Connecting Words and Understanding: Supporting English Language Learners in Language Arts by Latisha Broomfield

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Differences in literacy levels

vocabulary knowledge

Psychological barriers due to insecurities

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Familiarize the student with the topic

Address the literacy needs

Guiding questions

using visuals

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Vocabulary gap between native speakers and newcomers. Are we closing that gap with our instruction? 5.2 years is big

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Group 1

Barriers

-Confidence

-Background knowledge

-English Proficiency Level

-Vocabulary

-Cultural Differences

-idioms and colloquial language

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Lack of coplanning time with core teachers. Figurative language in just learning to read but just regular discourse.

Levels of EL's and their experiences.

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sentence starters, graphic organizers especially venn diagrams

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-Sentence frames

-choral reading

-Close reading (higher ELD proficiency levels)

-5 words or less for summary on text

-citing evidence to the text

-picture work inductive model --using labeling to generate a word bank

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Group 2

Creating an arsenal of common sentence frames to use repeatedly (instead of creating on the fly)

5 finger summarizing

5 Senses

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-Close reading- Up to 5 words on a stick note to summarize

-picture word inductive model

-increasing discussion among other using 3 sticks for younger grades

-providing sentence starters

-choosing a single graphic organizer that is easily adaptable

-5 finger tips of summarizing

-high frequency words (look, say, cover, write, check)

-interactive read aloud

-talk, talk, talk