Enriching Classes for ESOL Students Class Meeting One: Academic Competence, Part A

1. Enriching Classes for ESOL StudentsClass Meeting One: Academic Competence, Part A Welcome!

2. Agenda • Two Warm-up Activities • Course Overview • Florida Consent Decree Overview • US and Florida Demographics • Three Principles for Designing Effective Lessons for ESOL Students

3. Activity OneIcebreaker

4. 2 adjectives that Country you’d describe yourself like to visit NAME Unusual place lived School or visited Grade Subject

5. Organized China Interested JUDY Apple High Australia 10th Science Sample

6. Activity TwoThe Cart before the Donkey

7. Instructions • On the right side of your paper, draw a mountain. • Draw a cabin on the mountain. • To the left of the mountain, draw a donkey. • To the left of the donkey, draw a cart being pulled by the donkey. • Draw a woman sitting in the cart holding the donkey’s reins. • Draw a hat and glasses on the woman.

8. Activity ThreeCourse Overview

9. NOTE: As of Sept. 10, 2003, all current guidance counselors and administrators have 3 years to complete 60 hours of ESOL training. New counselors and administrators have 3 years from date of hire.

10. Module 1: Academic Competence, Part A Module 2: Language Learning Module 3: Culture, Part A Module 4: Academic Competence, Part B Module 5: Literacy Module 6: Assessment Module 7: Culture, Part B Module 8: Putting It All Together Course Components

11. ESOL LEP LY LF OMSLE LCDS L1 L2 NES LES ESOL Alphabet Soup

12. ESOL Alphabet Soup • ESOL • English to Speakers of Other Languages • LEP • Limited English Proficient • LY Limited, Yes Being Served • LF Limited, Former • OMSLE Office of Multicultural Student Language Education

13. ESOL Alphabet Soup • LCDS • Linguistically and Culturally Diverse Students • L1 • First Language • L2 Second Language • NES Non-English Speaker • LES Limited English Speaker

14. Activity FourWhat we know about the Florida Consent Decree Brainstorm what you know…

15. The Florida Consent Decree • What is a consent decree? • Who were the plaintiffs and defendants? • What did the plaintiffs want? • What are the main requirements of the decree?

16. It is an agreement made by a plaintiff and a defendant to settle a lawsuit. The agreement is enforceable by the court. • What is a consent decree? • Who were the plaintiffs and defendants? The plaintiffs were a coalition of eight civil rights and education organizations who were represented by META (Multicultural Education, Training, and Advocacy, Inc.). The defendant was the Florida State Board of Education.

17. The plaintiffs wanted equal access to education for LEP students. They argued that if a child could not understand the language of instruction, in effect, he did not have access to education. They wanted the schools to take certain steps (such as identifying the children who need help and modifying instruction to help students learn both language and content) so that LEP students had access to a good education. • What did the plaintiffs want?

18. 4. What are the requirements of the Consent Decree? • Identification and assessment • Equal access to appropriate programming • Equal access to categorical programs • Personnel training • Monitoring • Outcome measures

19. Major Legal Underpinnings for Serving LEP Students • Brown v. the Board of Education (1954) • Title VI of the Civil Rights Act (1964) • Lau v. Nichols (1974) • Equal Educational Opportunities Act (1974) • Plyler v. Doe (1982)

20. Activity FiveDemographics Complete the Demographics Anticipation Guide, Study Guide pp. 15-16

21. The number of immigrants to the US was the highest ever in which decade?

22. In 2000, ____ of the US population was foreign-born, compared to 14.7% in 1910. 11.1%

23. 3. Among adults who speak another language at home, about ____ also speak English well or very well. 90% 4. In the year 2000, immigrants made up ____ of the new entrants in the workforce. 30%

24. Three-fourths of those who speak another language at home live in six states.

25. Nationwide, approximately how many households speak a language other than English? 47 million

26. 7. What percentage of K-12 students nationwide was LEP students in the 2000-01 school year? 9.6% 8. LEP students in Florida averaged ___ years in ESOL programs. 3.09

27. According to 2000 Census data, what is the approximate percentage of population in Florida reported being Hispanic? 17%

28. 10. LEP students comprised ___ of the K-12 student population in Florida in 2000-01? 11% 11. What percentage of K-12 public schools in Florida had ESOL students in 2000-01? 91%

29. Percent Native Language Students of Total English 1,973,839 80.98% Spanish 356,639 14.63% Haitian-Creole 53,093 2.18% Portuguese 7,490 0.31% French 5,289 0.22% Vietnamese 4,813 0.20% Chinese, Zhongwen 3,377 0.14% Arabic 3,324 0.14% Russian 2,081 0.09% Urdu 1,948 0.08% Non-Native English/Non-English All Others (229 Languages) 25,683 1.05% English Total 2,437,576 100.00% 19.02% Native English 80.98% How many languages were spoken by Florida K-12 students in 2000-01? 239 Native Languages Florida’s Students speak 239 Languages - From Arabic to Zulu - Many represented by only 1 Speaker But Students whose Native Language is not English may also speak English... Source: Survey 2, 2000/01 Florida Department of Education • Bureau of Equity, Safety, and School Support

30. 13. As of the 2000-01 school year, the majority of LEP students came from which country? United States

31. How many LEP students were in Florida in 2000-01? 219,449

32. Activity SixThree Principles for Designing Effective Lesson for ESOL Students

33. Three Principles • Increase Comprehensibility •  Increase Interaction • Increase Higher Order Thinking Skills

34. Teach the Text Backwards Do applications/ expansions Discuss material Answer/preview questions Read text 1. Increase Comprehensibility Traditional Sequence • Read text • Answer questions • Discuss material • Do applications/ expansions

35. Increase InteractionThrough pair/group work: •  Think-Write-Pair-Share •  Numbered Heads Together •  Jigsaw • Peer Tutoring •  Pair Assignments •  Cooperative Projects

36. When using pair/group work: • Vary grouping strategies • Plan for positive interdependence and individual accountability • Teach and model activities before asking students to do them • Recognize and reward effective group work

37. Increase Thinking Skills • Analysis • Synthesis • Evaluation

38. Numbered Heads Together Review Activity

39. Numbered Heads Directions • Divide students into groups with equal numbers (four per group is preferable). Assign numbers to each group. • Ask students in each group to number off. For example, if you have groups of four, group members will number off from 1 to 4. Tip: If one group is smaller than the others, ask one or two members of the smaller group to represent two numbers (i.e., respond as the #3 member and as the #4 member).

40. Ask one of the review questions. • Ask students in each group to “put their heads together” in order to decide on an answer. All students must be prepared to answer the question. • After students have reviewed the answer in their small groups, randomly select one of the groups using a spinner, dice, or slips of paper (e.g., group 2). • Then randomly select one of the members of the selected group to answer the question. • Ask next question and continue.

41. Review Questions • Name the three principles for designing effective lessons for second language learners. • Explain why it is important to increase comprehensibility for ESOL students in mainstream classes. • Describe how a mainstream teacher can increase comprehensibility for ESOL students.

42. Explain why it is important to increase interaction for ESOL students in mainstream classrooms. • Describe how a mainstream teacher can increase interaction for ESOL students. • Name four things to remember when using pair/group work. • Explain how positive interdependence and individual accountability are accomplished in a Numbered Heads Together activity.

43. Explain why it is important to increase thinking skills for ESOL students in mainstream classrooms. • Describe how a mainstream teacher can increase thinking skills for ESOL students. • What are teachers required to turn in the last week of this course? • How many quizzes will teachers take during this course?

44. David Hirschy Video Complete the Video Observation Form, Study Guide p. 19

45. How does David: • Increase Comprehensibility? •  Increase Interaction? • Increase Higher Order Thinking Skills?

46. Applying the Three Principles to a Lesson

47. Instructions • In order to increase comprehensibility (principle #1), design a hands-on activity that introduces key concepts from the chapter and/or builds prior knowledge. (In keeping with the Teach the Text Backwards sequence, this activity is intended to be done with students prior to their reading of the chapter. In other words, this activity is used to introduce the chapter.)

48. In order to increase interaction (principle #2), design a cooperative learning activity that corresponds with a particular section of the chapter. Make sure the activity fosters both positive interdependence and individual accountability.

49. In order to foster higher order thinking skills (principle #3), create an assignment or a set of questions that cultivate critical thinking.

50. Preview of Online Module 1 Assignments Design a Lesson that Applies the Three Principles Discussion about Lesson Implementation Critique of Echolocation Lesson (S.G. p. 20)