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Marzano’s High-YieldStrategies forEnglish LanguageLearners
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Lana Lysen, MA, ReadingMulticultural & ESOL Program ServicesEducation Dept.
Jean Anderson, MAT, MulticulturalEducationMulticultural & ESOL Program ServicesEducation Dept.
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#1 Identifying Similarities and Differences
Mind mapping
Venn diagrams
T Charts
Compare and Contrast Organizers
Cause and Effect Organizers
Word Sorts
45 % Gain
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What Works for ELL’s
Compare (pre-production, early production)
Classify (pre-production, early production)
Create Analogies (speech emergence)
Create Metaphors (intermediate or advanced production)
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#2 Cooperative Learning
Group Projects
Language Experience Approach
Shared Reading and Writing
Book Pass
Dramatizations
27 % Gain
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#3 Nonlinguistic Representations
Pictures and Realia
Manipulatives
Concept Maps
Student Drawings
Mnemonic Clues
Visualization
5 Senses Organizer
27 % Gain
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GRAPHIC ORGANIZERS
http://www.greece.k12.ny.us/instruction/ela/6-12/tools
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#4 Questions-Cues-Advanced Organizers
Activate background knowledge
Frontload key vocabulary
Predicting, inferencing, concluding
Reciprocal teaching and modeling
Think alouds and guided questions
KWL, Anticipation Guides
22% Gain
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#5 Homework and Practice
Lesson opening with review andpreview.
Metacognition of strengths andweaknesses.
Reflective journals.
Sharing goals and objectives withparents.
28% Gain
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#6 Reinforce EffortProvide Recognition
Praise efforts to use English.Hold high expectations.Value home languages and cultures.Honor individual learning styles.Use authentic assessment.Respect silent period.Create a stress-free climate.
29% Gain
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Teacher Checklist for HighYield Strategies
Explain standards & benchmarks atthe beginning of each class.
Review & preview at the beginning &end of each lesson.
Circulate in the class to monitorstudents.
Use cooperative groups to implementthe lesson activities.
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Use multiple teaching strategiesfor all learning styles.Use multiple resources inaddition to the text.Differentiate instruction asneeded.Relate lesson to real-life context.Actively engage students.Incorporate higher order thinkingskills.Provide multiple opportunities forauthentic assessment.
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*When you think you’ve modeled enough, do it one more time!
Best Practices for ELLs Represent what you say with visuals.
Use short simple sentences with clear articulation.
Use gestures and facial expression.
Use high-frequency vocabulary. (Replace pronouns with nouns.)
Reduce idiomatic expressions.
Hill & Flynn: Classroom Instruction That Works with ELL’s, p 102
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Bibliography
1. Hill, Jane D. & Flynn, Kathleen M. Classroom Instruction That Works with English Language Learners. Alexandria, Va.: ASCD, 2006.2. Marzano, Robert J., Pickering, Debra J., & Pollack, James E. Classroom Instruction That Works, Research-Based Strategies for Increasing Student Achievement. Alexandria, Va.: ASCD 2001.3. Marzano, Robert J., Norford, Jennifer S., Paynter, Diane E., Pickering, Debra J., & Gaddy, Barbara B.: A Handbook forClassroom Instruction that Works. Upper SaddleRiver, N.J.: Pearson 2005.4. Tools for Reading, Writing & Thinking. Greece CentralSchool District. Jan. 8, 2007.<www.greece.k12.ny.us/instruction/ela/6-12/tools >