2. Janet L. Pierce, Ph.D. ESL Teacher, ELL Coordinator Franklin Regional School District 1

3. Origin of Chosen Strategies 25 years personal experience as an ESL teacher 25 years personal experience as an ESL teacher Research from seminars, workshops, readings- TESOL, 1997; PDE 2002-2008; Indiana University of PA 2004-2008 Research from seminars, workshops, readings- TESOL, 1997; PDE 2002-2008; Indiana University of PA 2004-2008 Workshop for FRSD staff 2006 Workshop for FRSD staff 2006 McREL workshop with Jan Hill, March 5, 2008 McREL workshop with Jan Hill, March 5, 20082

4. Things to Consider: You need to know the ELL’s English proficiency level. You need to know the ELL’s English proficiency level. You need to know how to align Stages of Second Language Acquisition to Bloom’s Taxonomy. You need to know how to align Stages of Second Language Acquisition to Bloom’s Taxonomy. You need to understand how to break down a lesson to teach language of your content area. You need to understand how to break down a lesson to teach language of your content area.3

5. English Proficiency levels Terminology- pre-emergent, emergent, beginning, developing, expanding, bridging Terminology- pre-emergent, emergent, beginning, developing, expanding, bridging Expectations for each level Expectations for each level How to consider language functions How to consider language functions How to provide activities for each level How to provide activities for each level4

6. Beginning levels of English language learners: The Pre-emergent ELLs have no English and can make few or no responses. This is the pre-production stage of language acquisition. The Pre-emergent ELLs have no English and can make few or no responses. This is the pre-production stage of language acquisition. The Emergent ELLs have just begun to be aware of letters of the alphabet and sounds and may recognize a few isolated words, universal symbols, gestures. This is the early production stage. The Emergent ELLs have just begun to be aware of letters of the alphabet and sounds and may recognize a few isolated words, universal symbols, gestures. This is the early production stage. The Beginning ELLs understand simple speech spoken slowly, with repetition, formal patterns, sight words and common phrases. This is the speech emergence stage. The Beginning ELLs understand simple speech spoken slowly, with repetition, formal patterns, sight words and common phrases. This is the speech emergence stage.5

7. Beginning levels of ELLs: Pre-emergent is the very first level. Pre-emergent is the very first level. There is a silent period, followed by imitation speech. There is a silent period, followed by imitation speech. They construct meaning from: non-print items, such as pictures, graphs, maps and tables. They construct meaning from: non-print items, such as pictures, graphs, maps and tables. Teacher prompts: Show me, circle the, Where is, Who has. Teacher prompts: Show me, circle the, Where is, Who has. Student response: yes, no, and pointing. Student response: yes, no, and pointing.6

8. Beginning level ELLs: The second level is the Early production or Emergent level. The second level is the Early production or Emergent level. Students recognize simple words and sounds. Students recognize simple words and sounds. Students use one to two word responses to concrete information that is visual and for which the student has context. Students use one to two word responses to concrete information that is visual and for which the student has context. Teacher prompts include yes/no, either/or questions; Who/what and how many questions. Teacher prompts include yes/no, either/or questions; Who/what and how many questions.7

9. Beginning level ELLs The third part of the Beginning level is the Speech Emergent or Basic level. The third part of the Beginning level is the Speech Emergent or Basic level. Students need concrete information with visuals and formulistic patterned speech Students need concrete information with visuals and formulistic patterned speech Imitation and repetition continues. Imitation and repetition continues. They expanding vocabulary with labeling. They expanding vocabulary with labeling. Teacher prompts include Show me…, what is this, where are …, asking students to explain to specific prompts for one word or phrase answers. Teacher prompts include Show me…, what is this, where are …, asking students to explain to specific prompts for one word or phrase answers.8

10. Developing level ELLs The next proficiency level is Developing. The next proficiency level is Developing. Students understand more complex speech, with some repetition. Students understand more complex speech, with some repetition. They have a vocabulary of basic words and phrases for daily situations (social English-BICS). They have a vocabulary of basic words and phrases for daily situations (social English-BICS). They can generate some English, but have restrictions in vocabulary and grammar. They can generate some English, but have restrictions in vocabulary and grammar.9

11. Developing level ELLs Students can create simple sentences with grammatical errors. Students can create simple sentences with grammatical errors. Students have difficulty with Academic language (CALPS) and more complex syntax/wording of texts. Students have difficulty with Academic language (CALPS) and more complex syntax/wording of texts. They can generate more complex texts than beginners but still have unconventional features in language patterns. They can generate more complex texts than beginners but still have unconventional features in language patterns. Teacher prompts include Why do you think... Based on what you heard/saw/read and some visual/contextual references. Teacher prompts include Why do you think... Based on what you heard/saw/read and some visual/contextual references.10

12. Expanding level ELLs The fourth level is the Expanding level. The fourth level is the Expanding level. Students read with some fluency and can locate and identify specific facts within a text. Students read with some fluency and can locate and identify specific facts within a text. They still have some difficulty understanding texts with material presented in a de-contextualized manner, with complex sentence structures and /or abstract vocabulary. They still have some difficulty understanding texts with material presented in a de-contextualized manner, with complex sentence structures and /or abstract vocabulary.11

13. Expanding level ELLs Students can read independently, but with some comprehension problems. Students can read independently, but with some comprehension problems. Students can produce texts on their own for both personal and academic purposes but errors persist in structure, vocabulary and overall organization of the material (TESOL, 1997). Students can produce texts on their own for both personal and academic purposes but errors persist in structure, vocabulary and overall organization of the material (TESOL, 1997). Teacher prompts include Summarize the story..., Tell me what this means when... Teacher prompts include Summarize the story..., Tell me what this means when...12

14. ELLs can do higher level thinking Teachers need to consider Bloom’s Taxonomy and the stages of second language acquisition across the board. Teachers need to consider Bloom’s Taxonomy and the stages of second language acquisition across the board. Consider language function as the way to consider tasks to move ELL from concrete to abstract learning. Consider language function as the way to consider tasks to move ELL from concrete to abstract learning.13

15. Break down tasks according to language functions that can be done at each proficiency level from concrete to abstract Beginning level ELLs can: Show knowledge by arranging, ordering, labeling, reproducing- visual, simple words, simple phrases. Show knowledge by arranging, ordering, labeling, reproducing- visual, simple words, simple phrases. Show comprehension by pointing to visuals that answer questions, use simple words to tell something, give simple phrase explanations or reasons. Show comprehension by pointing to visuals that answer questions, use simple words to tell something, give simple phrase explanations or reasons.14

16. Beginning ELLs move to application reasoning Students can show application by making choices of visuals, dramatizing what would happen if... using visuals as prompts; illustrating, writing, telling, in one word or simple phrases what would happen next, or what they interpret as happening in a specific situation. Students can show application by making choices of visuals, dramatizing what would happen if... using visuals as prompts; illustrating, writing, telling, in one word or simple phrases what would happen next, or what they interpret as happening in a specific situation.15

17. Beginning ELLs move to analysis reasoning ELLs can show ability to analyze, calculate, categorize, compare and contrast, criticize, differentiate, examine, and experiment by pointing to visuals to answer questions; naming things, using phrases, adjectives to show differences, results to experiments in specific situations. ELLs can show ability to analyze, calculate, categorize, compare and contrast, criticize, differentiate, examine, and experiment by pointing to visuals to answer questions; naming things, using phrases, adjectives to show differences, results to experiments in specific situations.16

18. Beginning ELLs can synthesize ELLs can arrange visuals in order, put things together (puzzles, pictures, items) collect (pictures, items) create, design, develop, organize and plan visuals, say words of things, ideas that are associated, have relationships, as well as short phrases to show how they would set up, organize something so it can do something else. ELLs can arrange visuals in order, put things together (puzzles, pictures, items) collect (pictures, items) create, design, develop, organize and plan visuals, say words of things, ideas that are associated, have relationships, as well as short phrases to show how they would set up, organize something so it can do something else.17

19. Beginning ELLs can evaluate ELLs can argue, assess, attach, choose, compare, defend, estimate, predict, rate, select, support, and evaluate visuals by matching; answering questions with visuals and one word phrases and examining situations to give phrase answers. ELLs can argue, assess, attach, choose, compare, defend, estimate, predict, rate, select, support, and evaluate visuals by matching; answering questions with visuals and one word phrases and examining situations to give phrase answers.18

20. Developing ELLs can do the same with longer and more complex sentences At the knowledge level they can give the definitions. At the knowledge level they can give the definitions. At the comprehension level they can explain in a few sentences how to do something. At the comprehension level they can explain in a few sentences how to do something. At the application level they can explain how to do something and apply it to something else. At the application level they can explain how to do something and apply it to something else.19

21. Developing ELLs At the analysis level they can explain how something is done for something else and in what way or manner. At the analysis level they can explain how something is done for something else and in what way or manner. At the synthesis level they can take information and add to it with their own thoughts and information from other sources. At the synthesis level they can take information and add to it with their own thoughts and information from other sources. At the evaluation level they can tell about consequences, argue different points of view, predict, rate, support their viewpoints with sentences (remember there will still be grammatical and structural problems). At the evaluation level they can tell about consequences, argue different points of view, predict, rate, support their viewpoints with sentences (remember there will still be grammatical and structural problems).20

22. Expanding ELLs can do all levels of thinking with near-native fluency and a few grammatical, structural problems They can offer more detailed information at all levels, but still may need more time, have some grammatical problems and may need some context provided. They can offer more detailed information at all levels, but still may need more time, have some grammatical problems and may need some context provided.21

23. What’s next? Apply language functions to real life situations-BICs first, then CALP. Apply language functions to real life situations-BICs first, then CALP. Set language objectives-determine the language functions and language structures the student will need to participate in the lesson. Set language objectives-determine the language functions and language structures the student will need to participate in the lesson.22

24. Some functions of language (adapted from J. Hill workshop, 3-5-08, MCREL) Agreeing/disagreeing Agreeing/disagreeing Asking questions for help, directions, how to do something, for permission Asking questions for help, directions, how to do something, for permission Classifying, comparing Classifying, comparing Explaining, hypothesizing Explaining, hypothesizing Inferring Inferring Refusing, sequencing, warning Refusing, sequencing, warning Describing, identifying, planning, reporting,suggesting, wishing and hoping Describing, identifying, planning, reporting,suggesting, wishing and hoping23

25. Recognize ELLs need specific organizers, sentence structures Teach signal words such as chronological sequence words- after, finally, initially, now, then, first, last, later, third, second, preceding, next, soon, until, when, not long after. Teach signal words such as chronological sequence words- after, finally, initially, now, then, first, last, later, third, second, preceding, next, soon, until, when, not long after. Teach language structures such as sentence starters-cloze frames; key words for vocabulary; real life mini lessons- teach grammatical usage for authentic context- what they might really encounter-role play, script, re-enact. Teach language structures such as sentence starters-cloze frames; key words for vocabulary; real life mini lessons- teach grammatical usage for authentic context- what they might really encounter-role play, script, re-enact.24

26. Provide feedback Make it corrective Make it corrective Make it timely Make it timely Be specific to a criterion (rubrics) so ELLs know what to expect Be specific to a criterion (rubrics) so ELLs know what to expect Let ELLs provide some of their own feedback Let ELLs provide some of their own feedback25

27. One type of Feedback: WORD-MES Word-MES (taken from J. Hill, McREL workshop 3-5-08) Word-MES (taken from J. Hill, McREL workshop 3-5-08) Provide vocabulary WORDS Provide vocabulary WORDS Model correct usage Model correct usage Expand by using adjectives, adverbs, new vocabulary Expand by using adjectives, adverbs, new vocabulary Help students “Sound like a book” (use academic language) Help students “Sound like a book” (use academic language)

28. Applying Word-MES Pre-production/Pre-emergent- introduces new vocabulary through pictures and labels-rain drops, sky. Pre-production/Pre-emergent- introduces new vocabulary through pictures and labels-rain drops, sky. Early production/emergent- two word combinations, yes/no responses- Sky rains. “Yes, the sky rains and rains. Early production/emergent- two word combinations, yes/no responses- Sky rains. “Yes, the sky rains and rains. Speech Emergent/basic- simple phrases- It rains all the time. “Yes, it can rain all the time.” Speech Emergent/basic- simple phrases- It rains all the time. “Yes, it can rain all the time.”27

29. Applying Word-MES Developing- sentence combinations with some adjectives and adverbs- The blue sky darkened and clouds formed. “Yes, the blue sky darkened quickly and large heavy clouds formed. It will soon rain.” Developing- sentence combinations with some adjectives and adverbs- The blue sky darkened and clouds formed. “Yes, the blue sky darkened quickly and large heavy clouds formed. It will soon rain.” Expanding-Retell, provide information with additional words they have heard/read/seen elsewhere. Expanding-Retell, provide information with additional words they have heard/read/seen elsewhere.28

30. Finally, Enhance ELLs ability to understand, learn, and communicate what they have learned using mental images that are produced in multiple ways. Enhance ELLs ability to understand, learn, and communicate what they have learned using mental images that are produced in multiple ways. The more ways an ELL can remember information the easier it will be for them to recall and use the information. The more ways an ELL can remember information the easier it will be for them to recall and use the information. Use Howard Gardner’s Multiple Intelligences as one way of helping you think of multiple ways to help ELLs learn and remember. Use Howard Gardner’s Multiple Intelligences as one way of helping you think of multiple ways to help ELLs learn and remember.29

31. Recommendations for Classroom Practice include: Provide nonlinguistic representations. Provide nonlinguistic representations. Use graphic organizers to represent knowledge(teach how to use them too). Use graphic organizers to represent knowledge(teach how to use them too). Have students generate physical models of the knowledge (materials and bodily). Have students generate physical models of the knowledge (materials and bodily). Have students generate mental pictures of the knowledge they are learning. Have students generate mental pictures of the knowledge they are learning.30

32. Recommendations continued Use pictures or pictographs to represent knowledge. Use pictures or pictographs to represent knowledge. Have students engage in kinesthetic, musical, visual, and other multiple intelligence activities representing knowledge. Have students engage in kinesthetic, musical, visual, and other multiple intelligence activities representing knowledge. Teach students how to summarize, and to use reciprocal teaching as another strategy. Teach students how to summarize, and to use reciprocal teaching as another strategy. Teach students our text structures and what they mean. Teach students our text structures and what they mean. Provide lots of response time, plenty of practice in small groups of peers more than in whole class situations. Provide lots of response time, plenty of practice in small groups of peers more than in whole class situations.31

33. Summary Teachers should: Consider English Proficiency levels, Consider English Proficiency levels, Incorporate Higher level thinking activities/skills, Incorporate Higher level thinking activities/skills, Consider language functions, Consider language functions, Language structures, Language structures, Set language and content objectives, Set language and content objectives, Provide multiple ways to learn and practice of material geared to their level, AND Provide multiple ways to learn and practice of material geared to their level, AND Allow lots of time and provide plenty of VISUALS. Allow lots of time and provide plenty of VISUALS.32