Janet L. PierceJanet L. Pierce

ESL Teacher, ELL CoordinatorESL Teacher, ELL Coordinator

Franklin Regional School DistrictFranklin Regional School District

IUP Doctoral Student, Composition & TESOL IUP Doctoral Student, Composition & TESOL (ABD)(ABD)

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Origin of Chosen Strategies

19 years personal experience as an ESL teacher19 years personal experience as an ESL teacher Research from seminars, workshops, reading-Research from seminars, workshops, reading-

TESOL, 1997; PDE 2002-2008; Indiana TESOL, 1997; PDE 2002-2008; Indiana University of PA 2004-2008University of PA 2004-2008

Workshop for FRSD staff 2006Workshop for FRSD staff 2006 McREL workshop with Jan Hill, March 5, 2008McREL workshop with Jan Hill, March 5, 2008

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Things to Consider:

You need to know the ELL’s English proficiency You need to know the ELL’s English proficiency levellevel

You need to know how to align Stages of Second You need to know how to align Stages of Second Language Acquisition to Bloom’s TaxonomyLanguage Acquisition to Bloom’s Taxonomy

You need to understand how to break down a You need to understand how to break down a lesson to teach language of your content arealesson to teach language of your content area

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English Proficiency levels

Terminology- pre-emergent, emergent, Terminology- pre-emergent, emergent, basic, developing, expanding, bridging.basic, developing, expanding, bridging.

Expectations for each levelExpectations for each level How to consider language functionsHow to consider language functions How to provide activities for each levelHow to provide activities for each level

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Beginning English language learners: The PThe Pre-emergentre-emergent ELLs have no English and can make ELLs have no English and can make

few or no responses. This is the pre-production stage of few or no responses. This is the pre-production stage of language acquisition.language acquisition.

The The EmergentEmergent ELLs have just begun to be aware of letters ELLs have just begun to be aware of letters of the alphabet and sounds and may recognize a few of the alphabet and sounds and may recognize a few isolated words, universal symbols, gestures. This is the isolated words, universal symbols, gestures. This is the early production stage.early production stage.

The The BasicBasic ELLs understand simple speech spoken slowly, ELLs understand simple speech spoken slowly, with repetition, formal patterns, sight words and common with repetition, formal patterns, sight words and common phrases. This is the speech emergence stage.phrases. This is the speech emergence stage.

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Beginning level ELLs:

Pre-emergentPre-emergent Silent period, followed by imitation speech.Silent period, followed by imitation speech. They construct meaning from: non-print items, They construct meaning from: non-print items,

such as pictures, graphs, maps and tables.such as pictures, graphs, maps and tables. Teacher prompts: Show me, circle the, Where is, Teacher prompts: Show me, circle the, Where is,

Who has.Who has. Student response: yes, no, and pointing.Student response: yes, no, and pointing.

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Beginning level ELLs:

Early production or Emergent Early production or Emergent Recognizes simple words and sounds.Recognizes simple words and sounds. Student uses one to two word responses to Student uses one to two word responses to

concrete information that is visual and for which concrete information that is visual and for which the student has context.the student has context.

Teacher prompts: yes/no, either/or questions; Teacher prompts: yes/no, either/or questions; Who/what and how many questionsWho/what and how many questions

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Beginning level ELLs

Speech Emergent or BasicSpeech Emergent or Basic Concrete information with visuals and formulistic Concrete information with visuals and formulistic

patterned speechpatterned speech Imitation and repetition continuesImitation and repetition continues Expanding vocabulary with labelingExpanding vocabulary with labeling Teacher prompts: Show me…, what is this, where Teacher prompts: Show me…, what is this, where

are …, asking students to explain to specific are …, asking students to explain to specific prompts for one word or phrase answersprompts for one word or phrase answers

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Intermediate level ELLs

Intermediate or DevelopingIntermediate or Developing Understand more complex speech, with Understand more complex speech, with

some repetitionsome repetition Vocabulary of basic words and phrases for Vocabulary of basic words and phrases for

daily situations (social English-BICS)daily situations (social English-BICS) Generate some English, but have Generate some English, but have

restrictions in vocabulary and grammarrestrictions in vocabulary and grammar99

Intermediate level ELLs

Simple sentences with grammatical errorsSimple sentences with grammatical errors Difficulty with Academic language (CALPS) and Difficulty with Academic language (CALPS) and

more complex syntax/wording of textsmore complex syntax/wording of texts Generate more complex texts than beginners but Generate more complex texts than beginners but

still have unconventional features in language still have unconventional features in language patternspatterns

Teacher prompts: Why do you think . . . Based on Teacher prompts: Why do you think . . . Based on what you heard/saw/read and some what you heard/saw/read and some visual/contextual referencesvisual/contextual references

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Advanced level ELLs

Advanced or expandingAdvanced or expanding Students read with some fluency and can locate Students read with some fluency and can locate

and identify specific facts within a textand identify specific facts within a text Still have some difficulty understanding texts with Still have some difficulty understanding texts with

material presented in a de-contextualized manner, material presented in a de-contextualized manner, with complex sentence structures and /or abstract with complex sentence structures and /or abstract vocabularyvocabulary

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Advanced level ELLs

Students can read independently, but with some Students can read independently, but with some comprehension problemscomprehension problems

Students can produce texts on their own for both Students can produce texts on their own for both personal and academic purposes but errors persist personal and academic purposes but errors persist in structure, vocabulary and overall organization in structure, vocabulary and overall organization of the material (TESOL, 1997)of the material (TESOL, 1997)

Teacher prompts: Summarize the story. . ., Tell me Teacher prompts: Summarize the story. . ., Tell me what this means when . . . what this means when . . .

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ELLs can do higher level thinking

Consider Bloom’s Taxonomy and the stages Consider Bloom’s Taxonomy and the stages of second language acquisition across the of second language acquisition across the boardboard

Consider language function as the way to Consider language function as the way to consider tasks to move ELL from concrete consider tasks to move ELL from concrete to abstract learningto abstract learning

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Break down tasks according to language functions that can be done at each proficiency level from concrete to abstract

Beginning level ELL:Beginning level ELL: Show knowledge by arranging, ordering, labeling, Show knowledge by arranging, ordering, labeling,

reproducing- visual, simple words, simple phrasesreproducing- visual, simple words, simple phrases Show comprehension by pointing to visuals that answer Show comprehension by pointing to visuals that answer

questions, use simple words to tell something, give simple questions, use simple words to tell something, give simple phrase explanations or reasonsphrase explanations or reasons

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Beginning ELLs move to application reasoning Show application by making choices of Show application by making choices of

visuals, dramatizing what would happen visuals, dramatizing what would happen if . . . using visuals as prompts; illustrating, if . . . using visuals as prompts; illustrating, writing, telling, in one word or simple writing, telling, in one word or simple phrases what would happen next, or what phrases what would happen next, or what they interpret as happening in a specific they interpret as happening in a specific situationsituation

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Beginning ELLs move to analysis reasoning ELLs can show ability to analyze , ELLs can show ability to analyze ,

calculate, categorize, compare and contrast, calculate, categorize, compare and contrast, criticize, differentiate, examine, and criticize, differentiate, examine, and experiment by pointing to visuals to answer experiment by pointing to visuals to answer questions; naming things, using phrases , questions; naming things, using phrases , adjectives to show differences, results to adjectives to show differences, results to experiments in specific situationsexperiments in specific situations

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Beginning ELLs can synthesize

ELLs can arrange visuals in order, put things ELLs can arrange visuals in order, put things together (puzzles, pictures, items) collect together (puzzles, pictures, items) collect (pictures, items) create, design, develop, organize (pictures, items) create, design, develop, organize and plan visuals, say words of things, ideas that and plan visuals, say words of things, ideas that are associated, have relationships, as well as short are associated, have relationships, as well as short phrases to show how they would set up, organize phrases to show how they would set up, organize something so it can do something elsesomething so it can do something else

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Beginning ELLs can evaluate

ELLs can argue, assess, attach, choose, ELLs can argue, assess, attach, choose, compare, defend, estimate, predict, rate, compare, defend, estimate, predict, rate, select, support, and evaluate visuals by select, support, and evaluate visuals by matching; answering questions with visuals matching; answering questions with visuals and one word phrases and examining and one word phrases and examining situations to give phrase answers situations to give phrase answers

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Intermediate ELLs can do the same with longer and more complex sentences At the knowledge level they can give the At the knowledge level they can give the

definitionsdefinitions At the comprehension level they can explain in a At the comprehension level they can explain in a

few sentences how to do somethingfew sentences how to do something At the application level they can explain how to At the application level they can explain how to

do something and apply it to something elsedo something and apply it to something else

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Intermediate ELLs

At the analysis level they can explain how something is At the analysis level they can explain how something is done for something else and in what way or mannerdone for something else and in what way or manner

At the synthesis level they can take information and add to At the synthesis level they can take information and add to it with their own thoughts and information from other it with their own thoughts and information from other sourcessources

At the evaluation level they can tell about consequences, At the evaluation level they can tell about consequences, argue different points of view, predict, rate, support their argue different points of view, predict, rate, support their viewpoints with sentences (remember there will still be viewpoints with sentences (remember there will still be grammatical and structural problems)grammatical and structural problems)

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Advanced ELLs can do all levels of thinking with near-native fluency and a few grammatical, structural problems

They can offer more detailed information at They can offer more detailed information at all levels, but still may need more time, all levels, but still may need more time, have some grammatical problems and may have some grammatical problems and may need some context provided.need some context provided.

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What’s next?

Apply language functions to real life Apply language functions to real life situations-BICs first, then CALPsituations-BICs first, then CALP

Set language objectives-determine the Set language objectives-determine the language functions and language structures language functions and language structures the student will need to participate in the the student will need to participate in the lesson lesson

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Some functions of language (adapted from J. Hill workshop, 3-5-08, MCREL) Agreeing/disagreeingAgreeing/disagreeing Asking questions for help, directions, how to do Asking questions for help, directions, how to do

something, for permissionsomething, for permission Classifying, comparingClassifying, comparing Explaining, hypothesizingExplaining, hypothesizing InferringInferring Refusing, sequencing, warningRefusing, sequencing, warning Describing, identifying, planning, Describing, identifying, planning,

reporting,suggesting, wishing and hopingreporting,suggesting, wishing and hoping2323

Recognize ELLs need specific organizers, sentence structures Teach Teach signal wordssignal words such as chronological such as chronological

sequence words- after, finally, initially, now, then, sequence words- after, finally, initially, now, then, first, last, later, third, second, preceding, next, first, last, later, third, second, preceding, next, soon, until, when, not long aftersoon, until, when, not long after

Teach Teach language structureslanguage structures such as sentence such as sentence starters-cloze frames; key words for vocabulary; starters-cloze frames; key words for vocabulary; real life mini lessons- teach grammatical usage for real life mini lessons- teach grammatical usage for authentic context- what they might really authentic context- what they might really encounter-role play, script, re-enact.encounter-role play, script, re-enact.

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Provide feedback

Make it correctiveMake it corrective Make it timelyMake it timely Be specific to a criterion (rubrics) so ELLs Be specific to a criterion (rubrics) so ELLs

know what to expectknow what to expect Let ELLs provide some of their own Let ELLs provide some of their own

feedbackfeedback

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One type of Feedback: WORD-MES

Word-MES (taken from J. Hill, McREL Word-MES (taken from J. Hill, McREL workshop 3-5-08)workshop 3-5-08)

Provide vocabulary Provide vocabulary WORDSWORDS MModel correct usageodel correct usage EExpand by using adjectives, adverbs, new xpand by using adjectives, adverbs, new

vocabularyvocabulary Help students “Help students “SSound like a book” (use ound like a book” (use

academic language)academic language)

Applying Word-MES

Pre-production/Pre-emergent- new vocabulary Pre-production/Pre-emergent- new vocabulary pictures and labels-rain drops, skypictures and labels-rain drops, sky

Early production/emergent- two word Early production/emergent- two word combinations, yes/no responses- Sky rains. “Yes, combinations, yes/no responses- Sky rains. “Yes, the sky rains and rains.the sky rains and rains.

Speech Emergent/basic- simple phrases- It rains Speech Emergent/basic- simple phrases- It rains all the time. “Yes, it can rain all the time.”all the time. “Yes, it can rain all the time.”

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Applying Word-MES

Intermediate/developing- sentence combinations Intermediate/developing- sentence combinations with some adjectives and adverbs- The blue sky with some adjectives and adverbs- The blue sky darkened and clouds formed. “Yes, the blue sky darkened and clouds formed. “Yes, the blue sky darkened quickly and large heavy clouds formed. darkened quickly and large heavy clouds formed. It will soon rain.”It will soon rain.”

Advance-Retell, provide information with Advance-Retell, provide information with additional words they have heard/read/seen additional words they have heard/read/seen elsewhere.elsewhere.

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Finally,

Enhance ELLs ability to understand, learn, and Enhance ELLs ability to understand, learn, and communicate what they have learned using mental communicate what they have learned using mental images that are produced in multiple ways.images that are produced in multiple ways.

The more ways an ELL can remember information The more ways an ELL can remember information the easier it will be for them to recall and use the the easier it will be for them to recall and use the information.information.

Use Howard Gardner’s Multiple Intelligences as Use Howard Gardner’s Multiple Intelligences as one way of helping you think of multiple ways to one way of helping you think of multiple ways to help ELLs learn and remember.help ELLs learn and remember.

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Recommendations for Classroom Practice Nonlinguistic representationsNonlinguistic representations Use graphic organizers to represent Use graphic organizers to represent

knowledge(teach how to use them too)knowledge(teach how to use them too) Have students generate physical models of Have students generate physical models of

the knowledge (materials and bodily)the knowledge (materials and bodily) Have students generate mental pictures of Have students generate mental pictures of

the knowledge they are learningthe knowledge they are learning3030

Recommendations continued

Use pictures or pictographs to represent knowledgeUse pictures or pictographs to represent knowledge Have students engage in kinesthetic, musical, visual, and Have students engage in kinesthetic, musical, visual, and

other multiple intelligence activities representing other multiple intelligence activities representing knowledge.knowledge.

Teach students how to summarize, and to use reciprocal Teach students how to summarize, and to use reciprocal teaching as another strategy.teaching as another strategy.

Teach students our text structures and what they meanTeach students our text structures and what they mean Provide lots of response time, plenty of practice in small Provide lots of response time, plenty of practice in small

groups of peers more than in whole class situationsgroups of peers more than in whole class situations3131

Summmary Consider English Proficiency levelsConsider English Proficiency levels Incorporate Higher level thinking activities/skillsIncorporate Higher level thinking activities/skills Consider language functionsConsider language functions Language structuresLanguage structures Set language and content objectivesSet language and content objectives Provide multiple ways to learn and practice of Provide multiple ways to learn and practice of

material geared to their levelmaterial geared to their level Allow time and provide plenty of VISUALSAllow time and provide plenty of VISUALS3232