English Learners through the Lens of the Pathway

1. English Learners through the Lens of the Pathway Carol Mehochko Administrator, ELL and Migrant Ext. 14769

2. Language and Its Importance

3. Let’s Recall … the “Who?” For 2010, 8071 EL’s were reported on the R-30 = 29.8% of population

4. And the Accountability …

5. CST Levels CELDT Levels Advanced Advanced Early Advanced Proficient Basic Intermediate Below Basic Early Intermediate Far Below Basic Beginning

6. CST Levels CELDT Levels Advanced Advanced Early Advanced Proficient Basic Intermediate Below Basic Early Intermediate Far Below Basic Beginning

7. CELDT Levels CST Levels Advanced Advanced Proficient Early Advanced Basic Intermediate Below Basic Far Below Basic Early Intermediate Beginning Elena Fajardo/CDE 2005

8. # of EL by CELDT Prof Level Source: R30/March 2010

9. How does your data compare with district data?

10. Our Focus … 3275 Intermediate Prof Students

11. What does an English learner need? EL Needs

12. An English learner needs … • Systematic, daily ELD instruction • At his/her prof level • Ample opportunities for student talk • Time to process via writing • Correct modeling and feedback from teacher • Scaffolding to access core content • Pre-reading strategies (anticipation guides, frontloading vocabulary, book walk) • Explicit direct instruction of vocabulary • Ample opportunities to use language • Sufficient time allowed for processing and wait time • Use of visuals (i.e. realia or graphic organizers)

13. EL Strategies through Lens of the Pathway

14. Question #1 - Objectives How will English learners use language to achieve the objective and how wellwill students demonstrate proficiency using language?

15. Language Considerations • Use of language = Clearly defined, displayed, and reviewed. • Cover a range from process-oriented to performance-oriented so that students have a chance to explore, then practice, before demonstrating mastery. • Remember receptive skills are acquired faster than productive skills. • Planning for language use – 1. ELD standards 2. ELA content standards 3. Instructional materials

16. Here are some samples: • Students will be able to …. • Agree or disagree about Anticipation statements written about a topic. • Make predictions about what they will learn by reading about a topic. • Students will use sentences frames when sharing with a partner: “I think this is true/false because _______.” “I confirmed/disconfirmed my prediction when I read _________.”

17. And another example … • Explain the importance of the mummification process in relation to Egyptian culture. • Talk about a mummy, using descriptive adjectives. • Compare the following words according to their word class and meaning: mummy, mummification, mummified. • Read adapted text article about mummification process.

18. In the ELD classroom, it looks like … K-5 “Students will express ideas about needs and wants, using complete sentences.” 6-8

19. Let’s See An Example … • How many different ways is the teacher going to use language in her lesson?

20. Scenario #1 – You Be the Judge • Review Scenario #1 with your tablemates and list how many ways language can be used with the given content objective.

21. Questions #2 and #3 – Student Engagement For every 5-10 mins of teacher talk is there a few minutes for English learners to process information? (e.g. use of partner share, quick write, group work, etc) Are a variety of group configurations used during the observed time? (partner talk, small group, whole class)

22. For English learners, specifically, increased student interactionmeans – • Increased Motivation • Reduced Risk • More Processing Time • Increased Attention Echevarria, Short, Vogt - 2008

23. Use of a variety of group configurations • Whole-class – • Introduce new information • Model processes • Review • Flexible small groups – • Encourages collaboration • Promotes development of multiple perspectives • Partner work – • Provides practice opportunities • Provides scaffolding and assistance Echevarria, Short, Vogt - 2008

24. In the ELD classroom, it looks like… K-5 6-8

25. Let’s See An Example … • What different types of group interaction were observed in the first grade lesson?

26. Scenario #2 – You Be the Judge • Review Scenario #2 with your tablemates and discuss feedback that could be given back to the teacher.

27. Questions #4 and #5 – Key Vocabulary Does the teacher use linguistic frames or sentence starters with students when teaching vocabulary? Does the teacher reference primary language cognates or Greek or Latin roots when teaching a new vocabulary word?

28. Th e commitment to vocabulary instruction is pivotal to a school wide effort confronting the achievement gap in language and literacy.”-- Kate Kinsella

29. Checklist for Vocab Instruction - • Teachers should – • Explicitly teach 5-7 instructionally important words per lesson (Pathway) • Provide examples of the target words in contexts • Teach the “word relationships” of the target words—cognates, synonyms, antonyms, multiple meanings, roots, affixes, etc. • Expose students to target words multiple times Kinsella and SCOE - 2005

30. Checklist for Vocab Instruction (cont’d) - • Students should – • Learning to use the words by talking, comparing, analyzing, and writing (Pathway) • Recording the words, their definitions, and visual representations (Pathway) • Expressing definitions in their own words Kinsella and SCOE - 2005

31. In the classroom - • An example … what is Lexicon? • How would you define? • How would you use?

32. According to our friends at Merriam/Webster -- • 1: a book containing an alphabetical arrangement of the words in a language and their definitions :dictionary2 a: the vocabulary of a language, an individual speaker or group of speakers, or a subject b: the total stock of morphemes in a language3:repertoire, inventory

33. Lexicon - Kate Kinsella - 2005

34. Did you know … • 60% of all English words originate from Greek or Latin roots. • Most of SBE approved content area texts have lists of Spanish/English cognates. Partnership for Reading - 2001

35. Sentence Starters and Linguistic Frames

36. Remember this?

37. Bricks and Mortar brown bear big bear . A is A bear tiny furry is . A . is not Susana Dutro/CRLP - 2004

38. The appropriate “mortar” for the appropriate proficiency level … B/EI:A ___ has/is ____. _____ is _____. _______ is not _______. I: _____ and _____ are alike because ______. They are different because _____. EA/A: _____ and _____ are similar because they both ____, but what is different is that _____.

39. In the ELD classroom, it looks like … K-5 6-8

40. Let’s See An Example … • How did the use of linguistic frames assist students with use of new vocabulary?

41. Scenario #3 – You Be the Judge • Review Scenario #3 with your tablemates and discuss next steps and coaching points.

42. Question #6 – Immediate Feedback When appropriate, does the teacher provide corrective feedback to students in regards to language, allowing the student an opportunity to practice the language correctly?

43. Importance of providing feedback:` • Clarifies/Corrects misunderstandings or misconceptions • Models correct usage • Restating or Paraphrasing also validates a student’s thinking or understanding

44. Backward Buildup • Strategy that involves practice of oral sentences by rebuilding and repeating words and phrases from the back to the front. • Particularly useful for practicing long or expanded sentences.

45. Example • Sentence to be read orally by student: • Look at the llama and the gazelle. • Student: Look at the lla … and the …. Guz … • Teacher: Listen. Gazelle. You say it. • Student: Gazelle. • Teacher: and the gazelle. You say it. • Student: And the gazelle. • Teacher: the llama and the gazelle. You say it. • Student: The llama and the gazelle. • Teacher: Look at the llama and the gazelle. Look at the llama and the gazelle. You say it two times. • Student: Look at the llama and the gazelle. Look at the llama and the gazelle.

46. Scenario #4– You Be the Judge • Review Scenario #4 with your tablemates and discuss feedback that could be given back to the teacher.

47. Our Focus … 3275 Intermediate Prof Students

48. Next Steps - • From ELL Services – • Administrator, Program Specialist, and Coaches to assist with all program concerns – • Student placement • CELDT support • Teacher training • RFEP monitoring • ELAC/DELAC • Classroom walk throughs for monitoring • ELL Coaches – to provide coaching and monitoring of all EL students. Addition of coach for middle school/junior high schools. • Once ELD established, push in to language arts classrooms for additional coaching and monitoring.

49. Next Steps • At school sites – • Training of staff (with support from ELL Services) on the 6 questions as aligned to the Pathway. • Teachers to create seating chart with English learners highlighted • Monitoring of El’s progress both in (classroom walkthroughs) and out (data) of the classroom.

50. Your feedback is appreciated …. • As your ticket out the door, please use the last page of your handout and answer the following questions: • One concern I have about my English learners is _____________________________. • BCSD ELL Services can help support me by _______________________________.