The document outlines a model for school-based ELL professional development. It includes 4 outcomes: learning about ELL education, a model for PD, experiencing a mini ELL in-service, and receiving resource information. The model involves preparing for PD by identifying questions and priorities. It includes a cultural activity, exploring myths/realities, discussing strategies and lesson planning, and future focus on assessment. A mini-workshop is provided as an example, covering myths, tips, comprehension strategies, and comprehensive lesson plans using SIOP. Resources for further information are also listed.

1. 5/13/2011
Kerry Segel, Ph.D.
Saginaw Valley State University
May 12, 2011
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Outcomes for this session
1. 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; and
4. Participants will receive resource information useful
for preparing ELL workshops.
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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
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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
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3. 5/13/2011
Preparing 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?
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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.
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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.
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General Notions and Tips for
Supporting 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!
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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?
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Strategies for English Language
Learners: Categories
 Language: Vocabulary, grammar
 Language skills: Speaking, listening, reading, and
writing
 Production or comprehension; literacy
 Content-focused
 Assessment
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6. 5/13/2011
Lesson 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
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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
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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
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Discussion of Mini-workshop
Sessions
 What did you do?
 Could you use or adapt this activity to your classroom
or school?
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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
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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.
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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”
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Response to Questions
 Now
 Later
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10. 5/13/2011
Thank you!!!
 Kerry Segel, Professor of English
 Saginaw Valley State University, Michigan
 Contact me at ksegel@svsu.edu
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