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Sullivan School ELL Program. Stacie Lor (ESL teacher, Green Bay) Jim Haese (ESL teacher, Green Bay) Mai Lee Thor (ESL teacher, Green Bay) See Lee (ESL teacher, Green Bay). Ethnicity Population. Ethnicity Breakdown. Home Language & Programs. School Growth. In’s & Out’s. PLC Model. - PowerPoint PPT Presentation
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Stacie Lor (ESL teacher, Green Bay)Jim Haese (ESL teacher, Green Bay)
Mai Lee Thor (ESL teacher, Green Bay)See Lee (ESL teacher, Green Bay)
Ethnicity Population
Ethnicity Breakdown
Home Language & Programs
School Growth
In’s & Out’s
PLC ModelLinda Dorn
Lance M. Gentile
Research & FindingsHarvard Graduate School of Education Cambridge
With Proper Intervention, ESL students Not at Learning Disadvantage Conducted by Nonie Lesaux, assistant professor at the Harvard
Graduate School of Education 1,000 native English- and ESL- speaking children immersed in
mainstream English classrooms in Canada from K to 2nd grade Large sample of ESL students with diverse linguistic and social
backgrounds who entered kindergarten (33 different languages)
Screened children for reading difficulties Trained teachers to focus on pre-literacy instruction & intervention for students
who are at-risk for reading failure
Research & Findings cont.Key Findings
The study found that by the end of 2nd grade, the ESL children had attained reading skills that were similar to, and in some cases better than, their native English-speaking peers.
All children—regardless of their native language—are likely to benefit from early interventions.
Simultaneous achievement of English reading skills and language proficiency can be an effective process, but investment from the school district, staff resources and teachers are also necessary to achieve early literacy and vocabulary.
Progress Monitor studentsThere is a correlation between vocabulary development and
effective literacy instruction in ELLs.
Quotes “Instruction that provides substantial coverage in the key
components of reading—identified by the National Reading Panel (NICHD, 2000) as phonemic awareness, phonics, fluency, vocabulary, and text comprehension—has clear benefits for language-minority students.”
-Diane August & Timothy ShanahanDeveloping Literacy in Second-Language Learners:
Report of the National Literacy Panelon Language-Minority Children and Youth
2006
Quotes “At the conclusion of the lesson series the child is still in
need of rich opportunities for further development in the language of instruction. His exposure to English vocabulary and grammar has been limited, and many of the concepts he encounters in his classroom reading will be unfamiliar. However, after a series of Reading Recovery lessons the child then has three complementary routes to that further language learning, via oral language, writing, and reading.”
-Marie M. Clay (2005)
Language & Grammar Structure
AssessmentFountas & Pinnell
Vocabulary assessment 3x’s a year: October,
January, & May Assess students’ at grade
level expectations Assess students’
satisfactory (instructional) level
Instruct students at their satisfactory (instructional) vocabulary level
Assessment cont.How do I figure out my students’ “Satisfactory”vocabulary?
Fountas and Pinnell Reading vocabulary Assessment
Scores:(0-8)= Unsatisfactory(9-11)= Satisfactory(12-15)= Excellent
Assessment cont.Dr. Michael Graves – The Vocabulary Book
Four step strategy (inferring word meanings from context) Dictionary
Context-Dictionary-Discussion Procedure Definition-Plus-Rich-Context Procedure Context-Relationship Procedure Rich Instruction
Grade Level Vocabulary Reading Group• Before reading• Teacher picks at least 5 words from the book
that are relevant to the reading or words that you anticipate the students will not be able to problem solve on their own.
• Ask the student what he/she thinks each word means.
• Purpose: to determine if the student know any of the words before the reading.
EarthquakesText level U
Vocabulary words:DiajnqeegPuas ntsoogFeem ntaub
diajnqeeg
Puasntsoog.
Feemntau
Vocabulary Assessment: Progress MonitoringName:
Book Genre Level Date Words Before Reading
(0-5)= Unsatifact(6-8)= Satisfact(9-12)= Excellent
After Reading
(0-5)= Unsatifact(6-8)= Satisfact(9-12)= Excellent
Comments
Coming to America RealisticFiction
N 2-16 EthnicRefugees
OrdealShelter
4 Unsatisfactory
_____ Satisfactory______ Excellent
_____Unsatisfactory
6 Satisfactory
______ Excellent
All About Astronauts Non-fiction
N 3-29 GravityMissionCollegecamp
_____Unsatisfactory
8 Satisfactory
______ Excellent
_____Unsatisfactory_____ Satisfactory
10 Excellent
_____Unsatisfactory_____ Satisfactory______ Excellent
_____Unsatisfactory_____ Satisfactory______ Excellent
Vocabulary Activity Day 1 Procedure
Select 4 unknown words from the texts Write it on the white board Setting a purpose for reading Select 1 student to assess before reading and after reading Wrap up / discuss reading
Day 2 Procedure Discuss, share, and record the vocabulary words Discuss the reading in depth Writing Prompt (Inferential focus)
The New GirlText level O
Vocabulary words: menyuam niam noj mov siab
niam
Menyuam