Effective Tier I Instruction

For English Language Learners

Supplemental Materials Packet

1

9/2010

Activating Your Prior Knowledge: Prior to Video #1

What are some research-based instructional strategies that you currently use? / Why are they effective?

During Video #1

Lesson Objective: Students will solve multiplication and division problems with models and picture sets.

What general effective teaching strategies did the teacher use? / How could the teacher modify instruction for ELLs to further enhance the quality of instruction? What else could the teacher have done to make content more comprehensible for ELLs and to enhance opportunities for output for ELLs?
Before Lesson
During Lesson
After Lesson

Best Practices for Classroom Instruction: After Video #1

Some Researched Based Effective Teaching Strategies that work for ALL Students, including ELLs.
Set content and language objectives / Frontload new concepts/information/vocabulary
Activate and build prior knowledge / Scaffold instruction
Use non-linguistic representations (visuals, realia, hands-on materials for practice) / Give ample wait time
Use graphic organizers / Focus on higher order questioning
Develop academic vocabulary through explicit, strategic vocabulary instruction / Provide specific feedback
Use cooperative learning / Provide frequent opportunities for interaction and oral/written practice

Other Effective Teaching Strategies more specific to ELLs:

· Clarify concepts in L1.

· Encourage development of L1.

· Adapt content to language proficiency levels.

· Modify teacher speech (slower rate, use of idioms, enunciation).

· Connect to students’ native language and culture.

Sources:

Echevarria, Vogt & Short. (2000). Making Content Comprehensible for English Language Learners.

Marzano. (2001). Classroom Instruction that Works.

Marzano and Pickering. (2005). Building Academic Vocabulary.

Some Adaptations for Lesson #1

1. Explicit Academic Vocabulary Instruction – Before, during, and after instruction:

To consider:

1. Different ways to say same thing (i.e. remainder, part of, left over)

2. Words with multiple meanings (i.e., value, point)

3. Idioms (better value and better deal)

4. Words that an non-ELL would know, but not an ELL (i.e. item)

Vocabulary Journals

Meaning in my own words:
1. Price, worth money
2. Importance, respect / Examples and Non-Examples:
1. “high value” = diamond, ruby, car
“low value” = rice,
2. I value my friends / My own sentence:
The car’s value is $20,000.
The car is valuable.
I value my parents.
It’s value is high.
Picture / VALUE / Word Family and
other words I think of:
Verb: value
Noun: value
Adj: valuable
Adv:
French: valoir
Sp: valor, valorar

2. Set a language objective:

Content objective: Students will solve multiplication and division problems with models and picture sets.

Possible language objectives:

Students will explain orally and in writing how to determine the best value when comparing prices.

Students will write story problems for division problems using items they would buy in a store using the terms “cost” and “how much”.

3. Provide scaffolds for language:

Sentence starters for academic conversation:

Divide the ______by the ______.

If we equally divide ______by ______, we ……

One ______costs exactly ______.

One ______costs approximately ______.

almost

close to

Sentence frames for explanation of how to perform the classroom task:

To figure out how much ______cost, we ______the price by the

______.

To find out the price of ______, we ______then ______. We concluded that ______.

Sentence frame for an oral or written assessment task:

Assessment task: Write a story problem using the words “cost” or “value” for the problem below.

If a box of ______costs ______and there are 4 ______in the box, then 1

______costs ______.

4. Increase opportunities for output for an ELL during group work:

A. Clear instructions (oral and written in steps)

B. Individual think time before task - Before doing the task, ask each student to first think about how they would draw the picture to find out how much an item costs (more time for an ELL to gather their thoughts, a form of wait time).

C. Think-Pair-Share - Before calling up volunteers to explain what they did, ask students to think about what they did and explain to a partner in their group. Then ask for volunteers.

D. Structured roles/task

Example #1 Example #2- Big Brain

Facilitator Reads the questions – Reader reads

Notetaker Brainstorm together – Leader facilitates the brainstorming

Summarizer Individuals write answer in journal. Publish with evidence.

Presenter Share and advise each other on published work

E. Numbered Heads

·  Students in each group number off.

·  Teacher asks a question.

·  Students in each group put their “heads together” to decide on an answer. All students are responsible for knowing the answer.

·  Teacher chooses a number at random. Students with that number raise their hands.

Teacher calls on one or more students to answer.

Video #2: Interpreting Literature

Lesson Objectives: 1. Generalize about universal themes, human nature, cultural and historical perspectives from reading multiple texts, 2. Explain how certain actions cause certain effects, 3. Extend the meaning of a text by expressing an insight implied but not stated.

What general effective teaching strategies did the teacher use? / How could the teacher modify instruction for ELLs to further enhance the quality of instruction? What else could the teacher have done to make content more comprehensible for ELLs and to enhance opportunities for output for ELLs?
Before Lesson
During Lesson
After Lesson

Some Adaptations for Lesson #2

Part I: Student-Selected Reading

· Assess students reading level using DRA or lexiles and look for leveled books on topic.

Some resources:

High interest, low level readers: http://www.hip-books.com/index.php

Non-fiction and adapted classics: http://www.penguinreaders.com

Adapted classics - Google search: “Pearson pacemaker classics” (adapted classics)

Hi interest- low read graphic novels: http://www.garethstevens.com

How to get a lexile level: http://www.lexile.com/about-lexile/How-to-get-lexile-measures/norm-formative/

Free Lexile Reading Level Wizard: http://www.barnesandnoble.com/reading-level-reading-books-lexile/search.asp

· Assign same book to an ELL and a buddy (ELL or Non-ELL). Students can partner read or non-ELL could read and the ELL follow along.

· Use bilingual books or books in native language.

· Use books on tape for self-guided reading.

Part II: Preparing Students for Reading (i.e. scaffolding, frontload concepts and vocabulary)

Different texts (on students’ reading level)

· Teacher previews text with ELL students to activate and build prior knowledge.

· Students skim through chapter before reading to find words they don’t know. Students use bilingual dictionary to find translations if student is literate in L1. Students keep personal dictionaries with word/native language translation/ example from the text/picture/ and/or original sentence. Student meets with teacher to go over words.

· Teacher provides graphic organizer to help students better understand the reading.

Same text (more advanced than student’s reading level)

· Highlight most important information in text. ELL student can read only highlighted parts.

· Provide oral/written summaries of each chapter prior to reading. (The student who always likes to read ahead can create simple written summaries).

· Create anticipation guides to focus reading.

· Frontload vocabulary using pictures and context.

The Giver – Chapter 1 Vocabulary

Word in English / Meaning / Picture / In a sentence / Word in Your Native Language
Frightened (adj. – feeling / Scared / / The girl was frightened on the slide.
When were you frightened?
I was frightened when …
Fascinated (adj.-feeling) / Very interested in / The baby is fascinated with the toy.
What fascinates you?
I am fascinated by…
Community (noun – thing) / Group of people / The people in the community help each other.
How do the people in your community act?
The people in my community…
Punishment (n – thing)
Punish (verb) / / He was punished for stealing the cookie.
Have you ever been punished? What was your punishment?
I was punished when…
Scold (verb)
Scolding (n) / His mother scolded him for breaking the window. His mom gave him a scolding.
Have you ever been scolded?
Apologize (v.)
An apology (n.) / Say you are sorry / He apologized for breaking the window.
He gave an apology.
When did you have to apologize for doing something?
Apprehensive (adj – feeling) / Worried about the future / / She was apprehensive on the first day of school.
Were you apprehensive the first day of school? Why or why not?
Ritual (n – thing) / A ceremony / Marriage is an important ritual
in many religions.
What are important rituals in your culture?

Part III: Objectives

· Create language objectives:

Content objective:

Express insight and make inferences about Jonas’ community based on the information in chapter 1.

(CT GLE: Extend the meaning of a text by expressing an insight implied but not stated)

Language Objectives:

1. Summarize in writing chapter 1 using key vocabulary words.

2. After reading chapter 1, using sentence starters, orally explain to a partner, what you know and wonder about the community Jonas lives in.

Part IV: Group Discussions (Different text or same text)

· Prepare guiding question(s) to structure the group discussions

· Have ELLs jot down their ideas first using English and/or native language or draw pictures to help them frame response to guiding questions (Think and Jot)

· Give ELLs sentence starters to help frame ideas

· Have students think-pair-share in twos before opening up whole group discussion

· After a think and jot do a round robin to ensure that every one has a chance to express their idea.

Part V – Written Response

· Give students sentence starters or sentence connectors (see next page)

· Use journals to assess comprehension and teacher responds with correct models of grammar instead of grammar corrections.

· Teach students to use a free write/focus write approach (i.e., http://writing2.richmond.edu writing/wweb/freewrite.html)

Steps:

Jot down your ideas without paying attention to grammar, punctuation, etc.

Read what you wrote and circle main ideas

Develop outline based on main ideas

Expand on main ideas

· Use writing process for formal writing (plan, draft, revise/edit/proofread, rewrite, publish)

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9/2010