Presentation for improving adequate yearly progress
Improving Adequate Yearly Progress for English Language Learners<br />Lori Cotrone<br />February, 2011<br />ESL 501<br />
“Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding”.William Arthur Ward<br />
Teacher Efficacy<br />A teacher that believes they can influence student learning and help the student.<br />Teachers with a sense of personal accomplishment see their work as meaningful and important.<br />Teachers accept personal responsibility for their teaching, holding themselves accountable for student performance, and they examine their instructional practices when student performance is less than expected.<br />
Models for Teaching ELL Students<br />CALLA - Cognitive Academic Language Learning Approach developed by Anna Uhl Chamot and J. Michael O’Malley (1993). Designed to accelerate the transition of ELL students into mainstream classroom.<br />SIOP- Sheltered Instruction Observation Protocol develop by Jana Echevarria, MaryEllen Vogt, and Deborah J. Short (2004). Ten years of research. Provides teachers with a tool for planning, implementing, and reflecting on lesson delivery.<br />
CALLA Model<br />Framework for lesson design that integrates language development, content area instruction, and explicit instruction in learning strategies.<br />Language development involves listening, speaking, reading, and writing in cognitively demanding lessons.<br />Content is derived from the grade-level expectations and curriculum in the mainstream classroom.<br />
SIOP<br />Key vocabulary, an essential component for building background knowledge is identified and linked to past learning.<br />Concepts and content are clearly presented, with consideration of language-proficiency levels of students.<br />Frequent interactions—between ELL students and their teacher and between ELL students and their peers—are meaningful and focused on content.<br />Stresses student engagement during the lesson through hands-on materials and activities.<br />
Strategies for Learning<br />Many strategies that work well for struggling readers whose native language is English will also work well with students who are ELLs<br />Three simple but highly effective tools for learning are structured overviews, graphic organizers, and think-alouds.<br />These tools incorporate instruction in background knowledge and vocabulary development.<br />
Structured Overview<br />ELL students benefit from auditory and visual overviews – showing them the “big picture”.<br />A hand-out that outlines the major ideas and shows relationship of one idea to another can help ELL students build or activate their background knowledge.<br />Teachers must verbally present the information and show relationships of the concepts of the lesson.<br />
Strategies<br />Graphic Organizers – use concept maps, timelines, and flow charts to provide students with visual tools to organize and understand vocabulary.<br />Think-Alouds- By reading aloud and modeling the thinking processes of secure readers, teachers can show students how to stop and monitor their understanding, apply specific strategies, and know when to ask for help.<br />
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