English Learner Institute for Teaching Excellence

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P R E S E N T E D B Y V E N T U R A C O U N T Y O F F I C E O F E D U C A T I O N C U R R I C U L U M A N D I N S T R U C T I O N S U P P O R T P r e s e n t e d B y C h a r i c e G u e r r a & M a r t h a H e r n a n d e z

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Introductions

2  In table groups share:  Your name  Your school 4/28/2020

Norms

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• • • • • • • 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 4/28/2020

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.

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The Training Modules

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Module 1 Module 2

Module 3

Module 4 Foundations of Instructed ELD Data and Assessment

Curriculum and Instruction

Leadership Support 4/28/2020

Module Three Outcomes

6 • Participants will: Analyze the components of Instructed ELD programs • • • •

Standards Language Objectives Structured Language Practice Assessment

 Analyze the ELD standards and their implications to curriculum and instruction 4/28/2020

Practicum Review

7 Share your English learner population profile with your table group. Discuss how your program reflects the data. Use Talking Stick to ensure equity of participation 4/28/2020

ELD Elements/Big Four

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1.

ALL

English learners must receive a daily, defined ELD program of instruction until reclassified.

2.

ELD instruction must be differentiated according to the level of each student’s English proficiency.

3.

4.

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. There is a high emphasis on the production of language specifically speaking and writing.

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Key Messages

9 Instructed ELD is described as: “systematic, explicit instruction of English during regularly scheduled time blocks of ELD time.” (p. 84 Snow and Katz.) During instructed ELD, students must be grouped by English proficiency levels and the teacher must design instruction appropriate to their levels. (p. 85, Snow and Katz) 4/28/2020

What is Instructed ELD?

10  Read pages 169-170 in Improving Education for English Learners: Research-Based Approaches.

 Complete the Golden Line Protocol  Key Points  Non-linguistic representation  Implications for our work  Golden Line 4/28/2020

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Let’s Do a Gallery Walk!

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12 Instructed ELD puts language learning squarely in the forefront… ELD Instruction Dutro and Kinsella pg. 170 4/28/2020

ELD Lesson Components

13  Standards  Language Objective  Structured Language Practice  Assessment 4/28/2020

Instructed ELD Component 1

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THE ELD STANDARDS

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ELD Standards

15 A major implication for instructed ELD is that rigorous standards, rather than published materials or conventional wisdom, may be used to organize instruction.

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ELD Standards

16  The ELD Standards (1999) define what English learners in California schools are expected to know and be able to do.  They define the five levels of English proficiency:      Beginning Early Intermediate Intermediate Early Advanced Advanced 4/28/2020

ELD Standards

17  Guide the ELD curriculum for English learners in all California schools  Describe the pathway to achieving the English Language Arts Content Standards – as students acquire proficiency, the ELD and ELA standards merge 4/28/2020

Traversing the Highway between ELD and ELA 18  On-Ramp Phase  Merge Phase  Acceleration Phase 4/28/2020

California ELD Standards

19  Skill Areas  Listening and Speaking  Reading  Writing  Grade –Level Spans   K-2, 3-5, 6-8, 9-12

http://www.cde.ca.gov/be/st/ss/documents/englangd evstnd.pdf#search=english%20language%20develop ment%20standards&view=FitH&pagemode=none

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The Interface of ELD with ELA

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Level of Proficiency in English Proportions of Instructional Time Devoted to ELD and ELA % of Time Allocated to Approaches

Beginning Early Intermediate Intermediate Early Advanced Advanced 75/12.5/12.5

50/25/25 25/50/25 25/25/50 12.5./12.5./75

Instructed English Language Development Setting Sheltered English Language Arts Setting Mainstream English Language Arts Setting

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ELD Instruction

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Planning, enacting, & evaluating Instructed ELD

22  Step 1: Identify the learner’s language proficiency level (Module 2) 

Step 2: Select standards-based language objectives for instructed ELD

 Step 3: Design and enact activities  Step 4: Assess learning through standards referenced assessments 4/28/2020

Instructed ELD Component 2

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LANGUAGE OBJECTIVES

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Aiming High

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Developing and delivering lessons with overt language objectives Read article As you read use the following code to label your reading: 1.

2.

3.

4.

5.

6.

Language Objective Language Form Language Function Sentence Frame Structured Oral Practice Vocabulary

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Carousel

25   Number off 1-6 Go to appropriate chart • 1s – Language Objective • • • • • 2s – Language Form 3s – Language Function 4s – Sentence Frames 5s – Structured Oral Practice 6s – Vocabulary  As a group, develop a summary of your topic  Can be a direct quote or an original statement 4/28/2020

26 • At the signal, groups rotate  At the new chart, group will read the summary and select one of the following frames: 1.

This is important for students because _________.

2.

This is important for teachers to know because ___________.

Continue rotation 4/28/2020

27 At the signal groups rotate and read the summary and:    select the frame they did not previously select.

write a free response.

read the responses and select one star idea that they are going to share out with the whole group.

Optional:  If there is a question about the other two responses put a question mark next to it. Group who provided the response has an opportunity to clarify.

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Forms and Functions

28 Forms • Verbs • Nouns and Articles • Pronouns • Prepositions • Conjunctions • Adjectives and Adverbs • Sentence Structure Functions/ Purpose of the Language • Comparing • Contrasting • Expressing and Supporting Opinion • Evaluating • Explaining • Describing • Cause and Effect • Classifying • Sequencing • Hypothesizing/Predicting 4/28/2020

Language Objective Examples

29  Work with a partner  Highlight:  the form in

yellow

 the function in

green

 the vocabulary in

pink

 the sentence frame in

blue

 Determine which of the objectives meet the criteria for being a strong language objective.

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Break

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Instructed ELD Component 3

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STRUCTURED LANGUAGE PRACTICE

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Missed Opportunities to Develop Language Competence 32 Pervasive Evidence:  Only 4% of English Learners’ school day is spent engaging in student talk  Only 2% of English learners’ day is spent discussing focal lesson content, rarely speaking in complete sentences or applying relevant academic language.

Arreaga-Mayer & Perdomo-Rivera (1996) 4/28/2020

Gift of Time

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English learners on average speak for 90 seconds to two minutes a day in classroom talk time…

Weisburd, 2008

Improving Education for English Learners: Researched-Based Approaches

34 Oral Language Development in Instructed English Language Development Read pages 193-199 4/28/2020

Snowball

35 Let’s use an Engagement Ring strategy       Complete the sentence frames Form a circle, wad the paper into a snowball.

When the facilitator announces “Toss your snowballs” toss your snowball across the circle.

Pick up a snowball that lands near you As we go around the circle, read one of the frames on the found snowball aloud.

Read the entire sentence.

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Instructed ELD Component 4

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ASSESSMENT

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Planning Standards-based Assessment 37  ELD standards also inform the design and use of classroom assessments.

 Data collected from classroom assessments can be used to monitor student achievement and identify instructional gaps.

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Assessment

38  Gather information frequently within the classroom  Keep a written record of information collected and link the information to targeted standards.

 Review the data to see patterns of growth or areas of difficulty  Engage students in monitoring their own learning 4/28/2020

Six Important Things to Know About Second Language Development

Learning English: 6 Basics

#1: Language proficiency is a continuum - with a somewhat arbitrary and LOW bar that defines “English proficiency”

CELDT proficient is a LOW standard: % EL reaching CELDT proficiency who score at or above Basic on CST/ELA

Takes 5 - 7 years to become sufficiently proficient to participate equally with native English speakers

# 2: Involves FOUR inter-related domains: listening, speaking, reading, writing --- oral language is the foundation for literacy

#3: Language proficiency is context dependent and age-dependent

#4: First language and second language are interdependent - and they transfer #5: Socio-emotional factors impact language learning #6: Learn through interaction with English speakers/users

Applying our knowledge of SLA

In table groups:  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

Implications for instruction:

       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

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COMMON STUDENT PLACEMENTS & POTENTIAL SHORTCOMINGS

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Instructed ELD vs. Reading Intervention 48

ELD

Goal is to assist second language students in developing a solid English language foundation Students must be placed in a dedicated ELD class with students at similar proficiency levels

Reading Intervention

Goal of reading intervention is to address basic knowledge and skills in English literacy that are posing challenges for striving readers Students with the most acute basic literacy needs are placed in reading intervention 4/28/2020

Instructed ELD vs. Reading Intervention 49

ELD

Placement is determined from CELDT data Designed to teach the language needed for daily school-based communicative contexts, content comprehension, literacy tasks, and full access to the curriculum

Reading Intervention

Placement is generally determined by scores on state assessments or a single reading measure Designed to teach the foundational components of phonemic awareness and phonics, reading fluency and text comprehension strategies 4/28/2020

Instructed ELD vs. Reading Intervention 50

ELD

Skilled language instruction is critical to help LTEL into advanced levels of English proficiency Dedicated ELD instruction focused on oral language is required to equip students with both language and literacy skills

Reading Intervention

Reading intervention courses are not designed to provide instructed ELD There is a need to infuse dedicated oral language development in reading intervention programs 4/28/2020

Table Talk

51 What “A Ha!” do you have as a result of this information?

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Instructed ELD

Advanced Sort

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SIOP/SDAIE Strategies

Place pictures and descriptors in the appropriate column.

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Geometric Reflection

Reflect  What is rolling around in your head?

 What is square is with you?

 What three points do you want to remember?

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Practicum

54 • • • • Observe Instructed ELD in at least three to five classrooms for 5-10 minutes Collect data on the four components of Instructed ELD using the data collection form Indicate the presence or absence of the four components Complete the summary statement at the bottom of the form 4/28/2020

Evaluation

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Please complete the evaluation on your tables.

Thank you!

See you in December!

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“The only way to improve outcomes is to improve instruction”

McKinsey and Company (2007) Study of the world’s top 25 school systems 4/28/2020