English Learner Institute for Teaching Excellence

1. English Learner Institute for Teaching Excellence Presented by Ventura County Office of Education Curriculum and Instruction Support Presented By Charice Guerra & Martha Hernandez

2. Introductions • In table groups share: • Your name • Your school

3. Norms We agree to… • Honor the time frame • Turn cell phones off or silent • Refrain from texting/emailing • Respect confidentiality • Listen actively • Bring our best thinking to the work • Keep sidebars to a minimum

4. English Learner Institute for Student Excellence The goal of this leadership series is to facilitate a high quality, effective and compliant ELD program that promotes successful language acquisition.

5. The Training Modules Module 1 Module 2 Module 3 Module 4 Foundations of Instructed ELD Data and Assessment Curriculum and Instruction Leadership Support

6. Module Three Outcomes Participants will: • Analyze the components of Instructed ELD programs • Standards • Language Objectives • Structured Language Practice • Assessment • Analyze the ELD standards and their implications to curriculum and instruction

7. Practicum Review Share your English learner population profile with your table group. Discuss how your program reflects the data. Use Talking Stick to ensure equity of participation

8. ELD Elements/Big Four ALL English learners must receive a daily, defined ELD program of instruction until reclassified. ELD instruction must be differentiated according to the level of each student’s English proficiency. Instruction is focused on language objectives based on the California ELD standards, and includes listening, speaking, reading, and writing for all students, at all levels. There is a high emphasis on the production of language specifically speaking and writing.

9. Key Messages Instructed ELD is described as: “systematic, explicit instruction of English during regularly scheduled time blocks of ELD time.” (p. 84 Snow and Katz.) During instructed ELD, students must be grouped by English proficiency levels and the teacher must design instruction appropriate to their levels. (p. 85, Snow and Katz)

10. What is Instructed ELD? • Read pages 169-170 in Improving Education for English Learners: Research-Based Approaches. • Complete the Golden Line Protocol • Key Points • Non-linguistic representation • Implications for our work • Golden Line

11. Let’s Do a Gallery Walk!

12. Instructed ELD puts language learning squarely in the forefront… Dutro and Kinsella pg. 170

13. ELD Lesson Components Standards Language Objective Structured Language Practice Assessment

14. Instructed ELDComponent 1 The ELD Standards

15. ELD Standards A major implication for instructed ELD is that rigorous standards, rather than published materials or conventional wisdom, may be used to organize instruction.

16. ELD Standards • The ELD Standards (1999) define what English learners in California schools are expected to know and be able to do. • They define the five levels of English proficiency: • Beginning • Early Intermediate • Intermediate • Early Advanced • Advanced

17. ELD Standards Guide the ELD curriculum for English learners in all California schools Describe the pathway to achieving the English Language Arts Content Standards – as students acquire proficiency, the ELD and ELA standards merge

18. Traversing the Highway between ELD and ELA On-Ramp Phase Merge Phase Acceleration Phase

19. California ELD Standards • Skill Areas • Listening and Speaking • Reading • Writing • Grade –Level Spans • K-2, 3-5, 6-8, 9-12 • http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf#search=english%20language%20development%20standards&view=FitH&pagemode=none

20. The Interface of ELD with ELA

21. ELD Instruction

22. Planning, enacting, & evaluating Instructed ELD Step 1: Identify the learner’s language proficiency level (Module 2) Step 2: Select standards-based language objectives for instructed ELD Step 3: Design and enact activities Step 4: Assess learning through standards-referenced assessments

23. Instructed ELDComponent 2 Language Objectives

24. Aiming High Developing and delivering lessons with overt language objectives Read article As you read use the following code to label your reading: • Language Objective • Language Form • Language Function • Sentence Frame • Structured Oral Practice • Vocabulary

25. Carousel • Number off 1-6 • Go to appropriate chart • 1s – Language Objective • 2s – Language Form • 3s – Language Function • 4s – Sentence Frames • 5s – Structured Oral Practice • 6s – Vocabulary • As a group, develop a summary of your topic • Can be a direct quote or an original statement

26. At the signal, groups rotate • At the new chart, group will read the summary and select one of the following frames: • This is important for students because _________. • This is important for teachers to know because ___________. • Continue rotation

27. At the signal groups rotate and read the summary and: select the frame they did not previously select. write a free response. read the responses and select one star idea that they are going to share out with the whole group. Optional: If there is a question about the other two responses put a question mark next to it. Group who provided the response has an opportunity to clarify.

28. Forms and Functions

29. Language Objective Examples • Work with a partner • Highlight: • the form in yellow • the function in green • the vocabulary in pink • the sentence frame in blue • Determine which of the objectives meet the criteria for being a strong language objective.

30. Break

31. Instructed ELDComponent 3 Structured Language Practice

32. Missed Opportunities to Develop Language Competence Pervasive Evidence: Only 4% of English Learners’ school day is spent engaging in student talk Only 2% of English learners’ day is spent discussing focal lesson content, rarely speaking in complete sentences or applying relevant academic language. Arreaga-Mayer & Perdomo-Rivera (1996)

33. Gift of Time English learners on average speak for 90 seconds to two minutes a day in classroom talk time… Weisburd, 2008

34. Improving Education for English Learners: Researched-Based Approaches Oral Language Development in Instructed English Language Development Read pages 193-199

35. Snowball Let’s use an Engagement Ring strategy Complete the sentence frames Form a circle, wad the paper into a snowball. When the facilitator announces “Toss your snowballs” toss your snowball across the circle. Pick up a snowball that lands near you As we go around the circle, read one of the frames on the found snowball aloud. Read the entire sentence.

36. Instructed ELDComponent 4 Assessment

37. Planning Standards-based Assessment ELD standards also inform the design and use of classroom assessments. Data collected from classroom assessments can be used to monitor student achievement and identify instructional gaps.

38. Assessment Gather information frequently within the classroom Keep a written record of information collected and link the information to targeted standards. Review the data to see patterns of growth or areas of difficulty Engage students in monitoring their own learning

39. Six Important Things to Know About Second Language Development

40. Learning English: 6 Basics #1: Language proficiency is a continuum - with a somewhat arbitrary and LOW bar that defines “English proficiency” CELDT proficient is a LOW standard: % EL reaching CELDT proficiency who score at or above Basic on CST/ELA

41. Takes 5 - 7 years to become sufficiently proficient to participate equally with native English speakers

42. # 2: Involves FOUR inter-related domains: listening, speaking, reading, writing --- oral language is the foundation for literacy

43. #3: Language proficiency is context dependent and age-dependent

44. #4: First language and second language are interdependent - and they transfer #5: Socio-emotional factors impact language learning #6: Learn through interaction with English speakers/users

45. Applying our knowledge of SLA In table groups: • Select top “scenario” card from the stack on your table • Take a minute to articulate WHY and HOW this situation hinders second language development • Move on to the next card • Do as many of you can in five minutes

46. Implications for instruction: • ELD and across curriculum • Low anxiety environment that promotes exposure to and use of new language • Many opportunities to interact and use English in multiple contexts • Opportunity to practice and refine oral and listening skills • Explicit academic English development • Interaction with good English models • Support for learning English and home language

47. Common Student Placements & Potential Shortcomings

48. Instructed ELD vs. Reading Intervention

49. Instructed ELD vs. Reading Intervention

50. Instructed ELD vs. Reading Intervention