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English Learners in Middle School: Dispelling Myths about ESL

English Learners in Middle School: Dispelling Myths about ESL. District 6 English Learner Summit June 6, 2008 Maria Whang, EL Advisor Marisol Mu ñiz, High Point Expert. The Myths.

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English Learners in Middle School: Dispelling Myths about ESL

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  1. English Learnersin Middle School:Dispelling Myths about ESL District 6 English Learner Summit June 6, 2008 Maria Whang, EL Advisor Marisol Muñiz, High Point Expert

  2. The Myths • Middle School placement in ESL will do irreparable harm to our matriculating elementary English learners • Never graduate • Are unable to meet A-G requirements • Are precluded from access to the university • ESL moves the student backwards; it’s not standards-based and is generally a waste of time

  3. From the Council of Mexican American Administrators (CMAA) position paper in support of the Achieving A+ SummitDecember, 2007 “… the secondary curriculum for all English Learners (ESL + PRP) must be standards based, grade appropriate and rigorous. As it stands now, English Learners who are placed in ESL classes in Middle School and High School are precluded access to the University, as they are not part of the A-G curriculum.”

  4. Presentation Outcomes • Become aware of English learner middle school data • Review common understandings (policy, programs and services) related to ELs in Middle School • Explore the comprehensiveness, coherence and the rigor of the ESL curriculum

  5. K-12 English Learner Numbers R30 –California State Language Census Report

  6. Middle School EL Numbers

  7. 49,115

  8. LAUSD’s Two English Learner (EL)Categories ESL students (English as a Second Language) andPRP students (Preparation for Reclassification Program) In second semester, approximately 42% of ELs are ESL and 58% PRP. Data sources: DSS FALL NORM DAY 2007-2008

  9. Reclassification: A Five Year District Trend

  10. A Five Year State Comparison

  11. REFERENCE GUIDE:REF 3494.1 PLACEMENT of MATRICULATING ELs in MIDDLE SCHOOL and HIGH SCHOOL ELD CURRICULUM • Basis for placement: DPI code from elementary school • Additional criteria to determine placement: • CELDT scores • CST results from Spring, 2005 in English/Language Arts (or 2006 if available) • High school placement by course passed • Limited DPI use in secondary for new enrollees

  12. Elementary to Middle School Matriculating English Learner Placement Chart Can also be used to guide high school placement (newcomers & out of district)

  13. 1st Semester ESL EnrollmentFall Norm Day ‘07

  14. ESL Courses Aligned toHigh Point

  15. Examining Level B Curriculum for ESL 2B

  16. Reading Instruction In High Point

  17. Reading Instructional Structure The pattern for reading instruction in High Point is as follows: • Prepare to read • Read the selection • Respond

  18. Prepare to ReadThe Keeping Quilt • Activate Prior Knowledge • Key Vocabulary • Reading Strategy Level B, pp. T76-T86

  19. Prepare to Read • Activate Prior Knowledge • Brainstorm Traditions • What traditions does your family have? Level B, pp. T76

  20. Apron Babushka Bouquet Bride Celebrate Engaged Husband Nightdress Quilt Tablecloth Wedding huppa Prepare to Read • Key Vocabulary • Locate and use Definition Level B, pp. T76

  21. Prepare to Read • Reading Strategy Preview and Make Predictions Level B, pp. T76 Transparency 18 YellowHandout

  22. 1. Pre-Reading Strategy Identify Genre 2. Strategy Focus Make and Confirm predictions 3. Vocabulary Use New words in context 4. Comprehension Before you move on: Think and discuss 5. Grammar Minilesson Past Tense Verbs Irregular past Tense Verbs Future Tense Verbs Read the SelectionThe reading is divided into 3parts:Each part includes: Level B, pp. T78-T83

  23. Respond • Check your understanding: • Sum it Up (Pg. 84) • Think it Over (Pg. 84) • Language Arts and Literature Connection • Grammar in Context (Pg. 85) • Literary Analysis (Pg. 85) • Content Area Connection • Fine arts and Technology (Pg. 86) • Social Studies and Technology (Pg. 86) Label B, pp, T84-T86

  24. Formative AssessmentSelection Test A selection test is administered after each reading selection: • Concepts and Vocabulary • Reading Strategy • Reading Comprehension • Grammar in Context • Writing in Response to Literature TESAB, Pgs. 51-52

  25. Summative AssessmentEnd of Unit test An end of unit test is administered at the end of each unit • Vocabulary • Reading and Literary Analysis • Language Skills • Process and Strategies • Written Composition Blue packet

  26. The Writing Process in High Point

  27. The Writing Process • Although there are common elements, instructional steps in the writing process differ at each level in High Point. • The major differences are:

  28. The Writing Process in High Point Writing a Personal History Level B, Unit 2

  29. Writing Instruction • Comprehensive and well-sequenced • Integrated throughout the unit • Brings together all of the students’ skills Level B, pp. T410 Level B, pp. T132-T138

  30. Writing Project Structure Predictable Pattern of Instruction • Introduce the mode/genre • Introduce the writing process ◊Prewrite ◊Draft ◊Revise ◊Edit and Proofread ◊Publish Level B, pp. T132-T138

  31. Clear Expectations • What are the criteria for this writing assessment? • What are the characteristics of a quality paper? TESAB, pg. 114, Level B, Unit 2 Writing Assessment Rubric

  32. The Writing Process • Introduce the mode • Discuss the mode • Study the professional model • Explore text structure • Study a student writing model • Listen for features • Analyze and evaluate • Close and assess Transparencies 29 & 30 Green Handout Level B, p. T132-133

  33. Prewrite: Writing Prompt Write a personal history to tell an elementary school class about your experiences. Be sure to express your feelings. Level B, p. T134

  34. Prewrite: Brainstorm Ideas Level B, p. T134

  35. Prewrite: F.A.T.P Chart Unlock the writing prompt: Form: ____________________________ Audience: _________________________ Topic: ____________________________ Purpose: __________________________ Level B, p. T134

  36. Prewrite: Organize with the Transparency Organize your ideas: • Use a timeline to list important events in your life. • Use a chart to compare your life in the U.S. with your life in the country where you came from. • Make a list of things you liked as you were growing up. Level B, p. T134

  37. Prewrite: Organize with the Transparency Transparency 29 Green packet TIME LINE OF PERSONAL HISTORY

  38. Prewrite: Close and Assess Reflect and evaluate: • Work with a partner to answer these questions: • How did listening to your partner’s ideas help you form your ideas? • Have you listed enough information? • Are your dates, place names, and people’s names correct? Check with a family member. Level B, p. T134

  39. Five paragraph essay • Introductory Paragraph • Three Body Paragraphs • Conclusion Paragraph

  40. Draft: Write the Beginning Writer’s Craft: Introductory Paragraph Structure • Write an introductory sentence in the first person, using the pronouns I, my, me, we,our,orus. • Write three sentences that name the events in your life that you will describe in your body paragraphs. Level B, p. T135

  41. Draft: Writer’s Craft Writer’s Craft: Body Paragraph Structure • Write an introductory sentence in the first person, using the pronouns I, my, me, we,our,orus. • Write three sentences giving three events in your life. Use first person pronouns. Add details such as dates, place names, and people’s names. Express your emotions during those events. Transparency 31 Green packet Level B, p. T135

  42. Draft: Write an Ending Write a concluding paragraph: • Write an ending paragraph to leave your reader with a final thought about your experiences. Express your feelings about them. Level B, p. T135

  43. Draft: Close and Assess Reflect and evaluate: • Work with a partner to answer these questions: • Read through your draft. Does it let your reader know how you feel about your experiences? • Are your sentences detailed and well-organized? Level B, p. T135

  44. Revise: Reread Your Draft • Review your FATP. The form, audience, topic and purpose should be clear in your paragraph. • Do the supporting details of your paragraph tell about three important experiences? Level B, p. T136

  45. Revise: Conduct a Peer Conference • Work with a partner to review your paragraph. • Use the revision marks and questions from Transparency 32 as a guide for your feedback to your partner. Level B, p. T136 Transparency 32 Green handout

  46. Revise: Conduct a Peer Conference Transparency 32 Green packet

  47. Revise: Mark Your Changes • Decide what changes you will make. • Use the revising marks to show your revisions. Level B, p. T136

  48. Revise: Close and Assess Reflect on these questions: • Did your peers like what you wrote? What did they suggest you change? • Did you find you had to do a lot of rewriting? • Did you include all the thoughts and feelings you wanted to? Level B, p. T136

  49. Revise: Grammar in Context • Teach verb tenses • Cooperative learning activity • Practice • Close and assess Level B, p. T137

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