Helping ELs Prepare for Standardized Tests

As we approach testing season, there are a few things teachers can do to prepare English Learners, and mitigate the interference of language proficiency and cultural variance on student scores.  ELs can benefit from explicit teaching on “test wiseness”, or the “how” of test-taking.  Another is instruction on the “language of tests”—academic terms and phrases in test items that are likely to be unfamiliar.  In the latter case, students may understand the core concept in the question, but not what they need to do to demonstrate their understanding.

Test Wiseness

Many ELs will not have experienced standardized testing as it is done in the U.S.  Even though standardized assessments are common around the world, frequency, format, and process can differ.  Some students may never have taken a standardized test.  It is important to teach test-taking strategies such as:

·         Working as quickly as possible without compromising accuracy.

·         Paying close attention to directions.

·         Guessing when there is no penalty for doing so.

·         Making use of relevant information in other test questions.

·         Teaching students how to negotiate different types of test questions.

ELs can also benefit from experiencing a simulation prior to the real test.  Doing so will lower anxiety and improve performance.

The Language of Test-Taking

Across all types and formats of tests, certain common phrases and terms (such as “analyze”, “discuss” and “illustrate”) may be unfamiliar to ELs.  I’ve created a glossary with definitions, examples and Spanish translations. 

Test Accommodations

Teachers can explain to ELs what accommodations they will be allowed on a standardized test.  Here’s one teacher’s approach:

What's In A Name?

I recently read a Bantu folk tale about the sacred importance of a name.  In the folk tale, a drought has forced the animals of the African plains to wander far and wide to find food.  They come across a tree with a variety of fruits, but the branches of the tree will only open to expose the fruit when the name of the tree is spoken.  After a series of failures, a persistent tortoise saves the day by saying the name of the tree—and the branches open so that the animals may enjoy its gifts.

We all enjoy hearing our own name—it’s been said that a person’s name is the sweetest sound in any language.  Brain research has indicated that the sound of one’s first name causes unique brain function activation.  Many names represent important aspects of one’s family history, national culture, or religion.

Given the critical importance of correct name pronunciation, there is no better time than the start of a new school year to learn the proper way to say our students’ names.  Here are two very short videos that illustrate the impact of name mispronunciation, giving a student an anglicized nickname, or calling them by a “pet name”.  (For example, calling a student named Siddharth by the nickname “Sid”, or by “Honey” to avoid difficulty or awkwardness.)

The name of the tree in the Bantu tale, by the way, was Ungalli—pronounced OON-gah-lee.  The small tortoise remembered the pronunciation by creating a short rhyming song, and by doing so, coaxed the tree to share its fruit for the benefit of all.

(If you would like to hear a beautiful reading of the Bantu tale, The Name of the Tree, click here.)

PairPrep: A Great Tool for Teaching ELs!

Wouldn't it be great to make a handout or textbook page digital and interactive?  Quickly grade stacks of handwritten quizzes?  Tabulate and analyze results of paper-based assessments with lightning speed?

You can...using PairPrep!  PairPrep is an online application with a lot of really cool features, including the ability to "digitize" (make interactive) any paper document--worksheets, quizzes, textbook pages, etc.  It offers "speed grading", gaming, and analytics to measure individual student learning.  It even has science content pre-loaded!

PairPrep offers a lot of benefits for the ELs in your classrooms.  For example: 

• It makes quick work of differentiation and personalized learning
• ELs won't suffer embarrassment from being given work that looks different from their peers'
• You can attach videos to your digitized documents to aid comprehension (ESL students can watch YouTube videos with subtitles turned on)
• All kids love being on computers (big surprise, right?)
• Useful as an adjunct to purposeful grouping and collaborative work
• Teachers can provide individualized feedback more quickly, and using Google Translate, could even write their comments in the student's first language
• Students can search for pictures to support their learning
• Offers practice for students who have limited experience with technology

It's a real boon to busy teachers because assignments can be differentiated without having to create entirely different documents.  Anyone can quickly and easily digitize their paper materials by scanning them as a single PDF (can be done on most copiers, printers, or by smartphone), and uploading to the site.  The functionality is super-easy and intuitive. 

I'm still new to the program, but here are a few tips I learned the hard way (will update as I get more experienced):

• I couldn't access the PairPrep website on my computer using Internet Explorer; Chrome worked fine. 
• After digitizing your documents, check carefully to make sure you've included everything.  I couldn't find a way to edit my document after I clicked "Save".

Check out this 3-minute demo!  (Oh, c'mon...it's just 3 minutes!)

[This is not a paid advertisement.  The opinions expressed here are solely those of the blogger.  No homework assignments, exams, or exit tickets were harmed in the writing of this post.] 

Quick, Easy Tools for Modifying Text

I recently learned about two incredible websites that make quick work of modifying text for ELs.  With busy teachers in mind, I created these tutorials-- you can watch both in about 10 minutes.  Every teacher of English Learners needs these tools!

Summarize in Seconds

Simplify Text

Are You A Fast Talker?

The number one complaint among English Learners is not about missing background information or gaps in vocabulary—although both are critically important.  No, the #1 complaint by my students is:

“My teacher talks too fast.”

Pacing is an overlooked and grossly underestimated aspect of teaching multilingual students.  Speech is habitual, and it is extremely difficult to be objective about it.  If you’ve ever had to give a speech and practiced slowing your pace, you know how hard it can be. 

ELs are engaged in constant, silent translation between English and their first language. 

They need time to process what’s heard in English, then translate those words into their native language—and that’s assuming they were able to understand what was said in the first place.

How fast do you speak?

I recommend audio recording one minute of your classroom instruction.  You can use an app like Speechnotes or SpeechTexter to change spoken words to written text, then simply count the words.  This will give you a sense of your current rate of speech.  140 – 160 wpm seems to be a desirable rate for making oneself clear to an audience of native speakers.  This means a target rate for teachers of ELs might be 120 – 130 (the English proficiency of the students will also be a factor, but this is a good rule of thumb).

It’s going to feel awkward at first, but that’s okay!

I still have to force myself to stay mindful of slowing my speech when I meet with parents.  I’ve been told many times that my speech is “clear”, but I think it’s a slower pace that makes it seem so.  A few tricks to slow down:

·         Take deliberate pauses

·         Take more frequent breaths

·         Make eye contact

All students benefit from hearing slower speech.

In addition to aiding comprehension, slowing down will create a more relaxed atmosphere in the classroom, and will help all students feel more at ease.  And doesn’t that make it easier to learn?

Here's what 120 wpm sounds like.

And here's some help for slowing your speech.

Did I Make Myself Clear?

Of all the videos I’ve watched about language learning, the most memorable is one where Stephen Krashen—a linguist, researcher, and all-around rock star in the world of ESL—illustrates how to make “input” comprehensible.   ("Input" is essentially language meant to convey a message.)  It’s an oldie, but a goodie—in two minutes, Krashen shows the power of a few simple actions to get a message across.  Any teachers of English learners can easily incorporate these actions with good effect in their own classrooms.  Check out this very short video.  (You can disregard the Portuguese subtitles--unless, of course, you're learning Portuguese!) 

    

Welcome to The ESL Edge!

Are you a teacher who’s worried about reaching the English learners in your classroom? 

You’re not alone!

I'm Rita.  I teach English as a Second Language in a public middle school.  Teaching is a second career for me, and it is the adventure of a lifetime!  My husband is an English learner, as are many of my friends.  I adore my students and their families.  I spend a lot of time thinking about language, and how it’s learned.  I'm also trying to improve my Spanish and Portuguese--I've traveled and know what it’s like to be the “non-native speaker”.  (Lots of embarrassing stories there.)  Like all teachers, I think my subject area is the most important.  (Yup, I said it.)  I also feel that a critical part of my role is to help other educators with multilingual students.  With that end in mind…

A blog is born!

I hope this is a place where you will find tools, advice, support and community.  If you don’t see what you need, just ask!  It’s certain someone else needs it, too.  I hope to cover a wide variety of topics, always with the busy teacher in mind.