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![Page 1: 70. Supporting English Language Learners Systemwide and in the Classroom Norma Godina-Silva, Ph.D. godinasilva@yahoo.com (915) 496-5838 ICLE Consultant.](https://reader033.fdocuments.us/reader033/viewer/2022061306/551468ad550346494e8b5c79/html5/thumbnails/1.jpg)
70. Supporting English Language Learners Systemwide and in the Classroom
Norma Godina-Silva, [email protected]
(915) 496-5838ICLE Consultant
21th Annual Model Schools ConferenceWashington D.C. – Gaylord
June 30-July 3, 2012
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What’s in the Name?Terms used to refer to the same student population:
•English Language Learners (ELLs)
•English Learners (ELs)
•English-as-a-Second Language (ESL) Students
•English for Speakers of Other Languages (ESOL) Students
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ObjectivesContent ObjectiveGain knowledge and understanding of…
•The Rigor/Relevance Framework to close the achievement gap and ensure the academic and linguistic success of ELLs.•The connection between R/R Framework, sheltered instruction, CCSS/STAAR, and the ELPS.
Language ObjectiveEngage in dialogue and write down reflective notes as next steps to an effective program of instruction for ELLs.
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The Daggett System for Effective Instruction (DSEI)
1.Identify the component that best describes your current role and/or responsibilities.
2.How do you contribute to the overall success of ELL Student Achievement?
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Focusing on Relationships
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Good News...
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• Take a minute to think about something that has occurred in your life in the past few months that is wonderful.
• Create a headline for that event/occurrence.
• Be ready to share!
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RelationshipsRelationships
•Know Your Students•Know What They Know•Know What They Don’t Know•Personal Experiences•Previous Academic Background•Culture and Community
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Rigor/Relevance FrameworkHow can it
support the
linguistic and
academic instruction of English Language Learners?
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Resources to identify priorities, establish and implement policies, and build capacity for a more
rigorous and relevant curriculum for ELLs.
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Rigor/Relevance Framework for Cultural Responsive Systemic Education Reform (p.2)
Linguistic, Cognitive,
and Academic
Rigor
CStudents learn academic English for standardized tests. Some instruction may be differentiated by language proficiency. High level literacy achievement is the goal, but meaningful linguistic and cultural (teaching for transfer) connections are lacking.
DStudents actively learn standards-based grade-level content. They reach high levels of literacy achievement through systematic differentiated instruction across language proficiency levels. Teaching for transfer is achieved through connections to students’ literacy in their native language and their prior knowledge. Cultural and linguistic diversity is celebrated within the school and community.
AStudents learn social language and basic communication. Content instruction tends to focus on low-level skills and is not differentiated with respect to language proficiency. Little attention is given to students’ linguistic and cultural backgrounds.
BStudents learn basic academic skills in isolation, possibly with bilingual support and culturally relevant connections. Some instruction is differentiated by language proficiency. Students are not fully accountable for grade-level curricula and high-level literacy achievement.
Cultural Responsiveness and Relevance
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Quadrant A•Social language and basic communication
•Content focused on low-level skills
•No differentiation with respect to language proficiency
•Little attention to linguistic and cultural backgrounds..
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Quadrant B•Skills in isolation, possibly with bilingual support and culturally relevant connections.
•Some instruction differentiated by language proficiency.
•Students are not fully accountable for grade-level curricula
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Quadrant C•Academic English for standardized tests. •Some differentiation by language proficiency. •Meaningful linguistic and cultural (teaching for transfer) connections still lacking.
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Quadrant D•Actively learn grade-level content.
•Reach high levels of literacy achievement
•Differentiated instruction
•Teaching for transfer through connections in native language and their prior knowledge.
•Cultural and linguistic diversity in school and community
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ELL Instruction “Must Have”•High Expectations•Differentiated Instruction Across Language
Proficiency Levels•Connections to Prior Knowledge•Building Academic Background•Vocabulary Development•Oral Language Development Opportunities•Honoring and Celebrating Cultural and
Linguistic Diversity
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Increasing Text ComplexityText Complexity
Grade BandPrevious Lexile
RangesLexile Ranges
Aligned to CCR
K–1 N/A N/A
2–3 450L–725L 450L–790L
4–5 645L–845L 770L–980L
6–8 860L–1010L 955L–1155L
9–10 960L–1115L 1080L–1305L
11–College and Career Readiness
1070L–1220L 1215L–1355L
PG page 8
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What is Sheltered Instruction?What is Sheltered Instruction?
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What is Sheltered Instruction?What is Sheltered Instruction?It’s a process for making grade-level content more accessible to ELLs while also promoting English language development.
Combines second language acquisition strategies with content area instruction.
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Create an ELL Class ListCreate a class list for each of your class periods.
10th Grade
LANGUAGE PROFICIENCY ASSESSEMENT RESULTS
Student’s Name
Date of Entry in US Schools
2012Rating
2013 Rating
Progress Measure
2013-14 Goal
Godina, N. 2002 Intermediate/
Emerging
Intermediate/
Emerging
1 level higher
Advance / Developing
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Language Domains and Language Proficiency Levels
Language Domains
• Listening
• Speaking
• Reading
• Writing
Language Proficiency Levels
• Level 1 (Beginning/Entering)
• Level 2 (Intermediate/Emerging)
• Level 3 (Advanced/Developing)
• Level 4 (Advanced High/ Expanding)
• Level 5(Bridging)
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Team ActivityTeam Activity
Steps:
•Think about one of your ELLs.
•What was a challenge you faced in meeting his/her academic needs?
•Write the challenge on the index card.
•When cued, be ready to share with your elbow partner.
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Sample Mathematics Word Problem (Grade 7)
What will students need to know to be able to solve this test question (Measurement)?
“Talk among yourselves.”
A DVD player is in the shape of a rectangular prism. It has a length of 17
inches, a width of 10.2 inches, and a height of 2 inches. What is the volume
of the DVD player in cubic inches?
Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.22
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Focusing on Language
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•BICS: Basic Interpersonal Communicative Skills
•CALP: Cognitive Academic Language Proficiency
Understanding Language Proficiency in Understanding Language Proficiency in Social and Academic SettingsSocial and Academic Settings
BICS
CALP
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Understanding CALPCummins’s Framework for Evaluating Language
Demand in Content Activities
ICognitively
Undemanding+
Context-embedded
IICognitively
Undemanding+
Context-reduced
IIICognitivelyDemanding
+Context-embedded
IVCognitivelyDemanding
+Context-reduced
252525
BICS
CALP
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Understanding CALP: Cummins’s Framework for Evaluating Language Demand in Content Activities
ICognitively
Undemanding+
Context-embeddedExample:
Engaging in face-to-face social conversation with friends.
IICognitively
Undemanding+
Context-reducedExample:
Engaging in social conversation on the telephone.
IIICognitivelyDemanding
+Context-embedded
Example: Solving math word problems using
manipulatives and/or pictures.
IVCognitivelyDemanding
+Context-reduced
Example:Solving math word problems without
manipulatives and/or pictures
262626
BICS
CALP
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Compare/
Contrast Quadrant I and Quadrant II
What Changed?
Talk to Your Partner/Team
Whole Group Discussion
ICognitively
Undemanding+
Context-embedded
Example:Engaging in face-to-
face social conversation with
friends.
IICognitively
Undemanding+
Context-reduced
Example:Engaging in social
conversation on the telephone.
IIICognitivelyDemanding
+Context-embedded
Example: Solving math word
problems using manipulatives and/or
pictures
IVCognitivelyDemanding
+Context-reduced
Example:Solving math word problems without
manipulatives and/or pictures
©Norma Godina-Silva, Jan. 2013
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Compare/Contrast Quadrant III and Quadrant IV
What changed?Talk to Your
Partner/TeamWhole Group
Discussion
ICognitively
Undemanding+
Context-embedded
Example:Engaging in face-to-
face social conversation with
friends.
IICognitively
Undemanding+
Context-reduced
Example:Engaging in social
conversation on the telephone.
IIICognitivelyDemanding
+Context-embedded
Example: Solving math word
problems using manipulatives and/or
pictures
IVCognitivelyDemanding
+Context-reduced
Example:Solving math word problems without
manipulatives and/or pictures
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Quadrant
I
Quadrant?
Selecting a movie from a picture
menu at a Redbox.
ICognitively
Undemanding+
Context-embedded
Example:Engaging in face-to-face social conversation with
friends.
IICognitively
Undemanding+
Context-reduced
Example:Engaging in social
conversation on the telephone.
IIICognitivelyDemanding
+Context-embedded
Example: Solving math word
problems using manipulatives and/or
pictures
IVCognitivelyDemanding
+Context-reduced
Example:Solving math word problems without
manipulatives and/or pictures
Cognitively Undemanding +
Context Embedded
Scenario/Activity
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Quadrant
IV
Quadrant?
Answering history questions at the
end of the chapter in the
textbook.I
CognitivelyUndemanding
+Context-embedded
Example:Engaging in face-to-face social conversation with
friends.
IICognitively
Undemanding+
Context-reduced
Example:Engaging in social
conversation on the telephone.
IIICognitivelyDemanding
+Context-embedded
Example: Solving math word
problems using manipulatives and/or
pictures
IVCognitivelyDemanding
+Context-reduced
Example:Solving math word problems without
manipulatives and/or pictures
Cognitively Demanding + Context Reduced
Scenario/Activity
30©Norma Godina-Silva, Jan. 2013
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Quadrant
III
Quadrant?
Answering history questions using a sentence frame.
ICognitively
Undemanding+
Context-embedded
Example:Engaging in face-to-face social conversation with
friends.
IICognitively
Undemanding+
Context-reduced
Example:Engaging in social
conversation on the telephone.
IIICognitivelyDemanding
+Context-embedded
Example: Solving math word
problems using manipulatives and/or
pictures
IVCognitivelyDemanding
+Context-reduced
Example:Solving math word problems without
manipulatives and/or pictures
Cognitively Demanding + Context Embedded
Scenario/Activity
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Quadrant
II
Quadrant?
Selecting a movie from a list of
movies.
ICognitively
Undemanding+
Context-embedded
Example:Engaging in face-to-face social conversation with
friends.
IICognitively
Undemanding+
Context-reduced
Example:Engaging in social
conversation on the telephone.
IIICognitivelyDemanding
+Context-embedded
Example: Solving math word
problems using manipulatives and/or
pictures
IVCognitivelyDemanding
+Context-reduced
Example:Solving math word problems without
manipulatives and/or pictures
Cognitively Undemanding +
Context Reduced
Scenario/Activity
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Classifying Tasks by Classifying Tasks by Language DemandLanguage Demand
Team ActivityLocate activities at your table.
In your teams, classify the student assigned tasks into the appropriate Quadrant.
Be ready to share! 33©Norma Godina-Silva, Jan. 2013
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Which Quadrant is Best for ELLs? Why? Which Quadrant is Best for ELLs? Why? Are the Rest of the Quadrants Important?Are the Rest of the Quadrants Important?
ICognitively
Undemanding+
Context-embeddedExample:
Engaging in face-to-face social conversation with friends.
IICognitively
Undemanding+
Context-reducedExample:
Engaging in social conversation on the telephone.
IIICognitivelyDemanding
+Context-embedded
Example: Solving math word problems using
manipulatives and/or pictures.
IVCognitivelyDemanding
+Context-reduced
Example:Solving math word problems without
manipulatives and/or pictures
3434
Source: Jodi Reiss, 2005
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BICS
CALP
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Applying Sheltered Instruction Applying Sheltered Instruction to Quadrant IV Activitiesto Quadrant IV Activities
Select a Quadrant IV Activity. In your teams, decide how you will turn it into a Quadrant III activity.
Be ready to share!Put activities back in envelopes/bags.
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Tools and Resources Tools and Resources to Help You Implementto Help You ImplementSheltered InstructionSheltered Instruction
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Focusing on Relevance
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What does relevant instruction look like in the classroom?
Essential Question
Think – Pair – Share
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Relevance… for ELLs is key!Build the necessary academic
background in order for ELLs to understand the concepts and make
connections!
Many concepts are irrelevant to ELLs unless you create relevance!Unique to
American System of Education
Content Specific Procedural
CCSS and NGASTAAR (Texas)
American Revolution
share
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
Knowledge
ApplicationKnows
Understands
41Source: International Center for Leadership in Education (ICLE)
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A Relevant Lesson Asks Students to:
USE THEIR KNOWLEDGE TO
TACKLE REAL-WORLD PROBLEMS THAT HAVE
MORE THAN ONE SOLUTION
42Source: International Center for Leadership in Education (ICLE)
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A Relevant Lesson Answers:
What am I Learning?
Why am I learning it?
How will I use it?43
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Adding Relevancy to Any LearningRelate Learning to …
Student’s life Sports, Arts, Hobbies Family’s life Student’s community and
friends Our world, nation, state World of work / service World of business that we
interact with Students’ experiences as
they continue to integrate into their new system of education and to the United States.
Use Real World Examples
Moral, ethical, political, cultural points of view and dilemmas
Real world materials Internet resources Video and other media Scenarios, real life
stories News - periodicals, media Lots of visuals, hands-on,
concrete real world items
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Focusing on Rigor
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How would you define rigor for ELLs?
What makes a lesson rigorous for ELL students?
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KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATIONRIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY.
Is RIGOR for ELLs?
YES, IT IS!
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Verbs by Quadrant
p. 5 Using R/R Handbook 48
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Span/Eng Cognate Verbs by Quadrants
49©Norma Godina-Silva, Jan. 2013
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Spanish/Eng Cognate Verb List
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Quadrant Acalculate- calcular name - nombrarcount - contarrecite – recitardefine - definir describe- describiridentify – identificarlist-hacer una listamemorize – memorizarview – verselect – seleccionar
Quadrant Badjust – ajustar interpret – interpretarapply – aplicar maintain– mantenercollect – colectarmodel – modelarconstruct – construiroperate – operardramatize – damatizarpractice – practicardemonstrate – demonstrarresolve - resolver
Quadrant Canalyze -analizar discriminate – descriminarcategorize – categorizar evaluate -evaluar classify - clasificar examine - examinarcompare – comparar explain - explicarconclude- concluir express -expresarcontrast – contrastar debate – debateinfer – inferirdefend –defender
Quadrant Dadapt – adaptar formulate – formularcompose – componer invent – inventarconclude-concluir modify – modificarcreate – crearplan – planeardesign – diseñar predict – predicirexplore – explorar propose – proponerrecommend – recomendarrevise – revisarprioritize- dar prioridad
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Rigor for ELLs is…• Scaffolding thinking• Planning for
thinking• Assessing thinking
about content• Recognizing the level
of thinking students demonstrate
• Managing the teaching/learning level for the desired thinking level
Rigor for ELLs is not…• More or easier
worksheets• Speaking
louder• Believing they
can’t think because they don’t have the language
• More homework
51©Norma Godina-Silva, Jan. 2013. Adapted from International Center for Leadership in Education (ICLE)
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PLDs (Proficiency Level Descriptors)•Determined by language proficiency assessment
•Help determine degree of linguistic support and accommodations based on students’ level of English proficiency.
52©Norma Godina-Silva, Jan. 2013
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Content and Language ObjectivesContent and Language Objectives
Content Objective: Content Objective:
Which CCSS will you target? This becomes your Content Objective.
Language Objective:Language Objective:Deciding how you will promote listening,
speaking, reading, and writing during content area instruction.
Post, Announce, Review, Assess
53©Norma Godina-Silva, Jan. 2013
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Key Key VocabularyVocabulary
Academic VocabularyAcademic Vocabulary
Content Words
Process/Function Words
Word or Word Parts That Teach English Structure
VocabularVocabulary y
Essential Essential to the to the LessonLesson
54©Norma Godina-Silva, Jan. 2013
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Let’s Build the Background!Let’s Build the Background!
•Know Your Students•Know What They Know•Know What They Don’t Know•Build the Necessary Academic and Personal Background Knowledge
Create Relevance!Create Relevance!What do you need to do? How will you
do it? 55©Norma Godina-Silva, Jan. 2013
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The Daggett System for Effective Instruction (DSEI)
Let’s Reflect…How do my current
instructional practices support
ELLs and their acquisition of
the knowledge and skills required to
successfully meet the CCSS/STAAR?56
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Exit SlipReflect and ShareSelf-question: What do I need to do now to effectively integrate sheltered instruction strategies into daily instruction?
Complete the sentence frame:The first three steps I should take are 1. _____, 2. _____, and 3. _____.
Share ideas with the group.
STEP 1
STEP 2
STEP 3
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ObjectivesContent ObjectiveGain knowledge and understanding of…
•The Rigor/Relevance Framework to close the achievement gap and ensure the academic and linguistic success of ELLs.•The connection between R/R Framework, sheltered instruction, CCSS/STAAR, and the ELPS.
Language ObjectiveEngage in dialogue and write down reflective notes as next steps to an effective program of instruction for ELLs.
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