Creating Access and Understanding for English Learners

8/16/2019 Creating Access and Understanding for English Learners

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PROFESSIONAL DEVELOPMENT

CREATING ACCESS AND

UNDERSTANDING FORENGLISH LEARNERS

Literacy Design Collaborative


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Common Core is for All Students

• How do we prevent English learners from falling even

further behind?

• How do we remove the barriers to learning that impedeacademic progress?

(Wong illmore! "#$"%


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Differentition

• Decisions made by teachers who thin& about the needs

of the learner first when planning instruction

('omlinson! "#$#%


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De!onstru!tion

• 'a&e students through a process of dissecting tet) 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 illmore! "#$"%


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Sm"le Mini#Ts$ Pre"rin% for t&e Ts$

'*+, *-*L.+/+

Ability 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

concerns

*ction01rompt

/n cooperative learning groups! deconstruct the teaching

tas& by color coding each section with a highlighter anddiscuss the epectations orally


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Sm"le Mini#Ts$ Pre"rin% for t&e Ts$'!ontinued(

'eaching +trategies• 1rovide guiding 2uestions (i)e) What is the essential 2uestion?

What tet will you read? What type of writing product is

epected? /s this informational! argumentative or narrative?

How does this tas& connect to prior learning in the content

area? %

• *ssign roles in the learning groups focusing on oral language

facilitation with the epectation that each student will be able

to communicate the epected outcome of the teaching tas&

• Direct students to identify unfamiliar vocabulary and in pairsdetermine the meaning and add to their personal vocabulary

noteboo&s


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Sm"le Mini#Ts$ Pre"rin% for t&e Ts$'!ontinued(

Duration

'wo "# minute class sessions

+coringWor& meets epectation if students are able to eplain

elements of the teaching tas& in their own words and

vocabulary terms are added to personal noteboo&s


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Ln%u%e A!)uisition

• 'o meet the language demands of the common core

standards! language competencies must be developed3

• irst! one must &now where their students fall on the

continuum of language ac2uisition


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Ln%u%e A!)uisition St%es

+teven ,rashen ($45"% outlined the stages of language for

second language learners but also recogni6ed that

language ac2uisition is an ongoing process and that growth

may occur at varying rates) 'he initial phases may progress

2uic&ly while students will spend years in the intermediate

and advanced stages)


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Silent*Re!e"ti+e St%e

• 'he student does not verbally engage but is ta&ing in

language

• +tudents should be included in activities but not forced to

spea&

• 'eachers should give students time and clues to encourage

participation• -on7verbal interaction with peers8 being included in general

activities and games8 and interacting with manipulatives!

pictures! audiovisuals! and 9hands7on9 materials are

appropriate

• Encourage students to elicit one7word responses by

repeating and imitating words and phrases


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Erl, Produ!tion St%e

• English Learners begin to respond verbally using one or

two words and develop the ability to etrapolate meaning

from conversation

• Listening s&ills become more acute and an epandedrecognition vocabulary develops

• /t is common to hear two or three words grouped

together in short phrases to epress an idea


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S"ee!& Emer%en!e St%e

• ELs respond in simple sentences if they are comfortable

with the school climate and engaged in a setting that

includes ample opportunities to process comprehensible

input

• *ll efforts to communicate should be encouraged and

reinforced


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Intermedite Fluen!, St%e

• +tudents transition to more elaborate speech so that

familiar phrases with continued comprehensible input

generate sentences

• 'he best strategies for students in this stage are to givemore input! etend vocabulary development! and

provide opportunities to produce language in a safe

environment


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Ad+n!ed Fluen!, St%e

• +tudents begin to initiate conversation and produce

connected sentences) 'his is appropriate timing for some

direct instruction! focusing on idiomatic epressions and

comprehension s&ills

• *ctivities are designed to develop higher levels of

thin&ing! vocabulary s&ills! and cognitive s&ills! especially

in reading and writing


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Full A!demi! Profi!ien!,

• :ay ta&e from four to ten years for ELs to meet the

cognitive and linguistic demands of academic wor& in the

second language

• 'homas and Collier ("##;% have estimated that the timeneeded could ta&e as much as $; years


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-&t Do Ln%u%e St%esMen for Clssroom Instru!tion.

,nowledge of language ac2uisition levels promote the use

of higher level 2uestioning so students are


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Cretin% Climte for Lernin%

• *ll students need@ respect! belonging! challenge!

support! purpose and a balance between effort and

success) ('omlinson! "#$#%

• English Learners also need enormous amounts ofteacher modeling! and metacognition (teachers thin&ing

aloud about language use and reading strategies%) (rey!

isher! -elson! "#$A%


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More Clssroom Climte Ti"s

• English learners need authentic modeling of teachers and

students serving as mentor writers B=standing net to them

and showing them how real writers write)= (regory >

ur&man! "#$"%

• English learners need to "r!ti!e oral and written language

in a supportive environment) (regory > ur&man! "#$"%

• Learning will stic& if it has meaning and can be connected to

an established schema (categories that are alreadyunderstood and stored together%)


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Com"re&ensi/le In"ut

• /nput must involve numerous repetitions and needs to be

attached to meaningful contet

• +tudents need to understand at least 4# of what is

being said to them to ma&e sense of the communication(,auffman! "##F%

• +tudents need to be able to comprehend 4G745 of the

words in a tet for them to ma&e meaning

(*llington!"##$%


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Sele!tin% Hi%& Le+er%e Strte%ies

esearch shows that many of the strategies to increase

student learning are also very effective with English

Learners)

(regory > ur&man! "#$"8 Hill > lynn! "##%


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Clssroom Instru!tion t&t -or$s0

• Iane Hill and ,athleen lynn ("##% used the research

from Classroom Instruction That Works ( :ar6ano!

1ic&ering > 1ollac&! "##$% and modified the suggested

high yield strategies for English Language Learners

• 'he following slides will highlight the recommended

strategies and modifications


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De+elo"in% Content nd Ln%u%eO/1e!ti+es

• Language learning and content learning can occur

simultaneously if both types of obJectives are set for

students

• Language structures and forms should be learned inauthentic contets rather than through wor&sheets and drills

• uild on prior &nowledge (i)e) students may not have

studied the *merican evolution in their native country but

they may have eperienced a similar conflict wheremeaning can be attached%


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Determinin% Ln%u%e Fun!tions 2Stru!tures

Language function = use of language to accomplish a specific purpose

Common eamples@

K *s&ing for assistance

K iving directions K Epressing li&es0disli&es

K Comparing

K Evaluating

K /dentifying

K *s&ing for permission

K Epressing position


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Sm"le Clssroom E3m"le

+cience

Content bJective@ Nnderstand the se2uence and

relationship of the steps of eperiment

Language unction@ Eplaining steps in order

Language bJective@ Nse


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Sm"le Clssroom E3m"le

Language *rts

Content bJective@ Epress persuasive position

Language unction@ 1ersuading

Language bJective@ Nse the structures (or sentence

starters% < / thin&= or


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S&elterin% Instru!tion

*nother strategy to nourish both concepts and language proficiency isto embed the use of the following procedures)

• :anipulatives! realia

• Oisuals

• epetition! clear articulation! eye contact

• estures! pantomime! body movement• High fre2uency vocabulary

• eduction of idioms

• Nse of cognates

• Description through synonyms

• 1review content


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Feed/!$

• eedbac& for English Learners should be comprehensible and

useful0specific to the tas&

• /nformation about what is correct and incorrect should be

incorporated

• 'he best way to provide feedbac& about pronunciation or

grammar is by timely modeling

• /ncorporate self7evaluation

• Nse rubrics

• ocus feedbac& (no need to correct every error in one session%


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Nonlin%uisti! Re"resenttion

• +tudents in the early stages of language production will

internali6e concepts better if they are guided to construct

a physical representation

• raphic organi6ers! maps! diagrams! pictures! videos!and recorded boo&s assist students in involving several

pathways to grasp new information

• Encourage verbal eplanation of the physical models or

pictures (accept native language! English or acombination of languages%


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Cues nd 4uestions

• Puestions should focus on whatMs important not

necessarily what is unusual

• 1rovide wait timeBstudents often compose their

thoughts in the native language and then translate

• English Learners should also be re2uired to answer

higher level 2uestions

• 1rovide 2uestions prior to input (reading! listening! multi7media%


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Cues to A!!ess Prior 5no6led%e

• ,7W7L Chart (What / ,now! What / Want to Learn! What /

Learned%

• 'ony +tead! in ood Choices! ("##4% recommends

adding columns to the chart after the unit is complete)ne column lists new facts learned! the net 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%)


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E3"nded 5#-#L C&rt

-&t I T&in$

I 5no6

-&t I -nt

to 5no6

F!ts I

Verified

Ne6 F!ts -&t I m

Still-onderin%A/out 'or!on!e"ts Istill need tolern(


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Ad+n!e Or%ni7ers

• *cting out or telling a story! showing a video or beginning

with a lower leile tet related to the content can help

studentsM understanding with the goal of accessing grade

level tet

• 'he +PA (+urvey! Puestion! ead! ecite and eview

strategy (obinson! $4$% remains popular with E+L

teachers) With English Learners the reading0s&imming

process needs to be guided and modeled before they arereleased to independently use this strategy)


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Coo"erti+e Lernin%

• Nse small groups for English Learners to manage

interaction and increase time for students to tal& and use

language

• rgani6e heterogeneous groups and provide cues forEnglish dominant students to share the


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Summri7in%

• 1rovide English Learners with summary frames that align

with different types of writing (i)e) narrative!

argumentation! informational%

• 'he frames provide an organi6ational structure and mayalso include guiding 2uestions to provo&e thin&ing about

the content


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Sm"le Mini#ts$ Trnsition to -ritin%

?RIDGING CONVERSATION

A/ilit, to /e%in lin$in% redin% results to 6ritin% ts$8

A!tion*Prom"t9 Usin% &i%&li%&ted te3t nd 6ritin% frme; students !om"lete t&e to"i!

senten!es for e!& "r%r"& of t&eir r%umentti+e ess,8

Te!&in% Strte%ies9

Dire!t instru!tion nd "r!ti!e in @&i%&li%&tin% im"ortnt elements for sttin% !lim;

lo!tin% e+iden!e nd !ounter!lims8

Pro+ide students 6it& frme for or%ni7in% r%umentti+e 6ritin%8 'see ne3t slide(

Durtion9 T6o; => minute sessions8

S!orin% Guide9 -or$ Meets E3"e!ttions If 9 Students !om"lete &i%&li%&tin% of te3t nd

to"i! senten!es of or%ni7er8


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Ad+n!e Or%ni7er Redin% Refle!tion

• - Reading• CCSS Reading - 1, 2, 8

Name__________ 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-Coaching


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Re!i"ro!l Te!&in%

• eciprocal teaching is a strategy that incorporates summari6ing

and has shown to increase reading comprehension

• 'he four components of reciprocal teaching are@ summari6ing!

2uestioning! clarifying and predicting

• 'his strategy can be effective in either a large group or small

group setting

• In the Classroom! A Toolkit for "ffecti#e Instruction of "nglish

$earners (ashola! +lavin! CalderQn > DurRn! $44F% providessample lessons


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Note#t$in%

• +trategies for ta&ing notes will be dependent on the

studentMs stage of language ac2uisition

• /n the early production stages of language! students may

need oral or written eamples in their native language ornotes prepared by the teacher

• +tudents in the more advanced stages of language

production may need to eperiment with note7ta&ing options

offered by the teacher to discover which format ma&essense and helps to create meaning and understanding


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Home6or$ nd Pr!ti!e

• English Learners may need additional opportunities to orally

clarify homewor& assignments and see a model of epectations

• -ative language support through tutors! parents or instructions

may be needed

• +tudents should practice tas&s already learned in class such as

application of vocabulary! reading! writing! and math concepts

• eedbac& from peers0teachers should occur regularly related to

practice! effort and accuracy


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Vo!/ulr, De+elo"ment

• Direct instruction in vocabulary development can assist in

closing the achievement gap

• uide students to develop definitions in their own words

and create drawings or pictures that will aid memory

• Discover cognates

• ind familiar root words and patterns

•


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Sm"le Mini#ts$ Redin% Pro!ess

ESSENTIAL VOCA?ULARB

A/ilit, to identif, nd mster terms essentil to understndin% te3t8

Prom"t*A!tion9 Usin% s&ort e3!er"t from t&e te3t; nd fter listenin% to n udio t"e of

t&e te3t; students identif, t&e +o!/ulr, 6ords t&t re un$no6n or !&llen%in% for

t&em8

Te!&in% strte%ies9 Dire!t instru!tion in sele!t num/er of !demi! +o!/ulr, terms

t&t re s"e!ifi! to t&e !ontent o!!urs "rior to students< redin%*listenin% !ti+it,8

Students identif, "ersonl 6ords in ddition to t&e !demi! ln%u%e identified /, t&ete!&er8

All 6ords re dded to t&e students @Vo!/ulr, Note/oo$s usin% t&e follo6in%

%uidelines9 8 6rite t&e 6ord in En%lis& 8 6rite t&e 6ord in ,our nti+e ln%u%e =8

identif, !o%ntes 8 6rite definition of t&e 6ord in ,our o6n 6ords 8 dr6 "i!ture of

t&e 6ord or use n i!on t&t 6ill id memor, 8 6rite or dr6 6&t t&e 6ord @is not

Durtion9 On%oin%S!orin%9 -or$ meets e3"e!ttions if ll identified terms ""er in t&e students<

+o!/ulr, note/oo$s usin% t&e "res!ri/ed !riteri8


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Reinfor!in% Effort

• *ttitudes about learning and self7confidence can impact

the desire to ac2uire a new language and the motivation

to put forth effort to achieve ( ,rashen! "##"%

• Nsing charts and graphs to trac& progress and conferwith students about their progress may illuminate the

correlation between effort and achievement


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Pro+idin% Re!o%nition

• ecogni6e English Learners progress in learning a

second language ( i)e) using complete sentences!

participating in class discussions%

• Connect rewards and praise to specific standards ofperformance not merely completing a tas&

• Nse praise and symbolic rewards as a motivator in place

of tangible rewards


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Genertin% nd Testin% H,"ot&eses

• or English Learners this comple reasoning s&ill can be

simplified by focusing on developing the language

structure


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Identif,in% Similrities nd Differen!es

• English 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

• 1air written responses with visual representation to cementlearning and verify understanding

• Comparing and classifying will be more successful with

students in emergent stages of language while creating

analogies and metaphors will re2uire advanced languagedevelopment


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Vluin% Nti+e Ln%u%e

-umerous researchers! including regory and ur&man!

("#$"% reinforce the value of utili6ing studentsM native

language abilities) 'heir recommendations include@

• :a&e connections to cognates (i)e) accept0aceptor!

accessory0accesorio% to increase vocabulary

• *llow students who spea& the same language to use their

native language to rehearse and


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?uild on E3"erien!es0

eth +&elton! language consultant! who teaches a course

titled What’s %ifferent About Teaching &eading to 'tudent

$earning "nglish (C*L! "##F% recommends that to access

understanding of content based tet we do the following

activities /+')


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En%lis& Lerners nd Redin%

• D the eperiment! field eperience! video! application

activities first to build bac&ground &nowledge

• D/+CN++ the activities and eperiences using multiple

opportunities to practice vocabulary and oral language

• E+1-D to 2uestions about the eperience orally and

through written responses

• E*D the tet to determine if English Learners re2uire

modified tet or a variety of tets at appropriate levels to

eventually access ecerpts of the grade level tet


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RESOURCES

'he following resources provide guidelines! activities and

suggestions for engaging English Learners)

T&e S&eltered Instru!tion O/ser+tion


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T&e S&eltered Instru!tion O/ser+tionProto!ol 'SIOP(

* research7based resource that provides numerous

eamples of content > language obJectives as well as

detailed samples of sheltering instruction)

www)siopinstitute)net


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-IDA Consortium

Developing a Culturally and Linguistically esponsive

*pproach to esponse to /nstruction > /ntervention (t/"%

for English Language Learners Connecting to W/D*

+tandards! *ssessments! and ther esources

www)W/D*St/"SforELLs)pdf


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Sm"le Resour!es in t&e -IDA Do!ument

• 1rotocol 'emplate for athering +creening Data *long the

+even /ntegral actors

• Characteristics of ral Language and Literacy /nstruction

and /ntervention for ELLs within an t/" ramewor&

• W/D* 1erformance Definitions

• W/D* Writing ubrics

• W/D* +pea&ing ubric

• +tatutory asis for the Education of ELLs

• ederal egulations for t/" and +pecial Education

Determination


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Colorin Colordo

• Colorin Colorado is a bilingual site for families and

educators of English Learners

• ne supporting document that is attached to this file is a

sample lesson on the ettysburg *ddress designed forEnglish Learners

• *ccess other information related to CC++ and English

Learners at www)colorincolorado)org


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S"nis& Co%ntes

:any +panish and English words have Latin and ree&

roots and also have the same meaning) 'hese words are

called cognates)

Oisit www)spanishcognates)org for a complete list of

+panish0English cognates)

http://www.spanishcognates.org/http://www.spanishcognates.org/


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Understanding Language

'he Nnderstanding Language team is a group of eperts

from +tanford Nniversity focused on helping educators

comprehend the role of CC++ and to provide resources to

present high levels of instruction and content to English

Learners)

http@00ell)stanford)edu0


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More /out Understanding Language

*dditional resources to chec& out on this site@

$) 1ersuasion *cross 'ime and +pace K a five lesson unit that

shows approaches that will help English Learners meet

CC++

")


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Frme6or$ for EL Profi!ien!,De+elo"ment Stndrds

ramewor& for English Language 1roficiency Development

+tandards Corresponding to the Common Core +tate

+tandards and the -et eneration +cience +tandards

http@00

www)ccsso)org0esources01ublications0'heSCommonSCoreSandSEngli

shSLanguageSLearners)html

Te!&in% Profi!ien!, T&rou%&

http://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlhttp://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlhttp://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlhttp://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlhttp://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.htmlhttp://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html


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Te!&in% Profi!ien!, T&rou%& Redin% nd Stor,tellin% 'TPRS(

• * teaching method used by World Language teachers

but has merit for all language learners

• * systematic! personali6ed approach to vocabulary

instruction

• * valuable teaching tool to deliver compelling

comprehensible input

• Chec& out www)tprstorytelling for more detailed lessons

and resources

http://www.tprstorytelling/http://www.tprstorytelling/


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CDE Resour!es

Nsing est 1ractices to :otivate and Engage ELLs at the

+econdary Level /nstructional 'ools uide

http@00www)cde)state)co)us0cdeSenglish0elauSpubsresources)htm


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CDE Resour!es

uideboo& on Designing! Delivering! and Evaluating

+ervices for English Learners (ELs%

www)cde)state)co)us0cdeSenglish0download0ELLuideboo&0inal

"#EL"#uideboo&"#"#$$S57""7"#$$)pdf

Colordo En%lis& Ln%u%e


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Colordo En%lis& Ln%u%eProfi!ien!, Stndrds

ELP8

• ELLs communicate for +ocial and /nstructional purposes within the school setting)

ELP8

• ELLs communicate information! ideas! and concepts necessary for academic success in

the content area of Language *rts)

ELP8=• ELLs communicate information! ideas! and concepts necessary for academic success in

the content area of :athematics)

ELP8

• ELLs communicate information! ideas! and concepts necessary for academic success in

the content area of +cience)

ELP8• ELLs communicate information! ideas! and concepts necessary for academic success in

the content area of +ocial +tudies)


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Su""ortin% Mterils


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Creating Access and Understanding for English Learners

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