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English Language Learning Progressions (ELLP) Workshop 2

English Language Learning Progressions (ELLP) Workshop 2. Newmarket School 4 July 2011 1 hour. Sonya Van Schaijik. English Language Learners. Define BICS and CALPS Identify how long it takes to learn a language Have more than one idea about the SELLIPS and the ELLP

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English Language Learning Progressions (ELLP) Workshop 2

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  1. English Language Learning Progressions (ELLP) Workshop 2 Newmarket School 4 July 2011 1 hour Sonya Van Schaijik

  2. English Language Learners • Define BICS and CALPS • Identify how long it takes to learn a language • Have more than one idea about the SELLIPS and the ELLP • Complete the ESOL forms and and back by Monday 11th of July.

  3. How long does it take to learn a second language?

  4. Jim Cummins

  5. Interfering in the design

  6. BICS and CALPS

  7. How long does it take

  8. BICS & CALPS

  9. SELLIPS

  10. ELLP Stages • Foundation A • Foundation B • Stage 1 • Stage 2 A • Stage 2 B • Stage 3

  11. Describe

  12. Copy this:아는길도물어가라.티끌모아태산.호랑이굴에가야호랑이를잡는다.

  13. 아는길도물어가라. •Even if you know the way, ask one more time. Meaning: It would be wise to ask and make sure before you take action. 티끌모아태산. •One can build a mountain by collecting specks of dust. Meaning: You can build a mountain by collecting dust, even if it might take a long time, if you work hard, you might be able to obtain your goal. 호랑이굴에가야호랑이를잡는다. •If you want to catch a tiger, you have to go to the tiger’s cave. Meaning: If you want achieve a goal, you have to go to the source, work hard and overcome difficulties.

  14. ELLP Writing • What do you know now?

  15. Writing Progression Jigsaw Reading This reading can be found in any of the ELLP books as follows: Introduction: p. 33-35; Year 1-4: p. 36-38; Year 5-8: p. 42-44 • Get into groups of three and number yourselves 1, 2 or 3 • Each person in the group reads 1 page and records key points. • Report back to your group of three.

  16. ESOL Resources • SELLIPS • ELIP • ELLP • ESOL Online

  17. Useful writing strategiesContext embeddedand cognitively demanding Book me in for one syndicate meeting in term 3 and I will cover one strategy and take you through some TKI useful planning sites. (1-hour) • Dictogloss • Verb Story • Combining tasks

  18. Principles • Know the Learner • Ensure a balance between receptive and productive language • Begin with context-embedded tasks which make the abstract concrete - use videos, lots of visuals, graphic organisers • Provide multiple opportunities for authentic language use with a focus on learners using academic language -SOLO HOT Maps -Verbs • Help students achieve the same explicit learning outcomes using differentiated levels of support - SOLO Rubrics • Include opportunities for monitoring and self-evaluation- The process • Identify the learning outcomes including the language demands of the topic - (LAC) Ask a colleague, ask me, ask google

  19. Where to Next- It takes us all to educate one child- Sisifo Complete the ESOL Forms and hand back by 11th of July. Use the ELLP and the SELLIPS Evidence based- reading decoding and comprehension - if they are reading at level PM 20- what are they like when using probe? Writing, evidence based and OTJ- how would they do in 20 mins or in asTTles. Check their history, check their school entry form.

  20. Did you know that ELL children -learn 2,000 words per year -learn 25 new words per week (LAC) -must make 18 months progress in one year to catch the moving target by year 6 -Need 2-3 years to master BICS -Need 7-10 years to master CALPS -At 12 years old have set Guttoral chords and their accent stays -Need 20 hours of context embedded learning to learn a second language -Need their first language strong to transfer knowledge A sense of urgency

  21. The ideal second language learner is 9-10 years old and have a strong history of their written literacy in their language. • They can read and write in their first language. • Junior school children need extra support and ongoing scaffold right up to year 6. • Teachers provide context embedded and cognitively demanding tasks. Balanced Bilingual

  22. Fa’afetai lavaMalo AupitoTika hoki, Ka paiVinaka vaka levu謝謝감사합니다TakSalamat sa iyoMauruuru diolch yn fawrThank you Deeds speak louder than words

  23. Collier, V.P. (1987). Age and rate of acquisition of second language for academicpurposes.TESOL Quarterly, 21, 617-641.See http://www.tesol.org/s_tesol/sec_document.asp?CID=209&DID=2582 (Pay for access) http://www.thomasandcollier.com/Research%20Links.htm Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Los Angeles: California Association for Bilingual Education. http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty_Profiles/Jim_Cummins/index.html Ministry of Education (2008). The English Language Learning Progressions (ELLP) http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/English-Language-Learning-Progressions2 Ministry of Education (2009). Supporting English Language Learning in Primary School http://esolonline.tki.org.nz/ESOL-Online/News/Supporting-English-Language-Learning-in-Primary-School-SELLIPS Ministry of Education (2009). National Standards Illustrated http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/National-Standards-Reading-and-Writing/National-Standards-illustrations References

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