KWL Chart

Resources I am   familiar with-

I know that using visuals is important when introducing new ideas and/or vocabulary, and that front loading new vocabulary words is extremely important when teaching ELL students.  I know that language is acquired over a long period of time, and that I need to plan instruction to provide students with vocabulary and background information necessary for comprehension.

Resources I am   looking for-

Resources I   found.

The SIOP model is used to make content accessible to ELLs while also encouraging English acquisition.  When delivering instruction or directions, the teacher should use clear explanations that are step by step, and pair oral instruction with written.  Restating, paraphrasing, and repeating along with previewing and reviewing important material are recommended.  Whenever possible, include demonstrations, modeling, pictures, realia, online resources in the student’s first langauge when possible.  Provide students with hands on and/or discovery activities that involve role-playing or simulations.

SIOP teachers use scaffolding during instruction.  They also teach learning strategies, and vary questioning techniques to encourage all students to use higher order thinking skills.

Group or pair work allows for student interaction; however, students should be carefully grouped and learning activities should be designed to elicit the following learning and languge outcomes:  activities should encourage learners to ask group mates  for clarification, confirm interpretations shared within the group, elaborate ideas, and cite textual evidence. Hands on activities and projects that students complete as a group have also been proven effective with ELLs.

SIOP teachers pace their lessons carefully, providing ample wait time, encouraging student engagement, and closely monitoring student comprehension throughout the lesson.  This monitoring allows the teacher to reteach or provide additional explanation as necessary while also allowing for immediate feedback to students and review of key vocabulary during the class meeting time.  SIOP teachers review the content and language objective as a closure to the lesson.

Resources:

Kareva, V., & Echevarria, J. (2013). Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners. Journal Of Education And Training Studies, 1(2), 239-248.

Using the SIOP Model for Effective Content Teaching with Second Foreign Language Learners

http://sde-cthsi/support-services/ell/documents/ELL-Handbook.pdf

Echevarria, Short, and Vogt. (2013) Making Content Comprehensible for English Learners: The SIOP Model. New York: Pearson.

Vega, L. F. and Minaya-Rowe, L. (2008) Content Literacy Strategies for English Language Learners: A Handbook for the Connecticut Technical High School System. Middletown, CT: Connecticut Technical High School System

Resources I am familiar   with-

Resources I am   looking for-

Resources I   found.

“patterns of word formation in a particular language, including inflection, derivation, and composition” (Dictionary.com)

http://www.dictionary.com/browse/morphology?s=t

“Morphology is the study of word formation”  (Ariza, p. 36, 2010).

Also, forms of the verb “do” and use of prepositions in English pose particular challenges to ELL’s (Ariza, p. 140)

Instruction in roots and affixes (morphemes) is more helpful to older readers (p. 139 Schatz & Wilkinson, 2010)

Phonology

“the study of the distribution and patterning of speech sounds in a language and of the tacit rules governing pronunciation

the phonological system or the body of phonological facts of a language” (Dictionary.com)

http://www.dictionary.com/browse/phonology?s=t

“Phonology is the study of the sound system of a language” (Ariza, p. 39, 2010).

“English pronunciation of learners will be imperfect because the sound system of the first language gets in the way of the second language” (Ariza, p. 39, 2010).

Explicit instruction in phonological awareness and phonics is recommended when teaching ELL’s (p. 284 Schatz & Wilkinson 2010)

Syntax

“the study of the rules for the formation of grammatical sentences in a language.

the study of the patterns of formation of sentences and phrases from words” (Dictionary.com)

http://www.dictionary.com/browse/syntax?s=t

“Syntax refers to the word order in a language…In every language, a word pattern exists. In English it is subject, verb, object” (Ariza, p. 37, 2010).

Instruction in syntax is more helpful to older readers (p. 140 Schatz & Wilkinson, 2010).

Semantics

“the study of meaning.

the study of linguistic development by classifying and examining changes in meaning and form” (Dictionary.com)

http://www.dictionary.com/browse/semantics?s=t

“Semantics is the study of meaning, words, and phrases” (Ariza, p. 38, 2010).

“Words, idioms, or metaphors hold special meaning for each culture” (Ariza, p. 38, 2010)

Teachers need to be careful in choice of instructional materials and choice of words during instruction to facilitate comprehension by ELL students (Ariza, p. 38-39).

Pragmatics

“The analysis of language in terms of the situational context within which utterances are made, including the knowledge and beliefs of the speaker and the relation between speaker and listener” (Dictionary.com)

http://www.dictionary.com/browse/pragmatics?s=t

“Pragmatics is the study of how people use language within a certain context and why people use language in a particular way” (Ariza, p. 39, 2010).

There are “culturally learned behaviors that work in one culture but are incorrect behaviors in another” (Ariza, p. 39, 2010).

“From culture to culture, pragmatic rules differ” (Ariza, p. 40. 2010).

“until students learn what the teacher really means, cultural miscommunication can occur” (Ariza, p. 40, 2010)

C.E.L.P.:  The Connecticut English Language Proficiency Standards are a measure by which ESL student progress in English language acquisition and content knowledge acquisition are assessed annually.

Long Term English Language Learners:  These are ESL students who may or may not identify English as their L1 but who take six, seven, or more years to become proficient with English language skills.

C.L.D.: This acrony stands for Culturally and Linguistically Diverse; some educators prefer this term to English Language Learners as a reminder not to view these students from a deficiency point of view.  The label C.L.D. reminds educators that these students bring a wealth of knowledge from their native countries or environments.

L1: This acronym stands for first or primary language.  This is the student’s first acquired language, or primary language.

L2: This is a student’s second language.  This language is acquired after the first or primary language.

S.L.I.F.E.:  This acronym stands for students with limited or interrupted formal education.  These students arrive in an American school with significantly more challenges than ESL students who have had adequate educational experiences up to immigrating.

Bilingual:  A student who is bilingual can understand and use two languages proficiently.

Bilingual Education Program:  A bilingual program uses both L1 and L2 for instruction with the goal of decreasing the use of L1 and increasing the use of L2 during instructional time.

English Language Learners:  Ell’s are students whose first language may or may not be English, but who are not proficient in the English language and require ESL instruction either as part of a transitional or a bilingual program.

English as a Second Language Program:  An ESL program uses only English as the language of instruction.  The goals of an ESL program are the same as those of a bilingual program, namely:  English proficiency, academic content mastery, development of higher order thinking skills; and ensuring that promotional and graduation requirements are met.

SIOP:  The Sheltered Instruction Observation Protocol has developed into a lesson planning and delivery method that supports ELLs in acquiring content knowledge and English language skills simultaneously.  The SIOP model helps teachers make content comprehensible to ELL students.

Resources I am   familiar with-

Resources I am   looking for-

Resources I   found.

In order to limit the response to this section, which could easily become far too long, I am going to focus on the questions I posited prior to my research.

1.  What are the tests for ESL/ELL/Bilingual students?

The State of Connecticut EA state English Language Proficiency (CELP) standards have been established and students who receive language services must be tested every year to ascertain progress in English language skills acquisition and also academic learning.  Students who meet this standard are exited from the program; students who do not meet the standard require more services from the district, including but not limited to:  summer school, after school programs, and tutoring.

As of July 1, 2015, all students, including students who receive English language support, must take Connecticut Mastery exams.  Reading, writing, and math are tested annually in grades 3 through 8 then again in grade 11.  Science is tested in grades 5, 8, and 10.  Scores from grade 11 go on a student’s permanent record and transcript; however, these scores cannot be the only basis of deciding whether a student is promoted or graduates.  Interestingly, mastery exams in other languages are in the process of being developed.

2.  Which ELL students are legally entitled to support services from the ELL program?  By law, every district must identify students who are eligible for English language services, and then classify them based on their native language.  When a district has identified twenty or more students who have the same L1, then that distrct’s board of education is required by law to establish a bilingual program.

Identified students are entitled to 30 months of support services.  If the student does not show sufficient progress in English language or content knowledge acquisition, then the board of education can request from the state Department of Education another 30 months of language support services for that student.

For students who fail to meet mastery standards after 30 or 60 months of support services, the board of education will provide further language transition services and support services in academics including but not limited to:  ESL program, sheltered English program, English immersion program.

Also, students who enroll in a secondary school and who are eligible for 30 months of support but will graduate prior to the end of those 30 months will be enrolled in an intensive language acquisition program that will ensure that the student is able to speak, read, and write adequately in English beforeo he or she graduates.

3.  Although BEST practices are recommended for classroom teachers and ESL/Bilingual teachers, I did not find any legislative mandates regarding responsibilities of mainstream teachers who work with ESL students.  Training of classroom instructors in methods for working with ESL students is recommended, and funds are available for providing that training; however, classroom teachers are not legally responsible for language support services for ESL students.  Morally and professionally, however, and as always for classroom teachers, we are responsible for ensuring that all of our students learn, regardless of their backgrounds, including their language proficiency.  It is in the best interests of all classroom instructors to become educated in practices that will facilitate the learning of ESL/bilingual students as this student population is growing and will probably continue to do so.

Resources:

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320848

and all links associated with this URL.

Resources I am   familiar with-

Resources I am   looking for-

Resources I   found.

Vega and Minaya-Rowe identify 7 Sheltered Instruction strategies that teachers can use; the handbook also includes guidelines for use of each strategy within a mainstream or sheltered classroom.  The 7 strategies are:  Teacher Speech Modification; Contextualization; Giving Directions; Ample Opportunities for Student Interaction; Checking for Understanding; Error Correction; and Interdependent Dialogue/TA’s.

These two authors also identify 15 “Most Frequently Used ELL Strategies in the CTHSS” (p. 31):  Use of Unit Organizer Routine; Use of Cognates; Use of Multiple Meanings or Polysemous Words; Think-Alouds; Formulating Questions; Word Walls; Student Glossary of Terms; Using New Words in Other Contexts; Two- and Three-Column Notes; Use of Graphic Organizers; Use of Dictionary; Cooperative Groupings; Highlighting; Strategic Tutoring; Gallery Walks. These two authors further provide examples of strategies for each of 5 CREDE (Center for Research on Education, Diversity and Excellence) Pedagogy Standards on pages 33 and 34.  Joint Productive Activities are one CREDE pedagogy standard, for which the following strategies are suggested:  teacher-student interaction through “modeling, guided practice, feedback, smooth transitions, flexible grouping, positive monitoring, and motivating students to assist one another” (p. 34).  Content Literacy Development is achieved through teacher-student interaction as well as “restating and clarifying, connect language with content literacy, assist through writing production” (p. 34).  Contextualization or Making Meaning invites the use of a schema activator to access student prior knowledge, along with using scaffolding to encourage metacognition.  Cognitive Challenge is the fourth CREDE pedagogical standard.  The authors state that differentiating instruction should be used in order to encourage students to use higher order thinking skills.  The last CREDE pedagogical standard is Instructional Conversation.  Through conversation, the teacher can monitor student understanding, use questioning strategies to extend or explore student understanding, while also engaging in authentic exchanges of ideas.

All of these strategies can be used as part of implementing the SIOP method in the mainstream or sheltered classroom.  Building background information, altering content to make sure it is accessible to all students, using instructional strategies, and interacting with students are all parts of the SIOP protocol, and knowledge of both can create a powerful learning experience for all students.

Many of these strategies I already use with frequency; but I can use them more effectively if I incorporate them into the SIOP model and use them with intention.  That is, not through randomly choosing a strategy because it “fits” a particular lesson, but choosing a strategy purposely because it will enhance student comprehension of content and acquision of language skills.

Resources:

Echevarria, Short, and Vogt. (2013) Making Content Comprehensible for English Learners: The SIOP Model. New York: Pearson.

Vega, L. F. and Minaya-Rowe, L. (2008) Content Literacy Strategies for English Language Learners: A Handbook for the Connecticut Technical High School System. Middletown, CT: Connecticut Technical High School System.

Resources I am   familiar with-

Resources I am   looking for-

Resources I   found.

I found EL Strategies Desk Cards.  There are many strategies that I can use to help students to understand assigned reading materials. For examaple:  pre-teaching vocabulary,  using visuals, scaffolding instruction, and providing opportunities for discussion can all enhance reading comprehension.

Technology tools I found after a long search:

https://www.ixl.com/ela/

This site provides online practice in English skills at all grade levels.  It is a part of a more comprehensive site called Using English.com.

http://capl.washjeff.edu/index.php

This is the Culturally Authentic Pictorial Lexicon website. I think that this site could be very useful to a student who is trying to find images or looking for an image to help understand a particular idea or word.

http://en.bab.la/games/

At this site, students can learn new vocabulary by playing

games.  Hang Man, Memorize, and Match It are three games that students can play.  The game levels are adjustable by

level of difficulty as well as use (business, colloquial, and

basic vocabulary).

http://www.eslbasics.com/

ESLBasics.com offers video clips with free resources. This

looks like a great supportive resource for a student in the

process of acquiring a second language because materials are presented visually and audially.

http://www.bbc.co.uk/learningenglish

This site provides lessons in speaking and understanding English from a very basic and utilitarian level up through

more complex vocabulary and language issues.  There are

many levels and units through which an English learner can work to become more proficient.  I think, though, that they

would need to be directed to this site, and perhaps have

support finding the basic sections!

http://www.eslgold.com/

ESL Gold has literally thousands of resources to offer English

learners at all levels.  I think that people new to English would

find this site a bit intimidating; however, people/students

who have acquired more English would be able to use it

without a problem.

http://www.realenglish-mobile.com/

This very cool site works with smart phones or tablets and it

provides lessons in the form of short video clips with audio.

Each clip is a lesson; the first is simply the many ways to say “Hello” in English.  Each lesson is followed by a quiz.

http://repeatafterus.com/

This site features many poems and other writings which can

be played via audio; the idea is to listen to and then repeat

the English language.  Some of the works are quite advanced,

and I think this would not be very good for students who

are just beginning to learn  English.

http://www.vocabulix.com/

The Vocabulary Builder at vocabulix.com could prove a

useful tool in helping English learners acquire vocabulary.

http://wordsteps.com/

Wordsteps is a wonderful web site for learning more than

twenty different languages.  From basic to more advanced

words, students can keep a personal dictionary of words

they wish to master.  This site is also available on mobile

devices.

Resources I am   familiar with-

Resources I am looking   for-

Resources I   found.

1.  Haneda, M., & Wells, G. (2012). Some Key Pedagogic Principles for Helping ELLs to Succeed in School. Theory Into Practice, 51(4), 297-304. doi:10.1080/00405841.2012.726059

In this article, Haneda and Wells discuss four pedagogic principles to help ELLs in school.  They four principles are:  Opportunities to Talk and Write; Connecting Curriculum to Students’ Lives; Selecting an Engaging Topic; and Working Toward a Tangible Outcome.  These principles are in agreement with the SIOP model and are a different way of achieving a similar outcome.

Principles for Helping ELLs to Succeed in School. Theory into Practice.

2.  Perez, D., & Holmes, M. (2010). Ensuring Academic Literacy for ELL Students. American Secondary Education, 38(2), 32-43.

This article discusses the importance of teachers expressing genuine interest in ELL students’ sociocultural backgrounds.  Additionally, the need for explicit content vocabulary instruction is discussed along with strategies to support content vocabulary acquisition, including using small strategical student groups,  along with scaffolding and previewing in the students’ native language.  Creating a safe learning environment is also seen as important for ensuring that students are fully engaged and motivated.  Suggestions are offered for making content comprehensible for ELLs; also, a compilation of cognitive, megacognitive, and social-affective strategies is provided.

Ensuring Academic Literacy for ELL Students

3.  The following link from Edutopia: https://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieski will lead you to a great article by Larry Ferlazzo titled “Do’s and Don’ts for Teaching English Language Learners”; updated November 3, 2016

This article is a great guide to keep handy or refresh your thinking while writing lesson plans; the ideas in this article support the SIOP model.

4.  Another Edutopia link: https://www.edutopia.org/blog/strategies-and-resources-supporting-ell-todd-finley is a fantastic resource.  Todd Finley’s article from August 31, 2015, titled “Strategies and Resources for Supporting English-Language Learners” provides a plethora of links to educational resources for supporting ELLs in the mainstream classroom

5.  “Six Key Strategies for Teachers of  English-Language Learners” is an article I found at:

https://uteach.utexas.edu/sites/default/files/files/SixKeyStrategiesELL.pdf

This 2015 article is published by the Alliance for Excellent Education and comes from the New Teacher Center at UC Santa Cruz.  The authors propose six strategies to support all student learning, and especially successful for ELLs.  The six strategies are:  vocabulary and language development; guided interaction; teaching metacognitive strategies and using authentic assessment; explicit instruction of concepts, academic language, and reading comprehension strategies; create theme based instruction with meaning(ful context; use visuals.  This article also has a useful chart at the end with specific ways teachers can implement these six key strategies.

6.  The article “Supporting Linguistically and Culturally Diverse Learners in English Education” at  http://www.ncte.org/cee/positions/diverselearnersinee  is a CEE position Statement published by the NCTE (National Council of Teachers of English); last edited in 2009.  This article defines 8 beliefs about ELLs, as reported below:

“We believe that . . .

1.     Teachers and teacher educators must respect all learners and themselves as individuals with culturally defined identities.

2.     Students bring funds of knowledge to their learning communities, and, recognizing this, teachers and teacher educators must incorporate this knowledge and experience into classroom practice.

3.     Socially responsive and responsible teaching and learning requires an anthropologically and ethnographically informed teaching stance; teachers and teacher educators must be introduced to and routinely use the tools of practitioner/teacher research in order to ask difficult questions about their practice.

4.     Students have a right to a variety of educational experiences that help them make informed decisions about their role and participation in language, literacy, and life.

5.     Educators need to model culturally responsive and socially responsible practices for students.

6.     All students need to be taught mainstream power codes/discourses and become critical users of language while also having their home and street codes honored.

7.     Teachers and teacher educators must be willing to cross traditional personal and professional boundaries in pursuit of social justice and equity.

8.     Teaching is a political act, and in our preparation of future teachers and citizens, teachers and teacher educators need to be advocates for and models of social justice and equity” (NCTE.org, 2009)

The article expands on each belief, then offers activities and assignments for students along with activities for teacher students, researchers, and a list of references for each belief.  The beliefs are heavily socio cultural, the article is very thorough and quite thought-provoking.

7. The School Improvement Network offers a great video demonstrating effective Language Arts instruction at the secondary level in a mainstream classroom with many ELLs.  This link will bring you to the video, which was created November 28, 2016.  http://www.schoolimprovement.com/literacy-strategies-secondary-video-for-nov-28/

8.  This link will bring you to English Club.Com, a great resource for ELL students and their teachers.  This link was provided within the text describing the video in resource #7 above. https://www.englishclub.com/

9.  This link will bring you to one of the many great videos offered by the Teaching Channel:

https://www.teachingchannel.org/videos/ell-essay-structure-lesson The Teaching Channel has many videos available about teaching, supporting ELLs in the mainstream classroom, and differentiating instruction.