3. ESL Lexicon
Acronym or Term
• ESL
• BE/BIL
• ELL/LEP
• BICS
• CALP
• Scaffolding
• ELPS
• LOs
• LPAC
Full Name
• English as a Second Language – program
• Bilingual Education – uses two languages
• English Language Learner – students
• Basic Interpersonal Communication Skills
• Cognitive Academic Language Proficiency
• Building connections from the known to new
• English Language Proficiency Standards
• Language Objectives (L,S,R, & W)
• Language Proficiency Assessment
Committee = ARD committee for SPED
5. What is Sheltered Instruction?
• Approach to teaching ELLs which integrates language
and content instruction
• Lowering the linguistic demand of the lesson without
compromising the integrity or rigor of the subject matter
• The dual goals of sheltered instruction
– To provide access to mainstream, grade-level content
– To promote the development of English language proficiency
6. What Sheltered Instruction is NOT
• Watering down the curriculum
• Teaching separate curriculum
• Just reading the text and answering questions
7. Necessity for Implementation
• ELLs work twice as hard to understand the content,
while developing language proficiency
• Research shows it is effective
• Only way for students to be truly successful
19. What Does it Look Like?
• ESL Team will be in your rooms daily to SUPPORT
you and the ELLs
• Services we may provide
– Provide support to ELL students
– Work with an individual or small group in your room
• Riggs, Writing, Reading, Vocabulary, and Comprehension
• Reteach concepts still needing development
– Design/provide sheltered instruction materials for your
lessons
If you need us to do something else just ask.
20. What it Does NOT Look Like
• Services we may NOT provide
– Co-teaching because you are the teacher of record
– Discipline because it is your classroom
22. Reading Expectations
• Complete one novel per term
• Pre-teach vocabulary
– Content vocabulary (Tier 3)
– Verbs/Homonyms/Idioms (Tier 2)
– Basic vocabulary (Tier 1)
• Read and reread chapters
• Build deep comprehension
– Vocabulary development
– Exposure to text
– Questioning and discussions
– Note-taking, anchor charts, and graphic organizers
23. Reading Strategies
• Whisper from an Expert (Helen Norrell)
Ask a question, if the student needs assistance, he/she may
request a clue whispered from a fellow student, but he/she
must answer the question.
• Rehearsed Reading
1. Each student is assigned 2-3 sentences or a short
paragraph to practice reading aloud quietly to self.
(Approximately three times)
2. The selection is read aloud with each student reading
his/her part expressively and feeling successful.
• Socratic Questioning – Presented by Helen Norrell
24. Front-Loaded Story Map Strategy
1. Present a completed story map and discuss.
2. Pre-teach the vocabulary.
3. Keep or remove the story map and read the story.
4. Discuss the story grammar, character, plot, setting, etc.
5. Refer to the map, “What details can you add?”
6. Remove the map and provide a cloze or maze activity.
25. Front-Loaded Incorrect Story Map Strategy
1. Present a completed incorrect story map with 3-5 errors
and discuss. “Something is wrong. Read to find the
teacher’s errors.”
2. Pre-teach the vocabulary.
3. Keep or remove the story map and read the story.
4. Discuss the story grammar, character, plot, setting, etc.
5. Refer to the map, “What information is wrong? Prove it.
Show me in the text.”
6. Remove the map and provide a cloze or maze activity.
26. Scaffold Fading Story Map Strategy
– Scaffold Fading 1– Leave some bubbles empty for students
to discover and decide what should be there. They must
prove it with text.
– Scaffold Fading 2 – Leave all bubbles blank except for key
ideas from which to connect.
– Scaffold Fading 3 – Complete one outer bubble only.
Students must work inward to complete the map.
(End of the year)
28. Writing Expectations and Strategies
• Writing must occur daily!
• Practice Riggs’ spelling words
• Journaling (content area-specific)
• Take Cornell Notes
• Make or complete graphic organizers
30. Book Resources
• Reading Strategies for Mathematics
– Trisha Brummer and Stephanie Macceca
• 50 Strategies for Teaching English Language Learners
– Adrienne L. Herrell and Michael Jordan
• A Framework for Understanding Poverty
– Ruby K. Payne, Ph.D.
31. Internet Resources
• http://www.myenglishpages.com/
• http://www.eslflow.com/
• http://www.grammarbank.com/
• http://www.5minuteenglish.com/
• http://www.esl-lounge.com/
• http://www.colorincolorado.org/
• http://www.fluentu.com/english/educator/blog/
• http://www.elcivics.com/ (History, Government, and
Citizenship for ELLs)
32. Bibliography
• Alvermann, D. E. (1981). The Compensatory Effect of Graphic Organizers on
Descriptive Text. The Journal of Educational Research, 75(1), 44-48.
doi:10.1080/00220671.1981.10885354
Discusses the use of graphic organizers as a method to foster summarization
skills.
• Chang, K., Sung, Y., & Chen, I. (2002). The Effect of Concept Mapping to Enhance Text
Comprehension and Summarization. The Journal of Experimental Education, 71(1), 5-
23. doi:10.1080/00220970209602054
Three methods of graphic organizers used: Scaffold Fading, Map Correction,
Learner Generated. Map correction yielded the highest gains in reading
comprehension scores. Scaffold fading assisted more with summarization skills.
Learner generated often lead to overloaded linguistic burden leading to learner
shut-down and disengagement. Stated that a completed map was a short-term
intervention that should be used briefly and eventually be replaced with scaffold
fading.
33. Bibliography Continued
• Davis, Z. T. (1994). Effects of Prereading Story Mapping on Elementary Readers'
Comprehension. The Journal of Educational Research, 87(6), 353-360.
doi:10.1080/00220671.1994.9941266
Used Reutzel’s Story Map (Completed Concept Web) as a pre-reading technique.
• Oliver, K. (2009). An Investigation of Concept Mapping to Improve the Reading
Comprehension of Science Texts. Journal of Science Education and Technology J Sci
Educ Technol, 18(5), 402-414. doi:10.1007/s10956-009-9157-3
Open-ended Graphic Organizers were useful but warned against linguistic
overload on ELLs.
• Paul, R., & Elder, L. (2007). Critical Thinking: The Art of Socratic Questioning. Journal of
Developmental Education, 31(1), 36-37. Retrieved 2016, from
http://www.jstor.org/stable/10.2307/42775632?ref=search-
gateway:02f44785e89f2c67500edd0a7fc77724
Three short articles on using Socratic dialogue in the classroom setting.
• Haag, Karen. Round Robin Alternatives. www.LikeToRead.com
