ELLRefresher

Assessment Modification Definition: Assessment modifications are changes made to an assessment in order to fairly gauge a student’s capabilities when the standard format conflicts with specific student inabilities. Specifically for ELL students, when you want to test their knowledge of science or math, using English creates a greater struggle for them than other students. Because the test is not supposed to test their English ability, modifications can help students reveal their depth of knowledge if appropriately applied. Examples Translation : By translating the test material to the student’s native language, the barrier of English ability is removed. The students can respond in their native language, which can be translated back to English. However, this modification is only useful if the child is literate in their first language. One major issue with working with ELLs is that many lack literacy skills in their first language. Also, when using automated tran...

Open Sorting Tasks Definition: An activity in which target vocabulary terms are given to students, and then the students are asked to organize the vocabulary into categories that they come up with on their own. Purposes: To increase comprehension To develop organizational skills To provide collaborative learning To understand categorical distinctions Step 1. Select the critical terms that you want the students to learn. Step 2. Provide the words for the students and ask them to figure out the best way to categorize them. Step 3. Ask the students to work in pairs, and ask them to discuss why they choose the different categories. Step 4. Review the responses as a whole class. Step 5. For a twist, add in a new item that might confound the student categories. Example: Let’s say you want to teach a unit on different forms of government. Step 1. Choose laws or features that might be clearly divided between a democracy and a...

Closed Sorting Tasks Definition: An activity in which target vocabulary terms are given to students, and then the students are asked to organize the vocabulary into specific, given categories. Purposes: To increase comprehension To develop organizational skills To provide collaborative learning To understand categorical distinctions Step 1. Select the critical terms that you want the students to learn. Step 2. Organize the words into natural categories. Step 3. Jumble the terms and provide the students with the categories. The words should not be assigned to categories--that will be the students job. Step 4. Ask the students to work in pairs, and ask them to discuss why they choose the different categories. Step 5. Review the responses as a whole class. Example: Let’s say you want to teach a unit on the differences between eubacteria and archaebacteria . Step 1. Choose the terms that you want students to remember, lik...

Patterned Oral Language Definition: Patterned oral language is the use of regular phrase and sentences when going over daily routines or giving directions. For example, in you do bell-ringers, you might want to introduce it the same way each day. Purposes: To develop listening skills To increase oral comprehension To establish routines. Rather than a step-by-step, this entry will focus on the concept. Essentially, Patterned Oral Language is the habit of using selected and particular phrases or sentences to guide students through the routines of your classroom structure. For example, if you have a routine of reading from the textbook, you might begin the reading each day by saying, “Today, let’s read about…”. If you have a weekly Kahoot review, then you might announce it by saying, “Get out your Chromebooks, and login into Kahoot.” While these are basic sentences, the key challenge is being consist with your language. Using the same language every time is r...

Model Academic Language Definition: The act of using academic vocabulary when teaching, when practicing the relevant skill, and in any generally applicable situation. Purposes: To teach academic vocabulary To teach academic sentence structures Step 1. In lesson planning, make sure to note all of the required vocabulary needed for learning prior to the lesson and needed for testing after the lesson. Step 2. During the lesson and activities: Provide written vocabulary lists, word walls, or another visual example of the vocabulary words. Use the words orally in teaching mini-lectures and/or providing class instruction. Include the language as part of expectations for student writing and/or speaking. Step 3. After the lesson and activities: Review any words that are important to the subject matter. Provide a glossary for self-monitoring and reviewing outside of class. Be sure to incorporate general usage of academic language outside of the lesson. Thi...

Wait Time (and Wait Time Two) Definition: Wait Time is the practice of allowing more than a few seconds of silence for students to prepare responses, raise their hand, and provide answers. Wait Time Two is the practice of allowing more time for more further responses. Purposes: To increase participation To increase the quality of responses To develop listening skills To develop speaking skills Step 1. Ask a question to your students. Step 2. Wait a minimum of 5-7 seconds. Feel free to wait as many as 15 seconds. Allow the silence to soak in. Use that silence to convince students to respond. Step 3. If there is no response after ~10-15 seconds, call on a student to answer. Give the student time to speak without rushing. Step 4. Wait another 5-10 seconds. Step 5. Call upon a different student to respond. This strategy merely allows students more time than normal to provide responses. Some students need a little more time to formulate responses. By simply all...

Teach the Text Backwards Definition: A technique for sequencing the class structure in which the application of the concept occurs before the discussion or learning about the concept. Purposes: To increase reading comprehension To develop background knowledge To highlight future concepts To highlight future vocabulary   The order of operations for this technique are as follows: Begin with an application activity--usually textbooks suggest activities to ask the students to do after they have learned the content. By providing the activity first, we are giving the student a concrete, relatable experience to reference during future lessons. Introduce concepts during the activity--provide the vocabulary while doing the activity. Mention the main concepts during the activity. Let there be a multi-modal connection to the content. Discuss the concepts of the vocabulary--have students talk/write about their experiences and how the concept relates to it. Have the studen...