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Trish Skillman Presentation

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Information about Trish Skillman Presentation
Education

Published on January 16, 2008

Author: Silvestre

Source: authorstream.com

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Slide1:  Les stratégies essentielles Pour des étudiants divers Un exemple démonstratif: L’étudiant de la langue anglaise L’Académie d’Eté de l’Association Scientifique des Régions Cascades et Olympique Slide2:  Essential strategies for diverse learners Effective strategies for all A case in point: The English Language Learner Trish Skillman, Director Teaching English to Speakers of Other Languages (TESOL) Program North Cascades and Olympic Science Partnership Summer Academy Diversity in our classroom:  Diversity in our classroom Our classrooms are becoming more diverse Various gifts, talents, and learning styles Different kinds of disabilities Behavioral challenges Different cultural and linguistic backgrounds Immigrants, speakers of dialect, non-exposure to academic English Culturally and Linguistically Diverse Learners:  Culturally and Linguistically Diverse Learners 1 in 3 children nationwide is from an ethnic or racial minority group 1 in 7 speaks a language other than English at home 1 in 15 was born outside the US Drop out rate: 1/10 non-Hispanic white, 1/4 African Americans, 1/3 Hispanics, 1/2 Native Americans, 2/3 Immigrants Slide5:  Dr. Richard Gomez, OSPI, August Institute 2002, www.k12.wa.us/MigrantBilingual/presentations A Multilingual / Multicultural State:  A Multilingual / Multicultural State 181 Languages (70,431 / 7.1%) 90 Languages have less than 10 speakers each 8 Languages spoken by 1000+ Students (86%) Spanish 43,656 (62%) Russian 5,233 (8%) Ukrainian 3,432 (5%) Vietnamese 2,953 (4%) Korean 1,858 (3%) Cambodian 1,152 (2%); Somali 1,134 (1.5%) Tagalog 1,047 (1.5%) of 187 Districts 22 have > 25% & 21 have > 1,000 Dr. Richard Gomez, OSPI, August Institute 2002, www.k12.wa.us/MigrantBilingual/presentations Slide7:  One lesson fits all? Clearly ineffective Separate lesson plans? Unrealistic Start with Best Practices that are helpful to all learners Many of which we know, but must now be intentional about using Universal Design: All students learn better when :  Universal Design: All students learn better when Academic content and language objectives are clearly defined Explanations and expectations for academic task are modeled and clear Visuals, graphic organizers, and supplementary materials are used There are opportunities for hands–on learning and inquiry There is task-based interaction/discussion in cooperative groups Thinking and learning strategies are explicitly modeled They can build on their background experiences, knowledge, and strengths Key vocabulary and concepts are emphasized Students’ ability to participate in science is dependent on language ability :  Students’ ability to participate in science is dependent on language ability Listening: need to understand us when we speak/lecture/demonstrate enunciate, model, visually supported, pre-teach vocab Speaking: need to demonstrate understanding by speaking/ reporting provide sentence stems, cooperative learning, questioning Reading: need to gain information from the written text Start with demonstration—use social language to teach academic language and concepts, pre-teach vocab Writing: Need to record, analyze, and report Use graphic organizers, diagrams, provide structures Slide10:  Based on graphic by Jim Cummins Slide11:  Language shock 2 L’ete 2004:  L’ete 2004 Le Transfer d’ Energie L’ete 2005:  L’ete 2005 Vivants Non-vivants Slide14:  Un poisson a besoin d’eau pour survivre Activite 1(A):  Activite 1(A) Les ________ ont besoin de __________ Les organismes vivants ont besoin de ____?______ Pourquoi? Les ont besoin de parce que……. Les organismes vivants ont besoin de….parce que… Slide16:  Les organismes vivants ont besoin de__?___ pour survivre? POURQU0I? Slide17:  Les organismes vivants ont besoin de__?___ pour survivre? Activite 1 (A) Activite 1 (B) Vous Vos etudiants Slide18:  Academic Social BICS/CALP based on graphic by Jim Cummins, Canadian Linguist and Researcher Slide19:  Volcanoes that erupt regularly are known as active volcanoes. There are about six hundred active volcanoes on Earth’s surface. However, only fifty to sixty active volcanoes erupt in any given year. Whether sitting in silence or erupting with violence, volcanoes have intrigued people for thousands of years. In an attempt to explain the immense power and unpredictable behavior of volcanoes, our ancient ancestors created myths about evil gods that lived within volcanoes. When angered, the gods would display their fury with eruptions. Today, scientists explain volcanoes without relying on angry gods. However, the true causes for volcanic eruptions are as fascinating as the ancient myths. From Volcanoes, by Michael George © 1993 by Creative Education. Reproduced with permission in Why Reading Is Hard by CAL Length of Time Required to Achieve Age-Appropriate Levels of Social and Academic Language Proficiency:  Length of Time Required to Achieve Age-Appropriate Levels of Social and Academic Language Proficiency 2 years 5-7 (up to 10 ) years ESL learners Native English Speakers Based on Cummins (1991), Collier (1995) Practice: Strategies to help with language:  Practice: Strategies to help with language Teaching the text backwards Using the question hierarchy Introducing important vocabulary/concepts first Using social language to explain Teaching academic language by “sandwiching” Shorten-sharpen-share Sheltering Instruction: Building Background TEACH THE TEXT BACKWARDS! :  Sheltering Instruction: Building Background TEACH THE TEXT BACKWARDS! Read the Text Do the applications/Expansions Answer the Questions Discuss the Material Discuss the Material Answer the Questions Do the applications/Expansions Read the Text For students with emerging English proficiency: the Question Hierarchy:  For students with emerging English proficiency: the Question Hierarchy Yes/No questions (good for students in their “silent” period of language acquisition) Either/Or questions (good for students who are just starting to produce words) What/where (require a word or phrase to answer Why/how require a complete clause to answer **Personalizing questions to connect Vocabulary: specialized and not:  Vocabulary: specialized and not Teach “scientific register”: The passive voice everyday meaning (BICS) vs. academic meaning (CALPS) ie: force, table, mass, sort, group, draw Sandwich vocabulary & Explore roots “First I show the kids what we’re doing without all the terminology, then I add it.” “What you did was ‘chromatography’… ‘chroma’ means color” Use first language as a resource Sandwiching: Social/Academic language activity 1:  Sandwiching: Social/Academic language activity 1 Student asks about word Teacher “sandwiches response” Gives an example, draws a picture, demonstrates Recall last summer Inanimate objects Develop a flow chart We will use similar representations The flow of energy and matter Things people consume An important component Sandwiching: Social/Academic language activity 2:  Sandwiching: Social/Academic language activity 2 Student asks about word Teacher “sandwiches response” Gives an example, draws a picture, demonstrates Write sentences to illustrate how matter is transferred Record the characteristics Group the items List the criteria you choose Observe the color in each tube Below are three methodologies Set the paper aside to dry Slide28:  The following is a list of some things people consume: Cereal ice-cream butter apple sauce Grape juice potatoes whole milk chicken Karo syrup lima beans flour peanut butter Tofu peas water soda pop Rice vegetable oil egg white These consumables could be grouped in a number of ways. Work with your group and develop a system to group the items by similar type and record the characteristics of each type. Slide29:  Record your observations in the table below The solutions with the indicators can be disposed of in the sink After boiling, which of the solutions changed color after reacting with indicator #1 Slide30:  helpful necessary Share objectives with students Use graphic organizers/pictures Model what you want student students to do Clear, explicit expectations Teach strategies explicitly to do or produce Slide31:  helpful necessary Teach vocabulary and academic language Build background/preteach vocabulary Sandwich social and academic language Provide sentence patterns Allow/encourage L1 use & development Provide alternative assessments language ‘lite” but content “rich” Use y/n, either/or questions, too. Use graphic organizers for assessment Slide32:  La Fin - The End Merci! - Thank you!

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