipitor WTP Where’s the Prunes
WWNO Walker Wheels Need Oil FWIW Forgot Where I Was

45 Listening TIC – TAC – TOE The Fewest Clues Graph

46 Speaking Multicultural Bingo Elements of Surface Culture
Basketball Spelling Circle Spelling

47 Creative Ranking Activity
Retell by drawing pictures Connect personal experiences Identify the main idea Make predictions Visualize Generate questions Identify main idea & details Recognize sequence Use background knowledge Compare & Contrast Make & revise predictions

48 Creative Ranking (Continued)
Distinguish between fantasy & reality Identify cause & effect Summarize Identify author’s purpose Draw conclusions Evaluation & interpret meaning of figurative language Analyze story elements Identify & analyze problems & solutions Evaluate & interpret author’s style & technique

49 30 Years Difference 1982 Going to a new, hip joint
2012 Receiving a new hip joint 1982 Rolling Stones 2012 Kidney Stones 1982 Disco 2012 Costco

50 Basketball Spelling Set up the room by placing the two chairs side by side at the front of the room, facing the class, with a board and a marker. Place a four-foot length of masking tape on the floor of the two chairs. Divide the desks to separate the class into two teams, with an aisle down the middle. Place the wastebasket in the aisle, approximately ten to fifteen fee in front of the tape.

51 Circle Spelling Ask students to stand for review.
Designate a student to be the starter. Call out one spelling word. Ask the starter to give the first letter of that word orally. Have the student to the starter’s left give the next letter of the word.

52 Story Pyramid 1. Name of main character
Two words describing main character Three words describing setting Four word stating the problem Five words describing one event Six words describing second event Seven words describing third event Eight words stating solution

53 Fill-in-the Squares Reading Comprehension
To develop categorization skills To list items/names from a book/story within a specific categories that begin with that letter.

54 Tricky Words To develop the ability to signal when one does nto understand a word. To learn new vocabulary.

55 Bumper Stickers How Many Roads Must a Man Travel Down Before He Admits He is Lost? Horn Broken – Watch for Finger! If We Quit Voting Will They Go Away? If You Can Read This, I’ve Lost My Trailer.

56 Bumper Stickers The Earth is full – Go Home.
Politicians and Diapers Both Need to Be Changed, and for the Same Reason. I Refuse to have a Battle of Wits with an Unarmed Person. Caution – Driver Legally Blonde

57 Cultural Bag

58 A Short Course in Human Relations
The six most important words: “ I admit I made a mistake”. The five most important words: “ You did a good job” The four most important words: “ What is your opinion” The three most important words: “ If you please”! The two most important words: “Thank you”

59 Thought The one most important word: “ We” The least important word:

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