Professional Development - PowerPoint Presentation

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Professional Development Creating Access and Understanding for English Learners

Literacy Design CollaborativeSlide2

Common Core is for All StudentsHow do we prevent English learners from falling even further behind?

How do we remove the barriers to learning that impede academic progress? (Wong Fillmore, 2012)Slide3

DifferentiationDecisions made by teachers who think about the needs of the learner first

when planning instruction(Tomlinson, 2010)Slide4

DeconstructionTake students through a process of dissecting text. Call attention to words, phrases and guide them through how each part contributes to the whole

Learn about the structures of writing by guiding students to reconstruct (Wong Fillmore, 2012)Slide5

Sample Mini-Task Preparing for the Task

TASK ANALYSISAbility to understand and explain the task’s prompt and rubric and build connections to the task and content to existing knowledge, skills, experiences, interests, and concernsAction/PromptIn cooperative learning groups, deconstruct the teaching task by color coding each section with a highlighter and discuss the expectations orally Slide6

Sample Mini-Task Preparing for the Task (continued)

Teaching StrategiesProvide guiding questions (i.e. What is the essential question? What text will you read? What type of writing product is expected? Is this informational, argumentative or narrative? How does this task connect to prior learning in the content area? )Assign roles in the learning groups focusing on oral language facilitation with the expectation that each student will be able to communicate the expected outcome of the teaching taskDirect students to identify unfamiliar vocabulary and in pairs determine the meaning and add to their personal vocabulary notebooksSlide7

Sample Mini-Task Preparing for the Task (continued)

DurationTwo 20 minute class sessionsScoringWork meets expectation if students are able to explain elements of the teaching task in their own words and vocabulary terms are added to personal notebooks Slide8

Language AcquisitionTo meet the language demands of the common core standards, language competencies must be developed!

First, one must know where their students fall on the continuum of language acquisitionSlide9

Language Acquisition StagesSteven Krashen (1982) outlined the

stages of language for second language learners but also recognized that language acquisition is an ongoing process and that growth may occur at varying rates. The initial phases may progress quickly while students will spend years in the intermediate and advanced stages.Slide10

Silent/Receptive StageThe student does not verbally

engage but is taking in languageStudents should be included in activities but not forced to speakTeachers should give students time and clues to encourage participationNon-verbal interaction with peers; being included in general activities and games; and interacting with manipulatives, pictures, audiovisuals, and "hands-on" materials are appropriateEncourage students to elicit one-word responses by repeating and imitating words and phrasesSlide11

Early Production StageEnglish Learners begin to respond verbally using one or two words and develop the ability to extrapolate

meaning from conversationListening skills become more acute and an expanded recognition vocabulary developsIt is common to hear two or three words grouped together in short phrases to express an ideaSlide12

Speech Emergence StageELs respond in simple sentences if they are comfortable with the school climate

and engaged in a setting that includes ample opportunities to process comprehensible inputAll efforts to communicate should be encouraged and reinforcedSlide13

Intermediate Fluency StageStudents transition to more elaborate speech so that familiar

phrases with continued comprehensible input generate sentencesThe best strategies for students in this stage are to give more input, extend vocabulary development, and provide opportunities to produce language in a safe environmentSlide14

Advanced Fluency StageStudents begin to initiate conversation and produce connected

sentences. This is appropriate timing for some direct instruction, focusing on idiomatic expressions and comprehension skillsActivities are designed to develop higher levels of thinking, vocabulary skills, and cognitive skills, especially in reading and writingSlide15

Full Academic ProficiencyMay take from four to ten years for ELs to meet the cognitive and linguistic demands of academic work in the second language

Thomas and Collier (2004) have estimated that the time needed could take as much as 14 yearsSlide16

What Do Language Stages Mean for Classroom Instruction?

Knowledge of language acquisition levels promote the use of higher level questioning so students are “nudged” to the next level of language use and understanding. This knowledge helps teachers identify appropriate scaffolds, questions and prompts.(Hill & Flynn, 2006)Slide17

Creating a Climate for LearningAll students need: respect, belonging, challenge, support, purpose and a balance between effort and success. (Tomlinson, 2010)

English Learners also need enormous amounts of teacher modeling, and metacognition (teachers thinking aloud about language use and reading strategies). (Frey, Fisher, Nelson, 2013) Slide18

More Classroom Climate TipsEnglish learners need authentic modeling of teachers and students serving as mentor writers …”standing next to them and showing them how real writers write.” (Gregory &

Burkman, 2012)English learners need to practice oral and written language in a supportive environment. (Gregory & Burkman, 2012) Learning will stick if it has meaning and can be connected to an established schema (categories that are already understood and stored together). Slide19

Comprehensible InputInput must involve numerous repetitions and needs to be attached to meaningful context

Students need to understand at least 90% of what is being said to them to make sense of the communication (Kauffman, 2007)Students need to be able to comprehend 95-98% of the words in a text for them to make meaning (Allington,2001)Slide20

Selecting High Leverage Strategies Research shows that many of the strategies to increase student learning are also very effective with English Learners.

(Gregory & Burkman, 2012; Hill & Flynn, 2006)Slide21

Classroom Instruction that Works!Jane Hill and Kathleen Flynn (2006) used the research from Classroom Instruction That Works (

Marzano, Pickering & Pollack, 2001) and modified the suggested high yield strategies for English Language Learners The following slides will highlight the recommended strategies and modificationsSlide22

Developing Content and Language ObjectivesLanguage learning and content learning can occur simultaneously if both types of objectives are set for students

Language structures and forms should be learned in authentic contexts rather than through worksheets and drillsBuild on prior knowledge (i.e. students may not have studied the American Revolution in their native country but they may have experienced a similar conflict where meaning can be attached)Slide23

Determining Language Functions & Structures

Language function = use of language to accomplish a specific purpose Common examples:Asking for assistanceGiving directionsExpressing likes/dislikesComparingEvaluatingIdentifyingAsking for permissionExpressing positionSlide24

Sample Classroom Examples Social StudiesContent Objective

: To understand the 1920s period, the women’s rights movement and what women could/couldn’t doLanguage Function: ComparingLanguage Objective: Contractions (couldn’t, didn’t etc.) Slide25

Sample Classroom ExampleScience

Content Objective: Understand the sequence and relationship of the steps of experimentLanguage Function: Explaining steps in orderLanguage Objective: Use “if-then” statements to explain the sequence Slide26

Sample Classroom ExampleLanguage Arts

Content Objective: Express persuasive positionLanguage Function: PersuadingLanguage Objective: Use the structures (or sentence starters) “ I think” or “In my opinion” Slide27

Sheltering InstructionAnother strategy to nourish both concepts and language proficiency is to embed the use of the following procedures.

Manipulatives, realiaVisuals Repetition, clear articulation, eye contactGestures, pantomime, body movementHigh frequency vocabularyReduction of idiomsUse of cognatesDescription through synonymsPreview content Slide28

FeedbackFeedback for English Learners should be comprehensible and useful/specific to the task

Information about what is correct and incorrect should be incorporatedThe best way to provide feedback about pronunciation or grammar is by timely modelingIncorporate self-evaluationUse rubricsFocus feedback (no need to correct every error in one session)Slide29

Nonlinguistic RepresentationStudents in the early stages of language production will internalize concepts better if they are guided to construct a physical representation

Graphic organizers, maps, diagrams, pictures, videos, and recorded books assist students in involving several pathways to grasp new informationEncourage verbal explanation of the physical models or pictures (accept native language, English or a combination of languages)Slide30

Cues and QuestionsQuestions should focus on what’s important not necessarily what is unusual

Provide wait time…students often compose their thoughts in the native language and then translateEnglish Learners should also be required to answer higher level questionsProvide questions prior to input (reading, listening, multi-media) Slide31

Cues to Access Prior KnowledgeK-W-L Chart (What I Know, What I Want to Learn, What I Learned)

Tony Stead, in Good Choices, (2009) recommends adding columns to the chart after the unit is complete. One column lists new facts learned, the next column lists the facts that are verified and the last column lists items the student is still wondering about (or concepts that still need to be learned). Slide32

Expanded K-W-L Chart

What I Think I KnowWhat I Want to KnowFacts I VerifiedNew FactsWhat I am Still Wondering About (or concepts I still need to learn)Slide33

Advance OrganizersActing out or telling a story, showing a video or beginning with a lower lexile text related to the content can help students’ understanding with the goal of accessing grade level text

The SQ3R (Survey, Question, Read, Recite and Review strategy (Robinson, 1961) remains popular with ESL teachers. With English Learners the reading/skimming process needs to be guided and modeled before they are released to independently use this strategy.Slide34

Sample Mini-task Reading ProcessACTIVE READING

Ability to identify the central point and main supporting elements of a text.Action/Prompt: Use multi-media material to prepare students for the text required in the teaching task.Teaching strategies: *Watch a video related to the content and have students identify the central points.*Locate texts at a comprehensible level for English Learners and in pairs have students read and mark spots where they are confused or have a question. Direct students to reread the selection and write questions related to the text or the confusion they felt. Oral discussion and sharing of questions follows group work .*If possible, locate text in students’ native language and provide opportunities for them to read and ask questions prior to presenting the text identified in the teaching task.*Provide a recorded version of the text to use as a resource for English Learners. Duration: Four, 30 minute sessions if all strategies are used.Scoring Guide: Work meets expectations if : Students are able to identify central points and supporting elements of the text/media. Slide35

Cooperative LearningUse small groups for English Learners to manage interaction and increase time for students to talk and use language

Organize heterogeneous groups and provide cues for English dominant students to share the “talk”Prepare all students by initiating team-building activitiesVariety is important. Cooperative strategies should be balanced with whole group and independent activities Slide36

SummarizingProvide English Learners with summary frames that align with different types of writing (i.e. narrative, argumentation, informational)

The frames provide an organizational structure and may also include guiding questions to provoke thinking about the contentSlide37

Sample Mini-task Transition to WritingBRIDGING CONVERSATION

Ability to begin linking reading results to writing task.Action/Prompt: Using highlighted text and a writing frame, students complete the topic sentences for each paragraph of their argumentative essay. Teaching Strategies: Direct instruction and practice in “highlighting” important elements for stating a claim, locating evidence and counterclaims. Provide students with a frame for organizing argumentative writing. (see next slide) Duration: Two, 30 minute sessions.Scoring Guide: Work Meets Expectations If: Students complete highlighting of text and topic sentences of organizer. Slide38

Advance Organizer Reading Reflection

- ReadingCCSS Reading - 1, 2, 8Name__________ Date_______Text/Article__________________The author’s main argument is ____________________.One example of evidence used to defend the argument is____.Another example of evidence used to defend the argument is__________________________________________________. The author best defends the argument when they say

“________”.

I (agree/disagree) with the argument

because___________________.

One way the author could make the argument stronger is

to_________.

© Copyright R-CoachingSlide39

Reciprocal TeachingReciprocal teaching is a strategy that incorporates summarizing and has shown to increase reading comprehension

The four components of reciprocal teaching are: summarizing, questioning, clarifying and predictingThis strategy can be effective in either a large group or small group settingIn the Classroom: A Toolkit for Effective Instruction of English Learners (Fashola, Slavin, Calderón & Durán, 1997) provides sample lessonsSlide40

Note-takingStrategies for taking notes will be dependent on the student’s stage of language acquisition

In the early production stages of language, students may need oral or written examples in their native language or notes prepared by the teacherStudents in the more advanced stages of language production may need to experiment with note-taking options offered by the teacher to discover which format makes sense and helps to create meaning and understanding Slide41

Homework and PracticeEnglish Learners may need additional opportunities to orally clarify homework assignments and see a model of expectations

Native language support through tutors, parents or instructions may be neededStudents should practice tasks already learned in class such as application of vocabulary, reading, writing, and math conceptsFeedback from peers/teachers should occur regularly related to practice, effort and accuracySlide42

Vocabulary DevelopmentDirect instruction in vocabulary development can assist in closing the achievement gap

Guide students to develop definitions in their own words and create drawings or pictures that will aid memoryDiscover cognatesFind familiar root words and patterns“Play” with the words to deepen comprehensionSlide43

Sample Mini-task Reading ProcessESSENTIAL VOCABULARY

Ability to identify and master terms essential to understanding a text.Prompt/Action: Using a short excerpt from the text, and after listening to an audio tape of the text, students identify the vocabulary words that are unknown or challenging for them. Teaching strategies: Direct instruction in a select number of academic vocabulary terms that are specific to the content occurs prior to students’ reading/listening activity. Students identify personal words in addition to the academic language identified by the teacher. All words are added to the students “Vocabulary Notebooks” using the following guidelines: 1. write the word in English 2. write the word in your native language 3. identify cognates 4. write a definition of the word in your own words 5. draw a picture of the word or use an icon that will aid memory 5. write or draw what the word “is not” Duration: Ongoing Scoring: Work meets expectations if all identified terms appear in the students’ vocabulary notebooks using the prescribed criteria. Slide44

Reinforcing EffortAttitudes about learning and self-confidence can impact the desire to acquire a new language and the motivation to put forth effort to achieve (

Krashen, 2002)Using charts and graphs to track progress and confer with students about their progress may illuminate the correlation between effort and achievementSlide45

Providing RecognitionRecognize English Learners progress in learning a second language ( i.e. using complete sentences, participating in class discussions)

Connect rewards and praise to specific standards of performance not merely completing a taskUse praise and symbolic rewards as a motivator in place of tangible rewards Slide46

Generating and Testing HypothesesFor English Learners this complex reasoning skill can be simplified by focusing on developing the language structure “if-then”

Require students to retrieve prior knowledge, access new information and draw conclusionsStudents practice stating their evidence and conclusions to reinforce oral language skills prior to completing the writing taskSlide47

Identifying Similarities and DifferencesEnglish Learners should start with familiar topics ( i.e. two consecutive days of school lunch) to identify similarities and differences and then move to content related topics

Pair written responses with visual representation to cement learning and verify understandingComparing and classifying will be more successful with students in emergent stages of language while creating analogies and metaphors will require advanced language developmentSlide48

Valuing Native LanguageNumerous researchers, including Gregory and Burkman

,(2012) reinforce the value of utilizing students’ native language abilities. Their recommendations include:Make connections to cognates (i.e. accept/aceptor, accessory/accesorio) to increase vocabularyAllow students who speak the same language to use their native language to rehearse and “check for understanding”If feasible, provide practice/homework in both languages to encourage family involvement (Linse, 2013)Slide49

Build on Experiences!Beth Skelton, language consultant, who teaches a course titled What’s Different About Teaching Reading to Student Learning English?

(CAL, 2007) recommends that to access understanding of content based text we do the following activities FIRST.Slide50

English Learners and ReadingDO the experiment, field experience, video, application activities first to build background knowledge

DISCUSS the activities and experiences using multiple opportunities to practice vocabulary and oral languageRESPOND to questions about the experience orally and through written responsesREAD the text to determine if English Learners require modified text or a variety of texts at appropriate levels to eventually access excerpts of the grade level textSlide51

RESOURCESThe following resources provide guidelines, activities and suggestions for engaging English Learners.Slide52

The Sheltered Instruction Observation Protocol (SIOP)A research-based resource that provides numerous examples of content & language objectives as well as detailed samples of sheltering instruction.

www.siopinstitute.net Slide53

WIDA ConsortiumDeveloping a Culturally and Linguistically Responsive

Approach to Response to Instruction & Intervention (RtI2) for English Language Learners Connecting to WIDA Standards, Assessments, and Other Resourceswww.WIDA_RtI2_forELLs.pdfSlide54

Sample Resources in the WIDA Document

Protocol Template for Gathering Screening Data Along the Seven Integral Factors Characteristics of Oral Language and Literacy Instruction and Intervention for ELLs within an RtI2 Framework WIDA Performance DefinitionsWIDA Writing Rubrics WIDA Speaking Rubric Statutory Basis for the Education of ELLs Federal Regulations for RtI2 and Special Education DeterminationSlide55

Colorin ColoradoColorin Colorado

is a bilingual site for families and educators of English LearnersOne supporting document that is attached to this file is a sample lesson on the Gettysburg Address designed for English LearnersAccess other information related to CCSS and English Learners at www.colorincolorado.org Slide56

Spanish Cognates Many Spanish and English words have Latin and Greek roots and also have the same meaning. These words are called cognates.

Visit www.spanishcognates.org for a complete list of Spanish/English cognates. Slide57

Understanding LanguageThe Understanding Language team is a group of experts from Stanford University focused on helping educators comprehend the role of CCSS and to provide resources to present high levels of instruction and content to English Learners.

http://ell.stanford.edu/Slide58

More about Understanding Language

Additional resources to check out on this site:Persuasion Across Time and Space – a five lesson unit that shows approaches that will help English Learners meet CCSS“Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards (Bunch, Kibler, Pimentel, 2012)“Guidelines for ELA Instructional Materials Development”“Key Principles for ELL Instruction”http://ellstanford.edu/teaching_resources/elaSlide59

Framework for EL Proficiency Development StandardsFramework for English Language Proficiency Development Standards Corresponding

to the Common Core State Standards and the Next Generation Science Standardshttp://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlSlide60

Teaching Proficiency Through Reading and Storytelling (TPRS)A teaching method used by World Language teachers but has merit for all language learners

A systematic, personalized approach to vocabulary instruction A valuable teaching tool to deliver compelling comprehensible inputCheck out www.tprstorytelling for more detailed lessons and resourcesSlide61

CDE ResourcesUsing Best Practices to Motivate and Engage ELLs

at the Secondary Level Instructional Tools Guidehttp://www.cde.state.co.us/cde_english/elau_pubsresources.htm Slide62

CDE ResourcesGuidebook on Designing, Delivering, and Evaluating Services for English Learners (ELs)

www.cde.state.co.us/cde_english/download/ELLGuidebook/Final%20EL%20Guidebook%202011_8-22-2011.pdfSlide63

Colorado English Language Proficiency Standards

ELP.1 ELLs communicate for Social and Instructional purposes within the school setting.ELP.2 ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.ELP.3 ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.ELP.4 ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.ELP.5 ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.Slide64

Supporting Materials“College and Career Ready English Language Learners: Challenges, Strengths and Strategies”

View this presentation by Diane August of the American Institute of Research that was shared at the NABE conference (Feb., 2013)Slide65

Build a Culture to Value All Language Learners