Classroom Instruction that Works with English Language Learners

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Classroom Instruction that Works with English
Language Learners

• Reading Coaches Meeting
• Thursday, December 14, 2006
• NOVA Southeastern University

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Goals

• To show how Marzanos High Yield Strategies can
  be modified to help English Language Learners
  (ELL) to acquire content and language skills,
• To assist you in reaching and teaching your
  steadily increasing population of ELL students.

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Buzzword

• Research-Based

• No Child Left Behind Act
• Teachers can no longer rely solely on their
  knowledge of best practices
• Teachers can no longer rely solely on their years
  of experience

Chapter 2, pp. 14-21
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Mid-continent Research for Education and
Learning(McREL)

• Paradigm shift
• Shift from viewing teaching as an art toward
  viewing teaching as a science
• Shift in educational thinking studies from the
  60s and the 70s indicating that school quality
  accounted for only 10 of differences in
  students performance were not completely
  accurate.

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Stages of Second Language Acquisition

• Preproduction
• Early Production
• Speech Emergence
• Intermediate Fluency
• Advanced Fluency

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Stages of Second Language Acquisition

• Preproduction
• The student
• Minimal comprehension
• Does not verbalize
• Nods Yes or No
• Draws and points
• 0-6 months
• Teacher prompts
• Show me
• Circle the
• Where is
• Who has

• Early Production
• The Student
• Limited comprehension
• One- or two-word responses
• Participates using key words and familiar phrases
• Uses present-tense verbs
• 6 months to 1 year
• Teacher prompts
• Yes/No questions
• Either/or questions
• One-or two-word answers
• Lists
• Label

See Figure 2.1, page 15
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Stages of Second Language Acquisition

• Speech Emergence
• The student
• Good comprehension
• Simple sentences
• Makes grammar and pronunciation errors
• Frequently misunderstands jokes
• 1-3 years
• Teacher prompts
• Why?
• How?
• Explain
• Phrase or short-sentence answers

See Figure 2.1, page 15
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Stages of Second Language Acquisition

• Intermediate Fluency
• The student
• Excellent comprehension
• Few grammatical errors
• 3-5 years
• Teacher prompts
• What would happen if?
• Why do you think?

• Advanced Fluency
• The student
• Near-native level of speech
• 5-7 years
• Teacher prompts
• Decide if
• Retell..

See Figure 2.1, page 15
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Surface and Deeper Levelsof Language Proficiency
Language Process
Conversational Proficiency
Cognitive Process
Knowledge Comprehension Application Analysis
Synthesis Evaluation
Pronunciation Vocabulary Grammar Semantic
Meaning Functional Meaning
Cognitive/Academic Proficiency
Figure 2.2, page 17
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Word-MES Strategy

• Work on word selection with Preproduction
  students
• Model for Early Production students
• Expand what Speech Emergence students have said
  or written
• Help Intermediate and Advanced Fluency students
  sound like a book

Chapter 2, page 19
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High Yield Instructional Strategies
Percentile Gain 45 34 29 28 27

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations

Marzanos Classroom Instruction that Works
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High Yield Instructional Strategies

• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

Percentile Gain 27 23 25 22
Marzanos Classroom Instruction that Works
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Setting Objectives and Providing Feedback

• Imagine that you are invited to go on a road
  trip with a trusted friend.  As you settle into
  the passenger seat of the car, you wonder where
  the trip might take you.  However, the driver is
  not clear about the destination, or does not tell
  you.  As the car moves along down the road, you
  look out the window with a sense of bewilderment
  and confusion.  Your head is filled with
  questions  Where are we going?  Are we going to
  make any interesting stops along the way?  Will
  the driver ever let me in on whats happening or
  give me any hints about our final destination? 
  What will happen when we reach our destination? 
  Will I ever get a chance to let the driver know
  what I am thinking as we drive along?  And
  finally, why does this all have to be such a big
  mystery?

Oliver, B. Framing the Learning
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Setting Objectives and Providing Feedback

• The kind of scenario described above is
  unlikely.  None of us, as adults, can imagine
  ourselves on a trip with a friend where we are
  completely in the dark about the trips purpose
  or destination.  However, the above description
  serves as a metaphor for how students might feel
  in classrooms every day.  Often teachers, without
  meaning to cause confusion, begin a unit or a
  series of lessons without giving students the
  information they need to maximize the potential
  learning that will follow. The students are not
  told what they are expected to learn, how they
  will go about learning the new content or skill,
  or how they and their teacher will know that
  learning has taken place.  Students are left to
  their own devices to piece together clues as they
  try to figure out what is going on.  With careful
  planning, teachers can significantly diminish or
  completely eliminate any sense of confusion that
  a student may experience by carefully thinking
  through how they will introduce new learning to
  their classes and how they will ensure that
  students are learning as the unit unfolds.

Oliver, B. Framing the Learning
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Setting Objectives and Providing Feedback

• Systematic language development must take place
  for students to develop academic literacy skills.
• A firm foundation in academic English skills is
  needed in order to meet content standards and
  pass challenging tests.

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Reasons for Combining Language Objectives with
Content Objectives

• Language forms and vocabulary will develop as
  students study areas of interest.
• Motivation plays a role in learning complex
  language structures.
• Teachers can activate and build on students
  prior knowledge in the content area.
• Language structures and form should be learned in
  authentic contexts rather than through contrived
  drills in language workbooks.

Brinton, Snow, and Weshe (1989)
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Language Functions in the Classroom

• Explaining
• Expressing likes and dislikes
• Expressing obligation
• Expressing position
• Hypothesizing
• Identifying
• Inferring
• Planning and predicting
• Refusing
• Reporting
• Sequencing
• Suggesting
• Warning
• Wishing and hoping

• Agreeing and disagreeing
• Apologizing
• Asking for assistance or directions
• Asking for permission
• Classifying
• Commanding/giving instructions
• Comparing
• Criticizing
• Denying
• Enquiring/questioning
• Evaluating

Chapter 3, pp. 25-Gibbons, (1991)
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Setting Objectives and Providing Feedback

• Subject Math
• Content Objective To comprehend the differences
  between two or more polygons.
• Language Objective To __________ the
  similarities and differences between two or more
  polygons.

discuss
classify
list
Pages 26-27
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Identifying Vocabulary and Key Concepts

• Importance of teaching vocabulary in relation to
  reading comprehension.
• Vocabulary learning processes include
• Discovering cognates
• Using strategies for inferring meaning from text
• Finding root words
• Participating in activities outside the classroom
  to deepen word meanings

(Page 27) Beck, McKeon, Kucan, 2002 Marzano,
2004 Paynter, Bodrova, Doty, 2005.
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Constructive Feedback

• Comprehensible
• Useful
• Relevant

• Model by repairing
• Model by reformulating

(Pages 31-32)
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II. Nonlinguistic Representations

• Knowledge is stored in two ways
• Linguistically
• Nonlinguistically
• Mental pictures
• Physical sensations
• Meaning cannot be conveyed to ELLs through words
  alone.

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Nonlinguistic Representations

• Classroom Example
• Subject Science
• Content Objective To classify organisms based on
  physical characteristics.

(Pages 41-42)
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Nonlinguistic Representations
Cold-blooded
Body Temperature Control
Lungs
Vertebrate
Breathe
Structure
Most lay eggs
Scales
Body Covering
Reproduce
Some born alive
Dry Skin
Turtles
Groups
Habitat
Lizards
Land
Alligators crocodiles
Snakes
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Nonlinguistic Representations

• The class reads the following passage
• What are the main characteristics of reptiles?
• A reptile is a cold-blooded vertebrate that has
  lungs and dry skin. Almost all reptiles have
  scales. Most reptiles live on land and lay eggs.
  Some give birth to live young. The eggs of
  reptiles are laid on land. These eggs have a
  tough covering that prevents the eggs from dying
  out on land. There are four main groups of
  reptiles. These are the alligators and
  crocodiles, the snakes, the lizards, and the
  turtles.

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Nonlinguistic Representations

• Classroom Example
• Write a Language Objective for this lesson.
• How would you present this topic differentiating
  the lesson according to the levels
• Preproduction
• Early Production
• Speech Emergence
• Intermediate/Advanced Fluency

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III. Cues, Questions, and Advance Organizers

• Three Question-Answer Patterns
• Question-response-evaluation
• Question-response-feedback
• Student-organized interaction

Simich-Dudgeon (1998)
pp.45
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Matching the Level of the Questions to the
Stages of Language Acquisition i 1
See Figure 2.1, page 15
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Cues, Questions, and Advance Organizers

• Four main types of Advance Organizers
• Expository (new content)
• Narrative (introduce what will be covered
  story-like)
• Skimming (SQ3R)
• Graphic (how to use organizers)

pp.48-52
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IV. Cooperative Learning

• Cooperative learning strategies foster language
  acquisition.
• Heterogeneous grouping
• Positive interdependence
• Face-to-face interaction
• Individual accountability
• Interpersonal and small group skills
• Group processing

pp. 55-61
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V. Summarizing and Note Taking

• Chamot OMalley, 1994, CALLA
• Explicit instruction of the strategy
• Short, 1994
• Importance of recognizing signal words

pp.62-76
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Summarizing

• Classroom Recommendations
• Teach the rule-based summarizing strategy
• Model the strategy again and again
• Attach nonlinguistic representations
• Use summary frames
• Set of questions to extract important information
  (Appendix B, pp. 123)
• Instruct students in reciprocal teaching as an
  aid to understanding expository text
• Reciprocal teaching is a type of dialogue that
  students use to create meaning from text

pp. 63-64
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Note Taking

• Classroom Recommendations
• Give students teacher-prepared notes
• First step in modeling good note taking
• Teach students a variety of note-taking formats
• Model the different formats along with clear,
  concise explanations
• Use combination notes
• Linguistic and nonlinguistic formats

pp. 69-72
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Homework andPractice

• Homework provides students with opportunities to
  
• practice,
• review,
• and apply knowledge.

pp. 77-78
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Guidelines RegardingHomework for ELLs

• Homework should include
• Concrete, nonlinguistic examples such as
  pictures, visual organizers, graphics, etc.
• Opportunities for students to ask questions and
  discuss assignments orally
• Native language support through bilingual tutors,
  instructions, or materials
• Peer support for note taking and homework
• Modified or additional instructions
• Tips and strategies for learning

In the Classroom A Toolkit for Effective
Instruction of English Learners (n.d.b.), NCELA
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Classroom RecommendationsHomework

• Establish and communicate a homework policy
• Design homework assignments that clearly
  articulate the purpose and outcome
• Feedback should be varied

pp. 79 Page 80 How to Adapt for ELLs
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Classroom RecommendationsPractice

• Deepen students understanding of content and
  proficiency of skills
• Teachers can carefully point out errors and
  common difficulties
• Attain automaticity

pp. 83
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Classroom RecommendationsPractice

• Ask students to chart their speed and accuracy.
• Design practice that focuses on specific elements
  of a complex skill or process.
• Plan time for students to increase their
  conceptual understanding of skills or processes.

pp. 83
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VII. Reinforcing Effort and Providing Recognition

• Reinforcing effort and providing recognition
  affect student attitude and beliefs.
• The Affective Filter Hypothesis
• Feelings
• Self-confidence
• Motivation

Krashen Terrell, 1983
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Reinforcing Effort and Providing
RecognitionClassroom Recommendations

• Explicitly teach students the importance of
  effort
• Track effort and achievement
• Personalize Recognition
• Use the pause-prompt-praise strategy
• Use concrete symbols of recognition

pp. 89-93
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VIII.Generating and Testing Hypotheses

• Access prior knowledge
• Apply new knowledge
• Explain conclusions

pp. 95
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Generating and Testing Hypotheses

• Classroom Recommendations
• Teachers should use a variety of tasks that
  emphasize generating and testing hypotheses
• Decision making
• Problem-solving
• Invention
• Experimental inquiry
• Historical investigations
• System analysis
• Teachers should require students to verbalize
  their hypotheses and conclusions

pp. 97
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IXIdentifying Similarities and Differences

• Students learn content at a
• deeper level.

pp. 95
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Identifying Similarities and DifferencesClassroo
m Recommendations

• Remember to use different methods
• Model each method
• Begin with familiar topics
• Use graphic organizers
• Guide ELLs through the process, but lessen the
  support as you repeat activities

pp. 103-104
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We think too much about effective methods of
teaching and not enough about effective methods
of learning. John Carolus S.J.