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Beyond translation
Beyond translation
Beyond translation
Beyond translation
Beyond translation
Beyond translation
Beyond translation
Beyond translation
Beyond translation
Beyond translation
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Beyond translation

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  • 1. 5/13/2011 Kerry Segel, Ph.D. Saginaw Valley State University May 12, 2011 1Outcomes for this session1. Participants will learn about some basic aspects of educating ELLs;2. Participants will be given a model for beginning school-based ELL Profession Development;3. Participants will experience a mini ELL in-service based on the model; and4. Participants will receive resource information useful for preparing ELL workshops. 2 1
  • 2. 5/13/2011 Matematik Uygulama: Sayilar 1 = bir  10 = on 2 = iki  11 = on bir 3 = uc  ………… 4 = dort  14 = on dort 5 = bes  ………… 6 = alti  19 = on dokuz 7 = yedi  20 = yirmi 8 = sekiz 9 = dokuz 3 A Model for School-based ELL Professional Development Preparing for ELL PD  Questions, concerns, priorities  Resources Cultural or language awareness activity Exploring Myths and Realities General Practices and Specific Strategies Lesson Planning Future Focus  Long term on selected activities  Assessment and follow-up 4 2
  • 3. 5/13/2011Preparing for ELL PD Reasons, concerns, and questions We have several ELLs in our school. We do not have (sufficient) staff trained in ELL methodology. Teachers are expressing frustration at lack of progress of ELLs in their classrooms. This group may not make AYP. What are some good methods for working with ELLs? Should we teach them separately from other students? How do we involve each of the teaching team? 5 Title I Paraprofessionals: Instructional-related Activities “Paraprofessionals who provide instructional support” include those who  Provide one-on-one tutoring…  Assist with classroom management…  Provide instructional assistance in a computer laboratory… library or media center…  Provide instructional support services under the direct supervision of a highly qualified teacher . From NCLB, 2004.“Title I Paraprofessionals”, Washington, D.C., U.S. Department of Education, page 1. 6 3
  • 4. 5/13/2011 Myths (and Realities) Teaching ELLs is just good teaching. ELLs should be ready to compete with L1 English speakers after two years at most. Most ELLs come from outside of North America and Europe. ELLs should not use their first language (L1) in the classroom. Computer programs can effectively teach English to ELLs. 7General Notions and Tips forSupporting ELL Education Model whatever you teach Read to students often Interpret lessons rather than translate then Find “study buddies” or peer guides for ELLs Make classroom and school multicultural and multilingual Involve the family and community Be ready for the unknown! 8 4
  • 5. 5/13/2011 Strategies for ELLs: Questions What do we need to know about second language learning to implement strategies? Can strategies for Native English Speakers (L1) be used for English Language Learners? Should L1 strategies be applied differently to ELLs? Are there strategies designed especially for ELLs? 9Strategies for English LanguageLearners: Categories Language: Vocabulary, grammar Language skills: Speaking, listening, reading, and writing Production or comprehension; literacy Content-focused Assessment 10 5
  • 6. 5/13/2011Lesson Planning and Implementing Bringing language, strategies, content and students together Making plans work for ELLs Planning systems designed for classrooms including ELLs; e.g., sheltered content instruction Effective involvement of the entire team 11 Sheltered Instruction: SIOP The SIOP Model consists of eight interrelated components:  Lesson Preparation (including lang. & cont. objectives)  Building Background  Comprehensible Input  Strategies  Interaction  Practice/Application  Lesson Delivery  Review/Assessment 12 6
  • 7. 5/13/2011 Our Mini Workshop Warm up: Learning in another language Session 1: Myths and realities of ELL Education Session 2: General notions and tips for teaching ELLs Session 3: L1 comprehension strategies for ELLs Session 4: Comprehensive lesson plans: SIOP 13Discussion of Mini-workshop Sessions What did you do? Could you use or adapt this activity to your classroom or school? 14 7
  • 8. 5/13/2011 A Model for School-based ELL Professional Development Preparing for ELL PD  Questions, concerns, priorities  Resources Cultural or language awareness activity Exploring Myths and Realities General Practices and Specific Strategies Lesson Planning Future Focus  Long term on selected activities  Assessment and follow-up 15 Resources (1) Bouchard, M. (2005). Comprehension Strategies for English Language Learners. New York: Scholastic. Echevarria, J. Vogt, M. and Short, D. (2008). Making Content Comprehensible for English Language Learners: The SIOP Model. Boston: Pearson Education. Samway, K. and Taylor, D. (2007). Teaching English Language Learners: Strategies that Work, K-5. New York: Scholastic. Samway, K. and Taylor, D. (2008). Teaching English Language Learners: Strategies that Work, Grades 6 and up. New York: Scholastic. 16 8
  • 9. 5/13/2011 Resources (2) Echevarria, J. & Vogt., M. (2011). Response to Intervention (RTI) and English Learners: Making it Happen. Boston: Pearson Education. Nevin, A., Villa, R. & Thousand, J. (2009). A Guide to Co-Teaching with Paraeducators. Thousand Oaks, CA: Corwin Press. Web sites: Google “ESL reading”, “SIOP lesson plans”, “ESL: RTI” 17 Response to Questions Now Later 18 9
  • 10. 5/13/2011 Thank you!!! Kerry Segel, Professor of English Saginaw Valley State University, Michigan Contact me at ksegel@svsu.edu 19 10

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