PowerPoint: Strategies 1–3 - Texas Comprehensive Center

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Instructional Strategies
For English Language Learners
Session 2: Strategies 1–3
Instructional Strategies for ELLs
1. Develop academic language
2. Facilitate regular peer-assisted learning opportunities
3. Use quizzes to re-expose students to key content
2
Review Handouts
Handout 1a—Overview of Texas Administrative
Code for Education (Title 19)
Handout 1b—English Language Proficiency
Standards Crosswalk
Handout 2—Learning Activity (Weather Lesson)
Handout 3—Breakout Room Instructions
Handout 4—Resource List
3
Screen for Reading Problems and
Monitor Progress
• Assess for reading problems as soon as possible.
• Provide a targeted intervention.
• Monitor students progress.
Gersten et.al., 2007, pg 9.
4
Strategy 1: Develop academic language
• Provide instructional time to development of
academic language
• Explicitly teach English language in content areas
Examples:
– Academic vocabulary (“photosynthesis”)
– Cognates (“map” = Sp. “mapa”)
– False cognates (“exit” not equal
to Sp. “éxito”)
Gersten et.al., 2007, pg. 23
5
Aligning Instructional Strategies to ELPS
Strategy 1: Develop academic language
Example of how Strategy 1 aligns with the ELPS:
“internalize new … academic language by using and
reusing it in meaningful ways in speaking and writing
activities”
§74.4 (c)(1)(E)
6
Implementation
Strategy 1: Develop academic language
Sentence frames—
• Help students participate in class orally and in writing
• Can be used in whole group or small group
• Teacher models in part of sentence; students complete
sentence
7
Sentence Frame Example
If conducting an activity in which students are making
predictions or expressing opinions, the following sentence
frames might be used:
What I predict will happen [during this lab activity/in
this text] is that______________________.
I respectfully disagree with your [position/prediction].
I believe _________________________.
8
Strategy 2: Facilitate regular peerassisted learning opportunities
Must include
– heterogeneously grouped students,
– a specific structured task with correct
and incorrect responses, and
– a task that extends regular instruction.
Gersten et.al., 2007, pg. 28
9
Aligning Instructional Strategies to ELPS
Strategy 2: Facilitate regular peer-assisted
learning opportunities
Example of how Strategy 2 aligns with the ELPS:
“demonstrate listening comprehension . . . by. . .
collaborating with peers, . . . commensurate with
content and grade-level needs.”
§74.4 (c)(2)(I)
10
Implementation
Strategy 2: Facilitate regular peer-assisted learning
opportunities
• Use after instruction as alternative to
individual seatwork.
Example:
– Jigsaw
11
Participant Input
Share examples of peer-assisted learning opportunities
12
Strategy 3: Use quizzes to re-expose
students to key content
• Cloze assessment after delayed period of time
• Short answer
• Immediate feedback with the
correct answer
Pashler et.al., 2007, pg. 21
13
Aligning Instructional Strategies to ELPS
Strategy 3: Use quizzes to re-expose students to key
content
Example of how Strategy 3 aligns with the ELPS:
“use . . . content area text, enhance and confirm
understanding. . .”
§74.4 (c)(4)(F)
14
Implementation
Strategy 3: Use quizzes to re-expose students to
key content
• Administer quizzes between initial instruction and
final cumulative test.
• Quizzes must be closed-book in order for students to
recall information actively.
15
Questions or Comments
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