With English language learners in practically every classroom and at every grade level throughout the United States, teachers need to create scaffolding devices to support student efforts to derive meaning from content. Though there are many ready to print graphic organizers available on the internet, not all fit equally in any given lesson. So what is a teacher to do? COOL TOOLS to the rescue:)
Within COOL TOOLS FOR SCHOOLS, teachers are offered a wide variety of online tools to develop their own graphic organizers to meet the specific needs of the students in their classes. Differentiation is done with ease and all designs created can be saved for later use.
I see myself using DIAGRAMMR with my low intermediate students in class, but I also see it working with ELLs in more advanced English classes as they try to incorporate more complex sentence structure into their writing, dissect more complex sentences to better understand the content, and edit their written work before it is handed in for grading.
Denise
ELL TEACHER PROS
TWITTER @ell_teacherpros
PINTEREST username dmcyberteacher email denise@ellteacherpros.com
Showing posts with label graphic organizers. Show all posts
Showing posts with label graphic organizers. Show all posts
Tuesday, February 4, 2014
Friday, April 12, 2013
Academic Language Tools for All Grade Levels
How can teachers address the many academic language needs of students in reading, writing, speaking, and listening within every day lessons? How can language development along with the teaching of content be skillfully woven into every lesson without losing sight of non-ELLs?
Though it may seem at first to be an impossible feat, it isn't. Using academic language tools, every class lesson has the potential to reach not only the English language learners but also all the other students including those with special needs.
The goal of the kit is to move students from informal speech (the language they use with their friends) to formal language ( the language which can only be acquired in school with the teacher). The expansion of vocabulary is addressed as students move from tier 1 words to tier 2 (more sophisticated vocabulary), and occasionally to tier 3 (the highest). As the base vocabulary becomes more richer or more academic, so do the writing and reading skills develop as well. If teachers want their students to succeed in common core, they will need to scaffold and nurture growth in those areas is their students are to be successful beyond high school.
This kit includes questioning techniques teachers should use in moving students away from conversational language. For example, students need to know how to pose questions in an academic setting or within an academic discussion. Question and sentence frames are included in this kit along with classroom activities to promote their use in any classroom. Activities like Think-Pair-Share, quick writes, cooperative learning (number heads together, jigsaw, etc.), prominently positioned question charts for easy reference, etc. make the process an enjoyable one for both students and teachers.
Summarizing, comparing/contrasting, sequencing/ordering, classifying, analyzing, inferring/predicting/hypothesizing, justifying, persuading, problem solving, synthesizing, evaluation, and cause and effect are all addressed here in this pdf along with suggestions for boosting vocabulary in all areas.
Here are some more graphic organizers: thinking maps and a free graphic organizer gold mine.
Denise
ELL TEACHER PROS
Follow us on TWITTER @ell_teacherpros and on FACEBOOK as ELL TEACHER PROS.
Though it may seem at first to be an impossible feat, it isn't. Using academic language tools, every class lesson has the potential to reach not only the English language learners but also all the other students including those with special needs.
The goal of the kit is to move students from informal speech (the language they use with their friends) to formal language ( the language which can only be acquired in school with the teacher). The expansion of vocabulary is addressed as students move from tier 1 words to tier 2 (more sophisticated vocabulary), and occasionally to tier 3 (the highest). As the base vocabulary becomes more richer or more academic, so do the writing and reading skills develop as well. If teachers want their students to succeed in common core, they will need to scaffold and nurture growth in those areas is their students are to be successful beyond high school.
This kit includes questioning techniques teachers should use in moving students away from conversational language. For example, students need to know how to pose questions in an academic setting or within an academic discussion. Question and sentence frames are included in this kit along with classroom activities to promote their use in any classroom. Activities like Think-Pair-Share, quick writes, cooperative learning (number heads together, jigsaw, etc.), prominently positioned question charts for easy reference, etc. make the process an enjoyable one for both students and teachers.
Summarizing, comparing/contrasting, sequencing/ordering, classifying, analyzing, inferring/predicting/hypothesizing, justifying, persuading, problem solving, synthesizing, evaluation, and cause and effect are all addressed here in this pdf along with suggestions for boosting vocabulary in all areas.
Here are some more graphic organizers: thinking maps and a free graphic organizer gold mine.
Denise
ELL TEACHER PROS
Follow us on TWITTER @ell_teacherpros and on FACEBOOK as ELL TEACHER PROS.
Tuesday, March 19, 2013
Graphic Organizers Support Students in Both Writing and Accessing Content
Though this blog has addressed graphic organizers as well as thinking maps in the past, it never hurts to deliver refreshers on the topic:)
These tools offer support to ELLs as well as any other students who need additional assistance in navigating the content of a lesson. They can be used at any grade level and in any subject area. Another bonus feature of these tools is that technology is not necessary (though there are sites online where they are woven into content).
So how might they be used in class? If students are reading a text and looking for comparison/contrast details, they might use a double-bubble mind map or a venn-diagram. To brainstorm new topics, a concept map fits the bill. All student replies would be posted to a chart and kept on the wall for students to revise or add to as they study their passage, book, news article, etc.
There are no limits to their use in class. In fact, why not have students create their own from time to time:)
GRAPHIC ORGANIZERS AND MUCH MORE (including FREE E-Book)
--with this site, you are invited to subscribe. Once you do so, you receive a FREE E-Book on Education Technology Resources).
Denise
ELL TEACHER PROS
Follow us on TWITTER@ell_teacherpros (975 followers and growing)
These tools offer support to ELLs as well as any other students who need additional assistance in navigating the content of a lesson. They can be used at any grade level and in any subject area. Another bonus feature of these tools is that technology is not necessary (though there are sites online where they are woven into content).
So how might they be used in class? If students are reading a text and looking for comparison/contrast details, they might use a double-bubble mind map or a venn-diagram. To brainstorm new topics, a concept map fits the bill. All student replies would be posted to a chart and kept on the wall for students to revise or add to as they study their passage, book, news article, etc.
There are no limits to their use in class. In fact, why not have students create their own from time to time:)
GRAPHIC ORGANIZERS AND MUCH MORE (including FREE E-Book)
--with this site, you are invited to subscribe. Once you do so, you receive a FREE E-Book on Education Technology Resources).
Denise
ELL TEACHER PROS
Follow us on TWITTER@ell_teacherpros (975 followers and growing)
Monday, November 26, 2012
Free Academic Scaffolding Devices for English Language Learners
For English language learners to do well in any content class, teachers must provide them with scaffolding devices to demystify the process of succeeding in content classes. Such devices come from the teachers and teachers must model how they are to be used if ELLs are to fully benefit from them.
Here are some ideas on boosting the academic and language needs of ELLs:
NEEDS OF ELLS -- provides a quick overview of proven successful teaching strategies for ELLs in both mainstream content classes and ELD ones. In fact, many of the suggested approaches could be used with some English only students. All learning styles are addressed as well. Consider this a short checklist on what should be happening in an ELD or content classroom.
READ WRITE THINK WEBBING TOOL --- offers a free webbing tool thanks to the National Council of Teachers of English. Students can be trained to use it in planning out their essays or the teacher can create a blank one to model the process to the entire class before they start out on writing their own essays.
GRAPHIC ORGANIZERS FOR EVERY OCCASION --- provides teachers with a wide variety of creative graphic organizers for every discipline. Download the graphic organizer and type in the text. Teachers may insert their own ideas first to model how to use it and then pass out paper copies to students to use for assigned tasks. Forty graphic organizers are found here.
With Common Core in all the non-elective classes, tools such as these will make the learning process more engaging for all:)
Denise
ELL TEACHER PROS
Post-It 3M(TM) Flip Chart, 25" x 30", White, 40 Sheets/Pad (Google Affiliate Ad)
Here are some ideas on boosting the academic and language needs of ELLs:
NEEDS OF ELLS -- provides a quick overview of proven successful teaching strategies for ELLs in both mainstream content classes and ELD ones. In fact, many of the suggested approaches could be used with some English only students. All learning styles are addressed as well. Consider this a short checklist on what should be happening in an ELD or content classroom.
READ WRITE THINK WEBBING TOOL --- offers a free webbing tool thanks to the National Council of Teachers of English. Students can be trained to use it in planning out their essays or the teacher can create a blank one to model the process to the entire class before they start out on writing their own essays.
GRAPHIC ORGANIZERS FOR EVERY OCCASION --- provides teachers with a wide variety of creative graphic organizers for every discipline. Download the graphic organizer and type in the text. Teachers may insert their own ideas first to model how to use it and then pass out paper copies to students to use for assigned tasks. Forty graphic organizers are found here.
With Common Core in all the non-elective classes, tools such as these will make the learning process more engaging for all:)
Denise
ELL TEACHER PROS
Post-It 3M(TM) Flip Chart, 25" x 30", White, 40 Sheets/Pad (Google Affiliate Ad)
Friday, September 28, 2012
Get Graphic:) Bring Visual Supports Into Common Core Lessons
How does a mainstream teacher accommodate the needs of 3 or 4 ELLs in a class of 35 students? It is a questions many grapple with on a daily basis. It is a question which sends them to their academic coaches in the hopes that the coaches may have some suggestions to meet the academic needs of those ELLs.
Is there a magic bullet for this? No, of course not. However, one instructional strategy which is very effective in helping this group of students (all grades and all content areas) is the use of visual organizers. There are many types and the links in this post offer free ones.
ELLs need to interact with reading materials in ways that will provide access to the text. For this to be a successful experience for them, they need to take notes as they read the text with a partner. Partner reading is a powerful reading activity for ELLs. The stronger reader goes first. The ELL goes after. Once the reading is done, both students proceed to the graphic organizer to identify key ideas, supports, key content vocabulary, etc. Notes would be collected with a graphic organizer (this is one of many). Notice that students are not overwhelmed with many sheets for notes, but instead face one sheet of paper divided into four parts. Partners ideally would collaborate throughout the reading process with the teacher facilitating as needed to ensure that everyone is on task and trying to complete the assignment.
Need supports for helping ELLs write essays? Go to a WEBBING TOOL. Here students can sketch out their ideas before they start trying to write Webbing assists them in planning out their writing. If ELLs struggle with pre-writing, pair them up with other students. Try pair writing from time to time again using a webbing tool. This type of practice allows the ELLs to work in low stress environment where it is OK to make a mistake. In this scenario, both students are going through all the stages of writing including editing. A teacher might want to think about posting the results around the room and then having students review each other's work. In fact, she might want to take some good pieces, blow them up and put them on chart paper to be posted around the room. Another option might be to type up the good samples and have ELLs especially keep copies in their binders to refer back to for the times where they must generate their own writing.
What could be used for boosting knowledge of academic or key content vocabulary? Have your ELLs (and others) use the FRAYER MODEL. How does this graphic organizer assist the ELL develop her/his language base? It not only helps the student define the word, but also builds links to sentence writing (students must create their own sentences using the new word), synonyms/antonyms/examples/non-examples, and visuals. Of course teachers can adjust the layout to meet their needs, but no matter what layout is chosen, it will expand the vocabulary base for ELLs.
Last, but not least, is the double bubble . Think of it as an organized venn-diagram. With this organizer, ELLs are set up to create organized well-written sentences and from those to good paragraphs. Opposites are lined up in an easy to follow format which can easily be transferred to a solid sentence. Ex. Comparing New York and San Jose--Though San Jose is one of California's biggest cities with a population of 3 million, NY is by far the largest with a population of 18 million. ELLs who spent time completing the graphic organizer carefully would be able to create some very impressive sentences.
So colleagues, find your graphic organizers and see your ELLs thrive in your classrooms:)
Denise
ELL TEACHER PROS
Post-It 3M Flip Charts with Bleed Resistant Paper (Google Affiliate Ad)
Is there a magic bullet for this? No, of course not. However, one instructional strategy which is very effective in helping this group of students (all grades and all content areas) is the use of visual organizers. There are many types and the links in this post offer free ones.
ELLs need to interact with reading materials in ways that will provide access to the text. For this to be a successful experience for them, they need to take notes as they read the text with a partner. Partner reading is a powerful reading activity for ELLs. The stronger reader goes first. The ELL goes after. Once the reading is done, both students proceed to the graphic organizer to identify key ideas, supports, key content vocabulary, etc. Notes would be collected with a graphic organizer (this is one of many). Notice that students are not overwhelmed with many sheets for notes, but instead face one sheet of paper divided into four parts. Partners ideally would collaborate throughout the reading process with the teacher facilitating as needed to ensure that everyone is on task and trying to complete the assignment.
Need supports for helping ELLs write essays? Go to a WEBBING TOOL. Here students can sketch out their ideas before they start trying to write Webbing assists them in planning out their writing. If ELLs struggle with pre-writing, pair them up with other students. Try pair writing from time to time again using a webbing tool. This type of practice allows the ELLs to work in low stress environment where it is OK to make a mistake. In this scenario, both students are going through all the stages of writing including editing. A teacher might want to think about posting the results around the room and then having students review each other's work. In fact, she might want to take some good pieces, blow them up and put them on chart paper to be posted around the room. Another option might be to type up the good samples and have ELLs especially keep copies in their binders to refer back to for the times where they must generate their own writing.
What could be used for boosting knowledge of academic or key content vocabulary? Have your ELLs (and others) use the FRAYER MODEL. How does this graphic organizer assist the ELL develop her/his language base? It not only helps the student define the word, but also builds links to sentence writing (students must create their own sentences using the new word), synonyms/antonyms/examples/non-examples, and visuals. Of course teachers can adjust the layout to meet their needs, but no matter what layout is chosen, it will expand the vocabulary base for ELLs.
Last, but not least, is the double bubble . Think of it as an organized venn-diagram. With this organizer, ELLs are set up to create organized well-written sentences and from those to good paragraphs. Opposites are lined up in an easy to follow format which can easily be transferred to a solid sentence. Ex. Comparing New York and San Jose--Though San Jose is one of California's biggest cities with a population of 3 million, NY is by far the largest with a population of 18 million. ELLs who spent time completing the graphic organizer carefully would be able to create some very impressive sentences.
So colleagues, find your graphic organizers and see your ELLs thrive in your classrooms:)
Denise
ELL TEACHER PROS
Post-It 3M Flip Charts with Bleed Resistant Paper (Google Affiliate Ad)
Sunday, July 29, 2012
Common Core and ELLs--Practical Suggestions for Mainstream Teachers To Offer Support For These Students
The common core standards will also be transforming the ELD standards (still in draft form). These new standards will provide more direction for teachers in identifying their ELLs and their levels. With this information, it will fall on teachers to address language and content in their classes.
So what is a teacher to do? Well, some of the strategies that have worked in the past will also transition here: visuals, scaffolding, graphic organizers, lots of class interactions with their English peers, accommodations in assessments, structured cooperative learning activities, sentence frames, word walls, concept maps, etc. All of those approaches and many more like them do work; however more is needed.
Teachers will need to be very focused in the delivery of their lessons. Clear content standards written in student friendly language will especially clarify for ELLs what they will be expected to learn. If there is no mystery behind the content standards, teachers can expect full class participation. Next, the learning objective must be read by all and dissected by teacher into comprehensible chunks with a few random checks for understanding to ensure that everyone knows what s/he will eventually be held accountable for learning. Then there is the need to identify academic vocabulary (words that are used in all content areas) and key content vocabulary for the immediate class. How many words should a teacher bring in here? Typically, no more than 7 per lesson for academic words and they are used repeatedly in all language areas thus allowing the ELL time to process and retain the words. With key vocabulary, students need to be made aware of them and allowed time to work with them through highly supported venues. Word walls, concept maps, frayer models are just some of the tools that can be used to provide the ELL with ways to remember those 5 or so words. If there are more words, teachers will need to decide what words are crucial to their understanding of the concept and which words can just be talked through by the teacher in delivering the lesson. In addition, teachers will need to do a variety of checks-for-understanding: whiteboards, games, random call-ons, problem solving, structured cooperative groups with each student holding a role, jigsaw, numbered heads together, skits, posters, etc.
Once the lesson is done, teachers will want to try one more quick check-for-understanding called the exit ticket. The students will be given a 3X5 index card on which they will respond to a few questions designed by the teacher based on the content the class studied that day. Typically this tool only takes about 5 minutes for students to do and less than 5 for the teacher to assess the effectiveness of the lesson. If 80-90% have the right answers, they will be fully capable of doing the homework assignment. For the 10-20% who are still struggling, the teacher can pull them aside and provide some guidance while the rest of the class possibly starts on a more challenging assignment based on the day's work.
If time is spent effectively delivering solid content to every student and academic language in addition to the ELLs, 90% will be fully prepared to complete assigned homework. That 10% who are still having difficulty can be given adjusted assignments with the understanding that the teacher may give them the more difficult assignment when the teacher feels that they have fully demonstrated their ability to now do the work that they found impossible only a couple of days ago.
COMMON CORE AND ELLS--SUGGESTIONS FOR MAINSTREAM TEACHERS TO SUPPORT ELLS This site offers a more detailed layout on this area. You may wish to bookmark it. It is a good source to go to when you need some inspiration:)
Denise
ELL TEACHER PROS
So what is a teacher to do? Well, some of the strategies that have worked in the past will also transition here: visuals, scaffolding, graphic organizers, lots of class interactions with their English peers, accommodations in assessments, structured cooperative learning activities, sentence frames, word walls, concept maps, etc. All of those approaches and many more like them do work; however more is needed.
Teachers will need to be very focused in the delivery of their lessons. Clear content standards written in student friendly language will especially clarify for ELLs what they will be expected to learn. If there is no mystery behind the content standards, teachers can expect full class participation. Next, the learning objective must be read by all and dissected by teacher into comprehensible chunks with a few random checks for understanding to ensure that everyone knows what s/he will eventually be held accountable for learning. Then there is the need to identify academic vocabulary (words that are used in all content areas) and key content vocabulary for the immediate class. How many words should a teacher bring in here? Typically, no more than 7 per lesson for academic words and they are used repeatedly in all language areas thus allowing the ELL time to process and retain the words. With key vocabulary, students need to be made aware of them and allowed time to work with them through highly supported venues. Word walls, concept maps, frayer models are just some of the tools that can be used to provide the ELL with ways to remember those 5 or so words. If there are more words, teachers will need to decide what words are crucial to their understanding of the concept and which words can just be talked through by the teacher in delivering the lesson. In addition, teachers will need to do a variety of checks-for-understanding: whiteboards, games, random call-ons, problem solving, structured cooperative groups with each student holding a role, jigsaw, numbered heads together, skits, posters, etc.
Once the lesson is done, teachers will want to try one more quick check-for-understanding called the exit ticket. The students will be given a 3X5 index card on which they will respond to a few questions designed by the teacher based on the content the class studied that day. Typically this tool only takes about 5 minutes for students to do and less than 5 for the teacher to assess the effectiveness of the lesson. If 80-90% have the right answers, they will be fully capable of doing the homework assignment. For the 10-20% who are still struggling, the teacher can pull them aside and provide some guidance while the rest of the class possibly starts on a more challenging assignment based on the day's work.
If time is spent effectively delivering solid content to every student and academic language in addition to the ELLs, 90% will be fully prepared to complete assigned homework. That 10% who are still having difficulty can be given adjusted assignments with the understanding that the teacher may give them the more difficult assignment when the teacher feels that they have fully demonstrated their ability to now do the work that they found impossible only a couple of days ago.
COMMON CORE AND ELLS--SUGGESTIONS FOR MAINSTREAM TEACHERS TO SUPPORT ELLS This site offers a more detailed layout on this area. You may wish to bookmark it. It is a good source to go to when you need some inspiration:)
Denise
ELL TEACHER PROS
Tuesday, July 24, 2012
SETTING ELLS UP TO BE SUCCESSFUL IN THE SOCIAL STUDIES/HISTORY CLASSROOM:)
How do you actively engage the typical ELL in a mainstream social studies class? What tools does the teacher need to scaffold or support the ELL in a world history class or U.S. history one? How does a teacher bring the ELL into class discussions in ways where the ELL won't feel uncomfortable or ill at ease. After all, her/his English language proficiency will be below that of the native speaker of English so the fear that s/he might not be able to articulately share her/his opinion can be a bit intimidating.
In this site (NYU School of Education), stumbling blocks to comprehension for the ELL will be addressed and successful approaches to dealing with them. MAKING SOCIAL STUDIES/HISTORY ACCESSIBLE TO ELLS Vocabulary will once again be an issue. How will you determine what IS important and therefore must be taught as opposed to what can just be talked through in the lesson and not mentioned again. Once that decision is made by the teacher, s/he must then decide what vocabulary words the ELL needs to know and why. This is an important decision since the ELLs are also still working with a new language. Processing content in a language that a student doesn't yet fully comprehend can be overwhelming to say the least. So a teacher has to target those key crucial words and use them in context, reading, writing, speaking, speaking regularly so that ELLs will eventually incorporate them in their vocabulary base. A teacher should build in the class a variety of activities and scaffolding devices that students could use to internalize the words. Though the site will have some proven strategies, here are few more not mentioned: word walls (use chart paper and when the word walls are done, post them throughout the classroom), concept maps (all students enjoy this tool--the visuals help everyone remember the key information), mind maps (blogged on in the past in this site), sentence frames (geared to high beginners, intermediates, and advanced ELLs), FRAYER MODEL, etc.
GRAPHIC ORGANIZERS FOR SOCIAL STUDIES/HISTORY
MORE GRAPHIC ORGANIZERS
It is also necessary that the teacher set up speaking supports for ELLs. They must know how to present their opinions in ways that are accepted as non-confrontational. This is accomplished through lots of practice. Ex. "Though I respect your opinion, I have a different one. I believe that....." Think-pair-share, elbow partners, cooperative learning, etc. are just some of the grouping strategies which can be used to provide the ELL with speaking and listening practice using academic language and sentence frames. Time must be allocated for intensive listening and speaking time for the ELLs so that they will start to build a based of academic words and sentences that they will eventually use in their writing as well as recognize when they read. With listening, speaking, reading, and writing going on regularly in class, the ELL's English skills will improve as well as her/his grasp of content.
Last, but not least, a teacher should have lots of visuals, timelines, concept maps, key vocabulary (frayer model layout), etc. all around the room so that the ELL has all the support necessary to get the content and grow in English language skills:)
Denise
ELL TEACHER PROS
In this site (NYU School of Education), stumbling blocks to comprehension for the ELL will be addressed and successful approaches to dealing with them. MAKING SOCIAL STUDIES/HISTORY ACCESSIBLE TO ELLS Vocabulary will once again be an issue. How will you determine what IS important and therefore must be taught as opposed to what can just be talked through in the lesson and not mentioned again. Once that decision is made by the teacher, s/he must then decide what vocabulary words the ELL needs to know and why. This is an important decision since the ELLs are also still working with a new language. Processing content in a language that a student doesn't yet fully comprehend can be overwhelming to say the least. So a teacher has to target those key crucial words and use them in context, reading, writing, speaking, speaking regularly so that ELLs will eventually incorporate them in their vocabulary base. A teacher should build in the class a variety of activities and scaffolding devices that students could use to internalize the words. Though the site will have some proven strategies, here are few more not mentioned: word walls (use chart paper and when the word walls are done, post them throughout the classroom), concept maps (all students enjoy this tool--the visuals help everyone remember the key information), mind maps (blogged on in the past in this site), sentence frames (geared to high beginners, intermediates, and advanced ELLs), FRAYER MODEL, etc.
GRAPHIC ORGANIZERS FOR SOCIAL STUDIES/HISTORY
MORE GRAPHIC ORGANIZERS
It is also necessary that the teacher set up speaking supports for ELLs. They must know how to present their opinions in ways that are accepted as non-confrontational. This is accomplished through lots of practice. Ex. "Though I respect your opinion, I have a different one. I believe that....." Think-pair-share, elbow partners, cooperative learning, etc. are just some of the grouping strategies which can be used to provide the ELL with speaking and listening practice using academic language and sentence frames. Time must be allocated for intensive listening and speaking time for the ELLs so that they will start to build a based of academic words and sentences that they will eventually use in their writing as well as recognize when they read. With listening, speaking, reading, and writing going on regularly in class, the ELL's English skills will improve as well as her/his grasp of content.
Last, but not least, a teacher should have lots of visuals, timelines, concept maps, key vocabulary (frayer model layout), etc. all around the room so that the ELL has all the support necessary to get the content and grow in English language skills:)
Denise
ELL TEACHER PROS
Tuesday, July 10, 2012
MINDMAPS??? What Are They? How Could They Support ELLs in Common Core Classes?
With the common core around the corner and more ELLs in mainstream classes, there needs to be a way to fully engage students in academically challenging material without inundating them with language in the early stages of learning.
When most of us were in college, we took linear notes. Lots of words one after the other with few links. We tied the concepts together at home or in the library where we would pour over the class notes and try to reorganize them in ways we could remember for tests.
Was this the most effective way to order key points and examples? For the majority of us, this was not the case. It went against the way the brain processes information. Mind mapping mimics the way our brains process information (oh how I wish I had known about this when I was studying at the university YEARS ago).
This first link explains the logic behind mind maps. With students processing new information through such a format, they will not only have more organized material to study, but will be better prepared to write essays/compositions. EXPLANATION OF MINDMAPS
This next link explains how to create mind maps for the novice. I have done this with my own ELLs where they had to create mind maps on their lives (past, present, and future). It continues to be a great class opening activity and a real conversation starter for Back-To-School night parent visits. Try your own following the easy-to-follow steps in this video. Share it with your students as a model. Since students always love learning everything possible about their teachers, they will pay careful attention as you take them through the process using your own as a model.HOW TO CREATE YOUR OWN MIND MAP
What does this look like as part of a lesson? Take a look at this last link. Here a university professor elaborates on the many uses she has found for concept maps (mind maps) for her students. One technique I found particularly effective was the insistence on NO talking as students come up to complete the opening concept map (only one word in the center and students then create branches out from it based on their own experiences).CLASS ASSESSMENT USING MIND MAPS/CONCEPT MAPS
With common core coming, this type of technique would easily allow ELLs to participate with ease since words, phrases, or drawings could be used to fill out the map. Discussion would come AFTER the concept map was completed. The ELLs would have ample opportunity to note key words, clarify their understanding of the concepts, and then write summaries (following the concept map) of what they now understand. This would only be a first draft so students would not have to worry about correctness at this point.
Try this in your classes. You will be happy with the results:)
Denise
ELL TEACHER PROS
Expo Low Odor Chisel Tip Dry Erase Markers, 12 Assorted Markers
Sharpie Chisel Tip Permanent Markers, Black 12/pk
Boardwalk Butcher Paper, 15 x 900', White
When most of us were in college, we took linear notes. Lots of words one after the other with few links. We tied the concepts together at home or in the library where we would pour over the class notes and try to reorganize them in ways we could remember for tests.
Was this the most effective way to order key points and examples? For the majority of us, this was not the case. It went against the way the brain processes information. Mind mapping mimics the way our brains process information (oh how I wish I had known about this when I was studying at the university YEARS ago).
This first link explains the logic behind mind maps. With students processing new information through such a format, they will not only have more organized material to study, but will be better prepared to write essays/compositions. EXPLANATION OF MINDMAPS
This next link explains how to create mind maps for the novice. I have done this with my own ELLs where they had to create mind maps on their lives (past, present, and future). It continues to be a great class opening activity and a real conversation starter for Back-To-School night parent visits. Try your own following the easy-to-follow steps in this video. Share it with your students as a model. Since students always love learning everything possible about their teachers, they will pay careful attention as you take them through the process using your own as a model.HOW TO CREATE YOUR OWN MIND MAP
What does this look like as part of a lesson? Take a look at this last link. Here a university professor elaborates on the many uses she has found for concept maps (mind maps) for her students. One technique I found particularly effective was the insistence on NO talking as students come up to complete the opening concept map (only one word in the center and students then create branches out from it based on their own experiences).CLASS ASSESSMENT USING MIND MAPS/CONCEPT MAPS
With common core coming, this type of technique would easily allow ELLs to participate with ease since words, phrases, or drawings could be used to fill out the map. Discussion would come AFTER the concept map was completed. The ELLs would have ample opportunity to note key words, clarify their understanding of the concepts, and then write summaries (following the concept map) of what they now understand. This would only be a first draft so students would not have to worry about correctness at this point.
Try this in your classes. You will be happy with the results:)
Denise
ELL TEACHER PROS
Expo Low Odor Chisel Tip Dry Erase Markers, 12 Assorted Markers
Sharpie Chisel Tip Permanent Markers, Black 12/pk
Boardwalk Butcher Paper, 15 x 900', White
Thursday, June 14, 2012
Supporting ELLs in Secondary in Using Informational Text
Though there are many ideas here, CUES QUESTIONS AND ADVANCED ORGANIZERS, this section is great prep for ELLs to survive in mainstream class with COMMON CORE.
For ELLs to survive in mainstream classes, they will need how to to use graphic organizers to glean key data from informational text. They will need to know that not every word is of equal importance. Reading a textbook is not like reading a novel. Different skills enter the picture here. The ability to hone in on the main idea, key concepts, important academic vocabulary, etc. is the focus now. The need to be able to use graphic organizers (see FREEOLOGY for a FREE list of MANY graphic organizers for all content areas) is a must for academic survival (i.e. earning a grade of B or higher). ELLs will need to be taught how to use them and then be allowed to review, revise, and rewrite them as needed. With each revision comes a clearer grasp of the academic content.
CUES--here is a vehicle that can be used to boost vocabulary. The teacher or fellow cooperative group members provide cues to help the ELL make connections between the clue and the word. The objective on the teacher's part in offering clues is building on the ELL's vocabulary base. This is quite effective in boosting academic language in reading, writing, and speaking skills. Secondly, when asking questions, teachers need to avoid the YES/NO ones (lower end of Bloom's Taxonomy) and instead provide students with questions that necessitate thinking (ex. judgment). With challenging questions, ELLs start to experience success with textual analysis.
SETTING OBJECTIVES AND PROVIDING FEEDBACK Students also must have clear objectives (What exactly will I be learning today?) and regular feedback (without it, students will not be ready to do the homework assignments). Put the learning objective on the board. Make students read it with you. Have them track you as you read. Call on non-volunteers to read with you. Go to activating prior knowledge activities to confirm that everyone is on the same page (if not, build background knowledge before proceeding to the lesson). Then as you go through the lesson, monitor students as they interact with others to complete various academic tasks and provide explicit feedback as to how well they are doing something (or not). "Nice job!" tells a student nothing. "Nice job...Would you explain to me how you came to that conclusion?" shows you how well a student understood (or not).
There are many more videos and resources there. I just pulled the high school ones:)
Denise
ELL TEACHER PROS
For ELLs to survive in mainstream classes, they will need how to to use graphic organizers to glean key data from informational text. They will need to know that not every word is of equal importance. Reading a textbook is not like reading a novel. Different skills enter the picture here. The ability to hone in on the main idea, key concepts, important academic vocabulary, etc. is the focus now. The need to be able to use graphic organizers (see FREEOLOGY for a FREE list of MANY graphic organizers for all content areas) is a must for academic survival (i.e. earning a grade of B or higher). ELLs will need to be taught how to use them and then be allowed to review, revise, and rewrite them as needed. With each revision comes a clearer grasp of the academic content.
CUES--here is a vehicle that can be used to boost vocabulary. The teacher or fellow cooperative group members provide cues to help the ELL make connections between the clue and the word. The objective on the teacher's part in offering clues is building on the ELL's vocabulary base. This is quite effective in boosting academic language in reading, writing, and speaking skills. Secondly, when asking questions, teachers need to avoid the YES/NO ones (lower end of Bloom's Taxonomy) and instead provide students with questions that necessitate thinking (ex. judgment). With challenging questions, ELLs start to experience success with textual analysis.
SETTING OBJECTIVES AND PROVIDING FEEDBACK Students also must have clear objectives (What exactly will I be learning today?) and regular feedback (without it, students will not be ready to do the homework assignments). Put the learning objective on the board. Make students read it with you. Have them track you as you read. Call on non-volunteers to read with you. Go to activating prior knowledge activities to confirm that everyone is on the same page (if not, build background knowledge before proceeding to the lesson). Then as you go through the lesson, monitor students as they interact with others to complete various academic tasks and provide explicit feedback as to how well they are doing something (or not). "Nice job!" tells a student nothing. "Nice job...Would you explain to me how you came to that conclusion?" shows you how well a student understood (or not).
There are many more videos and resources there. I just pulled the high school ones:)
Denise
ELL TEACHER PROS
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