Thinking maps for ELLs.pptx

Processing Activity

KEY WORDS
FOR

THINKING

You have been
introduced to
Thinking Maps®

HAVE A GREAT LUNCH!

Show what you know!

Use the cards on your table to “build” a group Tree Map. First line up the guiding
questions, then classify the rest of the cards under the correct category.



English Learners in my
classroom/English
Learners that I know



?The Teacher knows his/her students A
? Teacher
? Provides
? Quality
? Instructio
?
? n
for
English
Language
Learners

Challenges Working with ELLs

English Learners have diverse backgrounds, languages, and education profiles:
■ Some have limited schooling; others read and write above grade level in their own

language.
■ Some have had negative school experiences and come unmotivated; others are

highly motivated and have supportive families.
■ Some live in poverty without books in their homes; others come from middle-class

families with high levels of literacy.
■ Some speak Latin-based languages, easing the recognition of some English words;

other speak languages that do not have a written form.

Jigsaw Activity

Group ELL Proficiency Pages in

Level Manual

1 Level 1 p.153-160

Language

Proficiency

2 Level 2 p.161-168

Language

Proficiency

3 Level 3 p.169-178

Language

Proficiency

4 Level 4 p.179-188

Language

Proficiency

5 Level 5 p.189-197

Language

Proficiency

Level 1 Language
Proficiency

Characteristics of Level 1 ELLs

■ Very little comprehension of language, focus should be on building comprehension
and basic vocabulary.

■ No verbal or very limited verbal production-speaking vocabulary is less than 500
words, imprecise usage of many words

■ Minimal comprehension-not yet able to understand, read, or speak English
■ Communicates in single words or two or three word phrases
■ Not yet able to apply rules of grammar
■ Uses illustrations to communicate
■ Can act out or dramatic vocabulary, concepts, and events
■ Makes lists and copies
■ Cannot work independent in reading selections
■ Constructs meaning through non print features
■ Able to generate simple texts that reflect their knowledge level of syntax
■ Developing BICS
■ Can remain at this level from a few weeks to 6 months

Specific Needs of Level 1 ELLs

■ Explicit Vocabulary Instruction
■ Maintain vocabulary notebook of illustrated words
■ Listen to simple stories/information
■ Create texts through language experience and modeled writing
■ daily instruction in phonics and decoding
■ Daily opportunities to practice oral language
■ Learn to locate answers in text to simple “right there” questions
■ Write responses to reading using vocabulary lists and cloze procedure

Level 2 Language
Proficiency

Characteristics of Level 2 ELLs

■ Willingness to produce responses or initiate utterances of a few words
■ Responds with Short phrases and Fragments
■ Speech is restricted to short simple sentences and repetitive sentence structure

(Copies from Modeling)
■ Frequent errors in grammar and word order
■ Can produce English words related to social everyday events
■ Shows reading ability in English if illustrations exist
■ Uses General Academic Vocabulary
■ Able to hear word and syllable boundaries
■ Difficulty understanding most conversations and extended discourse
■ Uses Formulaic expression in social settings
■ Reading and Writing proficiency varies depending on literacy development in the

native language.
■ Can read and locate words and phrases in simple environmental print
■ Errors in writing that hinder communication
■ 1000 Words in vocabulary-imprecise usage
■ Can remain at this level from 6 months to one year.

Specific Needs of Level 2 ELLs

■ Explicit Vocabulary Instruction
■ Continue to maintain a vocabulary notebook
■ Continue to listen to simples stories/information told by a fluent English Speaker
■ Daily English Free talk time in low risk setting
■ Explicit instruction in morphology and syntax
■ Explicit instruction in pronunciation
■ Daily phonics and decoding instruction
■ Locate answers to questions in text
■ Write responses to reading
■ Create text through language experience and modeled writing
■ Explicit instruction in form and function
■ SPelling and mechanics instruction
■ Write freely in personal experiences in a daily diary or journal
■ Opportunity to respond orally to short answer questions

Level 3 Language
Proficiency

Characteristics of Level 3 ELLs

■ Speaks in Longer phrases and in sentences
■ Experiments more with language
■ Telegraphic speech “I go outside now”
■ 2000-7000 receptive words
■ Range of speaking vocabulary increases to 1500-2000 words
■ Continues to develop BICS
■ Engages in extended discourse-using mostly present and past tense
■ Pronounces English words intelligibly
■ Difficulty comprehending and producing complex structures and academic language
■ Can understand spoken English that is about events within range of personal experience
■ Can understand complex speech-still requires repetition
■ Can discuss everyday events, the past, and some future events
■ Uses English Spontaneously-difficulty expressing all of their thoughts
■ Can work independently on reading tasks
■ Proficiency in reading varies depending upon the learner’s background knowledge with themes, concepts, or genres
■ Comprehends the gist of simple narrative and informational texts
■ Needs support with abstract or culturally unfamiliar topics
■ Difficulty understanding figurative language
■ Generates more complex texts in writing
■ Can remain as this level from 2 to 4 years

Specific Needs of Level 3 ELLs

■ Explicit Vocabulary instruction
■ Listen to and understand the use of technical and academic vocabulary supported by

concrete experiences and visual support
■ Daily English “Free talk time”
■ Explicit instruction in communicative grammar
■ Pre-Reading-pre teach vocabulary, surveying text, establishing purpose
■ During Reading-cognitive maps of text structure to scaffold comprehension
■ After Reading-going deeper through comparison and contrast, inferencing, summarizing, and

written response
■ Instruction in genre writing, using cognitive maps to organize writing
■ Instruction in coherence through modeled and shared writing
■ Activities that encourage vocabulary development and comprehension
■ Use of content area topics for English Language Development
■ Modeling of standard language structures
■ Using how and why questions

Level 4 Language
Proficiency

Characteristics of Level 4 ELLs

■ Student demonstrates increasingly better comprehension and produces more complex sentence structures
■ Occasional Structural Errors
■ 12,000 receptive words
■ Speaking Vocabulary 2000-3000 words
■ Engages in everyday conversation without relying on concrete contextual support
■ Communicates thoughts more effectively
■ Can function in mainstream English reading class
■ Begins to develop more academic language
■ Content based vocabulary development activities are important (CALPS)
■ Uses varied sentence structures
■ Errors rarely interfere with communication
■ Often rereads for complete understanding
■ Appears quite fluent in English
■ Understands oral and written communication about events beyond personal experience
■ Can engage in debates and expand on answers
■ Can read age appropriate English
■ CAn Analyze, compare and contrast, and make generalizations based on reading text
■ Can work independently on English materials
■ May miss out on jokes, slang, or idiomatic expressions
■ Intonation, phrasing, and stress approximate that of Native English Speakers
■ Difficulty answering questions that involve inferential comprehension and critical thinking
■ Difficulty with complex structures and abstract academic concepts
■ Recognizes text structure
■ Able to make text connections
■ Begins to approximate the writing of native speakers of English

Specific Needs of Level 4 ELLs

■ Explicit Vocabulary instruction
■ Utilize Sheltered Instruction
■ Ask questions requiring expanded responses
■ Literary analysis
■ Analyze charts and graphs
■ Practice using logic in argumentation and persuasion
■ Use prior knowledge to learn new vocabulary
■ Cognitive maps of text structure to scaffold comprehension
■ Going deeper into text
■ Instruction in genre writing
■ Instruction in coherence
■ Vocabulary Development and Comprehension
■ Modeled Language structures
■ Using how and why questions
■ Instruction in genre process writing
■ Modeled and shared writing

Level 5 Language
Proficiency

Characteristics of Level 5 ELLs

■ Uses Complex verb forms
■ Uses varied and complex sentence structures
■ Use wide range of vocabulary
■ Grammar and word order approximate that of a native speaker
■ Grade level appropriate fluency
■ Does not have to reread for understanding
■ May still need some modifications
■ Good command of technical and academic vocabulary
■ Can produce clear, smoothly flowing, well structured texts of differing lengths and

degrees of linguistic complexity
■ Errors are minimal and may be difficult to spot

Specific Needs of Level 5 ELLs

■ Same as Native English Speakers
■ Best practices

Quiz Time

■ Take out your device (laptop,
phone, tablet)

■ Go to kahoot.it
■ Enter pin for quiz
■ Show your knowledge!



BESL Expectations for Implementation

■ Teachers will be expected to Suggested Implementation Dates this year:
implement the use of at least one Week 1: April 13h-14th Circle Map
thinking map for the remainder of Week 2: April 17th-21st Bubble Map
the year. Week 3: April 24th-28th Double bubble Map
Week 4: May 1st- May 5th Tree Map
■ We will be conducting walk Week 5: May 8th-May 12th Brace Map
throughs looking for evidence of Week 6: May 15th- May 19th Flow Map
the implementation of thinking Week 7: May 22nd- May 26th Multi-Flow Map
maps. Week 8: May 29th- June 1st Bridge Map

■ Next school year Teachers will be
expected to Implement all 8
thinking maps starting the first 8
weeks of school.