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1. Learning Strategies
2. Listening
3. Speaking
4. Reading
5. Writing

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Technology integration can enhance English language learning within the four domains of ELD, and help with your assessment of language development over time.
In choosing to use technology, educators should recognize the supports offered and the constraints of any technology in the context of their own students and their needs.

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Technology offers important new ways for English learners to access learning academic content and language. Educational technology opens up a new breadth and depth of resources for instruction and learning. These resources can be particularly valuable for supporting English learners’ engagement in instruction and access to content in many ways.
- offering visual images, short videos, and interactive features
- cultural information
- support for assistance for students to fully participate in the learning activities
- offers instruction for the ELLs level of proficiency

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Word Problems are Hard!
Students must have a grasp on language, specialized math terms, vocabulary and syntax of word problems to suceed!

Non-Linguistic Difficulties:
Students must process complex concepts and various uses of different terms both through the language and then the concept.

How to Help with Language:
- Explicitly teach vocabulary
- Use visual or graphic support

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Math is performed and taught differently throughout the world!
- Math symbols may differ
- There os technical vocabulary specific to math that must be
learned in both language
- Multiple meanings for one word in English

What should you do as a teacher?
- notice differences
- know how they have learned in the past
^^ these can be beneficial as a teacher to prepare work for your students.

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Instructional Strategy to Promote Math Talk:
- Conversation cards!
- Use these as a way to help lead students into constructive conversation using math talk

Math Talk?
1. Students need to participate and practice
2. Centered around a mathematical task or purpose
3. Give opportunities to solve, reason, discuss, justify, and make connections.
4. Teacher is the role of facilitating- know your students thinking!

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Guiding Principles for Teaching Mathematics to ELS

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Guiding Principles for Teaching Mathematics to ELS

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- Challenging mathematical tasks

- Linguistically sensitive social environment

- Support for learning English while learning mathematics

- Mathematical tools and modeling as resources

- Cultural and linguistic differences as intellectual resources

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Preparing Students to Engage with Problem Solving

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Preparing Students to Engage with Problem Solving

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All four academic language skills are needed to -

◎ Develop and use models.

◎ Develop explanations.

◎ Engage in argumentation from evidence.

◎ Develop communicative scientific information.

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Instructional Strategies:
◎ By correlating science concepts and themes to applications across life, physical, and earth sciences, students are able to make the connections and transfer their knowledge from course to course.

◎ Prior to teaching a concept or theme, have students tell you what they believe.  This will allow the instructor to make informed instructional decisions.

◎ Use hands-on activities, using academic language and active thinking to make concepts more meaningful.

◎ By using discussions, pair-share, experiments, and a variety of resource materials, you will help develop academic language.

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These words must be modeled and used regularly!
These words are normally bigger and come from Greek background.
Example Words: describe
biology
infer
photosynthesis
Predict
hypothesis
chemistry
Observation
acceleration
genetics
adaptation
Use Home Language!
- Important critical words should be introduced in both languages.

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TELPAS is an assessment program for students in Texas public schools who are learning the English language

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https://www.texasassessment.gov/telpas.html

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The Texas English Language Proficiency Assessment System (TELPAS) is an annual assessment for students who have been identified as English learners (ELs). TELPAS assesses English language proficiency in four language domains - listening, speaking, reading, and writing.

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The Texas English Language Proficiency Assessment System (TELPAS) is an annual assessment for students who have been identified as English learners (ELs). TELPAS assesses English language proficiency in four language domains - listening, speaking, reading, and writing.

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Goal of Effective Social Studies Instruction for ELLs

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Goal of Effective Social Studies Instruction for ELLs

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To pose higher intellectual challenges to engage ELs in the skill sets inherent in social studies that are critical for participating citizens in the United States (Introduction, Ch. 18).

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1. Talk to students about what they know or what they believe they know about the concept or topic you are addressing.  This allows you to determine focus areas for your curriculum.
2. Plan activities that students need to listen to; respond to verbally and in writing; discuss with peers and instructors; and present about to help students conceptualize the learning.

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Integrating Students’ Culture into Social Studies

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Integrating Students’ Culture into Social Studies

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Make ELLs’ cultures a focus of study.

•Create own units if not adequately covered in textbooks.
Don’t make assumptions about what students already know about their own culture and history.

PS! Students’ own communities offer an excellent resource for learning about cultures other than their own.

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National Curriculum Standards for Social Studies

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National Curriculum Standards for Social Studies

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1. Promotion of Civic Competence
2. Knowledge, intellectual processes & democratic dispositions.
3. Required to be active and engaged participants in public life.

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• Mainly speaks using single words and short phrases

• High-frequency, concrete vocabulary

• Key words and key expressions for basic communication in academic and social contexts

• Lack of ability to connect ideas and speak in sentences

• Some sentences and words based on recently practiced, memorized, or highly familiar material

• Frequent inaccuracies and communication “breakdown” when trying to convey information beyond linguistic level

• Overall: Little or no (functional) ability to speak English in academic and social settings

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• General ability to speak in sentences

• Mostly short, simple sentences

• Basic vocabulary needed in everyday interactions

• Emerging awareness of basic grammar features

• Ability to recombine learned words and phrases to “create” simple, original messages

• Speak best in present tense

• Overall: Ability to speak in a simple manner using commonly heard English

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• General ability to speak in sentences

• Mostly short, simple sentences

• Basic vocabulary needed in everyday interactions

• Emerging awareness of basic grammar features

• Ability to recombine learned words and phrases to “create” simple, original messages

• Speak best in present tense

• Overall: Ability to speak in a simple manner using commonly heard English

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• Able to participate in extended discussions on a variety of social and grade-appropriate academic topics

• Communicate effectively using abstract and content-based vocabulary

• Use many of the same idioms and colloquialisms as native English-speaking peers

• Use complex grammar structures and complex sentences to narrate and describe

• Minor (second language) linguistic errors

• Overall: Ability to speak using grade-appropriate English, with minimal second language acquisition

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• English speakers do not pronounce individual words separately and distinctly

• English speakers do not always speak in complete sentences

• Oral language is invisible unless transcribed

• Speaking is much more complicated

• Unwritten cultural norms that are elusive to ELLs

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Knowing speaking abilities across the ESL proficiency levels will help me when writing lesson plans and giving different opportunities for each proficiency level based off of their abilities.
Knowing their challenges helps me be able to be aware as a teacher and more understanding to my ESL students.

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Why and how to integrate technology and being reminded of the benefits of technology is helpful to me because it helps remind me of the benefits of technology in my classroom.

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Including teaching guidelines and techniques, the purpose of teaching technology, and the curriculum standards is important and great tips for me to look back on when wanting to write social studies lesson plans. What ELLs need in social studies, the cultural side of teaching social studies instruction, and teaching guidelines are great key reminders for myself.

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Science can be a really hard topic for ELL students, especially with the high vocabulary. I chose to add scaffolding techniques since I believe I will need those a lot when writing lesson plans for science. It is helpful for me to know how to help grow science knowledge in my ELLs. I also added the vocabulary page in order to help remind me that vocabulary needs to be explicitly taught.

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This whole section is just definition of TELPAS, its function, and also the TELPAS page I used this whole semester to write my lesson plans. I also added a link rom the government in order to directly have a page to access when needed more information.

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I included these tips to one, share the difficulties of math for ELLs in order to help me relate. To two, remind myself the difficulties when it comes to word problems for ELLs and how to introduce them to them. And to explain how language and talk around math is different universally.

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1. Automatic word recognition
2. Concentration on meaning
3. Unconscious attention to almost every letter/word

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1. Informal Reading Inventories.

2. Oral Proficiency Tests                           (state-mandated).

3. Reading Proficiency Tests                    (state-mandated).

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Modeling writing
- teachers demonstrate
Writing with ELLs
- shared writing
- guided writing
- interactive writing
Writing by ELLs
- journals
- process writing and writers workshop
- support for independent writing

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I chose these because the first two help me know where my readers should be to be proficient. And to then also to know how I can assess my students. The last one about writing is a great tool for me to help guide my writing activities and use different activities to foster writing.