Transcript Response to Instruction & Intervention (RtI2)

Equipping Your English
Learners for Academic Success
Knowing your English Learners…
That’s Me
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I would consider myself a morning person.
Getting up in the morning is difficult, especially on work days.
I teach in the primary grades.
I teach the upper grades.
I am a secondary teacher.
My role is that of administrator or teacher support.
I have taught English Learners for many years.
I have only been teaching English Learners for a short time.
I want to know more about English learners so that I can better serve
them in the classroom.
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Norms
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Be respectful of one another
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Cell phones off or on vibrate
Avoid side conversations (jot notes instead?)
Ask “we” questions. Save “me” questions.
Keep the focus on teaching and learning; that which is
within our sphere of influence
Be a learner - actively participate in readings,
discussions and activities
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Participation Processes
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Parking Lot questions will be addressed after breaks and at the
end of day.
During discussion time, please focus attention on the given task
first, then discuss related topics of interest.
At the signal, finish your sentence (but not your paragraph) and
rejoin the large group.
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Outcomes for the Day
Answer the Questions:
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Who are our English
Learners?
What does it take to learn a
new language?
How does knowing
students proficiency level
help with instruction?
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Grendy Perez
Country of Origin: Guatemala
Age: 17
Duy Tran
Country of Origin: Vietnam
Age: 10
Cesar Cervantes
Country of Origin: United States
Age: 9
Emilio Mujico
Country of Origin: Mexico
Age: 17
Who are my English Learners?
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Think about the English learners in your class
Choose 3 that stand out and write down their
names
Bring your 3 focus students to life for others in
your group
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Background
English use in the classroom and with peers
Academic performance
Use Talking Stick to share in groups of 3 – 4
DEMOGRAPHICS
ELs Form a Large,
Growing Population
ELs and General School
Population Growth
Fastest Growing EL Populations
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Students who immigrated before kindergarten
U.S.-born children of immigrants (native-born)
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76% of ELLs in grades K-8
56% of ELLs in grades 9-12
(Batalova, Fix, and Murray, 2007)
By 2015, second generation children of immigrants
are expected to be 30% of the school-aged
population.
Numbers of EL Students
(U.S. Department of Education, NCELA, 2007)
Density of EL Populations
(U.S. Department of Education, NCELA, 2007)
Growth of EL Populations
(U.S. Department of Education, NCELA, 2007)
The Most Common Languages of
English Language Learners
Differences Among ELs
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Native language(s)
Level of native language/literacy skills
Level of English language/literacy skills
Length of time family has lived in US
Previous schooling experience
Familiarity with school routines
Content-area knowledge
Parental education
At School Entry
Slide courtesy of N. Lesaux and M. Kieffer, Harvard Graduate School of Education
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Home survey
Language
proficiency tests
Other input (e.g.,
teachers)
Monitoring
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Language – Title
III
Achievement –
Title I
ELs
(or LEP)
Language Prof. Tests
Identification
IFEP
IFEP = Initially Fluent English Proficient
Over Time
Slide courtesy of N. Lesaux and M. Kieffer, Harvard Graduate School of Education
RFEP = Reclassified Fluent English Proficient
RFEP
ELs
(or LEP)
IFEP
Unique Learning Challenges
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Develop content knowledge and skills
defined by state standards while
simultaneously acquiring a second (or
third) language;
Demonstrate their learning on an
assessment in English
Performance Outcomes
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CA looks at academic performance on CST
after ELs are reclassified as fluent English
proficient.
Although some reclassified ELs do well,
many still struggle with:
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listening, speaking, reading, and writing that
involves academic language
access to content-area knowledge
Enjoy a 10 minute break
The Demographic Imperative
“The population of children in immigrant
families is growing faster than any other
group of children in the U.S.”
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Use the strategy A/B Each Teach to read the
article from Ed Leadership
Learning a new Language
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Aspects of knowing a language
Some myths and realities
Need for acquisition and learning
May Day…
Grammatical Forms
Phonology
Academic &
Social Functions
Rhythm &
Cadence
What must be
taught?
Syntax
Cultural
Contexts
Vocabulary
Formal and Informal
Discourse Styles
July 15
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Misconceptions…
1. Young children learn second languages quickly and easily.
2. Once a student is orally fluent, he or she is proficient.
3. Children all learn a second language the same way.
4. Students will learn English through exposure alone.
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Working in groups of four, assign one myth per person.
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Use article to find evidence to refute your myth.
Explain the evidence to your group
Be prepared to share in the larger group.
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Tongue Tied
Listen to Que dice? Que dice? Child Translate
and the Power of Language.
Enjoy an hour for lunch
Looking At Our English Learners
Proficiency Levels
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Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Common English Learner Profiles
Recent arrivals to U.S. new to English
Long-term English
learners
 Strong literacy in home
language
 Strong English language and
literacy, some gaps
 Limited literacy in home
language
 Low literacy, seemingly
strong oral English, many
gaps
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In Depth Look..
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If this student entered your class today, what
would you know about:
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Note your assigned proficiency level/profile.
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his/her background
support needed for his/her learning
Create a graphic representation to bring this
student to life for the group.
Be prepared to share.
My focus students
Considering the students you identified this morning,
what would you say was their proficiency level and
profile and why. Use the frames below.
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Think: My student, ______, fits ______ profile because
_____________________. He/She would probably fall
within the ______ proficiency level because__________.
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Pair (A-B): Tell about your student and listen to your
partner describe his or her student
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Share: With the rest of your table
Assessing English Proficiency
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Understanding the purpose of the CELDT
and the information it provides
Assessment Challenges
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Assessments of content-area knowledge and
skills are also inherently tests of language
proficiency.
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Test demands (CST, end of unit test, etc.) require
EL’s to focus on language and therefore restricts
their ability to attend to the content.
Understanding students proficiency levels
allows you to teach the language necessary
for students to successfully demonstrate
content knowledge
Components of Language Proficiency
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Oral (listening and speaking) skills
Written (reading and writing) skills
Academic and non-academic language
Purpose of
Language Proficiency Tests for ELs
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To determine placement in language
programs
To monitor students’ progress while in these
programs
To guide decisions about when students
should exit the programs
(August & Hakuta, 1997)
CELDT
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Parent Report Sheet
Reading
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Word Analysis: patterns and structures of
words
Fluency and Vocabulary: Using a range of
word meanings
Reading Comprehension: facts, inferences,
and critical analysis of fiction and non-fiction
writing
Listening
Following Oral Directions:
responding to instructions
 Teacher Talk: understanding spoken
information in academic settings
 Extended Listening Comprehension:
answering questions about a short story
 Rhyming (K-2 only): producing
words that rhyme with the words given
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Speaking
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Oral Vocabulary: knowing how to use the
names of nouns, actions
Speech functions: using language to respond
to specific tasks
Choose and Give Reasons: stating a
preference and giving two reasons
4 – Picture Narrative: telling a story based
on a series of pictures
Writing
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Grammar and Structure: using Standard
English grammatical structure and writing
conventions
Writing Sentences: constructing sentences on
specific topics
Writing Short Compositions: writing short
compositions on specific topics
How Rigorous is Your Instruction
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Elbow Partner
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Now that you have seen what is expected of your
students, how well do you believe you are
preparing them for English proficiency?
Reflecting…
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Keeping today’s learning and your focal
students in mind, please note a couple:
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Recollections
Insights
Applications
Be prepared to share
out
Day 1 Evaluation
Reflect on Day 1 Learning (http://estaffroom.sccoe.org)
Day2: Supporting English Learners during
Content Instruction