Non-Linguistic Representation Cues and Questioning 4 Strategies from Classroom Strategies that Work with ELLs by Jane Hill Setting Objectives Non-Linguistic Representation Cues and Questioning 4. Co-Operative Learning

1. Setting Objectives Content Objectives Identify the most important ideas from the lesson Let the student know what you want them to learn Language Objectives These objectives can be specific language function or structure

Generalizations from the Research Setting goals helps narrow what students focus on. Teachers should encourage students to personalize identified learning goals. Goals should not be too specific. From “Classroom Instruction That Works with ELLs” – Jane Hill Let students know exactly what they are reponsible for - This helps de-stress them Objectives s/b appropriate to their level of English acquisition Objs should be written in language that they can understand 3 3

Content Objectives Prioritize the Objectives Let the student know exactly what they are responsible for learning. These are the “big ideas.” Identify a few key objectives for student and write them out for the student in simplified language. Content Objectives are often found in the teacher’s manuals or in the district’s curriculum.

Language Objectives What are the language demands of the content? What vocabulary will they need? What grammatical functions will they need? Comes from the ELL Frameworks Depends on their level of English acquisition (Making Content Comprehensible, Echevarria, Short & Vogt, 2010)

Language Objectives Identify the language function, which comes from Bloom’s Taxonomy: tell, identify, describe, sequence, compare, predict, request information Identify the language skill: listen, read, write, explain, describe Identify the grammatical structure: use of past tense, verb agreement, form a question, use comparatives, use pronouns, use transition words

Examples Create adverbs using “ly” Create possessives using “‘s” Use future tense in order to make a prediction Use contractions in order to make a comparison Use more than or less than in order to describe a polygon Create adverbs using “ly” Create possessives using “‘s” Use Signal words – “after, later, next, then, until, before” in order to describe a time frame

Examples of Language ObjectiveS 2nd grade Writing - Students will write a friendly letter to the President, using the writing process 4th grade Soc.St – Write sentences explaining how the 3 routes were given their names

More Language ObjectiveS H.S. Soc. St. – Write interview questions. Create appropriate responses to the interview questions. H. S. Literature- Ask questions about concepts and facts that are confusing. Read and discuss a piece of nonfiction text with group members .

Language ObjectiveS Samples Write a paragraph using strong verbs, adjectives, etc. Write a sentence using one or more vocabulary words. Write a paper showing the cause and effect relationship between… Write the steps you followed to solve the equation.  Listen to the story and make predictions Listen to the arguments presented and decide…..  Predict what will happen next in the story. Based on what you already know about….predict what will happen when … After looking at the pictures and reading the captions, predict what this chapter is about.

Use new vocabulary to describe. Does the ____ have a ____. 9. Describe the characteristics of __________ using the following terms: ___, ____, _____. 10. Ask and answer questions about the characteristics of (insects and arachnids.) Use new vocabulary to describe. Does the ____ have a ____.  Yes, it does.  OR   Yes, it has a ____. No, it doesn’t have a ________.

Activity Write some Language Objectives Think of any topic you are or will be teaching and try writing a few language objectives for that topic. Plan to share one or more with the whole group.

Despite often difficult smerds, the lower delta people have their flaps of schats. They enjoy market days and various takloops.. Many of these celebrations have their toops in ancient collian traditions. One of the most popular takloops is the Alacitas Fair. It is blod to honor Ekeko, the Alacitas god of blap fortune. Small strets of this tristy are sold in the thropheet. Each figure is wust sath tiny goods. They include nill the things that a lower delta may want or need – a snupy nick of absop or wigar, a car, two whurds, a television set, house or cow.

Facts about Vocabulary Learning 1. Comprehension (of the material) depends on knowing between 90% and 95% of the words in a text. 2. An ELL needs explicit instruction and at least 8 production opportunities to own a word. Dr.Maria Elena Arguelles – Reading First

3 Vocabulary Tiers Tier 1 Simple Words Tier 2 More Sophisticated Content Words run sprinted foreshadow fell stumbled monarchy mad rage vacuole good firmly factor FROM: “Selecting Vocabulary Words to Teach English Language Learners” By: Colorín Colorado (2007)

Activity for 3-Tier Vocabulary Concept Read through 1st page of “A Queen’s Wish” and look at how the vocabulary words were chosen. Read next page of story and choose additional words and put them on the chart

Learning Content Vocabulary Actually content (tier 3) vocabulary words, which are probably new to all the students, put the ELL on a more even playing field because everyone is learning these words at the same time. Just be sure that the ELL understands the words used in the definition.

Identify New Vocabulary If using standard text, go through text before presenting lesson and look for vocabulary that will create difficulty. If using alternative text, identify key content- related vocabulary This essential vocabulary will depend on the ELL Level of the student.

2. Non-Linguistic Representation Pictures Diagrams, charts, graphs, maps Graphic organizers Word webs Video clips Real objects or physical models Mental models Kinesthetic activity Pantomime and facial expressions

Make the Language Comprehensible Paraphrase Explain Idioms when you use them Keep sentence structure simple Explain polysyllabic words Be aware when you use homonyms

3. Questioning Techniques Think about 3 levels of questioning for comprehension: Beginning levels Intermediate levels Advanced levels

Focus questioning on what is important, instead of what is unusual Questions are effective teaching tools even when asked before a learning experience From “Classroom Instruction That Works with ELLs” – Jane Hill

Beginning Level Don’t just ask, “Do you understand?” They will answer “yes”, even when they don’t understand. Expect student to answers in simple words or phrases May not be able to write answers

Examples of question types at Beginning Levels: Point to …. Find the … Is this a … Put the … next to the … Who wants the … Who has the … Draw a …

Beginning Question types continued Yes/No questions Either/or questions One word response Questions eliciting a list of words

Intermediate Level Questionning Continue to ask questions of literal nature – who, when, where, what Also ask more complex questions with how and why and ask for examples After giving directions, ask students to tell you what they are going to do. Oral and written answers should be expressed in complete sentences

Examples of question types at Intermediate Levels: How is this like that? Or different ? Tell me about … Why do you think … Describe Explain How would you change this (part)?

Advanced Level Ask questions of literal and complex nature – who, when, where, what, how and why Should be able to answer their grade-level questions Oral and written answers should be expressed in complete sentences or paragraphs

4. Cooperative Learning groups Cooperative Learning groups help students: practice a skill explore a topic in depth practice speaking and using new words or concepts in a small group setting

While students are working with peers, walk around and have conversations with ELLs. These conversations can be about the lesson or simply to get to know these students better.

Think-Pair-Share Strategy Think-Pair-Share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to: (1) First - think individually about a topic or answer to a question (2) Then - share ideas with classmates.

Benefits of Think-Pair-Share Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material. While discussing their answers, ELLs are practicing using their English skills on a one- to-one basis. What are the pitfalls with this?

Activity Using the Think-Pair-Share method, - Think about how you will use some of these strategies in your classroom - Stand up and walk to find a person you haven’t spoken to today. Share your thoughts with that person. - If you’d like, share with the group

Reviewing or Introduction Strategy Teacher compiles a list of questions on a topic at different levels of difficulty. Students walk around and ask each other to respond to questions and sign their name. Students are only allowed to answer one question on each classmate’s paper

Numbered Heads Together Teacher divides students into groups w/ equal numbers Students number off in each group Teacher asks a question and students discuss an answer together. Each student in the group is responsible for the answer. Teacher calls a number and each student w/ that # raises their hand to give the answer. Answer one question at a time Each student is responsible to answer the question

Jigsaw Good for dividing up a long or difficult task into smaller parts Divide class into “home” groups, like in previous example. All students with the same number are responsible for the same part of the assignment. They move into “expert” groups to discuss and complete the task. Can have many questions to ponder at the same time Each “number 3” is responsible for only one answer or part They have to be able to answer their part for their home group, but each student hears answers to all questions

5. Students return to their “home” group where each one is responsible to share their part of the whole task.

Basic Beliefs Regarding the Education of ELLs The attitude of other students, teachers, and administrators toward the student’s home culture is an important variable affecting the success of the ELL student Modifying assignments for ELLs is appropriate and grading them according to a separate standard is also appropriate.

Academic skills that Ells have learned in their home language transfer fairly easily and quickly to English.

REMEMBER: EVERY CLASS IS A LANGUAGE CLASS FOR A STUDENT LEARNING ENGLISH!