MINGLE MYTHS

1
MINGLE MYTHS

• DIRECTIONS
• Read the EL myth and description you have been
  given.
• Mingle around the room and share/discuss your
  myth with a person who has a different myth (they
  are color-coded).
• Continue this process until you have been
  exposed to all 5 myths.
• Thoughts? Insights?

2
Differentiation to Support English Learners K
12February 19 and March 5, 2009

• Presented by
• Pat Eppard, TV/TIP Coordinator/Coach
• Andrea Perkins, TV/TIP Coach

3
There is no equality of treatment merely by
providing students with the same facilities,
textbooks, teachers, and curriculum for students
who do not understand English are effectively
foreclosed from any meaningful education. Basic
English skills are at the very core of what these
public schools teach. Imposition of a
requirement that, before a child can effectively
participate in the educational program, he must
already have acquired those basic skills is to
make a mockery of public education. We know that
those who do not understand (Academic) English
are certain to find their classroom experiences
wholly incomprehensible and in no way
meaningful.
Supreme Court Justice William O. Douglas
Writing for the Supreme Court
majority in Lau v. Nichols

January 21, 1974
4
Demo Lesson

• Comprenez-vous bien le français ?

5
French Lesson Small Group Discussion

• How did the experience feel?
• What helped you to understand what to do during
  the lesson?
• What implications does this experience have for
  you as a teacher?
• Refer to Classroom Conditions that Promote
  Language Learning (pages 2 and 3)

6
Purpose and Outcomes

• To effectively meet the needs of every English
  learner in our classroom by
• Creating a supportive learning environment.
• Implementing effective differentiated
  instructional strategies.
• Using assessment tools and data to inform
  instruction.

7
Who are the Language Learners we Serve??
8
Students with Academic Language Needs

Immigrant ELs successful schooling in L1
Immigrant ELs Inadequate schooling in L1
ACADEMICLANGUAGENEEDS
Standard English Learners
Other learners of Academic English
US Schooled Bilinguals
9
Writing Prompt

• Which type of language learner do you encounter
  most often in your teaching practice?
• What are your strengths and challenges in
  identifying and serving students in each group of
  language learners?
• Page 6

10
VOCABULARY

• Strategies and Activities
• to use
• in your Classroom!!

11
Preteaching VocabularyThe Seven-Step Process
(page 7)
Differentiation!
12
Sentence Patterning Chart (pages 8 through 12)

• Purpose
• Helps develop sentence structure
• Uses parts of speech
• Develops vocabulary and fluency
• Lowers student anxiety.

13
(No Transcript)
14
(No Transcript)
15
Colonists

• A fun chant!

16
Fill in the blanks!
17
(No Transcript)
18
Animals Everywhere
19
(No Transcript)
20
FROGS TOADS
21
Oh Susannah

• Time to sing along!

22
More Vocabulary Activities (pages 13 and 14)

• Homonyms
• Preteaching vocabulary before reading
• Reviewing and preteaching words in ongoing
  reading
• Reviewing words with numbered heads together
• Reviewing words with expert jigsaw

• Reviewing words before a test
• Reviewing words with vocabulary round table
• Reviewing words with vocabulary write-around
• Reviewing words with vocabulary amazing race
• Identifying words to reteach

23
Graphic Organizers! (pages 15 through 17)

• Freeology.com

24
HOMEWORK

• Select at least one A-Z Standards-Based Best
  Practice to try (see A-Z chart) Page 19
• Identify Academic Language Need students (page
  18).
• a. Label the type of Academic Language needs of
  each student.
• b. For EL students Identify their CELDT
  levels.

25
3 2 1 REFLECTION

• 3 I Learned statements
• 2 Ah ha moments/insights
• 1 Question I have is....
• Page 20