Transcript Slide 1

The New Language Standards
A Relationship Worth Cultivating
NMABE Institute
January 26, 2010
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University
Please, my teacher, open up your .. .. ..
heart to care ever more deeply for us;
mind to think ever more creatively about ways of
helping us learn;
mouth to seek fresh ideas and feedback
(including from us!); and
classroom to join colleagues and parents in a
thriving community where as teachers, parents
and children together we strive to reach our
potential.
okay?
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Objectives
 Review
 Propose
 Apply
 Question
 Systems
 Networking
 Language and Content
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Results from Consensogram
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Arming Yourself with Research
Academic Language and Thinking
Sheltered Instruction
ELD Standards
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Academic Language and Thinking:
What Researchers Say
 Kinsella (2005) As colleagues, we need to have a united,
sustained, and informed vision about how we are going to
tackle the monster of academic language.
 Zwiers (2005) defines academic language as, “…the set of
words and phrases that describe content-area knowledge and
procedures; language that expresses complex thinking
processes and abstract concepts; and language that creates
cohesion and clarity in written and oral discourse”.
 Scarcella (2008) states that academic language is the language
of power. Students who do not acquire academic language fail
in academic settings.
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“Brick and Mortar”
Dutro and Moran, 2003
 "Brick" words are the vocabulary
specific to the content and concepts
being taught and include words such
as: government, mitosis, metaphor,
revolt, arid, revolution, etc….
 "Mortar" words are the words that
determine the relationships between
and among words.
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What is Academic Language?
Zwiers, 2008
Hypothesize
Evidence
Analyze
Justify
Critique
Compare
Academic
Metaphors
Content vocabulary
(bricks)
Text structure
Transitions
Terms that
Grammar &
Pronouns
travel across
organization
Clauses
disciplines
Word order
U-turn terms
Punctuation
Content vocabulary
(bricks)
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Students need chances to authentically
communicate about:
Abstract concepts
Complex
ideas
Higherorder
thinking
processes
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Academic Language & Thinking Strategies
When?
Speaking
Communication
Literacies
Listening
or
Reading
Language
Domains
Writing
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3 Ingredients for Acquiring Language & Content
Input
Output
Co-construction of Meaning
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Sample of 5th Grade Text
A gentle, modest man, Grant brought a quiet dignity to
the White House. During the Civil War, he had disliked
the fancy trappings of high military rank. As president,
he refused to take advantage of his position. When he
received a $20.00 speeding ticket for driving his carriage
too fast, he paid for it. Yet, Grant was not able to impose
his standards to other members of the Republican Party.
Despite his promise of peace, Grant’s presidency was
plagued by political conflicts, corruption, and scandal.
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5th Grade Text Through the Lens of Academic
Language and Thinking
A gentle, BLAH man, Grant brought a quiet BLAH to the
White House. During the Civil War, he had disliked the
fancy BLAH of high military BLAH. As president, he
refused to take BLAH of his position. When he received a
$20.00 speeding ticket for driving his carriage too fast, he
paid for it. Yet, Grant was not able to BLAH his BLAH to
other members of the Republican Party. Despite his
promise of peace, Grant’s presidency was BLAH by
BLAH, BLAH, BLAH and BLAH.
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The Need for Meaningful Planning
and Instruction
To learn academic styles in school, students must be
immersed in rich activities in which academic language
is modeled and used in purposeful and meaningful ways.
(Gee, 2009)
 85% of class time was devoted to lecture, question and
answer, and seatwork. (Nystrand, 1997)
 Teachers encouraged elaborations, but only 16% of the
paired interactions were beneficial to learning.
(Staarman, Krol & Vander Meijden, 2005)
 English learners spent only 4% of the school day engaged
in talk; and 2% of the school day discussing focal content
of the lesson. (Arreaga-Mayer & Perdomo-Rivera, 1996)14
Academic Language in Action
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Sheltered Instruction
 What is sheltered instruction?
 Why is it necessary?
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Defining Sheltered Instruction
What Researchers Say
 Sheltered instruction is an approach for teaching
content to English Language Learners in strategic
ways that make the subject matter concepts
comprehensible while promoting the students’
English language development. (Echevarria, Vogt,
and Short 2008).
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Defining Sheltered Instruction
What Researchers Say
 Sheltered instruction combines both tried-and-
true instructional techniques that characterize
what experienced educators know as good
teaching practices and instruction specially
designed to meet the linguistic and educational
needs of immigrant and nonimmigrant secondlanguage learners in U.S. schools (Kappa Delta Pi,
2008).
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Defining Sheltered Instruction
What Researchers Say
 Sheltered instruction is an approach that can
extend the time students have for getting language
support services while giving them a jump start on
the content subjects they will need for graduation
(Echevarria, Vogt, and Short 2010).
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Eight Core Components
of High Quality Sheltered Instruction
Cultivating A Relationship
 Preparation
 Interaction
 Building Background
 Practice / Application
 Comprehensible Input
 Strategies
 Lesson Delivery
 Review / Assessment
Sheltered Instruction
Two essential tenets of the instructional model
include:
 Content Objectives; and
 Language Objectives.
What do these concepts mean to you?
Which one is done consistently?
How is this related to our dialogue this morning?
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Sheltered Instruction
 Building Background
 Schema Theory
How is this related to our dialogue this morning?
Do we know if this is done?
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Sheltered Instruction
 Comprehensible Input
 Speech
 Wait time
 Clarity
How is this related to our dialogue this morning?
Do we know if this is done?
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Sheltered Instruction
 Strategies
 Graphic Organizers
 Questioning
 Think -Alouds
How is this related to our dialogue this morning?
Do we know if this is done?
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Sheltered Instruction
 Interaction
 Cooperative Grouping
 Think Aloud
 Co-construction of Meaning / Negotiation of
Meaning
How is this related to our dialogue this morning?
Do we know if this is done?
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Sheltered Instruction
 Practice and Application
 Integration of all Language Domains
 Opportunities for Authentic Conversations Related to
Content
 Allow for Differentiation of Instruction
How is this related to our dialogue this morning?
Do we know if this is done?
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Sheltered Instruction
 Lesson Delivery
 Content and Language Objectives
 Student Engagement
 Pacing of Lesson
How is this related to our dialogue this morning?
Do we know if this is done?
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Sheltered Instruction
 Review and Assessment
 Formative
 Summative
 Meaningful Feedback
How is this related to our dialogue this morning?
Do we know if this is done?
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A QUICK REVIEW OF THE
NEW ELD STANDARDS
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University
A Reminder
“Children are capable of high level thinking
regardless of their language level.”
Margo Gottlieb, Ph.D., WIDA Lead Developer, 2009
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A Reminder
 The redesigning of New Mexico’s ELD Standards
will provide educators with a resource to enable
English Language Learners to acquire the language
requisite to succeed linguistically and academically
(NMELD Standards, 2009).
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A Reminder
 Learning content means learning the language of
that content area (Schleppegrell, 2004).
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NM English Language
Development Standards
 They are first and foremost language standards.
1. Social and Instructional Language
2. The Language of Language Arts
3. The Language of Mathematics
4. The Language of Science
5. The Language of Social Studies
Organization of the Standards
 2 Frameworks
 5 English Language Proficiency Standards
 5 Grade Level Clusters
 4 Language Domains
 5 Levels of English Language Proficiency
 200 Example Topics and strands of Model
Performance Indicators (MPIs)
MPI
Transformations
Transformations
Transformations
Transformations
Operationalization of Standards
 Step 1: Determine English Language Learners’
Current Language Profiles
 Step 2: Analyze the Language Demands of a
Content Topic
 Step 3: Match ELD standards to language
demands, and decide whether and which
transformations are necessary.
 Step 4: Develop content and language objectives.
Operationalization of Standards
 Step 5: Differentiate Instructional and assessment
activities by the students’ levels of English
language proficiency.
 Step 6: Plan for instructional supports and don’t
use the same ones all the time.
 Step 7: Review evidence of language learning
(formative assessment, ACCESS testing) and
decide next steps.
12.5 Minute Break
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What is the intent?
• What part of our professional routine(s) are
the new ELD standards intending to affect?
 How?
 For whom?
 Is this extra?
Lesson Preparation
What:
For maximum learning to
occur, planning must
produce lessons that enable
students to make
connections between their
own knowledge and
experiences, and the new
information being taught.
Why:
Lesson planning is critical to
both a student's and
teacher’s success.
When:
Every lesson
How:
Adaptation of content
Meaningful activities
Use of supplementary
materials
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Lesson Planning Through a Different Lens
 For whom? All children!
 How? Consider the language demands of
the content of the lesson.
 Why? Content and language have had and
will continue to have an inseparable
relationship that is rooted in the
fundamental use of language as the means
of sharing information.
 When? Always!
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LET’S SEE IT!
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A Typical Lesson Plan begins with a …
Focus:
Content
Objectives
Language
Objectives
Aligned to
Standards
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A Typical Lesson Plan Includes …
Instruction:
Through the lens of the language
demands of the content.
Student Centered
• Prior Knowledge
• Building of Background
Knowledge
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Frontloading,
Scaffolding, Sheltering
• Bricks
• Mortar
A Typical Lesson Plan Includes …
Guided Practice:
Reading
Writing
Formative Assessment
Opportunities
(Informal and Formal)
Listening
Speaking
Sheltered
& Rigorous
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Opportunity for
Interaction: Enhancing
Academic Language
Discourse
A Typical Lesson Plan Includes …
Independent Practice:
Reading
Listening
Writing
Speaking
Sheltered
& Rigorous
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Formative Assessment
Opportunities
(Informal and Formal)
A Typical Lesson Plan Includes …
Closure/Assessment/Evaluation
 How did they do?
 How did you do?
 How do you know?
 How will this affect what you do
tomorrow?
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Lesson Planning
Let’s apply what we have experienced!
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Using the 5-Step Lesson plan template and
the NM ELD Standards: 20 Minutes
1.
At your tables:
1. Read the teaching scenario; and
2. Engage in a dialogue as to how you would change the
delivery of the lesson on buoyancy.
2.
Incorporate strategies/techniques and the ELD
Standards to address the academic language demands of
the lesson. (P. 64-65 ELD Standards)
3.
Address the 8 components of sheltered instruction.
4.
On the template for the 5 Step Lesson Plan, write down
the ideas generated by your table. Be prepared to share!
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Eight Core Components
of High Quality Sheltered Instruction
Cultivating A Relationship
 Preparation
 Interaction
 Building Background
 Practice / Application
 Comprehensible Input
 Strategies
 Lesson Delivery
 Review / Assessment
A Question for Thought…
How can we support all teachers
with the paradigm shift of planning
and delivering instruction with both
content and language in mind?
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Let’s Get Some Lunch!!!!!
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A Question for Thought…
What did you come up with?
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Thinking Systemically
What do we need to ensure this will become
systemic and effective?
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What and Why?
One Important Dialogue
District
Level
Leadership
Site Level
Leadership
Instruction Through the Lens of Language & Content
•Vision
•Reflection
•Understanding
•Commitment
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Another Important Dialogue
Site Level
Leadership
Teachers
Instruction Through the Lens of Language & Content
•Vision
•Reflection
•Understanding
•Commitment
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A Missing Dialogue
Site Level
and
Teacher
Parent and
Student
Voices
District and
Site Level
Instruction Through the Lens of Language & Content
•Vision
•Reflection
•Understanding
•Commitment
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Support for Implementation
Focus
Direction
Capacity
Parent and
Student
Dialogue
District
and Site
Level
Dialogue
Site Level
and
Teacher
Dialogue
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12.5 Minute Break
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Networking
 What is already working? 10 mins.
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Networking
 How will you use the information
presented? 10 mins
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Networking
 Plan for Implementation & Support
15 mins
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Evaluations
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Thank you!
Patricia Latham
[email protected]
Adrian Sandoval
[email protected]
Phone: 505-243-4442
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University
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