Transcript Supporting English Language Learners through After School

English Learner Institute for
Teaching Excellence
1
PRESENTED BY
VENTURA COUNTY OFFICE OF
EDUCATION
CURRICULUM, INSTRUCTION AND
CONTINUOUS IMPROVEMENT
Introductions
2
 Name
 Position
 What do you hope to get out of the ELITE
Series?
Norms
3
We agree to…
• Honor the time frame
• Turn cell phones off or silent
• Refrain from texting/emailing
• Respect confidentiality
• Listen actively
• Bring our best thinking to the work
• Keep sidebars to a minimum
English Learner Institute for Student Excellence
4
The goal of this leadership series is to
facilitate a high quality, effective and
compliant ELD program that promotes
successful language acquisition.
The Training Modules
5
Module 1 Foundations of Instructed ELD
Module 2
Data and Assessment
Module 3
Curriculum and Instruction
Module 4
Leadership Support
Module One Outcomes
6
Participants will:
 Become familiar with the existing research regarding
Instructed English language development
 Review the historical research-base of ELD
 Review and apply second language acquisition
research
 Reflect on current ELD practices and explore
strategies for coherent implementation
 Integrate new information to support a high quality
instructed ELD program
Words to Remember
7
 During the session, jot down:
One sentence
One phrase
One word
…..that is particularly important about rethinking ELD
at your school
Why worry about ELs?
8
Failure to provide ELs with high quality
educational opportunities means:
 Students miss out on the opportunity to learn
and excel
 Schools, districts, and states face sanctions
 School, districts and states face lawsuits
9
Most importantly…
We all lose as a growing proportion of
our population is kept behind
10
With one of every four students being an
English learner, no state has a greater stake in
the education of these students than California
Half of all English learners at the elementary
school level and nearly three-quarters of the
English learners in middle school score below
the basic level in reading and mathematics (Fry
2007)
Percent of Students Proficient in
English Language Arts (ELA)
11
2010 STAR Tests
Type
Grades 2-5
Grades 6-8 Grades 9-11
All Students
54%
55%
48%
Socio42%
economically
Disadvantaged
41%
34%
English
Learners
30%
13%
7%
Students With
Disabilities
30%
23%
11%
12
“ELs fall further behind the longer they are
in California schools, as do low-income
students. The curriculum and teaching
supports currently in place are not
preparing these students for the higherorder skills expected in high school and
beyond.”
Tom Torlakson
California Public School Superintendent
Long Term English Learners
13
 The majority of secondary school English
learners are LTEL (more than 6 years)
 In one out of three districts, more than 75% of
their English learners are Long Term
 Majority are stuck at intermediate level of
English proficiency
 LTEL struggle academically, have weak
academic language and significant deficits in
reading and writing skills
Laurie Olsen
California’s Blueprint for Great Schools
14
 Ensure English literacy through a statewide
campaign to better prepare parents and educators to
support literacy.
 Adopt a California Literacy Plan for birth through
12th grade that builds upon research for
developmentally appropriate written and oral
language development in home and in second
language
 Create English language development
standards and curriculum
Our Leadership Role
15
“Ensuring that English learners receive a high-quality
comprehensive instructional program is a formidable
challenge for schools. Administrators and teacher
staff must:
 Plan creatively
 Allocate resources strategically
 Seek support relentlessly
 Work cooperatively to develop an educational
environment that empowers English learners to
meet the English proficiency and academic, psychosocial and cross-cultural challenges of school”
 Dolson and Burnham Massey
Leadership and Learning
16
Each ELITE modules will include key ideas,
suggested activities and materials to support
your work. Each activity helps to promote
self-assessment and reflection of your
school’s current practice in light of the
current research on ELD.
Anticipation Guide
17
Please complete the “before” section of the
Anticipation Guide
Anticipation
Guide
A New Book Published by CDE in 2010
18
 Title: Improving Education for
English Learners: ResearchBased Approaches
 Purpose: to meet a need for
practical guidance on researchsupported best practices for
ensuring language, academic,
and socio-cultural proficiency
for English learners
Chapter 1: Research to Guide ELD
19
Jigsaw
All read pages 21-29
 1s read Guidelines 1-2 – pages 29-33
 2s read Guidelines 3-5 – pages 33-35
 3s read Guidelines 6-8 – pages 40 – 46
 4s read Guidelines 9-11 – pages 46 – 55
 5s read Guidelines 12-15 – pages 55- 59
Share your findings with your table group
Block Party
20
Select one index card. Respond to the
prompt on your index card regarding the
chapter we just read. Share with two people
from another table.
The guideline that
is most similar to
what occurs in my
school…..
The guideline that
is most different
to what occurs in
my school…..
The most
surprising thing
I learned …..
What is Instructed English Language
Development?
21
Instructed ELD is designed to teach English
learners to understand, speak, read and
write English and acquire the linguistic
competencies that native English speakers
already possess when they enter school and
continue developing throughout life.
Improving Education for English Learners: Research-Based Approaches; CDE
ELD Elements/Big Four
22
1. ALL English learners must receive a daily,
defined ELD program of instruction until
reclassified. ELD is on the schedule.
2. ELD instruction must be differentiated according
to the level of each student’s English proficiency.
3. Instruction is focused on language objectives based
on the California ELD standards, and includes
listening, speaking, reading, and writing for all
students, at all levels.
4. There is a high emphasis on the production of
language specifically speaking and writing.
Instructed ELD is not….
23
 Frontloading
 Reading Program
 Teaching in English
 Universal Access
 SDAIE/SIOP
 Worksheets/Passive
 Learning Disability
 A special, remedial English learner program
Some Practices to Avoid in ELD
24
 Not providing ELD to students at the advanced
levels or in mainstream programs
 Grouping together students of varying English
proficiency levels and providing them
undifferentiated ELD instruction
 Assessing students’ progress in English
proficiency only on an annual basis
 Not aligning ELD instruction to specific standards
or expected outcomes
 Paraprofessionals providing core ELD d
New Learnings - New Questions
25
Think, Write, Pair, Share
Key Learnings
New Questions
DUAL OBLIGATION
26
Legal Requirements:
Castaneda v. Pickard, 1981
 Districts’ have the dual obligation to:
 Develop students’ English proficiency (ELD)
 Provide meaningful access to grade-level academic content
instruction (SDAIE)
English Learners
27
“There is no equality of treatment merely by
providing students with the same facilities,
textbooks, teachers and curriculum…for
students who do not understand English
are effectively foreclosed from any
meaningful education…”
Lau v. Nichols, Supreme Court, 1974
First Obligation
28
Develop students’ English
proficiency (ELD)
State Law and Policy are at Odds with
Research
29
State Law
Research
English learners
should become
proficient in English
in one year
(Prop 227)
English learners require a developmental period
as short as two or three years to as long as seven
years or more.
Restricted use and
development of
languages other than
English
Use and development of a student’s primary
language at home, in the community, and at
school, has advantageous effects on a student’s
eventual proficiency in English and the ability to
use English for academic purposes.
Dolson and Burnham
Implications
31
School Districts have been left on their
own to identify and resolve the discord
between research and legal
requirements.
Second Obligation
34
Provide meaningful
access to grade-level
academic content
instruction (SDAIE)
Grade Level Content
35
Access to Core Curriculum means:
 More than simply offering or exposing
students to the core curricula
 …that students are receiving grade-level
instruction in a manner that allows them to
meet grade-level standards at rates
comparable to average native English
speakers
Along the continuum of ELD, students
have different needs
36
 Lower levels of English proficiency need
primary language support in order to access
grade level curriculum in secondary schools
 Intermediate and above can access grade
level curriculum with strong scaffolding
instruction, materials and support:
“SDAIE”, “Scaffolding”
A Word about SDAIE Instruction
37
 Grade level subject matter taught in English in ways





that engage students academically while also
promoting English language.
Is not immersion or mainstream
Is not appropriate for students at lower levels of
English fluency - geared towards Intermediate and
above
Is differentiated by English fluency level
Is not stand-alone; students also need ELD
Focuses on teaching academic content
Typical SDAIE Components
38
 Visual and context
cues
 Accessing prior
knowledge
 High quality
interaction
 Explicit language
objectives
 Vocabulary
development
 Discourse
development
 Repetition and
practice
 Contrastive analysis
 Manipulatives and
realia
 Wait time
 Comprehension
checks
ELD vs. SDAIE
39
 ELD: Daily formal lessons, proficiency level-
specific curriculum, targeted English instruction includes four domains and focus is on language
learning
 SDAIE: a collection of teaching techniques
designed to make the core curriculum more
understandable for English Learners - ideally for
those who have reached intermediate fluency in
English - focus is on grade-level content learning
Making the Distinction
40
English Language Development
vs.
Specially Designed Academic
Instruction in English
Making the Distinction
41
 Partner Up
 Place the program header cards face up on
your table
 Read the program descriptors
 Place under the appropriate header card
 Discuss with your partner what attributes
are the same and which are different
In Your Own Words
42
Complete the Comparative Writing
Framework for ELD and SDAIE
Share with an elbow partner
Application
43
How could you adapt these
activities for use back at your
school?
Table Talk
Historical Research Base of
ELD
44
THE STORY OF ELD
FROM THE 1970’S TO
THE PRESENT
Paradigm Shift
45
 Change
 Revolution
 Pendulum swing
 A new way of thinking
 An earthquake
 New educational assumption
The ELD Timeline
46
1970
1985
Cummins, Hakuta,
Wong Fillmore, Snow, Dutro
Present
Balanced Focus
Focus on Form
Focus on Meaning
Krashen, Terrell
2005
Meaning
Use (Function)
Form
Academic Language
Language Acquisition
47
Krashen and Terrell
Acquired vs.
Learned
Monitor
Comprehensible
Input
Pre-Production Early Production
Speech
Emergence
Affective Filter
Intermediate
Fluency
Natural
Order
Fluent
California ELD Standards 1999
Beginning
Early Inter. Intermediate Early Advanced Advanced
Fluent
Challenging the Paradigm
48
 Complexity of Language (Wong Fillmore/Snow)
 Distinction between Conversational and Academic
Language (Cummins/Hakuta)
 False Dichotomy of Acquisition vs. Learning
(Krashen/McLaughlin)
 The Acquisition/Explicit Instruction Debate
(Wong Fillmore and Snow, CA Literature Project)
 Adoption of ESL/ELD State Standards (and
TESOL)
Research Behind the Paradigm Shift
49
Counter argument by McLaughlin, (1992)
Myths and Realities
 Children learn English quickly and easily
 Children have acquired English once they
can speak it
 Children learn in the same way
Rethink and Redesign our
Approach to ELD
50
 Exposure vs. Engagement
 Comprehensible Input plus Comprehensible
Output
 The role of teacher as facilitator vs. language
teacher
 Accepting vs. correcting grammatical errors
The ELD Timeline
51
1970
1985
Cummins, Hakuta,
Wong Fillmore, Snow, Dutro
Present
Balanced Focus
Focus on Form
Focus on Meaning
Krashen, Terrell
Meaning
Use (Function)
Form
Academic Language
2005
•Where are you on the timeline?
•Where are your teachers?
Behind the Scenes
Theory
Research
Practice
52
Most Current Research
53
Break into 3 groups
Read in Improving Education for Els
Section
Pages
Input, Output and
Interaction
93-96
Implications for ELD
Instruction K-5
96-97
Explicit Instruction
97-98
Most Current Research
54
 Summarize your section
 Chart
 Present to whole group
Where do we begin? The BIG Four
56
On the schedule
Differentiated by level
Focused on language objectives
Interactive
On the Schedule
57
 For English Learners, instructed ELD is
part of their core curriculum
 Current State Board of Education adopted
R/LA and ELD K-8 materials required
publishers to develop materials that provide
at least 60 minutes daily of instructed ELD.
Turn and Talk
58
What are some ways ELD instruction can be
configured? (pages 84-85)
Possible Schedule - Kindergarten
59
Average Daily Instructional Minutes:
 RLA = 60 minutes
 RLA Intervention/Enrichment = 25 minutes
 Total RLA = 85 minutes
 Mathematics = 30 minutes
 ELD = 30 minutes
 “Outdoor Centers” = 15 minutes
 Science/Social Studies/Art/Music/Library = 155
minutes per week (may also embed into RLA using
SIOP strategies)

* Mathematics Intervention may be before or after school or during lunch as an option
Possible Schedule - Primary
60
Average Daily Instructional Minutes:
 RLA = 120 minutes
 RLA Intervention/Enrichment = 20 minutes
 Total RLA = 140 minutes
 Mathematics = 62 minutes
 ELD = 60 minutes (15 minutes frontloading at the beginning
of RLA lesson for ELs)
 P.E. = 20 minutes
 Science/Social Studies = 60 minutes per week (may also
embed into RLA using SIOP strategies)
 Art/Music/PBS/Second Step = 40 minutes per week (embeds
RLA prompts)
* Mathematics Intervention may be before or after school or during lunch as an option
Possible Schedule- Upper Grades
61
Average Daily Instructional Minutes:
 RLA = 110 minutes
 RLA Intervention/Enrichment = 32 minutes
 Total RLA = 142 minutes
 Mathematics = 60 minutes
 ELD = 60 minutes (15 minutes frontloading at the beginning
of RLA lesson)
 P.E. = 20 minutes
 Science = 50 minutes per week (may also embed into RLA
using SIOP strategies)
 Social Studies = 50 minutes per week (may also embed into
RLA using SIOP strategies)
 Art/Music/Library/Second Step = 80 minutes per week
* Mathematics Intervention may be before or after school or during lunch as an option
Possible Middle School Schedule
Grade 7
62
Beginning
Early Intermediate
3 periods of ELD instruction
Intermediate
2 periods of ELD
instruction and 1 period of
grade level English
designed for transitional
learners
Early Advanced
Advanced
1 period of ELD instruction and 1
period of grade level English
designed for transitional learners
ELD -Listening & Speaking ELD -Reading
ELD -Reading & Writing
ELD (Reading)
ELD (Writing)
English 7 TL
ELD (Writing)
English 7 TL
Science
Pre-Algebra 7
Pre-Algebra 7
Pre-Algebra 7
Science Concepts7/Social
Studies Concepts 7
Science
Concepts7/Social
Studies Concepts 7
Social Studies
Physical Education
Physical Education
Physical Education
63
“Regardless of the instructional
configuration, a specified ELD time
allows teachers to deliver explicit
English instruction designed
specially for English learners’
levels of proficiency.” Page 85
Chalk Talk
64
A. What will be your role in making it happen?
B. How did you make it happen?
A. How do you see overcoming perceived
obstacles?
B. How did you overcome obstacles?
65
Six Important Things to Know
About Second Language
Acquisition
Second Language Acquisition
74
Read Six Important Things to Know About
Second Language Acquisition
Applying our knowledge of SLA
75
 Select top “scenario” card from the stack on your
table
 Take a minute to articulate WHY and HOW this
situation hinders second language development
 Move on to the next card
 Do as many of you can in five minutes
SLA Implications for instruction:
76
 ELD and across curriculum
 Low anxiety environment that promotes exposure





to and use of new language
Many opportunities to interact and use English in
multiple contexts
Opportunity to practice and refine oral and
listening skills
Explicit academic English development
Interaction with good English models
Support for learning English and home language
The Real Challenge
77
The real challenge is not to reproduce static
models or to seek to meet the letter of the
law for basic “compliance” designed for the
school population currently enrolled, but to
create schools which are continually
responsive to the mixes of cultures and
languages that present themselves, and
which bring accountability INSIDE the
school for producing high achievement.
Laurie Olsen, California Tomorrow
Putting the Pieces Together
78
What constitutes high quality Instructed ELD?
High quality Instructed ELD
79
 Dedicated instructional time
 Aligned to state ELD standards
 Geared towards specific fluency level
 Actively develops four domains
 Develops age-appropriate and context-
appropriate language
 Focuses on both social and academic language
 Supportive learning environment
Practicum
80
 Rate your current Instructed ELD program for
alignment to each of the fourteen researchbased guidelines
 Identify areas of current Instructed ELD
instruction that surface as priorities.
 Be prepared to share at the beginning of
Module 2
Anticipation Guide
81
Please complete the “after” section of the
Anticipation Guide as part of your practicum and be
prepared to share at the beginning of Module 2
Anticipation
Guide
The Last Word
82
# 1 SENTENCE – Identify and record one SENTENCE
from today that you feel is particularly important.
# 2 PHRASE – Identify and record one PHRASE from
today that you feel is particularly important.
# 3 WORD – Identify and record one WORD from
today that you feel is particularly important
83
“It is true I do not speak as well as I can think but that
is true of most people as nearly as I can tell”
• BARBARA KINGSOLVER
• POISONWOOD BIBLE
84
If we are facing in
the right direction,
all we have to do is
keep on walking.
~Buddhist Saying