ADDRESSING THE NEEDS OF ENGLISH LANGUAGE LEARNERS Honing Your ESOL Strategies

ADDRESSING THE NEEDS OF ENGLISH LANGUAGE LEARNERS

Honing Your ESOL Strategies

2

Introductions

Card Activity Reflection

Team Building Activity

3

Gaps

Currently, only 23% of the faculty are using ESOL

strategies in every lesson

More than half, 53%, of our students are English

Language Learners

Spanish is the only language spoken at home for nearly

all of our ELL’s

4

Rate Yourself

Using a scale from 1 to 5, rate how comfortable you are with using ESOL strategies for every lesson

Consider: Academic Needs Social Needs Emotional Needs Respectful Work

5

Outcomes

Create a lesson plan that includes specific strategies to increase comprehension for the ELL.

Modify existing structures within the classroom to reduce anxiety for the ELL.

Incorporate multimedia through technology with specific ESOL strategies

6

TESOL Strategies Covered

Goal 1: To use English to communicate in social settings

Goal 2: To use English academically in all content areas

Goal 3: To use English in socially and culturally appropriate ways

7

Presentation of Strategies

•Activate prior knowledge

•Clear learning goal•Culturally inclusive

•Reduce anxiety•Reduce confusion•Increase predictability

•Peer interaction •Games•CL

•Improve comprehension

•Improve vocabulary•Reduce extraneous information

Academic

Social

RespectEmotional

Washburn, 2008

8

Journal Article

Each member of the group will read and summarize a specific part of the Washburn article

Reporter will read “Belonging” on p. 249

Materials will read “Comprehension” on pp. 249-250.

Recorder will read “Conclusion” on p. 250

9

Journal Article

Highlight two or three key points for each section

How do you think this information will affect your instruction?

Record your answers as a team

Post on chart paper

Carousel walk

Harrell & Jordan, 2008, pp. 16-19

10

Strategy

Reduce anxiety through predictable routines and signals

Dedicate certain parts of your room for specific activities Establish a consistent routine Model, model, model each routine Contextualize directions

Refer to pp. 16-19 in your text

Harrell & Jordan, 2008, pp. 73-78

11

Strategy

Shared Reading: Demonstrating how reading works

Introduce the text Read and track print Stop to discuss and predict Encourage verbal interaction Reread

Refer to pp. 73-78 in your text

Harrell & Jordan, 2008, pp. 226-229

12

Strategy

Interactive Comprehension Building: Using technology to build background knowledge

Select appropriate material Create a presentation (PowerPoint, Keynote, Google) Determine vocabulary necessary for comprehension Check for ease of use

Refer to pp. 226-229 in your text

Harrell & Jordan, 2008, pp. 94-98

13

Strategy

Communication Games: Creating opportunities for verbal interaction

Identify a language need following directions, asking questions, etc.

Model the game Organize teams or groups Guide the practice Reflect

Refer to pp. 94-98 in your text

14

Breakout Sessions

Learn a about technology to support ESOL strategies

Two 35 Minute Sessions

Generating Rubrics for Authentic Assessment Using Vokis in The Classroom

15

Workshop Evaluation

Complete the online evaluation form at http://www.surveymonkey.com/s/KSH99MR

Return follow-up assignments no later than 30 calendar days from today