Enhancing English Language Learning in HISD Classrooms Module 7 Part C Effective Strategies

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Enhancing English Language Learning in HISD
Classrooms Module 7Part CEffective Strategies

• Multilingual Department
• Houston ISD
• 2007-08

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PUTTING IT ALL TOGETHER

• Objectives
• Learn the six strategies (best practice) for
  developing literacy (Center of Applied
  Linguistics)
• Add vocabulary strategies to the toolbox
• Discuss Multiple Intelligence Theory and High
  Yield Strategies
• Review/discuss model lessons

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Literacy Development Best Practice Strategies

• (1) Dialogue Journals
• (2) Semantic Webs
• (3) Language Experience Approach (LEA)

• (4)Morning Message
• (5) Word Walls
• (6)Strip Stories

Adapted from Coltrane, B., Boyson, B.(2004).
Teaching Secondary Students with Interrupted
Formal Education, Center of Applied Linguistics.
Presentation at TESOL, 2004
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Dialogue Journals

• Written conversation in which a student and
  teacher communicate regularly- Students write as
  much as they choose and the teacher writes back
  regularly. (Peyton, 1993)
• Teachers writings model correct spelling,
  grammar and punctuation without correcting what
  the student has written.

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Semantic Webs

• Main purpose is to connect a topic to students
  prior experiences and background knowledge
• The teacher records the students ideas on the
  web, and uses it during instruction.

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Language Experience Approach (LEA)

• The teacher orally elicits information from a
  student or a class
• The teacher writes what the students say and then
  has the students practice (read) what has been
  written down
• It can be done individually, in small groups, or
  with the whole class

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Morning Message

• The teacher writes 2-3 simple sentences about
  what students learned the previous day and what
  they will learn today
• The message gets posted at the beginning of the
  lesson
• The teacher reads it aloud then has the class do
  a choral reading, paired reading, asks individual
  students to read the sentence aloud

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Word Walls

• Collection of vocabulary words that are used in
  class and posted visually on a wall, poster,
  board or other visual aid
• Should be interactive, so that students and
  teachers add to, refer to, and utilize the word
  wall frequently during lessons
• May be modified by adding pictures

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Strip Stories

• Used for helping students to identify and
  organize the parts of a story or a process
• With guidance and modeling from the teacher,
  students identify the parts of the story,
  procedure, or event they are studying and
  organize each of these elements into a strip
  story, which looks like a blank comic strip

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What do you know about teaching vocabulary?

• Survival Vocabulary
• Academic Vocabulary
• Test Vocabulary

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DictionariesTo use or not to use?

• Picture dictionaries-Beginner, Pre-literate
• Student created dictionaries
• Beginner/Intermediate
• Basic and advanced dictionaries
• Intermediate, Advanced, Transitional
• Electronic dictionaries
• Also important for students to use if they will
  be used in state testing

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Word Building Accelerates Vocabulary Development

• Increase fluency through vocabulary expansion
  using suffixes and prefixes
• Word cards, Graphic organizers
• Knowledge of cognates

___?__
happily
Happy
unhappy
happiness
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Vocabulary Lists

• Pick key vocabulary to teach. Consider including
  key concepts from the content areas.
• Create word cards to categorize and ease the
  memorization process.
• Learners should hear, say, write, and write a
  word several times in a variety of contexts.
• Use the words in class several times, present
  them with pictures if possible, and create
  situations where they will use them.

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Multiple Intelligences

• Theory developed by Howard Gardner- paradigm
  shift from How smart are you? to How are you
  smart?
• Eight different intelligences linguistic,
  logical/mathematical, spatial, bodily/kinesthetic,
  musical, interpersonal, intrapersonal, and
  naturalist
• Design lessons for all intelligences help ESL
  students learn because different modalities are
  used

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High Yield Strategies

• Identify similarities and differences
• Summarizing and note taking
• Reinforcing effort and providing recognition
• Homework and Practice
• Nonlinguistic representations
• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypothesis
• Questions, cues, and advanced organizers

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Model Lessons

• Reflect the language learning cycle
• Use real language
• Incorporate content area vocabulary
• Are process oriented not drill oriented
• Use authentic assessment
• Focus on development of literacy skills
• Develop meta-cognitive skills- teach students how
  to learn

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Reflection Think-Pair-Share

• Recall the various strategies that we have
  discussed today.
• Choose three strategies that you can implement in
  your classroom.
• Be prepared to discuss them with your partner and
  explain why you have chosen them.

Kagan, 1989