• Limited English Proficient student
• Does not refer to the program the students is placed in
• Refers to the students himself/herself. The student can be:
•
•
•
•
•
in the bilingual program
in the ESL program
attending elementary school
attending middle school
attending high School
• A students can be LEP and still take STAAR
• A student can be LEP for his/her entire school career
• A student can be LEP and be in all mainstream classes
• Refers to the program/services the student is receiving
• Does not refer the students himself/herself, student is LEP not ESL
• Teaches the student to read, write, and speak in English while learning the grade
level TEKS and ELPS
• At ________ School, we have ~___ LEP students and ____ monitored students
• 4 Levels of ESL
• Newcomers/ESL 1 – students still in the beginning stages of English
acquisition
• ESL 2 - students still in the Intermediate/Advanced stages of English
acquisition
• ESL 3 – students in regular classes with ESL certified ELAR teachers
• plus ESL SPED
• SPED is primary program
• ESL and SPED work together on IEP
How do they get in the
ESL program?
A student is considered for the ESL
program when:
• home language survey indicates a
language other than English is
spoken by student
• student scores less than fluent on
the IPT exam (oral exam given by
the ESL teacher)
• student scores less than the 40th
percentile on the ITBS exam for
language and reading (written
exam given by the ESL teacher)
Student does not meet criteria
• Student is entered into the ESL
program
• Student is placed in sheltered
classes, with an ESL certified ELAR
teacher or with the ESL teacher
(depends on level of English)
• Student is monitored in all core
content classes by the ESL teacher
• Additional language acquisition
assistance is available
• Student in invited to the after
school ESL club , when available
Students meets all criteria
If the students scores fluent on the IPT
and above the 40th %tile of all areas
of the ITBS exam, then:
• Student is considered a DNQ or
Does Not Qualify
• Not entered into the ESL program
• Placed in all mainstream classes
at _______School
• Newcomer/Beginners (ESL 1) ELAR classes – ______
• Intermediate/Advanced (ESL 2) ELAR classes – _______
• STAAR Takers & STAAR Failures – Regular ELAR/English
classes with ESL certified teachers
• Science, Social Studies, Math – regular classes with a
variety of teachers
• IPT – IDEA Proficiency Test, oral English
• TELPAS - Texas English Language Proficiency Assessment
System includes an online multiple-choice reading tests,
holistically rated student writing collections, and
holistically rated listening and speaking assessments.
• STAAR– This is the same“live” STAAR test, on-grade
level, in reading, writing, math, science, & history.
Students with less than 3 years in US schools are
eligible to receive limited additional help, plus they can
take until the end of the day to complete the exam.
Texas Education Agency. (n.d.). List of Approved Tests for Assessment of Limited English Proficient Students
• Fluent English Speaker on the oral IPT exam
• Student must achieve Advanced High on all domains of TELPAS
•
•
•
•
Reading
Writing
Speaking
Listening
• Exited ESL students are monitored for two years by the
LPAC chairperson
• Sped Students have individualized exiting criteria based
on their EIP (for those who no longer have a language
deficiency) as set forth by the ARD committee and the ESL
LPAC chairperson
How do students acquire the target
language?
How long does it take the
average person to become
fluent in a second or third or
more language(s)?
7 to 10 YEARS!
(Krashen, S. 1998)
BICS
•Basic Interpersonal Communication Skills
•Social Language – the language of friends and the hallway
•Less than 1 year to acquire
CALPS
•Cognitive Academic Language Proficiency Skills
•Academic Language – the language of the classroom and teacher
•7 to 10 years to acquire
Haynes, Judie, 1997-2008
It is easier for younger
children to acquire a second
language.
The older the student, the
harder it is for him to acquire
a second language.
• No, it is not easier for the
younger children to acquire a
second language
• They have a smaller cognitive
academic load therefore it
only appears that they have
an easier time acquiring
English
• No, it is not harder for most
older children to acquire a
second language
• The cognitive academic load
required is so great that it
simply appears to be harder
McLaughlin, Barry, (1992)
A student, who can
speak to me in English
without errors, is fluent?
McLaughlin, Barry, (1992)
• Usually…False
• The student may be able to
communicate in BICS or basic
interpersonal communication skills
• The student may not be able to
hold an advanced academic
discussion in CALPS or Cognitive
Academic Language Proficiency
Skills
• Successful language acquisition is
when the student has acquired both
BICS and CALPS and is able to
communicate in the language
successfully
How many years does the
state of Texas give middle
school students to become
fluent in English before they
need to take STAAR?
As of 2011-2012
0 school years
All students, regardless of LEP status, take the
regular STAAR exam. ESL students who have
been in US schools less than 3 years are able to
use a dictionary and ask for help (in English) on
some, but not all, the STAAR exams
Texas Education Agency
What makes it easier or harder?
• Motivation - could be from lack of success or a multitude of other
reasons within and outside of the school’s control and influence
• First language development - it is easier to transfer knowledge
from one language to another than it is to learn information new in
a second language
• Access to the language – they may have limited access to or
sources of English materials at home, within the community, at
church, etc.
• Age – the older students have a more demanding cognitive load to
learn than younger children
• Personality and learning style
Echevarria, J. & Graves, A.
Walqui, A.
Narayanan, R., Rajasekaran Nair, N. & Iyyappan, S. (2008)
• Amount and quality of education in L1 (first language)
• Poor vocabulary development in either/both their first and second
language
• Lack of accommodations being used in classroom
• Frustration at feeling “stupid” in a new language
• Inability to communicate with teacher/classmates
• Relationships, or lack of, with current teacher(s)
• Fear of asking for help, fear of not being able to pronounce words
correctly, fear of sounding “stupid”
• Lack of opportunity to “practice” before graded
• Peers and role models – friends are everything in middle school
• Quality of instruction – the student may be with teachers who are not
skilled in ESL strategies or techniques
Echevarria, J. & Graves, A.
Walqui, A.
• Lack of cultural sensitivity on the part of the teachers, principals,
support staff, and other students
• Limited auditory storage capacity before cognitive processing
• Lack of knowledge regarding cognates
• Teachers confusing BICS with CALPS
• Lack of parent contact/involvement (due to many reasons and
obstacles)
• Intelligence
• Aptitude – the student’s potential for achievement
• Self-confidence
• Personality
Echevarria, J. & Graves, A.
Walqui, A.
Narayanan, R., Rajasekaran Nair, N. & Iyyappan, S. (2008)
• Attitude toward school and learning
• Beliefs about learning and intelligence as it relates to
themselves, their sex, their nationality, etc.
• Language anxiety factors
• Socio-economic factors – student who are considered low SES
may not have the same access to materials, tutors, literature,
etc. as the students from more affluent families
Narayanan, R., Rajasekaran Nair, N. & Iyyappan, S. (2008)
for all learners, not just ESL
Research shows a student in the 50th percentile in terms of
ability to comprehend the subject matter taught in school,
with no direct vocabulary instruction, scores in the 50th
percentile ranking.
Marzano, R. (2005)
The same student, after
specific content-area terms
have been taught, raises
his/her comprehension
ability to the 83rd
percentile.
Marzano, R. (2005)
How many new words does
a LEP or low SES student
need to learn EACH DAY
in order to catch up to a
students at their same
grade level?
Osborn, Dawn (2011)
17 new words per day
or
3000 new words per
school year
Osborn, Dawn (2011)
How many times
must a student
interact with a
word before she
“owns” it?
Osborn, Dawn (2011)
24 times
Osborn, Dawn (2011)
How can I help the ESL student in my
class?
• You will receive a list of accommodations for each ESL student you
have in your classes
• These accommodations are specific to each student, as best I can
make them
• All accommodations must be followed by law: Chapter 89.
Adaptations for Special Populations - Subchapter BB. Commissioner's
Rules Concerning State Plan for Educating Limited English Proficient
Students
• If you feel an accommodation is not working - try a different one
BUT remember to document why you changed the accommodations
• Let me know if I can help you implement any of the accommodations,
I would be happy to come demonstrate them for you
• Some schools in MISD use the sheltered instruction model to deliver
ESL instruction
• True sheltered instruction is delivered by a teacher who speaks the
same first language as the LEP students
• Some MISD schools provide a modified Sheltered Instruction model
which can be delivered by a teacher who does not speak the same
1st language as the students
• Many schools do not provide any form of sheltered instruction, but do
place students with SIOP (Sheltered Instruction Observation Protocol)
trained ESL certified ELAR and/or content teachers
• Our school uses the _____ model to provide ESL instruction
• ____________ School uses the SIOP Method to provide ESL
instruction, which is:
• A teaching style that makes content comprehensible for all learners
• Specifically targets LEP students
• Instruction delivered by a teacher trained in second language acquisition
techniques
• Supports the learner until the learner can perform in class on his/her own
• All content is on grade level but accommodated to help make it more
comprehensible to the learner (same rigor as everyone else)
• Teachers use strategies and techniques that help the students access and/or
build his/her background knowledge
• The language and content objectives are clear and concise
Portland Public Schools (2012)
8 Steps of SIOP
•
•
•
•
•
•
•
•
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
Brown University (2006)
• Focuses on language objectives and content
objectives
• Focusing on objectives helps students make
connections with their background or prior
knowledge of a topic
• In this step, the teachers plans the lesson
making sure to incorporate the strategies and
techniques that make input or content
comprehensible
• Establish the criteria for assessment in this
stage
Brown University (2006)
• The teacher helps the student link their own
background knowledge to the new content being
introduced
• If the student doesn’t have his own background
knowledge to connect to the content, the teacher
creates scenarios or experiences that help the student
build his own background knowledge during the
lesson
• The teacher emphasizes key vocabulary for the unit
• The teacher helps the student make personal
connections throughout the process to increase
chances of comprehension
Brown University (2006)
• Teachers make sure to present all content in a way that makes it
understandable to the students
• Content needs to be rigorous, but the teachers speech and the materials
used are adjusted for maximum comprehension
• To make input comprehensible, teachers use:
•
•
•
•
•
•
•
•
•
•
•
realia
pictures
video
technology
modeling
redundancy
hands-on manipulatives
graphic organizers
slower speech
examples
TPR
Brown University (2006)
• Teachers use techniques to make the content more
understandable to the student
• Teachers model all the techniques
• Teachers assist, or scaffold, the learner until the learner can
perform and/or comprehend on her own
• Students need repeated practice with each strategy
• Post the steps of the strategies in the room for the students
to refer back to
• Find ways to link the strategy to the student’s background or
culture to make it more personal and therefore more
purposeful
• Craft activities and lessons that mirror the way the student
would have learned in her own culture
Brown University (2006)
• There must be a purpose for the language being taught and
used
• Students need to practice with a variety of speakers to aid in
comprehension
• Students need to produce authentic, real language, not just
memorized, regurgitated, rote memory language
• Teachers need to model appropriate language
• Provide frequent interactions with peers in different types of
groupings, i.e. small groups, one to one, partner, whole group,
etc.
• REMEMBER the only place the students are going to use
academic language is in your class – they don’t go home and
practice academic language
Brown University (2006)
• Students are given ample opportunities to practice and apply
the knowledge they learn in meaningful ways
• Students need a safe environment in which to practice and
apply the knowledge
• Students need appropriate support from teachers, support staff,
and peers during this process
• Teachers models how to self reflect on learning
• Hands-on manipulatives and materials are essential when
practicing and applying new knowledge
• Provide practice and application opportunities in all 4 domains:
reading, writing, listening, and speaking
Brown University (2006)
• All the activities in the lessons should substantiate and support the
objectives of the lesson (content and language)
• Teachers should make the lessons as engaging as possible
• Teachers should pace the lesson to meet the needs of all learners (as
much as possible) or provide alternate lesson delivery methods if
there is a large discrepancy between learners’ abilities
• Effective lessons make the most of the students ability to engage in
and comprehend the lessons
• Highlight the language and content objectives during the entire lesson
• 90-100% of the lesson should be highly engaging, meaningful
activities
• Use pacing strategies that meet the needs of all learners,
remembering to adjust pacing to meet the individual needs within the
classroom
Brown University (2006)
• Teachers uses the criteria for assessment that was established
during the preparation stage
• Teachers should assess both content and language objectives
• Assessment is not necessarily a whole class, paper and pencil
assessment – ongoing and systematic assessment should be done in
order to achieve a comprehensive view of the LEP student’s
abilities
• Consider using authentic assessment which gives a more
comprehensive assessment of the student’s abilities
• Alternate forms of assessment: writing journals, graphic organizers,
story telling, dictations, projects, response journals, cloze response,
retelling, etc.
• Use rubrics that are based on the English acquisition level of the
Brown University (2006)
individual students rather than a generic one for the entire
class
Content Area Teachers
• Log into Eduphoria
• Click on ESL/Bilingual
• Sign up for all 8 sessions of
the SIOP professional
development
Fine Arts Teachers
• Log into Eduphoria
• Click on ESL/Bilingual
• Sign up for all 6 sessions of
the SIOP for Fine Arts
professional development
Content Area Teachers
• Sign up for the 2 day study
course through Eduphoria
• The ESL department will pay for
your sub for the study course
• Sign up and take the certification
exam: ESL Supplemental #154
• The ESL department will
reimburse you for taking the ESL
exam after you pass
• Once certified and added to your
certificate, you will receive a
stipend for teaching ESL students
Fine Arts Teachers
• Sign up for the 2 day study
course through Eduphoria
• The ESL department will pay for
your sub for the study course
• Sign up and take the
certification exam: ESL
Supplemental #154
• The ESL department will
reimburse you for taking the
ESL exam after you pass
• There are no stipends for Fine
Arts teachers at this time
These strategies should be taught,
used, modeled, and practiced each
day in your classroom
You are responsible (legally) for:
•Accommodating your lessons based on the accommodation sheets you were given
•Tutoring your ESL students when they are not successful in your class, it is not the
responsibility of the ESL teacher to tutor your content area but we are here to
support your tutoring, if needed
•Completing any paperwork given to you by the LPAC chairperson
•Contacting and documenting parental or guardian contact – You must call home
first to find out if they speak a language other than English before referring the
call to the ESL teacher or ESL aides (when you ask the student, his/her answer will
always be that parents don’t speak English so that you won’t call)
•Implementing the strategies known to be successful with ESL students and
providing ample opportunities for the students to be successful
•Finding alternate forms of assessment if the student cannot achieve success on
assessments in your class
•Contacting the ESL teacher when you have any questions or concerns regarding a
students
You are the student’s best advocate!
Strategies are:
• Taught at a very young age
• Perfected throughout the rest of our lives
• Need to be posted in the classroom all year
• Must be explicitly modeled and practiced
• Applicable across the curriculum and contents, i.e.:
• Looking for patterns
• Graphing
• Using roots, prefixes, & suffixes
Read Alouds
•Use picture books, even with older ESL students
•Aids in listening skills
•Aids in comprehension skills
•Make sure text is not too advanced for students or they will “tune
out” while you are reading
•Excellent for visual learners if they have a copy of the book in
front of them
•Who doesn’t love to be read to!
Williams, M (2008)
Use sentence frames to scaffold students’ use of
academic vocabulary
Plants use ________ to make food.
________is the process by which plants make _______from light,
water, nutrients, and carbon dioxide.
This gives them confidence to answer questions when they
otherwise wouldn’t. Post generic frames around room for students
to use when they don’t know what to say.
Kinsella, K.& Feldman, K. (2003)
Use analogy sentence frame for academic or
target word:
Example:
The word ____ is related to ______ when…
The word measure is related to music when…
The word respiration is related to lungs because…
The word liberty is related to The United States by…
Kinsella, K.& Feldman, K. (2003)
Older students can do more in depth analogies with a relating
factor:
_____ is to ______ as______ is to ______.
Relating Factor: ____________
EX: Bird is to flight as fish is to _____
Relating Factor: mode of transportation
Kinsella, K.& Feldman, K. (2003)
Polysemous words and Multiple Meaning words
•
•
•
•
same word that has multiple uses and meanings
must be taught explicitly
they cross content areas, even into Fine Arts classes
these words cause breakdowns in understanding on standardize
exams
• for example: measure
Kinsella, K.& Feldman, K. (2003)
• Science - measure
• Math - measure
• Music - measure
• ELAR - measure
• Social Studies – measure
The judge ruled using the full measure of the law.
• Art – measure
The museum’s Impressionist exhibit didn’t measure up to last
year’s.
• Example:
The judge asked the defendant to approach the bar.
The man sat in the restaurant’s bar.
He bought a bar of soap.
Create charts of the different meanings of the polysemous or
multiple meaning words
Word
Osborn, Dawn (2011)
Meaning #1
Meaning #2
notes
Musical symbols that tell Writing down what the teacher
me what to play on my says in my notebook so I can
instrument
study it later
Shade
A color produced by
adding black to a
pigment
A piece of fabric you pull
down over the window or put in
your windshield to block out
the sun
Call
The time established for
the actors to report to
the theater before a
performance
When I say my dog’s name
because I want him to come to
me
4 Fold Vocabulary
In this activity, students fold their papers into rows of 4 sections each. The number of row can
relate to the number of words to be studied.
• In the first section, the student writes the word.
• In the 2nd section, the student writes a definition of the word in their own words.
• In the 3rd section, the student draws a picture or symbol to represent the word.
• In the 4th section, the student writes a sentence with the word based on their definition.
• Students fold the paper and keep as notes.
Word
Definition
Picture
Sentence
beat
(drums)
a steady succession
of rhythm
The beat of music is
measured in BPM.
beat
(heart)
a steady succession
of rhythm
A bird’s heart beats
faster than a human’s
heart.
Osborn, Dawn (2011)
What do you see?
•Show a picture of a word or concept you are teaching
•Cover ½ or more of the picture
•Ask students to use their vocabulary to describe what they think
the picture is
Osborn, Dawn (2011)
Window Paning
•Engaging strategy to build competency in vocabulary
•Window paning is a great strategy for helping students to remember
vocabulary words, organize steps to a process, or just remember important
concepts
•A window pane can be as little as 3 squares or as large as 9
•Students are only allowed to use the vocabulary or concept word and a
detailed illustration to summarize their learning
•can be used to assess multiple concepts
•visual component requires students to make a personal association and engage
prior knowledge
•encourages struggling students to build individualized word banks
•allows ELL students to use a universal language to show what they have
learned
Osborn, Dawn (2011)
Cognitive Dictionary
•Introduce new vocabulary
•Done with only the most academic demanding words
•ELPS learning strategy
•Done over two days for best learning
•Metacognitive strategy – helps students think about their thinking
Osborn, Dawn (2011)
Do these on day one
Word
Give them a word
that is used in your
content area…ask
them to predict
what the word
means without
looking the word
up
Strategies
1)
2)
3)
4)
5)
Osborn, Dawn (2011)
Do these on day two
Prediction
Ask each groups
to tell you their
predictions…
write all their
predictions in this
column
Meaning/Sketch
After the lesson,
have groups
decide on a
definition and
draw a visual
representation
Sentence
Add the sentence
each group writes
using the word,
sentence should
contain context
clues to define the
word
then…
After each group makes a prediction…ask them HOW they got their prediction, i.e.,
knew the suffix, same root as another word, knew the word in Spanish, etc. Help
them put it in academic terms and write it down.
Keep these posted in your class and refer back to them to help students think about
their thinking! Strategies need to be applied across the curriculum.
Multiple Representations
1. Teacher tells
students what the
word means.
4. Student draws or
shows his/her own
picture or symbol for
the word.
Osborn, Dawn (2011)
2. Teacher draws a 3. Student uses own
picture or symbol
words to tell what
for the word.
the word means.
5. Student makes
connections to the
word in writing or
orally.
6. Student shares the
word with others.
Pictionary with a Twist
• Give student the target word
• Student draws a picture to elicit the word
• BUT the student is explaining the picture they are drawing using
academic vocabulary (or any vocabulary he/she can if
vocabulary is limited)
• The class tries to guess the word
• Students are practicing language in a safe environment
Osborn, Dawn (2011)
Describe the
term in kid
friendly
language
Students engage
the word through
an activity: take
word apart, look
for root, etc.
Marzano, R. (2005)
Students
restate
description
in their own
words
Students construct a
picture…MOST important
step, a symbol only that
means something to them
Discuss terms with
each other – tell how
the word is relevant
in their own lives
Play games
with words
THE KEY:
REPETITION
Give the root word.
Ask the students to
come up with words
that use the root.
Make it more difficult
by asking them to list
words they see in
other content area
classes.
Osborn, Dawn (2011)
transport
portable
Portto move
export
import
Prefix
Meaning
% of All
Prefixed Words
Example
un
not; reversal of
26
uncover
re
again, back, really
14
review
in / im
in, into, not
11
insert
dis
away, apart, negative
7
discover
en / em
in; within; on
4
entail
mis
wrong
3
mistaken
pre
before
3
prevent
a
not; in, on; without
1
atypical
Osborn, Dawn (2011)
un-, re-, in- (not) account
for 51% of total
un-, re-, in- (not), disaccount for 58% of total
Suffix
Meaning
% of All
Suffixed Words
Example
-s, -es
more than one; verb
marker
31
characters, reads, reaches
-ed
in the past; quality, state
20
walked
-ing
when you do something;
quality, state
14
-ly
how something is
7
safely
-er, -or
one who, what, that,
which
4
drummer
-tion, -sion
state, quality; act
4
action, mission
-able, -ible
able to be
2
disposable, reversible
-al, -ial
related to, like
1
final, partial
Osborn, Dawn (2011)
walking
-s, -es, & -ing
account for
65% of suffixed
words
10 suffixes account for 85% of
suffixed words:
-s, -es, -ing, -er,
-ion, -able, -al, -y,
-ness, & -ly
• The Nifty Thrifty Fifty store of words contains common roots,
prefixes and suffixes.
• To help students learn a system for decoding and spelling big
words, they learn to read, spell and understand common
spelling patterns of the following 50 words.
• Once students know the spelling patterns of these words, they
can apply that knowledge to help them to spell and build
meaning for many other words.
• Patricia Cunningham writes that for each Nifty Thrifty Fifty word
a reader knows, she or he can read at least 7 more words.
• That means that by mastering the Nifty Thrifty Fifty words
listed, students can use at least 350 additional words when
reading and writing.
Osborn, Dawn (2011)
Osborn, Dawn (2011)
antifreeze
beautiful
classify
communities
community
composer
continuous
conversation
deodorize
different
discovery
dishonest
electricity
employee
encouragement
expensive
forecast
forgotten
governor
happiness
hopeless
illegal
impossible
impression
independence
international
invasion
irresponsible
midnight
misunderstand
musician
nonliving
overpower
performance
prehistoric
prettier
rearrange
replacement
richest
semifinal
signature
submarine
supermarkets
swimming
transportation
underweight
unfinished
unfriendly
unpleasant
valuable
• Students try to guess which word you are thinking of from the
word wall or set of vocabulary words for a unit
• You give clues to help them guess
• They must write down a word after each clue even if they write
the same word each time
Clue #1: Write down the word I am thinking (don’t give any
additional info – they write down any word from the word
wall)
Clue #2: Give a feature of the word, i.e. it has a prefix (don’t
tell them what the prefix it is)
Clue #3: Give another feature of the word, i.e. it has 3 syllables
Clue #4: Give a definition or description of the word
Clue #5: Give a clue that would make it impossible to miss the
word, i.e. it starts with the letter…
Osborn, Dawn (2011)
• No longer the Frayer Model
• Make personal connection
Vocabulary Term
Personal Association
(they must connect the word to
themselves or something they
already know in order to
learn it)
Osborn, Dawn (2011)
Definition
Non-example
(students write the definition
in their own words)
(must be relevant, I tell the
students to think about the
thing that is opposite of the
vocabulary term)
Conversational
Academic
error
underground
smell
elect
draw
tariff
grief
worry
shape
independent
purchase
down
Osborn, Dawn (2011)
enemy
• Helps teach syntax
• Basic pattern of sentences
• Nouns must be plural
• Color code words
• Have kids stand up to do this
• Use words and sing to “Farmer in the Dell”
Osborn, Dawn (2011)
Adjectives
Noun
Verb
Adverb
• Brainstorm multiple words for each category
• As a group, choose:
•
•
•
•
•
2 adjectives
1 noun
1 verb
1 adverb
1 prepositional phrase
• This can be the best laugh you will have all week!
Osborn, Dawn (2011)
Prepositional
Phrase
Adjectives
adjective
Noun
adjective
Verb
noun
Adverb
verb
Prepositional
Phrase
adverb
prepositional phrase
• Use as review of key concepts
• Students use a notecard and write a question about a word on the
word wall
• Students line up facing each other in a line
• One student asks his/her question, trying to elicit the correct
answer
• The other student does the same
• 1 person moves to the end of
• the line (with Conga or country music)
• Do the same process with a new
partner until they get through all
the words
Osborn, Dawn (2011)
• Each group gets one bubble or relationship map.
• Write a vocabulary words you are working on in the
center of the map.
• Each person in the group (at the same time) writes how
the word relates to the book, paragraph, idea,
concept, themselves, etc. in the bubble or space closest
to them.
• Each person in the group then explains what they
wrote, justifying their answer.
Osborn, Dawn (2011)
relating
factor
relating
factor
Academic
Word
relating
factor
Osborn, Dawn (2011)
relating
factor
• Put students into small groups.
• Provide a vocabulary word you have already discussed (in
context)
• Ask each group to write 5 sentences using the vocabulary word.
• Word cannot be used in the way they already learned it for your
lesson.
Example: strike
1. I strike the match against the bottom of my shoe.
2. The factory workers went on strike for better benefits and hours.
3. Strike up the band!
4. I was so angry I had to stop myself from striking her.
5. Draw a strike through the wrong answers.
Osborn, Dawn (2011)
This is a relatively simple strategy for teaching word
meanings and generating considerable class discussion.
• The teacher chooses six to eight words from the text that
may pose difficulty for students. These words are usually
key concepts in the text.
• Next, the teacher chooses four to six words that students
are more likely to know something about.
• The list of ten to twelve words is put on the board. The
teacher provides brief definitions as needed.
Osborn, Dawn (2011)
• Students are challenged to devise sentences that contain
two or more words from the list.
• All sentences that students come up with, both accurate
and inaccurate are listed and discussed.
• Students now read the selection.
• After reading, revisit the Possible Sentences and discuss
whether they could be true based on the passage or how
they could be modified to true.
Stahl8 reported that Possible Sentences significantly improved both students' overall recall of word meanings and
their comprehension of text containing those words. Interestingly, this was true when compared to a control group
and when compared to Semantic Mapping.
Osborn, Dawn (2011)
http://www.phschool.com/eteach/language_arts/2002_03/essay.html
• Make a list of words from the unit you are studying.
• Add words that do not belong to the unit.
• Ask the students to determine which words should be excluded.
circle
measure
squares
grid
cone
diamond
addition
triangles
alphabet
cube
oval
rectangle
rhombus
cylinder
numbers
Extension: Once they decide what to exclude, have them justify their picks.
Osborn, Dawn (2011)
Game to reinforce content vocabulary
•Write content vocabulary words on sentence strips or large pieces of paper and
stick them to the walls, bookshelves, etc. around the room.
•Have the words and definitions written on note cards.
•Use the cards to read the definition of a vocabulary word to the teams.
•The students standing at the line have 10 seconds to find the vocabulary word
and “touch it” after you finish reading the definition.
• If no one touches the correct vocabulary word in 10 seconds, the students 2nd in
line from each group get a chance to find the word.
Osborn, Dawn (2011)
Noun
Verb
Accuracy
Inaccuracy
Adjective
Adverb
Accurate
Inaccurate
Accurately
Inaccurately
Prediction
Predict
Predictable
Unpredictable
Predictably
Production
Produce
Productive
Unproductive
Productively
Unproductively
Dependence
Independence
Depend
(on/upon)
Dependent
Independent
Symptom
Osborn, Dawn (2011)
Symptomatic
Asymptomatic
•
•
•
•
Form participants into groups of four.
Allocate one piece of printer paper or butcher paper to each group.
Ask each group to draw the diagram on the paper.
The outer spaces are for each participant to write their thoughts about
the topic.
• Conduct a ‘Round Robin’ so that each participant can share his or her
views.
• The circle in the middle of the paper is to note down (by the nominated
scribe) the common points made by each participant.
• Each group then reports the
common points to the whole
group.
Osborn, Dawn (2011)
• Cognates: words that have the same origin
• Most are from Latin based languages
•
•
•
•
•
•
•
•
French
Spanish
Italian
English
Words look very similar, sometimes identical
Not all words that look the same mean the same thing
Many cognates in math and science
Examples:
• class/clase
• family/familia
• Non-Examples
• pie (good to eat) / pie (foot)
http://www.colorincolorado.org/pdfs/articles/cognates.pdf
• Send-A-Definition can be used as a way to get groups to discuss and
review definitions.
• Each member of a group generates a definition of a word and writes it
down on a card. Each member of the group then reads the definition to
other members.
• If all members of the group agree on the definition, then that definition is
written on the back of the card. If there is no consensus on the definition,
the definition is revised so that a definition can be agreed upon.
• The group puts a D on the side of the card with the definition on it, and an
W on the side of the card with an word on it.
• Each group sends its definition cards to another group.
Osborn, Dawn (2011)
• Each group member takes ones card from the stack of cards
and reads one definition at a time to the group. After reading
the first definition, the group discusses it. If the group agrees,
they turn the card over to see if they agree with the first
group's answer. If there again is consensus, they proceed to the
next definition. If they do not agree with the first group, the
second group writes their definition on the back of the card as
an alternative definition.
• The second group reviews and answers each definition in the
stack of cards, repeating the procedure outlined above.
• The definition cards can be sent to a third, fourth, or fifth group,
if desired.
• Stacks of cards are then sent back to the originating group. The
sending group can then discuss and clarify any question .
Osborn, Dawn (2011)
• Roving Paragraphs help students create a paragraph about a
given topic.
• Have students write their answer to the questions then find a
partner and write the partners answer in the spot that says “In
addition…”.
• Change partners a second time and trade original answers with
partner and write it under “Also”.
• Trade partners the last time and write the partners original
answer under finally.
• This is a great technique for helping students write their own
paragraphs.
Kinsella, K. (2003)
(Teacher writes a question and types it here)
Student writes his/her response here
In addition,
Also,
Finally,
Kinsella, K. (2003)
BRAINSTORM three things you know about __________________________________________
1. ____________________________________________________________________
2. ___________________________________________________________________
3. ____________________________________________________________________
4. __________________________________________________________________
REWRITE one idea using a response starter.
Starter(s): _(teacher writes a sentence starter for the students to use)_______________
Sample Response: ____________________________________________________________
My Response: ________________________________________________________________
DISCUSS your idea with four classmates. Take notes on your classmates’ ideas.
Ideas
Names
________________________________________________ ____________
________________________________________________ ____________
________________________________________________ ____________
________________________________________________ ____________
REPORT one idea you heard to the whole class.
(Classmate’s Name) pointed out that . . .
(Classmate’s Name) indicated that . .
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Kate Kinsella (n.d.)
This game is particularly useful in getting students to practice
question forms. It can be used to check comprehension of a text
students have read or something they have listened to.
Instructions:
• The teacher writes on the board several vocabulary words from
the text.
• For example, if the text were about computers, the teacher might
write the categories and answers below.
Software
word processor
spreadsheet
database
Hardware
CPU
monitor
mouse
Abilities
RAM
ROM
33 mhz
• Each student should choose a category and an answer and try to
form an appropriate question based on the text.
• For example, if the student chose the category ‘hardware’ and
the answer ‘monitor’, the question might be, “How does the
computer display information to the user?”
• There may be many correct questions for each answer.
Think about your class…can you fill in the chart with words you
are using in with your students?
Alternative Idea: The teacher might cover the answers on the
board with sticky notes.
Different amounts of money can be written on the sticky notes.
Then the students might choose ‘Hardware for $1,000.’ The
teacher would take off the sticky note that says $1,000,
revealing the answer behind it. If the student forms an
appropriate question, the teacher gives the sticky note to the
student. The student who finishes with the most money wins the
game.
http://www.eslmonkeys.com/book/teacher/eslstrategies.pdf
Often students don’t know what to say, are uncomfortable
speaking in front of the class, or don’t know how to phrase an
answer for fear of embarrassment
The Say Something! strategy give them a sentence started that is
appropriate for your class.
They only need to fill in a small bit of information
Gives them the confidence to speak in your class
Kinsella, K. (2003)
Make a Prediction
􀂾 I predict that / guess that/ imagine that…
􀂾 I bet that …
􀂾 I think that …
􀂾 Since this happened (fill in detail), then I predict the next thing that is going to
happen is …
􀂾 Reading this part makes me think that this (fill in detail) is about to happen …
􀂾 I wonder if …
􀂾 Based on____, I infer that …
􀂾 I hypothesize that …
Ask a Question
􀂾 Why did …
􀂾 What’s this part about …
􀂾 How is this (fill in detail) like this (fill in detail)
􀂾 What would happen if …
􀂾 Why …
􀂾 Who is …
􀂾 What does this section (fill in detail) mean?
􀂾 Do you think that …
􀂾 I don’t get this part here …
􀂾 I don’t understand this part when…
Clarify Something
􀂾 Oh, I get it …
􀂾 What do you mean….
􀂾 Will you explain that again?
􀂾 I have a question about that….
􀂾 Now I understand …
􀂾 This makes sense now …
􀂾 No, I think it means …
􀂾 I agree with you. This means …
􀂾 At first I thought (fill in detail), but now I think …
􀂾 This part is really saying …
Make a Comment
􀂾 This is good because …
􀂾 This is hard because …
􀂾 This is confusing because …
􀂾 I like the part where …
􀂾 I don’t like this part because …
􀂾 My favorite part so far is …
􀂾 I think that …
Make a Connection
􀂾 This reminds me of …
􀂾 This part is like …
􀂾 This character (fill in name) is like (fill in name) because …
􀂾 This is similar to …
􀂾 The differences are …
􀂾 I also (name something in the text that has also happened to you) …
􀂾 I never (name something in the text that has never happened to you) …
􀂾 This character makes me think of …
􀂾 This setting reminds me of …
Expressing an opinion
􀂾 I think/I believe…
􀂾 It seems to me that…
􀂾 In my opinion…
􀂾 My observation is…
􀂾 My perspective is…
􀂾 Based on my experience, I think….
􀂾 My experience is similar to __’s in that….
􀂾 I agree with _____. I also think that…
􀂾 My idea builds upon ____’s in that…
Kinsella, K. (2003)
Acknowledging ideas
􀂾 My idea is similar to/related to ____’s idea.
􀂾 I agree with _____ that…
􀂾 My idea builds on ____’s idea.
Paraphrasing
􀂾 So you are saying that…
􀂾 In other words, you think…
􀂾 What I hear you saying is…
Soliciting a response
􀂾 What do you think?
􀂾 We haven’t heard from you yet.
􀂾 Do you agree?
􀂾 What answer did you get?
Individual reporting
􀂾 I discovered from ____ that…
􀂾 I found out from ____ that …
􀂾 I had a different approach.
􀂾 I see it differently.
Partner and group reporting
􀂾 We decided/agreed that…
􀂾 We concluded that…
􀂾 Our group sees it differently.
􀂾 We had a different approach.
􀂾 ____ pointed out to me that…
􀂾 ____ shared with me that…
􀂾 ____ emphasized that…
􀂾 ____ concluded that…
Disagreeing
􀂾 I don’t agree with you because…
􀂾 I disagree with you because…
􀂾 I have a different answer than you.
􀂾 I see it another way.
Offering a suggestion
􀂾 Maybe we could…
􀂾 What if we…
􀂾 Here’s something we might try.
Affirming
􀂾 That’s an interesting idea.
􀂾 I hadn’t thought of that.
􀂾 I see what you mean.
Holding the floor
􀂾 As I was saying…
􀂾 If I could finish my thought…
􀂾 What I was trying to say was…
Kinsella, K. (2003)
• Work with your team and grade level to decide which strategy to
work on each week and for what content the strategy would be
most appropriate.
• The most consistency across the curriculum, the better understanding
the students will gain.
• Post procedures or steps of the strategy where everyone can see
them.
• Keep the steps posted all year so students can refer back to them.
• Some students may need more time or less time to grasp the
strategy
• Model! Model! Model the strategy!
• Practice! Practice! Practice the strategy!
The goal of the ESL program is to enable LEP students to become
competent in the comprehension, speaking, reading, and
composition of English language through the integrated use of
second language methods.
• Emphasize the mastery of English language skills
• Enable LEP students to participate equitably in school
• Use instructional approaches that meet the special needs of LEP
students
• Teach LEP students same TEKS
• Accommodate for learning, do not water down content
• Krashen, S. (1998, February 9). Notes by Steve Krashen on the (Ron) Unz
Attack.
• Walqui, Aida. (2000, September). Contextual Factors in Second Language
Acquisition. (ERIC Clearinghouse on Languages and Linguistics, EDO-FL00-05). San Francisco, California: Center for Applied Linguistics.
Retrieved on June 19, 2012 from
http://www.cal.org/resources/digest/0005contextual.html
• Texas Education Agency. (n.d.). List of Approved Tests for Assessment of
Limited English Proficient Students. Retrieved on June 19, 2012 from
http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720
• Narayanan, R., Rajasekaran Nair, N., Iyyappan, S. 2008) Some Factors
Affecting English Learning at Tertiary Level. Iranian Journal of Language
Studies (IJLS), Vol. 2(4). pp. 485-512. Retrieved from
http://www.ijls.net/volumes/volume2issue4/narayan1.pdf
• Chapter 89. Adaptations for Special Populations, Subchapter BB.
Commissioner’s Rules Concerning State Plan for Educating English
Language Learners. Retrieved on June 19, 2012 from
http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html
• McLaughlin, Barry, (1992). Myths and Misconceptions about Second
Language Learning: What Every Teachers Needs to Unlearn. Retrieved
from the University of California, Santa Cruz, CA: National Center for
Research on Cultural Diversity and Second Language Learning. Web
site: http://people.ucsc.edu/~ktellez/epr5.htm
• Marzano, Robert (2005). Building Academic Vocabulary. Alexandria,
VA: ASCD - Association of Supervision and Curriculum Development.
• Picture of confused student. Retrieved from
http://www.begincollege.com/top-5-tips-for-undeclared-college-students/
• Picture of girl with vocabulary word: Retrieved from
http://www.educationalinsights.com/product/word-of-theweek+chart+set+grades+4-5.do
• Picture of boy holding paper: Retrieved from
http://esl.yourdictionary.com/lesson-plans/esl-vocabulary-activities.html
• Picture of vocabulary activity: Retrieved from
http://www.elltoolbox.com/vocabulary-activities.html
• Osborn, Dawn (2011) Lecture on the cognitive development of LEP and Low
SES students
• Picture of boy with a pointer at the Smart Board: Retrieved from
http://dailysentinel.com/gallery/featured/collection_1106efa8-2e4a11e0-86c5-001cc4c002e0.html
• Picture of iPad: Retrieved from
http://dallenassociates.blogspot.com/2011_02_01_archive.html
• Texas Education Agency’s definition of LEP:
http://www.tea.state.tx.us/index2.aspx?id=5081&menu_id=814
• BICS vs. CALPS: Haynes, Judie. (1997-2008). Explaining BICS and CALPS. Retrieved
on June 19, 2012, from http://www.everythingesl.net/inservices/bics_calp.php
• Factors that affect Language Acquisition: Echevarria, J. & Graves, Anne. (n.d.)
Sheltered Content Instruction. Retrieved on June 19, 2012 from
http://www.misd.net/Bilingual/shelteredcontent/sld001.htm
• Texas Education Agency (2012, November 11). Bilingual Education. Retrieved on
June 19, 2012, from http://www.tea.state.tx.us/index2.aspx?id=4098
• SlideShare: Lucid, C. (2008, October 31). Factors Affecting Second Language
Learning. Retrieved on June 19, 2012 from http://www.slideshare.net/cupidlucid/3factors-affecting-l2-learning-presentation
• Portland Public Schools (2012) Sheltered Instruction. Retrieved on June 19, 2012
from http://www.pps.k12.or.us/departments/curriculum/2436.htm
• Brown University (2006). Sheltered English Instruction. The Education Alliance of
Brown University. Retrieved on June 20, 2012 from
http://www.alliance.brown.edu/tdl/tl-strategies/mc-principles.shtml
• Williams, Margaret M. (2008, October 5). Scaffolding ESL Students’ Reading
Comprehension. Retrieved from Language Study @ Suite 101 on June 20, 2012
at http://suite101.com/article/scaffolding-esl-students-reading-comprehensiona71894
• Kinsella, K. & Feldman, K. (2003, January 30). Narrowing the Language Gap:
Strategies for Vocabulary Development. Retrieved on June 20, 2012 from
http://www.fcoe.net/ela/pdf/Vocabulary/Narrowing%20Vocab%20Gap%20
KK%20KF%201.pdf
• Cognates. Retrieved from
http://www.colorincolorado.org/pdfs/articles/cognates.pdf
• Kinsella, Kate. (n.d.) Structures for Active Participation and Learning During
Language Arts Instruction. Prentice Hall eTeach. Retrieved on June 20. 2012
from
http://www.phschool.com/eteach/language_arts/2001_11/essay.html#give
• Question and Answer Game. Retrieved from
http://www.eslmonkeys.com/book/teacher/eslstrategies.pdf
Email or call me with questions:
tkelman@mckinneyisd.net
469-525-5571