Beyond Two-Way Dictionaries and Extended Time
Rita McDermott
2008
Why should we be concerned?
 The number of ELLs in Maryland public schools
increased 150% last year.
 Over 430 languages are represented by speakers in U.S.
Schools.
 56% of ELLs are native born, but still LEP in secondary
school.
 ELLs are required to take the English II HSA after
being enrolled in school one year (with
“accommodations”).
 After three consecutive years of schooling, the test
must be taken in English.
How are we doing?
 English II HSA Data for ELLs
Skill
Median Media
Non-LEP n LEP
Differenc
e
Comprehension &
Interpretation
416
370
46
Making Connections
& Evaluating
418
375
43
Composing
408
385
23
Language Usage &
Conventions
412
382
30
What’s the problem?
 Often, we are accounting for linguistic and cultural
barriers (vocabulary, sentence structure, concepts)
with nonlinguistic accommodations (extended time,
small group, transcription).
 Nearly 70% of ELLs enrolled in only 10% of schools
 High rates of poverty, health problems, teacher
turnover, and emergency certified staff.
 The other 30% are enrolled at schools with low
numbers of ELLs, so schools are less likely to offer
appropriate inservices, support, instruction, and
programs. (de Cohen 2005)
What’s the problem?

Seven factors from Gandara and colleagues (2003)
1)
2)
3)
4)
5)
6)
7)
ELLs more likely to be taught by new teachers and
those with emergency credentials
Inadequate professional development at universities
and in districts
Inequitable access to appropriate assessment
Inadequate instructional time
Inequitable access to materials and curriculum
Inadequate access to school facilities
Intense segregation in school and classrooms
What is one way to help?
 Share linguistic accommodations teachers can
make in the classroom.
 Pretests:
 Page 11 in your handbook – Legal Responsibilities
 Page 16 in your handbook – Classroom Practices
Rate the Following Terms
ESOL
Vocabulary
Cloze Passages
Accommodations
ELL (English Language Learner)
Sheltered Instruction
LEP (Limited English Proficiency)
Two-way Dictionaries
Cooperative Learning
Bilingual
ELP (English Language Proficiency)
Background Knowledge
Individualized Warm-ups
Idioms/Figurative Language
BICS (basic interpersonal
communication skills)
Length
Immersion
Dramatization
CALP (cognitive academic language
proficiency)
Chunking
Comprehensible Input
Challenges
1
never knew
this word
existed
2
heard it
before
3
know what
it means
when I
read/hear it
4
use it often
writing and
speaking
Word Splash
Please arrange the following terms
into a concept map.
ESOL
Vocabulary
Cloze Passages
Accommodations
ELL (English Language Learner)
Sheltered Instruction
LEP (Limited English Proficiency)
Two-way Dictionaries
Cooperative Learning
Bilingual
ELP (English Language Proficiency)
Background Knowledge
Individualized Warm-ups
Idioms/Figurative Language
BICS (basic interpersonal
communication skills)
Length
Immersion
Dramatization
CALP (cognitive academic language
proficiency)
Chunking
Comprehensible Input
Challenges
Save The Last Word
Review your handbook.
Write down three points you find important, poignant,
surprising, interesting, and so on.
Get into groups of four.
One person will read a point he or she wrote down.
The person to their left has one minute to comment on the
point – Why is it important? What is it saying? How does it
relate to you?
The chance to comment for one minute passes around the circle
until it reaches the person who chose the quote. That person
has the last minute (the last word…) to explain the choice and
answer questions raised by the group in their comments.
ESOL
ELLs
Sheltered
Instruction
Immersion
Bilingual
Comprehensible
Input
Challenges
ELP (English
Language
Proficiency)
BICS
Accommodations
?
LEP (Limited
English
Proficiency)
?
CALP
ESOL
Vocabulary
Cloze Passages
Accommodations
ELL (English Language Learner)
Sheltered Instruction
LEP (Limited English Proficiency)
Two-way Dictionaries
Cooperative Learning
Bilingual
ELP (English Language Proficiency)
Background Knowledge
Individualized Warm-ups
Idioms/Figurative Language
BICS (basic interpersonal
communication skills)
Length
Immersion
Dramatization
CALP (cognitive academic language
proficiency)
Chunking
Comprehensible Input
Challenges
Review pages 25 & 26 in your handbook.
Vocabulary
 Texts should not contain more than 10% new vocabulary
for students to access the text successfully.
 How does one choose which vocabulary to teach?
 Is the word critical to understand the passage?
 Will the word be useful to the student in the future?
 Is the word versatile?
Vocabulary
 What are ways to teach vocabulary?
 Rate first - fingers, corners of room
 Word parts (exponentially raise vocabulary)
 Word Trees
 Vocabulary Circles
 Change word for parts of speech
 Consider a word study section in notebooks.
 3 Column Charts

Prefix/suffix/root, meaning/function, example words
More than just story vocabulary
 Excerpt from “the Giver” – Double entry journal
 Tone word lists
 Mood word lists
 Character trait word lists
 Common topic lists to help identify theme
 Justice, friendship, love, loneliness, goals, fear
 Transition Words
http://www.somers.k12.ny.us/intranet/reading/signalwords.html
 “Target” Words – i.e. – words to set up a specific
structure
Alike but Different
 Categorize your word group in a way that conveys the
nuances of the words.
 Suggestions:




Alike but different chart
Intensity thermometer
Word circles
Illustration ladder of connotations
Wipe out wimpy words…

Generate a list of specific words to replace each
generic word.
 Come up with a graphic or dramatization to present
the list to your students.
1)
2)
3)
4)
5)
Attractive
Nice
Scary
Sad
Ugly
 Euphoric
 Blissful
 Ecstatic
 Cheerful
 Happy
 Content
 Satisfied
Sample English Lesson
Setting and Characterization in Ellen Foster
 Identify where an ELL would have trouble.
 Identify possible accommodations that could be
embedded to teach the whole class.
She Did What? Revising for Connotation.
http://www.readwritethink.org/lessons/lesson_view.asp?i
d=80
Analysis of Passage
Challenges
 Lack of punctuation/quotations
 “…is what he said” structure
Lack of
punctuation/quotations
 Background Knowledge of
Racism in the USA
 Concept – “People say they do
not try to be white.”
 Idioms – “Blue in the face” “hold
myself”
 Euphemisms – “do their
business” “do it” “somebody
Embedded Accommodations
 Modeling
 Review of characterization and








theme (with visuals)
Written directions on handouts
Graphic Organizers
Sentence prompt
Cooperative learning
Short chunk of text
Small group and partner work
allow opportunity to speak
Opportunity to illustrate
Key points also written on
overhead or board.
Every ELL is Different
 Native Language
 Cultural Background
 Previous Schooling
Experience
 Reason for Relocating to
the USA
 Length of Time in USA
 Age
 Motivation for Learning




English
Native Language
Maintenance
Socioeconomic Factors
Native Language
Literacy and Proficiency
English Language
Literacy and Proficiency
See pages 7-8 in handbook and Stages of Second Language
Acquisition Handout.
Every ELL is Different
Using the list of variations among ELLs, profile a possible
ELL that could attend your school in the near future.
Write his/her:
English Language Level Proficiency
and
Information about at least five other areas of variations
and
How many other ELLs are in the same English class
Individual Accommodations
Trade “students” with someone/ another group, and
after reviewing the students’ profile, write
individualized warm-up that the student could
complete at the beginning of the Setting and
Characterization Lesson. Your warm-up may be based
on vocabulary, sentence structure, idioms,
sociocultural context, or any other areas you think
appropriate.
WHOOOAAA! Break down the
directions!
Individual Accommodations
1) Trade “students” with someone/ another group.
2) Read about your “student.”
3) Think about the Setting and Characterization
Lesson.
4) Write an individualized warm-up that would help
prepare this student for that lesson.

Your warm-up may focus on one of more of the
following:



vocabulary
sentence structure
idioms
Important Points to Reiterate
 It’s not all about translations, extended time, or Spanish.
 Try to include ELLs in happenings of the regular as much





as possible without surpassing their frustration levels.
Create a nonjudgmental classroom environment.
Each ELL is different (pages 7-8).
Make use of both “embedded accommodations” and
“individualized accommodations.”
Warm-ups are a great opportunity for differentiation.
Be sure to include opportunities for all fours aspects of
language in every class – Reading, Writing, Listening,
Speaking.
More Important Reminders
 Speaking can be intimidating – be aware of the silent
period, use partners, give advance notice of being called
on, correct spoken mistakes by rephrasing or repeating
correctly.
 Conversational skills ≠ Academic Skills
 Focus on types of errors in writing that native speakers
would not make. Keep a record of types of errors made.
Use an individualized rubric.
 Post lists of helpful words around your room. (Have students
make these for you if they finish an assignment early!)
 Use modeling, writing templates, and sentence
combining.
Create or Modify a Lesson
 Make “ELL-friendly” modifications to one of your lessons
or
 Use “Snow” to create a lesson on P.O.V, tone, or
character.
or
 After reading the sample student essay, create a future
mini-lesson, or writing assignment along with graphic
organizers, rubric, and running record chart that would
address issues in the essay.
Create or Modify a Lesson
 Remember  Create a model answer to the assignment, which you will
complete while thinking aloud to your students.
 Include both embedded and individual accommodations.
 Create your handouts (remember to have written
directions!) and visuals aids.
 Include opportunities for all four language facets – R, W, L,
S
See pages 17-19 and 25-26 while planning
Thank You!
Email me if you have any questions
or need materials!
ritajmcdermott@yahoo.com