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Strategies

Strategies. ROUND TABLE REVIEW. Activity: With the teachers at your table, discuss the information from our previous training. Use the following topics to guide your discussion. Myths BICS/CALPS District Data Can-Do Descriptors Sentence Frames: I remember… I learned…. Hand Up, Pair Up.

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Strategies

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  1. Strategies

  2. ROUND TABLE REVIEW • Activity: With the teachers at your table, discuss the information from our previous training. Use the following topics to guide your discussion. • Myths • BICS/CALPS • District Data • Can-Do Descriptors • Sentence Frames: I remember… I learned….

  3. Hand Up, Pair Up Activity: Walk around the room with your hand up, find a partner and give them five. • 1. Share an idea of your own. • 2. Share one idea of a previous partner. How has the information in the CAN-DO Descriptors helped your lesson planning and instruction in the classroom?

  4. TODAY: Language Objective: I will be able to discuss various strategies for ELLS with partners. Content Objective: I will be able identify and apply appropriate strategies in my classroom. Strategy: A careful plan or method to achieve a particular aim or goal. VIDEO

  5. Do we need to use strategies for ELLs • Increase Comprehensible Input • Vocabulary Development • Provide opportunities for students to listen, • speak, read and write • Teaches students how to develop their own strategies for learning • Increase interactions • Build Background • Scaffold Instruction

  6. SCAFFOLDING • Form of support to bridge the gap between students’ current abilities and the intended goal • Support is more complete during the initial stages of learning but is decreased as there is less need for guidance • Types: • verbal • Instructional • Procedural

  7. SCAFFOLDING Instructional SCAFFOLDING VERBAL SCAFFOLDING • Paraphrasing • Using “Think Alouds” • Effective Use of Wait Time • Use of songs, jazz chants, rhythm, and rhyme • Purposeful use of synonyms and antonyms. • Graphic Organizers • Manipulatives • Word Walls • Labeled Visuals • Realia • Pictures/Graphs

  8. Procedural Scaffolding Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills. Independent Work Student Independence Paired/ Small Partner Whole Group Class Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87. How does this relate to the Anatomy of A Lesson (AOL)

  9. Procedural Scaffolding According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modeling and practice that provide procedural scaffolding. . Increasing Student Independence Apply Practice Model Teach Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

  10. SUPPORTS Think about the following types of Supports. Rate your top three on your handout. • Sensory Supports • Graphic Supports • Interactive Supports

  11. Storytelling • TPR • Vocabulary • Modeling • Kinesthetic • Interactions • Oral language • Think Alouds • Formative Assessment VIDEO VIDEO FOLDABLE

  12. Interactive Word Wall

  13. JIGSAW • Directions: 1. Explain the strategy or activity. 2. How can we use it? 3. Give an example of how it can be used in our classrooms?

  14. Think about strategies you observed throughout today’s presentation. Modeling Gestures TPR Building Background Think Alouds Frontloading Vocabulary Interactions Foldables A/B Parnters Pictures Echoing Realia Choral Reading Visuals Interactive Word Wall Graphic Organizer Use your circle map and choose 5 strategies to focus on during instruction. (HOMEWORK)

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