Though LPS has not adopted the Common Core State Standards; we are, as a district , working to ensure that all students are becoming critical thinkers who will be successful in college and in their careers. As a result, many content areas are using close reading as an instructional strategy. This session focused on how to use this strategy in the ELL classroom.
Please see some of the resources used in this session.
Resources:
Reading Continuum 6-12 Presentation
As we move toward more rigor in our curriculum it is important to recognize the needs of our ELL population. At this session we investigated aspects of the Common Core and how that impacts ELL students. We addressed three guiding questions:
•Why is there a movement for more rigorous standards and expectations?
•What is Common Core and how does it impact English Language Learners?
•What can we do to support/enable ELL students as they negotiate these academic demands?
In order for English Language Learners to work at an independent level on grade level materials, we need to focus on the language of the learning. When ELL students are in general education classrooms, what strategies will they be using? What will it look like? What will it sound like and what will they be expected to do to be an active member in the classroom and access learning at an independent level?
To access the General Education pacing guides for reading, the language required for each skill taught and the common strategies that are used across grade levels, please see the following supports generated by the ELL Instructional Coaches:
ELL Language Support Guides by Grade Level
Language Continuums
Language Continuum for Comprehension Skills and Strategies
Language Continuum for Grammar
Langauge Continuum for Vocabulary Strategies
Pacing Guides Across Grade Levels
Comprehension Strategies Pacing
Click here for supports in planning and using online resources, as well as for recommendations about what pieces would be most appropriate for use in instructing language learners.
To utilize some of the components McGraw-Hill Wonders curriculum in your ELL classroom digitally, please click here.
For further information about why ELLs need to have language presented at their language level and scaffolded instruction in order to progress through both language learning and speaking, listening, reading, and writing, please read more here.
Sheltered instruction is a teaching approach used to make content comprehensible for English learners while they are developing English proficiency. It is founded on the concept of providing meaningful instruction in the content areas (social studies, math, science) for transitioning Limited English Proficient (LEP) students towards higher academic achievement while they reach English proficiency.
A popular form of sheltered instruction is the SIOP Model (Sheltered Instruction Observation Protocol). It was developed through a 7-year research project funded by the U.S. Department of Education. A team of teachers and researchers worked together to review the literature for best practices in ELL and content teaching. The results of the partnership resulted in the SIOP Model composed of 8 components and 30 features. “The SIOP model shares many features recommended for high quality instruction for all students, but adds key features for the academic success of students learning through a second language.” (Echevarria, Vogt, & Short, 2004, p. 215
The ELL department is currently conducting several different SIOP trainings throughout the district. Please check out our SIOP web page for more information and to see resources we are sharing through our trainings. If you are interested in attending a SIOP training in the future or are interested in having SIOP training at your school, please contact your building’s ELL coach or Laura Salem, ELL Curriculum Specialist.
We are always working at moving students toward grade level curriculum. The work we do to provide students English language development with text that is accessible for their language level is crucial in helping them progress through the four domains of language.
Please examine the supports we’re providing. These supports give students a chance to rehearse academic language, skills, and strategies that they will encounter in their general education classrooms while using text that is accessible with teacher support and text that is accessible independently. Both are vitally important as we scaffold and solidify language for kids.
K-1 Planning with the Reading Continuum Exemplar
2-5 Planning with the Reading Continuum Examplar
K-1 Blank planning template as a PDF
2-5 Blank planning template as a PDF
K-1 Blank planning template that you can adapt
2-5 Blank planning template you can adapt
“What do I do? This student has no English! They can’t possibly…”
Ah, but they can! We just have to do a few things differently! Our Level One students are acquiring language all day long. We have to make “input” more comprehensible for them and try to create as many “i+1” moments as we can by providing scaffolds and reframing our brain about what “output” can look like.
Language is acquired through “input.” But “output,” or using that language to share your thinking and understanding, is what makes you smarter! Level One students can share their thinking in many different ways. Some helpful ways to support language input and output for Level One ELLs can be found in the resources below.
Level One Scaffolds and Supports
To see one of those scaffolds in action, click here to watch!
The following websites are great for Read Alouds and can easily be paired with a retelling activity, or simply drawing “I liked the part when…” One suggestion…preview the texts beforehand to make sure they are comprehensible! Sometimes, it is difficult to understand the story if the pictures don’t flow well with the text.
Language Notebook Response Ideas for Online Read Alouds
Sundance Literactive Readers: Leveled Readers Meegenius
You can even find some celebrities reading books aloud here:
Storyline Online Read to Me Speakaboos
World Book-Early World of Learning (which has books AND learning games!)
Find great introduction and practice for English language structures, vocabulary and early literacy skills at…
To access language support from Lincoln City Libraries, follow the steps found here.
***To make your own Level One Kit, find a list of all the ingredients here!***