Supporting English Language Learners in the Elementary Classroom Anne Yeager April 16, 2016 UC Irvine

Agenda Introduction Personal Findings Practical Strategies Classroom Examples English Language Learner Information Discussion / Questions

Introduction UCI Multiple Subject Teaching Credential / MAT program in 2014 Student taught at 2 schools in NMUSD Currently teach Kindergarten at Pomona Elementary

Challenges Speaking and Listening Vocabulary Academic Language Parent Support

Model, Model, model! When teaching ELL’s it is important to model all facets of language development: Speaking Listening Reading Writing

Speaking & Listening Strategies Involve students in as many speaking activities as possible Train students to listen and respond to their peers Correcting students: “Let’s try saying it this way” Examples: Having students sit in a circle and share out about their weekend. Requires students to speak in complete sentences. Having students say sentences they are going to write out loud, prior to writing. Author’s chair. Having students participate in a play with assigned roles. Sentence frames can be oral and visual.

Speaking & Listening Strategies Echo Me! Choral Response Sentence Frames Visual Oral Use questioning Wait/Think Time Examples: Having students sit in a circle and share out about their weekend. Requires students to speak in complete sentences. Having students say sentences they are going to write out loud, prior to writing. Author’s chair. Having students participate in a play with assigned roles. Sentence frames can be oral and visual.

Speaking & Listening Strategies Creating a “safe” learning environment Focus more on communicating the content and meaning, rather than on language forms Examples: Having students sit in a circle and share out about their weekend. Requires students to speak in complete sentences. Having students say sentences they are going to write out loud, prior to writing. Author’s chair. Having students participate in a play with assigned roles. Sentence frames can be oral and visual.

Vocabulary Strategies Use opportunities throughout the day to support vocabulary instruction Visual supports Pictures / Symbols Movement Songs, dance, YouTube Support vocab. instruction during math, language arts, social studies, science, etc. Use anchor charts, with pictures and symbols to help students make a connection between the new word they are learning. Use movement to help students remember and understand the meaning of words. Have students practice using new words in a sentence – this can be a simple think-pair-share, or opportunity to use class equity sticks to check for student understanding Take the time during teacher read aloud to define words in stories or a text that students may not understand Text types – non-fiction (Scholastic Readers), fiction, biographies Have students relate the term to their own life

Vocabulary Strategies Student application and use “Let’s try using this word in a sentence” What does this word remind you of? Teacher Read Aloud Incorporate a variety of literary genres and text types Support vocab. instruction during math, language arts, social studies, science, etc. Use anchor charts, with pictures and symbols to help students make a connection between the new word they are learning. Use movement to help students remember and understand the meaning of words. Have students practice using new words in a sentence – this can be a simple think-pair-share, or opportunity to use class equity sticks to check for student understanding Take the time during teacher read aloud to define words in stories or a text that students may not understand Text types – non-fiction (Scholastic Readers), fiction, biographies Have students relate the term to their own life

Vocabulary Support

Vocabulary Support

Academic Language Strategies Incorporate academic language into the lesson’s objective Echo / Choral response Movement & Songs Pictures and symbols Graphic organizers Sentence Frames By having students state academic terms when saying the day’s objective, they become familiar with it and more comfortable using it Echo me as I say “…” YouTube for songs Graphic organizers, such as Thinking Maps to help students understand academic terms such as compare and contrast

Academic Language Strategies

Academic Language Strategies

Academic Language Strategies Check for comprehension and understanding by asking questions “How do you know?” “Can you explain it to me another way?” Partner talk / interaction Give students opportunity to demonstrate understanding in a variety of ways: Reading, Speaking, Listening, Writing By having students state academic terms when saying the day’s objective, they become familiar with it and more comfortable using it Echo me as I say “…” YouTube for songs Graphic organizers, such as Thinking Maps to help students understand academic terms such as compare and contrast

Sample lesson

Parent / Home Support Parenting class Weekly Communication Find ways to communicate with parents Translators Have child communicate to their parent Help parents feel more involved Once a week, in the morning to help keep parents informed about what is going on in the classroom, and strategies they can do to help their child at home Translate notes Reading at home – encourage parents to develop child’s oral language and reading skills by reading to them in the language they know.

Working at a Predominately ELL School Site Collaboration with colleagues Understanding the ELD Standards CELDT Testing Work to learn the culture of the community you work with! Identify ways to best support students – example in NMUSD language arts units oftentimes require additional scaffolding on our part to help our students become successful Site coordinator

Anne Yeager Pomona Elementary ayeager@nmusd.us Thank you! Anne Yeager Pomona Elementary ayeager@nmusd.us