Digital Literacy and English Language Learners

Digital Literacy and English Language Learners

By: Robin Persadhttp://www.youtube.com/watch?v=gk0hi_rhpf0&feature=player_embedded

By: Robin Persadhttp://www.youtube.com/watch?v=gk0hi_rhpf0&feature=player_embedded

IntroductionIntroduction Welcome to the Digital Literacy/ELL Scaffolding

Presentation This presentation will help you get a better understanding

of the key elements of our School System and how we can

work together to help our students succeed Please feel free to write down any questions you have, we

will have time at the end of the workshop for questions

THINK: How can student success be achieved!

Welcome to the Digital Literacy/ELL Scaffolding Presentation

This presentation will help you get a better understanding of

the key elements of our School System and how we can work

together to help our students succeed Please feel free to write down any questions you have, we

will have time at the end of the workshop for questions

THINK: How can student success be achieved!

AgendaAgenda Agenda Introduction Energizer – Quote and keywords relating to

student success Framework to Support Literacy and ELLs Activity One – No “N” Scaffolding Differentiated learning – Placement Activity Dual Language The 21st Century Learner Technology and Criteria Digital L:iteracy

Agenda Introduction Energizer – Quote and keywords relating to

student success Framework to Support Literacy and ELLs Activity One – No “N” Scaffolding Differentiated learning – Placement Activity Dual Language The 21st Century Learner Technology and Criteria Digital L:iteracy

Technology Resources Discuss Student Work, Technology and

Scaffolding Case Study – What differentiation and scaffolding

methods can be used to support the student? Instructional Technology with Apps Creating a Collaborative Environment with

Technology Demonstration Activity Two – Fun with Technology Exploration Wrap Up – Group Brainstorm Final Thoughts Evaluation/Feedback

Technology Resources Discuss Student Work, Technology and

Scaffolding Case Study – What differentiation and scaffolding

methods can be used to support the student? Instructional Technology with Apps Creating a Collaborative Environment with

Technology Demonstration Activity Two – Fun with Technology Exploration Wrap Up – Group Brainstorm Final Thoughts Evaluation/Feedback

If we teach today as we taught yesterday, we rob our students

of tomorrow!

If we teach today as we taught yesterday, we rob our students

of tomorrow!

EnergizerEnergizerHow do you feel about teaching to the 21st century learner?

Technology enhances every aspect of our lives and in education- consider the previous quote and the following 7 areas of student success- which area resonates the most with you write to influence of technology.

Corners- in a moment, assemble with the area that influences you most, discuss with your group how technology transcends this area and be prepared to share

Read each sign and go to the corner that best describes how you feel about teaching critical thinking skills. Take a few minutes to share with the other members of your corner your thoughts, concerns and why you chose this TV show.

How do you feel about teaching to the 21st century learner?

Technology enhances every aspect of our lives and in education- consider the previous quote and the following 7 areas of student success- which area resonates the most with you write to influence of technology.

Corners- in a moment, assemble with the area that influences you most, discuss with your group how technology transcends this area and be prepared to share

Read each sign and go to the corner that best describes how you feel about teaching critical thinking skills. Take a few minutes to share with the other members of your corner your thoughts, concerns and why you chose this TV show.

7 Areas of Focus7 Areas of Focus Innovative Integrate Student Success Imaginative Collaborate Communicate Critical Literacy

If we teach today as we taught yesterday, we rob our students

of tomorrow!

Innovative Integrate Student Success Imaginative Collaborate Communicate Critical Literacy

If we teach today as we taught yesterday, we rob our students

of tomorrow!

Framework when teaching

Framework when teaching

Assess with Sensitivity – get to know the ELL student’s strengths and fears

The Backward Design Model – to set goals and objectives

Supporting Content Learning – curriculum expectations

Assess with Sensitivity – get to know the ELL student’s strengths and fears

The Backward Design Model – to set goals and objectives

Supporting Content Learning – curriculum expectations

Assess with SensitivityAssess with SensitivityAuthentic assessment provides multiple opportunities for ELLs to demonstrate their achievement of the curriculum expectations and learning skills. Alternative assessments for English language learners should be:

Authentic – reflecting actual classroom tasks in content areas and revealing information about academic language; Varied – looking at student performance from multiple perspectives rather than relying on only one assessment approach so that all aspects of content and academic knowledge are assessed; Process– as well as product-oriented – showing progress with respect to both work products and the processes and learning strategies used to complete the work; Continuous – providing information about student performance that shows growth throughout the entire school year; Interactive with instruction – used to adjust instruction for student needs and provide feedback on instructionally valued tasks; Collaborative – planned and conducted by teachers interactively in order to share and gain independent views of student performance.

Discussion: -Would you ask an ELL to present to a group of peers or to the whole class?

Authentic assessment provides multiple opportunities for ELLs to demonstrate their achievement of the curriculum expectations and learning skills. Alternative assessments for English language learners should be:

Authentic – reflecting actual classroom tasks in content areas and revealing information about academic language; Varied – looking at student performance from multiple perspectives rather than relying on only one assessment approach so that all aspects of content and academic knowledge are assessed; Process– as well as product-oriented – showing progress with respect to both work products and the processes and learning strategies used to complete the work; Continuous – providing information about student performance that shows growth throughout the entire school year; Interactive with instruction – used to adjust instruction for student needs and provide feedback on instructionally valued tasks; Collaborative – planned and conducted by teachers interactively in order to share and gain independent views of student performance.

Discussion: -Would you ask an ELL to present to a group of peers or to the whole class?

The Backward Design ModelThe Backward Design ModelBeginning with the end in mind!Teachers are designers and we must be mindful of our audiences. We are student/ELL centeredStandards inform and shape our work:

they provide a framework to help us identify teaching and learning priorities and guide our design of curriculum and assessments.

Discussion:“Why do we describe the most effective curricular designs as “backward”?” and…

The response: “We do so because many teachers begin with textbooks, favored lessons, and time-honored activities rather than deriving those tools from targeted goals or standards.”

Instead…Start with the end in mind [6]: – i.e. the desired results (goals or standards) - to derive the required curriculum adaptations and educational learning strategies to pursue.

Beginning with the end in mind!Teachers are designers and we must be mindful of our audiences. We are student/ELL centeredStandards inform and shape our work:

they provide a framework to help us identify teaching and learning priorities and guide our design of curriculum and assessments.

Discussion:“Why do we describe the most effective curricular designs as “backward”?” and…

The response: “We do so because many teachers begin with textbooks, favored lessons, and time-honored activities rather than deriving those tools from targeted goals or standards.”

Instead…Start with the end in mind [6]: – i.e. the desired results (goals or standards) - to derive the required curriculum adaptations and educational learning strategies to pursue.

Viviana Fiszman 10

Supporting Content LearningSupporting Content Learning1. Having Language and Content Objectives [3]

Identifying keywords in cause and effect texts (e.g., this happened because and therefore)

2. Using Small-Group Work to Maximize Involvement [3] Students work alone or in pairs to write journal entries Highlight grammatical elements that are relevant and

specific to ELs’ needs which make the language itself a central point of discussion.

Being explicit when the students need you to be is very important as an EL teacher. Timing is everything!

3. Including Beginning English Speakers in the Learning Process [3]

Attempt to learn more about their culture; students seem more comfortable with the ESL teacher in the EL classroom.

With new English learners, focus on vocabulary by using their language as a bridge.

1. Having Language and Content Objectives [3] Identifying keywords in cause and effect texts (e.g., this

happened because and therefore)

2. Using Small-Group Work to Maximize Involvement [3] Students work alone or in pairs to write journal entries Highlight grammatical elements that are relevant and

specific to ELs’ needs which make the language itself a central point of discussion.

Being explicit when the students need you to be is very important as an EL teacher. Timing is everything!

3. Including Beginning English Speakers in the Learning Process [3]

Attempt to learn more about their culture; students seem more comfortable with the ESL teacher in the EL classroom.

With new English learners, focus on vocabulary by using their language as a bridge.

Viviana Fiszman 11

Supporting Content LearningSupporting Content Learning

4. Developing Word Consciousness Word [1] Consciousness refers to a heightened

awareness of words, and word-consciousness instruction typically involves playful language activities and strategies that prompt students to attend to words outside the classroom.

4. Developing Word Consciousness Word [1] Consciousness refers to a heightened

awareness of words, and word-consciousness instruction typically involves playful language activities and strategies that prompt students to attend to words outside the classroom.

Viviana Fiszman 12

Activity #1 “No N”

Activity #1 “No N”

Choose a partner of your choice Have a conversation with your partner dealing with a

topic of interest that you mutually agree upon. During your conversation, try to avoid using words that

have the letter “N” in them. Continue the conversation for approximately two

minutes. At that time, stop the conversation and reflect on the

following questions.1. During the conversation, how did you feel as you were

trying to express yourself?2. What were some of the struggles that you faced?3. Did you make mistakes? Did you find it difficult to

continually think about what you were saying?

Choose a partner of your choice Have a conversation with your partner dealing with a

topic of interest that you mutually agree upon. During your conversation, try to avoid using words that

have the letter “N” in them. Continue the conversation for approximately two

minutes. At that time, stop the conversation and reflect on the

following questions.1. During the conversation, how did you feel as you were

trying to express yourself?2. What were some of the struggles that you faced?3. Did you make mistakes? Did you find it difficult to

continually think about what you were saying?

Strategies for Teaching Language

Supporting ELLs in the Classroom

Strategies for Teaching Language

Supporting ELLs in the Classroom

When you write in your first When you write in your first language how does it make you language how does it make you

feel?feel?

When you write in your first When you write in your first language how does it make you language how does it make you

feel?feel? “I know everything about my culture and my country and I feel free to write about anything”

“It is more faster and easier to understand”

“I use this language at home all the time” It makes me feel proud about my religion and my dad and

mom will be proud of me”

“It makes me feel focused because I’m good at writing in my own language which makes me focused”

“I know everything about my culture and my country and I feel free to write about anything”

“It is more faster and easier to understand”

“I use this language at home all the time” It makes me feel proud about my religion and my dad and

mom will be proud of me”

“It makes me feel focused because I’m good at writing in my own language which makes me focused”

I like reading stories in my own I like reading stories in my own language because…language because…

I like reading stories in my own I like reading stories in my own language because…language because…

“I want to improve in my language because I want to improve my reading and become better in Arabic school”

“I am not good at writing but in reading I am”

“I can understand what I read”

“It is more interesting to me and I understand all the words”

“It makes more sense than English and I can tell people about it so they understand”

“I want to improve in my language because I want to improve my reading and become better in Arabic school”

“I am not good at writing but in reading I am”

“I can understand what I read”

“It is more interesting to me and I understand all the words”

“It makes more sense than English and I can tell people about it so they understand”

When I am allowed to write in my When I am allowed to write in my language it allows me to…language it allows me to…

When I am allowed to write in my When I am allowed to write in my language it allows me to…language it allows me to…

“It allows me to be a Muslim”

“I can share my knowledge and be more comfortable”

“It allows me to write what I really want to say and I can write it clearly”

“It makes me learn more and show off my talents”

“Builds my vocabulary better and makes me feel calm”

“It allows me to be a Muslim”

“I can share my knowledge and be more comfortable”

“It allows me to write what I really want to say and I can write it clearly”

“It makes me learn more and show off my talents”

“Builds my vocabulary better and makes me feel calm”

TT

The Question I Asked Myself…The Question I Asked Myself…

TT

The Question I Asked Myself…The Question I Asked Myself…

How can we meet the needs of ELLs through the multimodality within the dual language

context, promoting their cultural identity to ensure successful results within the means

of meeting the curriculum expectations?

How can we meet the needs of ELLs through the multimodality within the dual language

context, promoting their cultural identity to ensure successful results within the means

of meeting the curriculum expectations?

multimodality - a term which refers to the practice of meaning-making involving the purposeful integration of semiotic resources including, but by no means restricted to, writing, images, speech, gestures, drawing, painting and sound…

Supporting ELLs with Language ScaffoldsSupporting ELLs with Language Scaffolds

Language scaffolds are the supports that teachers provide to help students achieve a higher level of performance than they could do on their own.

Language scaffolds are the supports that teachers provide to help students achieve a higher level of performance than they could do on their own.

Provide writing prompts to help students complete specific tasks

Sentence Starters

Sentence Completion Activities

Sentence-Combining Activities

Word Walls with Subject-Specific Vocabulary

Use graphic organizers- paragraph frames or hamburger- story maps- timelines- Venn diagrams

Use lots of visuals in your lessons

Use of translation technology – Google Translate

Provide writing prompts to help students complete specific tasks

Sentence Starters

Sentence Completion Activities

Sentence-Combining Activities

Word Walls with Subject-Specific Vocabulary

Use graphic organizers- paragraph frames or hamburger- story maps- timelines- Venn diagrams

Use lots of visuals in your lessons

Use of translation technology – Google Translate

Sample Lesson for Summarizing

Sample Lesson for Summarizing

Lesson: Writing a SummarySubject:

Social Studies/LanguageGrade: 5Lesson Goal:

Students will condense the “big ideas” of the text being read, into their own words, capturing only the main ideas – retelling what is being read in their own words

Lesson: Writing a SummarySubject:

Social Studies/LanguageGrade: 5Lesson Goal:

Students will condense the “big ideas” of the text being read, into their own words, capturing only the main ideas – retelling what is being read in their own words

Procedure:- Have students make predictions

about the article that you will read together – draw on previous knowledge

- Create a KWL chart- Together with the class, read

through the article, determine important ideas and highlight them

- Use a graphic organizer to chart main ideas

- Model how to write a summary using the graphic organizer with main ideas

- Using Write OutLoud and an LCD projector, model how to use the main ideas to write summary of the article

Procedure:- Have students make predictions

about the article that you will read together – draw on previous knowledge

- Create a KWL chart- Together with the class, read

through the article, determine important ideas and highlight them

- Use a graphic organizer to chart main ideas

- Model how to write a summary using the graphic organizer with main ideas

- Using Write OutLoud and an LCD projector, model how to use the main ideas to write summary of the article

What is Differentiation?What is Differentiation?

A teacher’s response to the learning needs of a student or a group of students

The goal is maximum student growth and individual success

A teacher’s response to the learning needs of a student or a group of students

The goal is maximum student growth and individual success

An example of a lesson plan that includes Differentiated Instruction

(Baking sugar cookies-primary grades)

An example of a lesson plan that includes Differentiated Instruction

(Baking sugar cookies-primary grades) Think pair share: Talk about a time that you made something to eat.

What was it? What did you use? What were the steps? -activates prior knowledge; teacher gages what kind

of “experiences” students have with cooking/baking (assessment for learning); first language partners

Pre-teach the names of the ingredients and cooking utensils that will be used

-Pre-teach key vocabulary- create an anchor chart of ingredients and cooking utensils in English as well as other languages if necessary ; This step also utilizes key visuals because you have the real object as well as a picture on chart; can also gesture actions such as “mixing”

Different students will be called upon to assist in the various steps of baking the cookies

On chart, sequence the events together using pictures and sentences

Think pair share: Talk about a time that you made something to eat. What was it? What did you use? What were the steps?

-activates prior knowledge; teacher gages what kind of “experiences” students have with cooking/baking (assessment for learning); first language partners

Pre-teach the names of the ingredients and cooking utensils that will be used

-Pre-teach key vocabulary- create an anchor chart of ingredients and cooking utensils in English as well as other languages if necessary ; This step also utilizes key visuals because you have the real object as well as a picture on chart; can also gesture actions such as “mixing”

Different students will be called upon to assist in the various steps of baking the cookies

On chart, sequence the events together using pictures and sentences

Students will then complete their own procedural writing

Stage 1 learners can have pictures (from clip art depicting the various steps) with key vocabulary given to them. They can sequence the pictures and practice reading the vocabulary.

Stage 2 learners can draw pictures and write key words or phrases

Stage 3 learners can draw a picture and write a sentence for each step

Stage 4 learners can challenge themselves by writing the procedure for making their favourite food

Students will then complete their own procedural writing

Stage 1 learners can have pictures (from clip art depicting the various steps) with key vocabulary given to them. They can sequence the pictures and practice reading the vocabulary.

Stage 2 learners can draw pictures and write key words or phrases

Stage 3 learners can draw a picture and write a sentence for each step

Stage 4 learners can challenge themselves by writing the procedure for making their favourite food

Place Mat Activity

In groups of 4, respond to the following question: What are some ways we can differentiate instruction for our ELL students? Record your response on one part of the place mat. Discuss your ideas with your group.

Place Mat Activity

In groups of 4, respond to the following question: What are some ways we can differentiate instruction for our ELL students? Record your response on one part of the place mat. Discuss your ideas with your group.

Why Valuing and Promoting Use of Native Language is

Important

Why Valuing and Promoting Use of Native Language is

Important continued development of the first language supports linguistic and cognitive development in English

it allows students to think, talk, read and write at a higher level than if they were limited to using English only

students’ first language is an important part of their identity and a source of cultural pride

self esteem may be affected if they are encouraged to use English only children who can already read in their first language do not need to

rediscover the principles of reading when they learn another language e.g. concepts of rhyme, figurative language, verb tenses, etc.

it expands your child’s knowledge of the first language, which helps the learning of English

continued development of the first language supports linguistic and cognitive development in English

it allows students to think, talk, read and write at a higher level than if they were limited to using English only

students’ first language is an important part of their identity and a source of cultural pride

self esteem may be affected if they are encouraged to use English only children who can already read in their first language do not need to

rediscover the principles of reading when they learn another language e.g. concepts of rhyme, figurative language, verb tenses, etc.

it expands your child’s knowledge of the first language, which helps the learning of English

Dual Language Strategies Reading

Dual Language Strategies Reading

Dual language Strategies to use in reading:1. Dual language books- Ali and the Camel description Can locate dual language books in the library and/or can sign them out

from the Board J.A. Turner Library2. Online books/ResourcesInternational Children’s Library: http://en.childrenslibrary.org/ http://www.pkp.ubc.ca/multiliteracies/ http://thornwood.peelschools.org/Dual/weblinks.htm http://www.multilingual-matters.com/

3. Buddy Reading with Dual Language Books- one student reads in the foreign language and one reads in English

Dual language Strategies to use in reading:1. Dual language books- Ali and the Camel description Can locate dual language books in the library and/or can sign them out

from the Board J.A. Turner Library2. Online books/ResourcesInternational Children’s Library: http://en.childrenslibrary.org/ http://www.pkp.ubc.ca/multiliteracies/ http://thornwood.peelschools.org/Dual/weblinks.htm http://www.multilingual-matters.com/

3. Buddy Reading with Dual Language Books- one student reads in the foreign language and one reads in English

SWC September 2011

Dual Language Strategies Writing

Dual Language Strategies Writing

Dual language Strategies to use in writing:

1. Journal, narrative and descriptive writing in L12. Writing a story/book in L13. Write a dual language book with a peer buddy or at

home with parents4. Write a paragraph in Google translator and have the

software translate it into English

Dual language Strategies to use in writing:

1. Journal, narrative and descriptive writing in L12. Writing a story/book in L13. Write a dual language book with a peer buddy or at

home with parents4. Write a paragraph in Google translator and have the

software translate it into English

SWC September 2011

Dual Language Strategies Oral

Dual Language Strategies Oral

Dual language Strategies to use for oral language: Bilingual Buddies- refer to article1. Think/Pair/Share2. Discussion- Turn and Talk3. Reflect: Clarify/Verify4. Picture Talk5. Time To Talk- Literary Comprehension

Dual language Strategies to use for oral language: Bilingual Buddies- refer to article1. Think/Pair/Share2. Discussion- Turn and Talk3. Reflect: Clarify/Verify4. Picture Talk5. Time To Talk- Literary Comprehension

Digital LiteracyDigital Literacy

Programming for 21st Century Learners

Programming for 21st Century Learners

create a welcoming, inclusive, and collaborative classroom community;

demonstrate sensitivity to ELLs’ cultural identity and norms;

use appropriate groupings to facilitate learning; and

use oral, visual, instructional, scaffolding, and assessment strategies that allow ELLs to develop and practice academic language.

create a welcoming, inclusive, and collaborative classroom community;

demonstrate sensitivity to ELLs’ cultural identity and norms;

use appropriate groupings to facilitate learning; and

use oral, visual, instructional, scaffolding, and assessment strategies that allow ELLs to develop and practice academic language.

In the ClassroomIn the Classroom Is the growth and development of both teachers and

students becoming digital learners. Technology is ever changing, there is always something new and innovative being brought forwards from numerous fields, whether it be education or medicine. We as educators must make a point to become digitally literate alongside our students, to help them grow and learn in a world where the use of technology is used and needed in everyday life. Many of our students may be far ahead of us as educators and we can learn from them, many will be far behind us, and many may need technology to embrace a new country or a new language and feel confident. No matter the reasons behind digital literacy or the level we are at, it is our future, and we must embrace it.

Is the growth and development of both teachers and students becoming digital learners. Technology is ever changing, there is always something new and innovative being brought forwards from numerous fields, whether it be education or medicine. We as educators must make a point to become digitally literate alongside our students, to help them grow and learn in a world where the use of technology is used and needed in everyday life. Many of our students may be far ahead of us as educators and we can learn from them, many will be far behind us, and many may need technology to embrace a new country or a new language and feel confident. No matter the reasons behind digital literacy or the level we are at, it is our future, and we must embrace it.

A Must!!!A Must!!!

Technology must enhance what we already know about supporting language acquisition in ELLs.

Technology must be used to create engaged, active learning experiences for ELLs.

Technology must enhance what we already know about supporting language acquisition in ELLs.

Technology must be used to create engaged, active learning experiences for ELLs.

CriteriaCriteria

Are the goals of the technology clear? Can the goals be achieved? Can it be used to support ELL students? Can it be used across numerous grades? Cost effective? Is the author/designer reputable? Current?

Are the goals of the technology clear? Can the goals be achieved? Can it be used to support ELL students? Can it be used across numerous grades? Cost effective? Is the author/designer reputable? Current?

Gather data about prior knowledge and experiences to connect to new learning and plan lessons.

Use a variety of assessment tools: Provide timely, descriptive feedback. Teach self-assessment.

Use flip camera to record and assess process and products as ELLs use any of the strategies and technology.

- Some applications monitor student activity and progress and produce reports and class profiles. MentalNote combines, pictures, voice, recordings, and sketches so that pictures or videos can be annotated.

Gather data about prior knowledge and experiences to connect to new learning and plan lessons.

Use a variety of assessment tools: Provide timely, descriptive feedback. Teach self-assessment.

Use flip camera to record and assess process and products as ELLs use any of the strategies and technology.

- Some applications monitor student activity and progress and produce reports and class profiles. MentalNote combines, pictures, voice, recordings, and sketches so that pictures or videos can be annotated.

All About Digital LiteracyAll About Digital Literacy Programming with technology for

various stages of the ELLs How will apps help in creating rich tasks

and assist with the Big Ideas? How are the apps going to assist with

literacy? Demonstrating learning and process

with staff Creating a Collaborative Classroom

Programming with technology for various stages of the ELLs

How will apps help in creating rich tasks and assist with the Big Ideas?

How are the apps going to assist with literacy?

Demonstrating learning and process with staff

Creating a Collaborative Classroom

Programming with technology for various stages

of ELLs

Programming with technology for various stages

of ELLs Technology is used to promote learning for ELLs in all stages

Align with Ontario curriculum Promote learning Target students’ needs & learning goals Meet various learning styles Software programs that assist with instruction

or grammar make learning interactive, collaborative and hands-on

Technology is used to promote learning for ELLs in all stages

Align with Ontario curriculum Promote learning Target students’ needs & learning goals Meet various learning styles Software programs that assist with instruction

or grammar make learning interactive, collaborative and hands-on

Technology resources used in classroom for ELLs to reach learning

objectives

Technology resources used in classroom for ELLs to reach learning

objectives Raz-kids

Helps improve reading & comprehension skills through reading and listening to stories

Stories accompanied by activity sheets & online quiz Webspiration

Brainstorm & organize ideas for prewriting with graphic organizers

WordQ Text-to-speech to help students with spelling,

proofreading, grammar Kurzweil

Speech recognition software with electronic keyboard to assist with reading and writing

Raz-kids Helps improve reading & comprehension skills through

reading and listening to stories Stories accompanied by activity sheets & online quiz

Webspiration Brainstorm & organize ideas for prewriting with graphic

organizers WordQ

Text-to-speech to help students with spelling, proofreading, grammar

Kurzweil Speech recognition software with electronic keyboard to

assist with reading and writing

Technology resources continuedTechnology resources continued Dragon

Speech is transcribed as written text for students Comic Life

Design and create comic strips using visuals and letters Bitstrips

Assist students with visual and media Create webcomics in different langauges

VoiceThread Narrate writing tasks and practice oral & written language skills

Starfall Audio & visual presentation of text through listening and seeing

letter sounds and names to practice phonics and read stories Tumble Books

Stories can be read aloud or ready by students with follow-up online quizzes

Stories available in various languages

Dragon Speech is transcribed as written text for students

Comic Life Design and create comic strips using visuals and letters

Bitstrips Assist students with visual and media Create webcomics in different langauges

VoiceThread Narrate writing tasks and practice oral & written language skills

Starfall Audio & visual presentation of text through listening and seeing

letter sounds and names to practice phonics and read stories Tumble Books

Stories can be read aloud or ready by students with follow-up online quizzes

Stories available in various languages

Clicker and PremierClicker and Premier Most common software programs to assist ELLs with

reading & writing

Clicker Word processor to help children learn and write Students type into Clicker Writer from the keyboard or use

Clicker Grids to enter words and pictures Sentences can be read out loud Each word is highlighted as it is spoken for students to

follow text and review writing Example: Use for Grade 2 narrative writing

Incorporate pictures and text Write a story that takes place in the Arctic Connect to Communities around the World in Social Studies

Most common software programs to assist ELLs with reading & writing

Clicker Word processor to help children learn and write Students type into Clicker Writer from the keyboard or use

Clicker Grids to enter words and pictures Sentences can be read out loud Each word is highlighted as it is spoken for students to

follow text and review writing Example: Use for Grade 2 narrative writing

Incorporate pictures and text Write a story that takes place in the Arctic Connect to Communities around the World in Social Studies

Clicker and PremierClicker and Premier Premier

Allows writing to be read aloud from any file format and internet sources

Each word is highlighted as it is spoken for students to follow the text

Text can be translated into different languages Example: Can be used for EQAO reading activities

Listen to text Complete follow-up questions for reading activity

Benefits of Clicker and Premier Talking word processor for reading and writing Highlights and summarizes text E-text reader for independent, shared and guided reading Assists learners in constructing sentences using selected

vocabulary (words and pictures) Text-to-speech is used to give immediate vocal feedback Helps learners progress in their writing process with editing

Premier Allows writing to be read aloud from any file format and internet

sources Each word is highlighted as it is spoken for students to follow the

text Text can be translated into different languages Example: Can be used for EQAO reading activities

Listen to text Complete follow-up questions for reading activity

Benefits of Clicker and Premier Talking word processor for reading and writing Highlights and summarizes text E-text reader for independent, shared and guided reading Assists learners in constructing sentences using selected

vocabulary (words and pictures) Text-to-speech is used to give immediate vocal feedback Helps learners progress in their writing process with editing

Consider what you know about the steps and process when Teaching ELLs for the next activity!!!!

Using information from this presentation and your own ideas, how would you support the following case study. Using information from this presentation and your own ideas, how would you support the following case study.

Xiao WenXiao Wen is a thirteen-year-old student from Taiwan. He arrived with his parents and two younger siblings. He attended a very good school in Taiwan, but has not yet received any instruction in English. His parents are so eager for him to learn the language, and to “catch up” with his peers (who as Grade 8 students have already had considerable instruction in English) that they have hired a tutor for three afternoons a week of additional, after-school instruction. They believe that by hiring the tutor they have discharged their responsibility for Xiao Wen’s education. The rest is up to him and his teachers. Xiao Wen feels an enormous amount of pressure, but tries to please his parents by working hard and forsaking school clubs and extra-curricular activities.Modified from: English as a Second Language Learners:A Guide for Classroom Teachers 1 9 9 9Ministry of EducationSpecial Programs BranchRB 0074

Apps as an instructional toolApps as an instructional tool

Apps enhance development of language learning in ELLs

Apps are beneficial for all students Students show more interest in learning when

technology is used Can be used by students of all ages in all

subjects Students can learn new words with the help of

pictures and definitions to improve comprehension

Apps enhance development of language learning in ELLs

Apps are beneficial for all students Students show more interest in learning when

technology is used Can be used by students of all ages in all

subjects Students can learn new words with the help of

pictures and definitions to improve comprehension

How are the apps going to assist with literacy?

How are the apps going to assist with literacy?

Apps will help in all four areas of the language curriculum

Reading Writing Oral / Listening Media Literacy

Apps will help in all four areas of the language curriculum

Reading Writing Oral / Listening Media Literacy

How are the apps going to assist with literacy?

How are the apps going to assist with literacy?

Reading Interactive apps will improve student motivation and

engagement Fun ways to practice using reading strategies Text-to-speech functions enable text to be read aloud Text is highlighted as it is being read for students to

track text (easier to follow than the traditional “Listening Centers”)

Follow up games and activities Text can be translated easily Students can borrow ebooks from the library and read

them on the iPad Ebooks available in different languages Can be used for independent, shared or guided reading

Reading Interactive apps will improve student motivation and

engagement Fun ways to practice using reading strategies Text-to-speech functions enable text to be read aloud Text is highlighted as it is being read for students to

track text (easier to follow than the traditional “Listening Centers”)

Follow up games and activities Text can be translated easily Students can borrow ebooks from the library and read

them on the iPad Ebooks available in different languages Can be used for independent, shared or guided reading

How are the apps going to assist with literacy?

How are the apps going to assist with literacy?

Writing Fun and easy-to-use apps to help students

learn the writing process easily Start off with pictures, slowly add more text Different apps enable different forms of writing

Text-to-speech / speech-to-text Easy for ELLs to search for words in L1 and

translate into English Apps are fun ways for students to learn

spelling, grammar, etc.

Writing Fun and easy-to-use apps to help students

learn the writing process easily Start off with pictures, slowly add more text Different apps enable different forms of writing

Text-to-speech / speech-to-text Easy for ELLs to search for words in L1 and

translate into English Apps are fun ways for students to learn

spelling, grammar, etc.

How are the apps going to assist with literacy?

How are the apps going to assist with literacy?

Oral and Listening Text can be read aloud to students Helps ELLs learn new words and pronunciation Helps ELLs practice listening skills Some apps have audio directions that students have

to follow Students can listen to translation in L1 or from L1

into English Students can also record themselves using the

camera function on the iPad, and this can help with their oral speaking skills or reading aloud with fluency

Oral and Listening Text can be read aloud to students Helps ELLs learn new words and pronunciation Helps ELLs practice listening skills Some apps have audio directions that students have

to follow Students can listen to translation in L1 or from L1

into English Students can also record themselves using the

camera function on the iPad, and this can help with their oral speaking skills or reading aloud with fluency

How are the apps going to assist with literacy?

How are the apps going to assist with literacy?

Media literacy Students can use apps to create or deconstruct different

forms of media Advertisements Book jackets Storyboards Brochure Create a website Movie poster Analyze music lyrics

Students can use the camera function on the iPad to create different forms of media (eg. A television advertisement or a PSA)

Teachers can easily download many different types of media sources for teaching purposes

Media literacy Students can use apps to create or deconstruct different

forms of media Advertisements Book jackets Storyboards Brochure Create a website Movie poster Analyze music lyrics

Students can use the camera function on the iPad to create different forms of media (eg. A television advertisement or a PSA)

Teachers can easily download many different types of media sources for teaching purposes

OVERALL!!!!OVERALL!!!!

ALL HANDS ON!!! Apps are all visual, which helps ELLs improve their

comprehension Many apps have an audio component as well that reads

text out loud Helps ELLs with listening skills and pronunciation of new

words Translation app helps ELLs feel more comfortable and

confident in new learning environment Increase motivation & engagement Easily customizable to students levels Teachers can save data or access for assessment Free or relatively cheap

ALL HANDS ON!!! Apps are all visual, which helps ELLs improve their

comprehension Many apps have an audio component as well that reads

text out loud Helps ELLs with listening skills and pronunciation of new

words Translation app helps ELLs feel more comfortable and

confident in new learning environment Increase motivation & engagement Easily customizable to students levels Teachers can save data or access for assessment Free or relatively cheap

Creating a Collaborative Classroom

Creating a Collaborative Classroom

Effective communication and collaboration are essential to becoming a successful learner

Enormous advantages from collaborative learning that is not available from tradition instruction

Groups (whole class or small group) can accomplish meaningful learning and solve problems better than individuals can alone

Teachers and students have important roles in collaborative classroom

Effective communication and collaboration are essential to becoming a successful learner

Enormous advantages from collaborative learning that is not available from tradition instruction

Groups (whole class or small group) can accomplish meaningful learning and solve problems better than individuals can alone

Teachers and students have important roles in collaborative classroom

Collaborative Classroom: Characteristics

Collaborative Classroom: Characteristics

Shared knowledge among teachers and students

Shared authority among teachers and students Teachers as mediators Heterogeneous groupings of students

Shared knowledge among teachers and students

Shared authority among teachers and students Teachers as mediators Heterogeneous groupings of students

Collaborative Classroom: Student Roles

Collaborative Classroom: Student Roles

Goal setting Critical process Helps guide many before-, during-, and after-learning activities Provide students with choices in goal setting

Designing learning tasks and monitoring Teachers plan general learning tasks (eg. Produce a product to

illustrate a concept/personal experience, etc.), students assume much more responsibility in a collaborative classroom for planning own learning activities

Assessment Students learn self-assessment Shared decisions about materials & group performance = students

feel more free to express doubts, feelings of success, remaining questions and uncertainties than when evaluated only by teacher

Cooperation = assessment is less threatening than in traditional setting

Students learn to evaluate their own learning from their experiences with group evaluation

Goal setting Critical process Helps guide many before-, during-, and after-learning activities Provide students with choices in goal setting

Designing learning tasks and monitoring Teachers plan general learning tasks (eg. Produce a product to

illustrate a concept/personal experience, etc.), students assume much more responsibility in a collaborative classroom for planning own learning activities

Assessment Students learn self-assessment Shared decisions about materials & group performance = students

feel more free to express doubts, feelings of success, remaining questions and uncertainties than when evaluated only by teacher

Cooperation = assessment is less threatening than in traditional setting

Students learn to evaluate their own learning from their experiences with group evaluation

Digital Literacy ContinuedDigital Literacy Continued The idea of using digital literacy builds

on the use of digital tools to acquire and share information through participation in knowledge building centers by using Web 2.0 tools. It is based on the idea of collaborative, inquiry-based learning activities that are jointly planned by media specialists and teachers.

The idea of using digital literacy builds on the use of digital tools to acquire and share information through participation in knowledge building centers by using Web 2.0 tools. It is based on the idea of collaborative, inquiry-based learning activities that are jointly planned by media specialists and teachers.

Digital Literacy ContinuedDigital Literacy Continued “As a result of this ubiquitous information environment and sheer

volume of their interaction with it, today’s student think and process information fundamentally different from their predecessor” Marc Prensy “Digital Native, Digital immigrants

Digital literacy is all about knowing how to find, organise,evaluate and create information using digital technology.

It can benefit ELL by providing the same authentic experience and they are at the same level as their native speaker.

It helps ELLs connect, collaborate and interact with their peers around the world

It increases their engagement with academic material and task and help close the gap.

“As a result of this ubiquitous information environment and sheer volume of their interaction with it, today’s student think and process information fundamentally different from their predecessor” Marc Prensy “Digital Native, Digital immigrants

Digital literacy is all about knowing how to find, organise,evaluate and create information using digital technology.

It can benefit ELL by providing the same authentic experience and they are at the same level as their native speaker.

It helps ELLs connect, collaborate and interact with their peers around the world

It increases their engagement with academic material and task and help close the gap.

Now, what are your next steps going to be in supporting the ELLs in your

classroom?

Now, what are your next steps going to be in supporting the ELLs in your

classroom? Please share within your group your next steps now that you have

participated in this workshop. What was worthwhile learning? Was there some piece of information that ‘clicked’ with you and gave you a starting point? Use the EXIT card to answer the questions!

Please share within your group your next steps now that you have participated in this workshop. What was worthwhile learning? Was there some piece of information that ‘clicked’ with you and gave you a starting point? Use the EXIT card to answer the questions!

“Every child is different. Every student is unique. As teachers, it is our job to make them smile… to give them hope… to help them learn… and to make sure they succeed.”

"All great achievements require time.“

Final Thoughts