How To Implement standardsbased instruction with english language learners

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How To Implement standards-based instruction with
english language learners

• By Kuinileti Sele

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Statistics of English Language Learners (ELLs)

• English Language Learners comprise the fastest
  growing student population in schools across our
  country
• There are more Limited English Proficiency
  students born here in the United States than in
  anywhere else in the world
• In 2005-2006, the Limited English Proficiency
  (LEP) student enrollment in our country was
  5,074,572.

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English Language Learner Goal

• Our goal is to increase students English
  language proficiency through standards-based
  instruction in language arts.

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ELL on the rise
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Objectives for this Training

• Teachers will learn the standards for English
  Language Learners (ELLs)
• Teachers will learn effective strategies for
  instructing English Language Learners

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Reading Objective

• Students will learn to speak English better by
  reading articles and short stories concerning
  culture then having class discussions. Students
  will be able to write about their own cultures
  and present them in class.
• Writing Objective
• Students will be able to write about their own
  cultures and present them in class.

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How Can English Language Learners Be Successful?

• Educators need to teach academic literacy and use
  strategies that incorporate English as a second
  language
• Post secondary trainings
• High school or equivalent degree
• Need to be proficient in social and academic
  English

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Teachers Best Practices To Help ELL Students
Succeed

• Educators need to incorporate explicit
  instruction and be concise with expectations
• Educators need to use language that is not above
  the level of an ELL learner
• Model good reading through the use of read alouds
  as well as having students read independently.
  This allows ELL learners to improve reading
  fluency as well as comprehend what they read.

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Teachers Best Practices For ELL Students
Continued

• Use instructional materials at the ELL students
  current level to progress instead of at their
  grade level, otherwise gaps in learning will
  appear.
• Programs such as Achieve 3000 provide students
  with reading materials to the exact instructional
  levels of each individual student (Achieve 3000,
  INC., 2006).

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Teachers Best Practices For ELL Students
Continued

• Educators need to incorporate visual aids often
  (Christy, 2008).
• Visual aids help English Language Learners
  connect in both languages, along with giving the
  visual cues and recognition to make the
  connections that English language learners need
  to the standards.

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Teacher Best Practices Continued

• Educators need to incorporate hands-on activities
  to demonstrate concepts (Christy, 2008).
• Teachers need to allow their ELL students to
  demonstrate their knowledge through the use of
  hands-on activities that allow for multiple
  opportunities to assess knowledge, as well as
  making English Language Learners feel more
  comfortable with the standard.

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Teacher Best Practices Continued

• Model spoken language, but refrain from
  embarrassing ELL students with verbal correction
  in front of others (Christy, 2008).
• ELL students are already aware of the fact that
  they are unfamiliar with the language and are
  extremely self conscious.
• Correcting ELL students will only make them more
  hesitant to participate in further discussions or
  to answer questions.

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Teacher Best Practices Continued

• PEER MODELING
• Peer modeling helps English Language Learners to
  make connections with other classmates, learn the
  language, and have assistance with the material
  being taught
• 
  

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ELL Reading And Writing Strategies

• Teachers need to
• Teach comprehension first
• Need to plan comprehension building strategies
  before, during, and after reading
• Need to brainstorm with the class to develop a
  word bank for writing
• Encourage ELLs to predict, confirm, and self
  correct

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ELLs Reading And Writing Strategies Continued

• Integrate reading and writing activities
• Discuss new words in context
• Generate questions about what you are reading
  (Schiffer-Danoff, 2008).

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Sample Lesson

• What follows is a sample lesson to demonstrate
  how you can work with English language learners
  to build upon their knowledge
• What is presented includes sample learning
  objectives and teacher procedures that can be
  followed step by step.
• Teachers will need to find reading materials at
  the appropriate level of their pupils for this
  lesson.

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ELL StandardsEnglish Language Learners

• Students read a wide range of literature from
  many periods in many genres to build an
  understanding of the many dimensions (e.g.,
  philosophical, ethical, aesthetic) of human
  experience.
• Students apply knowledge of language structure,
  language conventions (e.g., spelling and
  punctuation), media techniques, figurative
  language, and genre to create, critique, and
  discuss print and non-print texts.

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ELL Standards contEnglish Language Learners

• Students use spoken, written, and visual language
  to accomplish their own purposes (e.g., for
  learning, enjoyment, persuasion, and the exchange
  of information).
• Students read a wide range of print and non-print
  texts to build an understanding of texts, of
  themselves, and of the cultures of the United
  States and the world to acquire new information
  to respond to the needs and demands of society
  and the workplace and for personal fulfillment.
  Among these texts are fiction and

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ELL Standards contEnglish Language Learners

• Students apply a wide range of strategies to
  comprehend, interpret, evaluate, and appreciate
  texts. They draw on their prior experience, their
  interactions with other readers and writers,
  their knowledge of word meaning and of other
  texts, their word identification strategies, and
  their understanding of textual features (e.g.,
  sound-letter correspondence, sentence structure,
  context, graphics).

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Sample Objective 1

• Students will learn to speak English better by
  reading articles and short stories concerning
  culture then having class discussions.
• Teacher Procedures
• The teacher will read an article that focuses on
  cultural aspects that are different between some
  countries.
• Students will discuss topics with classmates re
  topics they have read and relate their own
  experiences in the discussion.

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Teacher Procedures for Objective 1 continued

• Students will then silently read to themselves a
  short article that focuses on cultural aspects
  that are the same in different countries.
• After reading, the teacher will ask students
  (whole class) questions about the article and how
  the articles differ or are the same.
• After the teacher and students discuss the
  article, the teacher will ask pupils to write
  down words they have not read yet or dont
  understand and keep those words (add them) to
  their vocabulary list.
• When the list is completed, the teacher will then
  define the words with the class for clarification.

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Sample Objective 2 Followed By Teacher Procedures

• Objective 2 Students will be able to write
  about their own cultures and present them in
  class.
• Teacher Procedures
• From the readings, pupils can brainstorm (using a
  web) about their own cultures in a short
  paragraph.
• Students can write down at least 5 aspects they
  remember about their culture.
• Students will break up into groups, using their 5
  aspects to write their paragraphs.

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Teacher Procedures for Objective 2 continued

• Groups will collaborate and peer edit each
  others paragraphs to check for errors as well as
  proper use of the English language.
• After peer editing, students will create a final
  draft of their paragraph.
• Students will present and share their paragraph
  to inform the rest of the class about their
  culture.
• The rest of the class will help participate in
  each others customs.

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References

• Achieve 3000, INC. (2006). Differentiate
  instruction Achieve results. Retrieved October
  26, 2008, from, http//www.achieve3000.com/article
  /a3k/?c2.
• Christy, J. (2008). Helping English language
  learners in the classroom. Retrieved October 25,
  2008, from, http//www.glencoe.com/sec/teachingtod
  ay/sub-ject/help_ELL.phtml.
• SchifferDanoff, V. (2008). Teaching ELL Reading
  and writing strategies. Retrieved October 25,
  2008, from, http//www.2.scholastic.com/browse/art
  icle

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References cont

• IRA/NCTE Standards for the English Language Arts,
  www.readwritethink.org/standards, access October
  28, 2008.

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Presentation Quiz

• From todays presentation, list two ways you can
  help ELLs in your classroom learn and master the
  standards.
• What web site could you go to find national
  standards for ELLs for language arts?
• Name two standards listed for language arts for
  ELLs.
• Of the effective teaching strategies mentioned,
  write down the ones you frequently use in your
  own classroom.

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Presentation Quiz

• Describe peer modeling.
• What was the goal of todays presentation?
• What do you think we should do to educate
  parents and students about the standards?
• In what area, in relation to improving outcomes
  for ELLs, would you like more training?
• Please share your answers with the other
  members at your table group and be ready to share
  aloud with the whole group.

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• Thank you for attending our presentation on ELL
  standards for language arts and effective
  teaching strategies for ELLs.
• We appreciate your input and willingness to share
  with your peers.
• If you would like more information about any
  topics covered in this presentation, please let
  us know and we will be happy to help you.