Transcript English Learners through the Lens of the Pathway

Carol Mehochko
Administrator, ELL and Migrant
Ext. 14769
For 2010, 8071 EL’s
were reported on the
R-30 = 29.8% of
population
AMAO 1
• Students
increase
one
language
prof
level.
AMAO 2
• Students
attain an
overall 4
on
CELDT
with no
one sub
domain
with less
than a 3.
AMAO 3
• Students
score
prof or
adv on
CST.
• Target
percent
for
district is
goal.
CELDT
Levels
CST
Levels
CELDT
Levels
CST
Levels
CELDT
Levels
CST
Levels
Elena Fajardo/CDE 2005
Source: R30/March 2010
3275
Intermediate
Prof
Students
EL
Needs
 Systematic, daily ELD instruction
 At his/her prof level
 Ample opportunities for student talk
 Time to process via writing
 Correct modeling and feedback from teacher
 Scaffolding to access core content
 Pre-reading strategies (anticipation guides, frontloading
vocabulary, book walk)
 Explicit direct instruction of vocabulary
 Ample opportunities to use language
 Sufficient time allowed for processing and wait time
 Use of visuals (i.e. realia or graphic organizers)
How will English
learners use language
to achieve the objective
and how well will
students demonstrate
proficiency using
language?
 Use of language = Clearly defined, displayed, and
reviewed.
 Cover a range from process-oriented to
performance-oriented so that students have a
chance to explore, then practice, before
demonstrating mastery.
 Remember receptive skills are acquired faster
than productive skills.
 Planning for language use – 1. ELD standards 2.
ELA content standards 3. Instructional materials
 Students will be able to ….
 Agree or disagree about Anticipation statements written
about a topic.
 Make predictions about what they will learn by reading
about a topic.
 Students will use sentences frames when sharing with
a partner: “I think this is true/false because _______.”
“I confirmed/disconfirmed my prediction when I read
_________.”
 Explain the importance of
the mummification process
in relation to Egyptian
culture.
 Talk about a mummy,
using descriptive
adjectives.
 Compare the
following words according
to their word class and
meaning: mummy,
mummification,
mummified.
 Read adapted text article
about mummification
process.
“Students will express
ideas about needs and
wants, using complete
sentences.”
 How many
different ways is
the teacher
going to use
language in her
lesson?
 Review Scenario
#1 with your
tablemates and
list how many
ways language can
be used with the
given content
objective.
For every 5-10 mins of
teacher talk is there a few
minutes for English
learners to process
information? (e.g. use of
partner share, quick write,
group work, etc)
Are a variety of group
configurations used
during the observed
time? (partner talk,
small group, whole
class)
Increased Motivation
Reduced Risk
More Processing Time
Increased Attention
Echevarria, Short, Vogt - 2008
 Whole-class –
 Introduce new information
 Model processes
 Review
 Flexible small groups –
 Encourages collaboration
 Promotes development of multiple perspectives
 Partner work –
 Provides practice opportunities
 Provides scaffolding and assistance
Echevarria, Short, Vogt - 2008
 What different
types of group
interaction were
observed in the
first grade
lesson?
 Review Scenario
#2 with your
tablemates and
discuss feedback
that could be
given back to the
teacher.
Does the teacher use
linguistic frames or
sentence starters
with students when
teaching vocabulary?
Does the teacher
reference primary
language cognates or
Greek or Latin roots
when teaching a new
vocabulary word?
 Teachers should –
 Explicitly teach 5-7 instructionally important
words per lesson (Pathway)
 Provide examples of the target words in contexts
 Teach the “word relationships” of the target
words—cognates, synonyms, antonyms,
multiple meanings, roots, affi xes, etc.
 Expose students to target words multiple times
Kinsella and SCOE - 2005
 Students should –
 Learning to use the words by talking,
comparing, analyzing, and writing
(Pathway)
 Recording the words, their definitions,
and visual representations (Pathway)
 Expressing definitions in their own words
Kinsella and SCOE - 2005
 An example … what is
Lexicon?
 How would you
define?
 How would you use?
 1 : a book containing an alphabetical
arrangement of the words in a language and
their definitions : dictionary
2 a : the vocabulary of a language, an
individual speaker or group of speakers, or a
subject b : the total stock of morphemes in a
language
3 : repertoire, inventory
Word
Origin/Root
s/Affixes
Synonym/Explanation
lexicon
From Greek –
lexis –
meaning
word or
speech.
synonym: a dictionary
lex‘ i con
Image/Examples
Education Lexicon =
•NCLB
definition: all the words •Differentiated
in a particular language;
instruction
the special vocabulary of a •AYP/AMAO
profession, hobby
Teenage Text Lexicon =
•lol
•roflol
•idk
Kate Kinsella - 2005
 60% of all English words originate from
Greek or Latin roots.
 Most of SBE approved content area texts
have lists of Spanish/English cognates.
Partnership for Reading - 2001
brown
bear
A
is
big
is
furry
. A
.
bear
A
bear
tiny
is not
Susana Dutro/CRLP - 2004
.
B/EI:A ___ has/is ____.
_______ is not _______.
_____ is _____.
I: _____ and _____ are alike because
______. They are different because _____.
EA/A: _____ and _____ are similar because
they both ____, but what is different is that
_____.
 How did the use
of linguistic
frames assist
students with
use of new
vocabulary?
 Review Scenario
#3 with your
tablemates and
discuss next steps
and coaching
points.
When appropriate, does
the teacher provide
corrective feedback to
students in regards to
language, allowing the
student an opportunity to
practice the language
correctly?
 Clarifies/Corrects misunderstandings
or misconceptions
 Models correct usage
 Restating or Paraphrasing also validates
a student’s thinking or understanding
 Strategy that involves practice of oral
sentences by rebuilding and repeating
words and phrases from the back to the
front.
 Particularly useful for practicing long or
expanded sentences.
 Sentence to be read orally by student:
 Look at the llama and the gazelle.
 Student: Look at the lla … and the …. Guz …
 Teacher: Listen. Gazelle. You say it.
 Student: Gazelle.
 Teacher: and the gazelle. You say it.
 Student: And the gazelle.
 Teacher: the llama and the gazelle. You say it.
 Student: The llama and the gazelle.
 Teacher: Look at the llama and the gazelle. Look
at the llama and the gazelle. You say it two times.
 Student: Look at the llama and the gazelle. Look
at the llama and the gazelle.
 Review Scenario
#4 with your
tablemates and
discuss feedback
that could be
given back to the
teacher.
3275
Intermediate
Prof
Students
 From ELL Services –
 Administrator, Program Specialist, and Coaches to assist with
all program concerns –






Student placement
CELDT support
Teacher training
RFEP monitoring
ELAC/DELAC
Classroom walk throughs for monitoring
 ELL Coaches – to provide coaching and
monitoring of all EL students.
Addition of coach for middle school/junior high schools.
 Once ELD established, push in to language
arts classrooms for additional coaching and
monitoring.
 At school sites –
 Training of staff (with support from
ELL Services) on the 6 questions as aligned
to the Pathway.
 Teachers to create seating chart with
English learners highlighted
 Monitoring of El’s progress both in
(classroom walkthroughs) and out (data)
of the classroom.
 As your ticket out the door, please use the last page
of your handout and answer the following
questions:
 One concern I have about my English learners is
_____________________________.
 BCSD ELL Services can help support me by
_______________________________.