Improving Education for English Learners: Research-Based Approaches

San Diego County Office of Education Tony Mora, Director Terry Barron, Coordinator English Learner and Support Services

Chapter 2 (pp. 83-148)

“English Language Development: Foundations and Implementation Kindergarten Through Grade Five” by Marguerite Ann Snow and Anne Katz

 Based on a presentation by Yee Wan, Region 5 COE Lead and Denise Giacomini, Region 4 COE Co-Lead

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Main Goal of ELD

 Ensure students develop the levels of English proficiency required to succeed academically 5

What is instructed ELD? (p. 84)

   S_____________ E________ I_______ of English Takes place during d_________ ELD time periods in organized, r_______ scheduled time blocks

What are some ways ELD instruction can be configured? (pp. 84-85) 3 minutes

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“Regardless of the instructional configuration,

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a specified ELD time allows teachers to deliver explicit English instruction designed specifically for English learners’ levels of proficiency.” (p. 85)

Chapter Organization

1. Foundations of ELD Instruction for Young Learners 2. Designing ELD Instruction and Assessment 3. Examples of Effective ELD Instruction 4. Implications for Professional Development 9

1. Foundations for ELD Instruction for Young Learners

 Primary Language  Sociocultural Considerations and Parental and Community Support  Second-Language Acquisition Processes

Foundations for ELD Instruction for Young Learners

 Coffee Klatch Did you know in the area of …?

2. Designing ELD Instruction and Assessment

(

pp. 98-122 12

2. Designing ELD Instruction and Assessment (p. 98)

Key questions in designing practice to meet the needs of ELs What aspects of language do I teach?

How do I know if students are learning?

How can I integrate ELD with content learning?

How can I teach effectively?

Standards Standards based Assessments The role of academic language Strategies for ELD instruction 13

2. Designing ELD Instruction and Assessment

Standards-Based Instruction and Assessment (pp. 98-99)   Plan for instruction must take into account relevant standards because they outline core content of instruction Components of standards-based reform model  Standards   Assessments Accountability 14

Planning, Enacting, and Evaluating Instructed ELD (p. 103)

Identify learner’s proficiency level Select standards-based language objectives for instructed ELD Design and enact activities Assess learning through standards referenced assessments 15

Designing ELD Instruction and Assessment, continued

Role of Academic Language (p. 105)  “Since learning the language of school is the primary purpose of ELD K-5, teachers need to have a thorough understanding of the notion of academic language.” 16

Designing ELD Instruction and Assessment, continued

Role of Academic Language   Academic language includes: grammar, vocabulary, discourse structures, conventions, and language for various functions Teachers plan instruction that will help students develop the decontexualized language skills they need for cognitively demanding academic subjects in upper grades 17

Designing ELD Instruction and Assessment , continued

Role of Academic Language  Students need to be able to transition from ELD to ELA   Teachers should teach the academic language in a directed but interactive manner One researcher (Gibbons) suggests that teachers create a “language inventory” or list of academic language features found in a unit of instruction 18

How Do I Teach Effectively?

Strategies (pp. 108)

 Well-designed plan that integrates standards, appropriate instructional materials, and effective instruction and assessment strategies that focus on second-language development.

 Plan must address (a) dedicated ELD instruction in a specific time block and (b) instruction during the rest of the day.

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How Do I Teach Effectively?

Six Components of Language Learning (p. 108)

Crabbe, 2003

Components

Input Output Interaction Feedback Rehearsal Language Understanding 20

Strategies for ELD Instruction

Match the title of the strategy to its description.

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Applying Instructional Strategies for Listening, Speaking, Reading & Writing

pp. 112-122  Importance of utilizing protracted language events, situated within a context and for the construction of meaning  ELD instruction includes a focus on particular forms and patterns of their construction and use 22

Applying Instructional Strategies for Listening and Speaking

pp. 112-115 Find a “Golden Line” on these pages and share with a partner. Discuss why you selected the line.

6 minutes 23

Applying Instructional Strategies for Reading

p. 115  ELs who have some literacy development in their first language tend to transfer those skills to reading in English 24

Applying Instructional Strategies for Reading

p. 116    Teachers should provide as many authentic sources and purposes for reading as possible in addition to the required reading text.

Label items in classroom Students read lists, announcements, notes to parents, etc.

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Applying Instructional Strategies for Reading

pp. 116-117     Introduce academic reading skills to prepare ELs for reading in the content area Prereading During reading Postreading 26

Applying Instructional Strategies for Reading

p. 118   Introduce students to common discourse patterns in content areas.

Discourse Patterns in Science        Analyze Classify Demonstrate Measure Predict Report Summarize 27

Applying Instructional Strategies for Writing

1.

2.

3.

4.

5.

Explicitly draw attention to common discourse patterns and function words when teaching academic writing skills Provide sentence-starters Introduce a variety of genre writing Focus on writing as a way to express meaning and also develop syntactic skills Process writing -prewrite, write, share, revise, edit and evaluate 28

Applying Instructional Strategies for Teaching Vocabulary

pp. 120-122

Underlying proficiency in listening, speaking, reading and writing is vocabulary.

The three categories of words are: 1.

High-frequency general words used regularly in everyday contexts 2.

3.

Nonspecialized academic words that are used across content areas and not specific to any content area Specialized content-area words that are unique to specific disciplines

Stevens, Butler, and Castellon-Wellington, 2000

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Applying Instructional Strategies for Teaching Vocabulary 1.

2.

3.

Use direct vocabulary learning strategies

● Word and wall charts ● Vocabulary flash cards ● ●

Use indirect vocabulary learning strategies

● Extensive and narrow reading ● Vocabulary journals and notebooks Work sheets on prefixes, roots and suffixes Listening activities ● Strategies for guessing the meaning from context Capitalize on students’ native language, for example, Spanish-speaking students can benefit from highlighting cognates 30

3. Examples of Effective ELD Instruction

10 Elements of Effective ELD Instruction Pg. 122 and handout Identify one that you believe teachers do well and one that teachers find challenging.

8 minutes 31

3. Examples of Effective ELD Instruction Elements of Lesson Plan

pp. 123-132 1.

ELA and ELD Standards 2.

3.

4.

5.

Content and Language Objectives Learning Strategy Objective Materials/Resources Assessment (self-evaluation) 6.

7.

8.

9.

10.

Explicit Instruction in four language skills Practice Grouping Patterns Closure Homework/Extension 32

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. Professional Development

Five functions in preservice development for teachers p. 134 Match the functions and their descriptions and discuss with a partner 33

4. Professional Development

FAULTY ASSUMPTIONS in teacher preparation programs, pp. 134-135, Harper and deJong (2004) 1. Needs of English learners do not differ significantly from those of other diverse learners 2. Discipline of ESL is primarily a menu of pedagogical adaptations appropriate for a variety of diverse learners How are these FAULTY ASSUMPTIONS manifested in classrooms?

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4. Professional Development

Ten competencies to equip teachers in both preservice and in-service training pp. 136-137 and handout 35

Implications for Practice

  To develop lessons for instructed ELD, teachers need to draw on a variety of resources to deliberately plan for instruction that incorporates components to ensure they maximize student learning.

Districts need to build a comprehensive system that promotes and sustains high quality ELD instruction. 36

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“Perhaps most important, it is our hope that teachers of ELD K-5 will become passionate advocates for English learners in their school communities.” p. 137

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