New Teacher ESL Professional Dev
Newcomer Training
FOCUS: Making work more accessible for newcomers. This is focused on teachers who are new to teaching newcomers and/or teachers not certified in ESL
Copy of SY24_NTIM & OLCE_PD Design_Resource Page
Making Content More Accessible for Newcomers
Professional Development Learning Outcomes:
Know the components of creating a positive and welcoming school environment that supports newcomers and their families, including the classroom environment.
Understand the unique needs and assets of newcomers and their families in order to build stronger connections.
Apply knowledge and understanding in order to create an inclusive school and classroom environments that supports newcomer success
Make work more accessible for newcomers in a middle school/high school setting.
Here are five evidence-based instructional practices that schools can implement:
1. Provide ELs with opportunities to build content knowledge and language competence in tandem.
2. Leverage ELs’ home language(s), prior knowledge, and cultural assets.
3. Engage ELs in productive interactions with peers.
4. Provide direct and explicit instruction focusing on key aspects of literacy.
5. Regularly incorporate opportunities to develop written language skills.
Using Sentence Frames for writing and speaking and Google Sites for presentations
When working with students who have an ELP level of 1, a simple sentence frame may not provide the level of support students require for effective writing. At this stage, these students are still in the early stages of English language acquisition, and they may need more comprehensive scaffolding.
This is where a paragraph frame comes into play. Think of it as the next step in their language development journey. Instead of focusing on just one sentence, it provides a model for organizing multiple sentences into a coherent paragraph. It offers a structure that guides students in not only formulating sentences but also connecting ideas logically and cohesively.
Students can debate topics of current events. The groups should be of mixed levels. They work together to identify reasons and evidence and then one person in each group presents their findings.
Students are placed in heterogenous groups. Groups are assigned a stance to take on a controversial topic. The groups identify two claims that support their stance. The groups cite evidence that supports their claims and then decide on one person who will speak for the group in the debate.
Developing Students' Discussion Skills
Structured Academic Conversations: Teach students how to engage in structured academic conversations where they have defined roles and responsibilities, such as the speaker and the listener. This promotes language development while discussing content.
Research Project using Google Sites
Students will use Google Sites to create research projects that they will present to the class. Students may look at current controversial topics or can argue something they are passionate about.
Well-developed schema plays in acquiring new information
Psychologists at Carnegie Mellon determined that it’s easier to learn something new when we can connect it to something that we already know.
According to Lynne Reder, professor of psychology, “This [study] has implications for how to optimize instruction, specifically that concepts should be introduced to students in a way that they have a good grasp and familiarity with those concepts before trying to combine them into more complex informational structures."
Encourage topic-focused wide reading through personal research projects and technology
research projects using technology.
Conversation Starters
Conversations Questions
My Autobiography Workbook
ESL Flashcards
Mexican Folk Tales
Identify key background knowledge needed for understanding
In this step, ask yourself the following questions:
What key concepts do students need to know to understand this lesson?
Are there any cultural references that my ELLs may not know?
What vocabulary is needed to understand the content
7 Activities for Activating Prior Knowledge
Activating your students’ prior knowledge can take many different forms—the creative possibilities are endless. The best strategies for activating background knowledge are meaningful, authentic, and engaging.
Below is a list of some of activities for building background knowledge for ELLs; however, native speakers will also benefit from these activities. Many of the activities below can be used for any grade level or subject area (with some adaptations).
Leverage ELs’ home language(s), prior knowledge, and cultural assets.
Strategies
Use Visual Aids: Incorporate visual aids such as charts,
diagrams, images, and videos to make content more
comprehensible. Visuals can help ELs grasp concepts even
when they are still developing their language skills.
Scaffolded Instruction: Provide scaffolded instruction that
starts with simpler language and gradually increases in
complexity as students become more proficient.
Language-rich Environment: Create a language-rich classroom
environment where students are encouraged to speak, listen,
read, and write.
Use of Realia: Bring real-life objects or examples into the
classroom to make content more concrete and relatable.
Cognates: Point out cognates (words that are similar in English
and the students' native language) to help ELs connect their
prior knowledge to new English vocabulary.
Graphic Organizers: Use graphic organizers like concept maps,
Venn diagrams, or storyboards to visually represent ideas and
help students organize their thoughts and learning.
Multimodal Instruction: Incorporate a variety of instructional
methods, including reading, writing, speaking, and listening
activities, to engage different learning styles and language skills.
Provide Contextualized Vocabulary: Introduce and teach
vocabulary in the context of the subject matter being studied.
This helps students understand how words are used in specific
content areas.
Engage ELs in productive interactions with peers.
Structured Peer Conversations: Implement structured
conversation activities where students take turns asking and
answering questions. Provide sentence starters or discussion
prompts to guide the dialogue.
Role-Playing: Use role-playing exercises where students act
out real-life scenarios or academic dialogues. This helps them
practice language in context and enhances communication
skills.
Language Games: Incorporate language-based games, such as
vocabulary bingo, word puzzles, or language charades, to make
language practice enjoyable and interactive.
Collaborative Projects: Assign group projects or presentations
that require collaboration and interaction. Encourage each
student to contribute to the project using their unique skills and
knowledge.
Think-Pair-Share: Implement the "think-pair-share" strategy
where students first think about a question, discuss it with a
partner, and then share their thoughts with the class. This
promotes discussion and idea sharing.
Jigsaw Activities: Use jigsaw activities where each student is
responsible for a part of the information. They must collaborate
to understand the complete topic and then present it to the
group.
Visual Aids and Graphic Organizers: Use visual aids like charts,
graphs, or graphic organizers to help newcomers explain
concepts to their peers. Visuals make explanations clearer and
encourage discussion.
Digital Collaboration Tools: Utilize digital platforms or apps that
facilitate online collaboration, allowing students to work
together on projects, share ideas, and provide feedback.
Multilingual Show-and-Tell: Encourage students to bring in
objects from their culture and explain their significance in both
their native language and English. This promotes cultural
exchange and language use.
StrategiesProvide direct and explicit instruction focusing on key aspects of literacy.
Vocabulary Development: Introduce and explore new
vocabulary words regularly. Provide explanations, examples,
and opportunities for students to use these words in context.
Comprehension Strategies: Explicitly teach reading
comprehension strategies such as making predictions, asking
questions, making connections, visualizing, and summarizing.
Model how to use these strategies while reading.
Interactive Read-Alouds: Engage students in interactive read-
aloud sessions where they participate in discussions, make
predictions, and ask questions about the text. Use a variety of
texts, including stories, nonfiction, and academic content. This
helps students hear fluent English and understand
pronunciation and intonation.
Explicit Writing Instruction: Teach writing conventions,
sentence structure, paragraph organization, and essay writing
explicitly. Provide writing prompts and constructive feedback.
Word Walls: Create word walls displaying key vocabulary
words. Encourage students to use and interact with these
words regularly as a reference.
Reading Response Journals: Have students keep reading
response journals where they write about their thoughts,
questions, and reflections on the text they are reading. This
encourages engagement and deeper understanding.
Peer Reading Partners: Pair ELs with more proficient English-
speaking peers for reading activities. This provides peer
support and models fluent reading.
Sentence Expansion: Practice expanding simple sentences into
more complex ones. This helps students understand sentence
structure and build their own sentences.
Regularly incorporate opportunities to develop written language skills.
Oral Language Development
Storytelling: Encourage students to share personal stories,
anecdotes, and experiences with the class. Storytelling
promotes vocabulary development and helps students express
themselves.
Role-Playing: Use role-playing activities to simulate real-life
situations. This helps students practice using language in
context, such as ordering food at a restaurant or conducting a
job interview.
Language Games: Incorporate language games and activities
that focus on vocabulary, pronunciation, and fluency. Examples
include word games, tongue twisters, and pronunciation
exercises.
Listening Activities: Provide opportunities for students to listen
to authentic spoken English. Use audio recordings, podcasts,
and videos to expose them to different accents and speaking
styles.
Writing
Sentence Starters: Provide sentence starters or prompts to help
students begin their writing. This can reduce the intimidation of
a blank page and scaffold their writing.
Structured Writing Tasks: Assign structured writing tasks that
align with content areas. For example, have students write
summaries, responses to reading passages, or explanations of
scientific experiments.
Writing Centers: Set up writing centers in the classroom with
writing prompts, dictionaries, thesauruses, and other resources
to support independent writing.
Word Walls: Create word walls specific to writing, displaying key
vocabulary and writing-related terms.
Differentiation: Differentiate writing tasks based on students'
proficiency levels and individual needs, providing appropriate
challenges for each student.
Cultural Relevance: Incorporate topics and themes that are
culturally relevant to the students. This can make writing more
engaging and meaningful for ELs.
Making content comprehensible for students by:
Connecting students’ backgrounds and prior knowledge to content area concepts
Explicitly teaching content vocabulary, academic language, and language structures of the content area
Presenting cognitively demanding information and tasks in context-embedded ways (e.g., graphic organizers, visual representations)
Using cooperative learning to facilitate content understanding and promote language development through language use