2. Workshop Targets
1. Foundational concepts of English language
development
2. Universal Access – right of every student to
learn; requires differentiated instruction
• ELD levels
1. Research findings on educating ELs
2. Effective strategies to teach vocabulary
3. Effective scaffolding strategies to teach
subject area content
4. Key Terms
• EL = English learner whose native language is not English
• LEP = Limited English Proficient
– English learners receiving services
• L2 = second (another) language learned
• L1 = “home language,” first language learned
• ELD = English Language Development
• SIOP = Sheltered Instruction Observation Protocol
• SDAIE = Specially Designed Academic Instruction
in English
– Strategies that help ELs comprehend subject content
5. BICS & CALP
• BICS = Basic Interpersonal Communication
Skills
– Informal, social conversation
– Up to 3 years for full competency
• CALP = Cognitive Academic Language
Proficiency
– Discourse to learn/communicate in a discipline
– 5-7 years for competency
• Misconception – ELs have a language deficit
• Misconception – BICS must be developed
before CALP
X
X
7. Academic Language
The discourse used in academic,
professional and technical
contexts that is characterized
by its high level and often
discipline-specific vocabulary and
rhetorical styles.
- Mary Schleppegrell
8. Students’ Academic Language
(Guadalupe Valdés)
1. Language valued at school
2. Understand explanations (E) &
presentations (P) of
– classroom/school rules, routines,
procedures
– subject matter information
1. Ask and answer questions about E & P
2. Understand & participate in class
discussions
9. Academic Language
5. Understand texts and materials
6. Complete projects & written
assignments based on E and text
materials
7. Demonstrate learning through
– Oral presentations
– Written examinations
10. ISBOE & LEP Program
• 18,000 LEP May 2006 from > 90
countries; refugees & immigrants
– 80% Hispanic, 31% migrant
• Projected increase of 2,000 each year
• ELD standards adopted August 2006
• IELA under construction
• Information, resources
– http://www.boardofed.idaho.gov/lep
11. Training & Keeping High
Quality Teachers
• Half of all teachers leave the
profession within 5 years
• Two reasons teachers give for leaving:
– Isolation from colleagues
– Discouragement - initial excitement
followed by frustration
• It takes 5-7 years for a novice
teacher to reach expert level as a
professional teacher
12. Immigrant Acculturation
• Read The Acculturation Process that
applies to immigrants and refugees
– Acculturation = integrating new and old
cultures
• New teachers and English learners both
must adjust to the school culture –
attitudes, beliefs, behaviors, language,
relationships…
• Compare and contrast your
acculturation as a teacher and that of
your English learners.
13. Teacher & Immigrant
Student Acculturation
Think-Pair-Share
• Think: about your personal experiences - 1
minute
• Pair: share with 1 person next to you – 2-3
minutes
• Share: table group create a double bubble
poster
– feelings, issues, factors
14. Double Bubble: Compare &
Contrast Acculturation of
Teachers & ELs
Teacher
Student
sameunique unique
15. THEME: Universal Access to All
Core Content Areas & Standards
Diverse
Learners
Diverse
ways to
learn and
show what
they
learned
16. There is nothing as
unequal as the equal
treatment of unequals
Oliver Wendell Holmes
U.S. Supreme Court Justice
Unequal = diverse learners
17. Universal Access is about
Comprehensible
Input
People acquire language
when they receive oral
& written messages
they understand
-Krashen
i + 1
input plus
Hands-on
activities
Meaningful &
challenging
Visuals
& realia
Low
affective
filter
Interactive
communication
Adapted from San Joaquin COE, CA
18. 5 ELD Levels
• 5 levels K-12 that reflect major steps in
learning English as a second language
• Idaho’s labels for 5 levels:
– Fluent
– Early Fluent
– Intermediate
– Advanced Beginning
– Beginning
20. 8 Tips to Teaching ELs
1. Maintain routines for directions
2. Modify speech
– Add gestures & visual images
– Avoid or teach idioms
– Highlight key words/phrases/terms
1. Connect to students’ knowledge,
lives & interests
– Activate prior knowledge
21. 8 Tips to Teaching ELs
4. Identify & teach key words new to
ELs
5. Repeat, rephrase key ideas
6. Use Corrective Feedback to clarify
meaning, model English grammar
22. 8 Tips to Teaching ELs
7. Modify the use of the textbook
• Select most important parts of text
• Read text aloud, think aloud; small groups read
• Read text as culminating activity
• Alternative: texts at different readability levels
• Brief text with illustrations/pictures
23. 8 Tips to Teaching ELs
8. Check for understanding frequently
– NOT “Do you understand?”
– Have students demonstrate understanding
Adapted from NWREL: Strategies & Resources for
Mainstream Teachers of English Language Learners, 2003
24. Variation among English
Learners
• Background: prior formal education,
1st
language similarity to English,
parental support/motivation, trauma
before and now
• Culture: gender roles, beliefs, ways
of thinking
25. Variation among English
Learners
• Personal: aspirations, personality,
resiliency, interests, learning modalities,
special education disabilities
• School Experiences: respect for child &
parents & culture, caring environment,
high expectations, quality of classroom
instruction, quality of school program
26. Research Findings
• Educating English Language Learners:
A Synthesis of Research Evidence
• Fred Genesee, K. Lindhom-Leary, W. Saunders, &
D. Christian
• Cambridge University Press, 2006
27. Research: Academic
Achievement
1. Bilingually educated students (late exit, 2-way)
as successful or more so than their comparison
peers; time learning L1 does not deter L2
2. Immigrant ELs with strong formal schooling in
home country more likely to close gap with
non-EL students
3. ELs in hodgepodge of programs or no
intervention perform at lowest levels & have
highest drop-out rates
pp. 200-204
28. Research: Oral Language
1. Academic use of language from the start
• ELs at beginning level in 1st grade can articulate
word meanings (simple associations & definitions)
1. Exposure to English speakers is not as
important as use of exposure & interactions
– Design of interactive activities, training of non-ELs,
language proficiency of ELs
1. Use of English in school more important than
outside, not impeded by L1 development/use
pp. 39-41
29. Research: Literacy
1. ELs use L1 to draw on prior knowledge &
experience, regardless of L2
proficiency, during L2 literacy task
2. L1 literacy contributes to L2 literacy
development
• ELs with well-developed L1 literacy
progress more quickly & successfully
pp. 82-83
30. Research: Instruction on
Reading & Writing
1. Most effective when direct and
interactive instruction are combined
2. ELs more likely to succeed at English
literacy if they have had enriched L1 or
L2 literacy skills prior to school entry
pp. 139-143
31. Interactive Instruction
• Authentic, meaningful activities
• Orally sharing thoughts & reflections
with others
• Carefully planned, modeled, guided,
monitored
• With teacher, among students
pp. 139-143
32. 3 Modes of Instruction
• Teacher-directed
– directs instruction to whole class; teacher-
student interactions
• Teacher-assisted
– guides whole class discussion; student-
student and teacher-student interactions
• Peer-assisted
– monitors small group conversations;
student-student interactions
33. Reflection: Research
Findings
• Reflect on 1 topic:
– Academic achievement
– Oral language
– Literacy
– Instruction on reading/writing
• Why did the findings surprise you or not?
• How have or will you apply these findings
in your classroom/school/district?
34. Heads Together
For your assigned topic:
1. Identify a recorder/reporter and a
facilitator/timekeeper
2. Lean toward table center
3. Discuss 2 questions
1. Findings surprise you or not?
2. How have you/will you apply at your site?
4. Sit back to signify end of discussion
5. Table reporters share whole group
35. 6 Steps for Teaching
Vocabulary
1. Identify key words for all students
2. Identify key words for ELs
3. Select highest priority words
4. Choose up to 10 words for day’s lesson
5. Build from informal to formal
understanding
6. Plan many opportunities to apply
36. Vocabulary Tools
• Word wall, glossary - enhanced
• Sentence frames
• Concept organizer
• Word form chart
• Vocabulary self-rating form
37. Constructive Learning:
Building Vocabulary
• Select a text, identify key words
• Select tools for teaching words
• Adjust to fit ELD levels
• Create mini-lesson to show:
– Integration of tools
– When vocabulary words & reading
text introduced
• Front-loading vs. during activity
– Varied, frequent opportunities to
practice
47. Constructive Learning:
Building Understanding
• Blend 4 instructional strategies
into a mini-lesson to give ELs
universal access to the important
concepts in the lesson
– Prior vocabulary lesson is part of
this whole lesson
– Blend tools for vocabulary building
with strategies to scaffold learning
difficult, complex concepts
48. Reflection & Action
How might you present PD in your
school/district on the two pieces:
– Strategies to build academic vocabulary
– Strategies to scaffold rigorous concepts
so all teachers understand and use
strategies to give English learners
universal access across subject areas?
49. Some Resources
• http://www.boardofed.idaho.gov/lep
• Making Science Accessible to English Learners: A
Guidebook for Teachers (Carr, Sexton, Lagunoff – WestEd)
• Classroom Instruction that Works (Marzano et al - ASCD)
Differentiated Instruction
• The Differentiated Classroom (Carol Ann Tomlinson, www.ascd.org)
• So Each May Learn (Silver, Strong, Perini - ASCD)
• Differentiated Instructional Strategies (Gregory & Chapman - Corwin)
• Educating Everybody’s Children (Cole (Ed.) - ASCD)
Graphic Organizers
• www.thinkingmaps.com
• The Big Book of Reproducible Graphic Organizers (Scholastic)
• www.inspiration.com & www.kidspiration.com
Notes de l'éditeur
Workshop title slide:
Text box bottom left for presenter’s name, affiliation, and contact information (email).
Forward button (bottom right corner) starts loop of ‘turn off’ cell phone cartoon.
Workshop materials:
Presenter’s table for laptop, projector; transparency projector; room-size screen
Device (bell) to signal table groups to stop discussions, get attention
Yellow highlighter pen for each participant; small & larger Post-Its, markers in a few dark colors for each table group
Poster paper sticky-backed or add tape (1-2 sheets for each table group); easel optional; copy of the Pig Test from URL on Resources slide
Handout stapled, PPT Title & Target slides as page 1 (2 slides/page); remaining slides minus cartoon slides (Hide) 4 slides/page (B&W); student book report, signal words list
Place form sheet on table at each seat during room setup (not handout packet).
Ask participants to rate the Before boxes and define each acronym before the workshop begins – if people are coming in late, delay in getting started. If starting on time, ask at the start, distribute handout packet while they complete the form.
Participants should have the handout packet and invited to follow and take notes.
Essential Question: Advance Organizer; overarching, engaging inquiry, targets a lesson’s theme, connects the many important ideas (standards for students).
EL: will often see synonymous term, ELL = English language learner, in the literature
LEP: term used in No Child Left Behind (NCLB) to identify group of students receiving a language instructional program; 1 of student groups in federal/state accountability system – goal is to improve and narrow achievement gap
ELD: applied to teacher, instructional materials, program, strategies for teaching ELs the English language; state standards that describe what ELs are expected to know and be able to do at each developmental level of proficiency
SIOP: started as a fairly objective method of observing teachers and recording use of effective practices in order to consult with the teacher on ways to improve instruction for ELs. Evolved into a PD.
SDAIE: refer to Aida Walqui’s article in Resource Packet: What Makes SDAIE More Than “Just Good Teaching.”
Refer to Jim Cummins articles in Resource Packet: Accelerating Academic Language Learning: Getting Back to the Real Basics in Teaching English Learners.
20 minutes
Are there similarities between teacher acculturation and immigrant acculturation? After some pairs share their comments with whole group, present the handout on Immigrant Acculturation, and reflect on what teachers go through, immigrant students go through.
Isolation from colleagues – work alone, no teamwork or mentoring
Initial excitement followed by frustration, discouragement when faced with lack of preparation and realities of school/community
20 minutes
Are there similarities between teacher acculturation and immigrant acculturation? After some pairs share their comments with whole group, present the handout on Immigrant Acculturation, and reflect on what teachers go through, immigrant students go through.
Write feelings, issues, factors from handout (Acculturation Process about students) that are in common or different for teachers and students.
Evaluate, synthesize.
Say:
English learners must be provided universal access to all content areas including English Language Arts [point to LA].
Teachers must know the English Language Development [point to ELD] level of each English learner in their classrooms to target instruction and assessment that meet each student’s level of communication. This includes all of the elective courses at secondary schools such as art, woodworking, and PE.
Say:
Idaho has new ELD Standards with new labels for the 5 ELD levels. [Read labels Beginning up to Fluent]
Early Fluent: Redesignation benchmark [what is redesignation process in Idaho?]
Intermediate: Communication benchmark [what does this mean?]
[click for green text box]
Ask participants to open the Map and turn to page of ELD performance level descriptors.
State that these are overarching from kindergarten through grade 12, so the fit at those lower and upper grade levels is not as precise as it is closer to the middle range of grade levels. These descriptors give a first glimpse into what is expected at each of the five developmental levels.
[After participants have read the 5 descriptors, ask for comments and questions.]
[purpose is to skim through early parts of the Map to arrive at Objectives, the heart of the workshop and teachers’ instruction/assessment.]
Source: Idaho Map of Standards, ELD Levels page
Source: Science Guidebook
Source: Science Guidebook
1. Enunciate clearly, exaggerate intonation patterns
2. E.g., write & announce lesson’s objectives & activities, list directions as steps
6. E.g., highlight in text & emphasize when speaking; maintain word walls
6. E.g., highlight in text & emphasize when speaking; maintain word walls
Relatively sparse, mostly correlational so more solid evidence is desirable
Source: Science Guidebook, pp.10-13
Teacher-directed: teacher-student interactions include techniques to involve all students, such as thumbs-up, thumbs-down (wavy hand = don’t understand); whiteboards
Assign: facilitator/timekeeper, recorder/reporter
30 minutes: 10 minutes groups discuss, 20 minutes report & comment
Materials: poster paper (tape?) and wide marker pens
Heads Together:
See handout page from science guidebook
Get close to minimize noise, pull apart to signify discussion is finished
Source: Science Guidebook (Making Science Accessible to English Learners, pp. 47-50)
5. Incomplete, own definition/examples or picture to “dictionary definition”
Grade 1:
Sort word cards into stacks – self-rating sheet modification
Step 1: sort into words they can read
Step 2: from can read pile, sort into know, don’t know meaning
Word wall with definition for key words most students don’t know
Grade 1.1 Here We Go volume
p.106-107, 114-115, 116
Or
1.5 Wonders When I am Old with You p.14
Grade 2 in Delights volume
Officer Buckle p.19-51
Ants p.61-85
Grade 4 Traditions
Tomas and the Library Lady, p.159
Or Akiak, p.29-50
Grade 5 Expeditions
Social studies, Nicodemus Stakes A Claim in History, p.516
Princess and the Warrior, p.102-106
Materials: poster paper (tape?) and wide marker pens.
Each table group creates a lesson that applies effective pedagogy from prior slides on instruction and vocabulary strategies/tools.
Materials: poster paper (tape?) and wide marker pens.
Each table group creates a lesson that applies effective pedagogy from prior slides on instruction and vocabulary strategies/tools.
Url for the pig test.
Making Science Accessible to English Learners: A Guidebook for Teachers is aimed at science teachers in grades 4-12. There is a one-day workshop to help teachers understanding the content and practice the skills that give English learners universal access to science.
Books on differentiated instruction are short and full of examples at each school level.
Many schools and districts are buying license for Inspiration, a wonderful tool for creating and printing high quality graphic organizers. [Ask who is aware or using it.]
