MYRNA BODNER PRINCIPAL, MCENTEE ACADEMY ALUM ROCK UNION ELEMENTARY SCHOOL DISTRICT PROMISING PRACTICES TO ENGAGE LONG TERM ENGLISH LEARNERS

RESEARCH Approximately half of all English learners at the elementary school level and nearly three-quarters of the English learners in the middle school score below the basic level in reading and mathematics. (Fry 2007)

EQUITY CARDS (STICKS) Write on the stick/card: One side your name Other side the grade/subject you teach

WHAT DO YOU KNOW ABOUT LONG TERM ENGLISH LEARNERS? Use For Prior Knowledge KnowWhatLearned

ANTICIPATORY SETS The beginning part of a lesson is to: Activate background knowledge Motivate Make connections

PLACE A “ T” OR “ F” UNDER THE “ YOU” COLUMN YouTextStatement Native language literacy ability is one of the greatest predictors of academic success. It is not the responsibility of content area teachers to teach literacy. Sentence frames increase English language fluency.

RESEARCH Native language literacy ability is one of the greatest predictors of academic performance for Ells (Ford, 2005; Thomas & Collier, 1997). Students reading in their native language promotes higher achievement in English (Goldenberg, 2008). Students who develop and maintain their native languages in school outperform peers (literacy skills transfer to English) (Baker, 2006; Krashen & McField, 2005; Thomas & Collier, 1997). (Cummins, 2000).

LONG TERM ENGLISH LEARNERS Are typically in grades 6–12 Speak different languages Have limited literacy skills Struggle in all content areas Have low performance, poor grades, are commonly retained, and are at a high risk for dropping out

TWO GROUPS OF ELS (1) Moved back and forth between the U.S. and their country of origin (2) Received inconsistent schooling with gaps (Menken, Kleyn, & Chae, 2007) (Callahan, 2006; Freeman, Freeman, & Mercuri, 2002; Ruiz-de-Velasco & Fix, 2000)

ACROSS CONTENT AREAS All teachers should: see themselves as language and literacy teachers and teach language through content. plan across all subjects collaboratively to develop units with embedded language and literacy skills Example: comparisons and the academic language structures that compare—such as larger than and in science would be greater mass than, in social studies compare two different time periods.

HOW TO MEET ELS’ NEEDS Draw on their background, experience and culture Organize collaborative activities and scaffold Engage them in challenging theme-based curriculum Practice speaking the language

RESPONSE CARDS Quick assessment Non-threatening Engage all students Can be used with: yes/no, true/false, multiple choice and other responses i.e. numerator/denominator

ENGLISH LEARNERS Spend most of their day listening. The more opportunities ELs have to speak and be engaged, the sooner they will understand and retain information.

FOR ORAL LANGUAGE PRACTICE “ALL CALL OUT” Can be used with vocabulary words or standards to reinforce learning. Teacher practices daily having students call out when they hear it. Example: Teacher: Sally sells sea shells at the seashore. Students: Alliteration!

COLLABORATION Classroom 1: work independently (no talking) Classroom 2: work collaboratively (use academic discourse)

TOP 10 EFFECTIVE PRACTICES FOR ENGLISH LEARNERS 1.h_ _h ex_ _ _ _ _ _ _ _ _s 2.a_t_v_ e _ _ a_ e_e_t 3.r_p_t_ _i_ _ 4.s_ _f_ _l_ 5.w_ _ _ t_ _ e 6.g_ _p_ _ _ _rg_ _ i _ _ rs 7.p_ i_ _ k_ _ _ le_ _e 8.g_i_e_ p_a_ t_ _ e 9.m_ _e_i_ _ 10._r_l l_ _ _u_ _e d_ _e_ _ _ _e_ t

CLASSROOM OBSERVATIONS Independent learning Cooperative learning Looks like Sounds like Feels like Conclusion

SENTENCE FRAMES Increase English language fluency Example: CELDT 1 would be able to respond to: I like ________. or I can ________. CELDT 2 would be able to respond to: I like ________ and _______. or I can _______ and ________.

SENTENCE FRAME RELAY Divide students into two lines. Give them a sentence frame. Students read the frame to the person behind them. The first person in one line moves to the end of line, the line moves up to repeat reading of the frames.

TRUE/MAKE BELIEVE Students pair up and A tells B two statements. B tries to guess which is one is true and which is make believe. They switch roles. (CELDT 3/4/5) can write the statements. Can be used across content areas.

VOCABULARY IS KEY Vocabulary is the tool used to: access background knowledge express ideas learn new concepts Word knowledge is crucial to reading comprehension and is strongly linked to academic success.

VOCABULARY GALLERY WALK Write a word on a card, define it, draw a picture and use it in a sentence Place each card on a desk Walk around read and take notes

TEA PARTY Students are given a vocabulary card They walk around and read the card to another student The other then shares his/her card They move on to another student repeating Can be used across content areas (Multiplication facts on bottle tops)

EXIT SLIP 1. Equity Cards 2. KWL 3. Anticipatory set 4. Response cards 5. All call out 6. Collaboration 7. Sentence frame relay 8. True/make believe 9. Gallery Walk 10. Tea Party Reflection: Which three strategies will you use on Monday?