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ELL Awareness Training

ELL Awareness Training. Accommodating Curriculum, Instruction and Assessment Laurie McKay, Pat Apfel  & Wendy Musselman January 9, 2008. Objectives. Awareness of inherent difficulties faced by English Language Learners in the school environment

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ELL Awareness Training

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  1. ELL Awareness Training Accommodating Curriculum, Instruction and Assessment Laurie McKay, Pat Apfel  & Wendy Musselman January 9, 2008

  2. Objectives • Awareness of inherent difficulties faced by English Language Learners in the school environment • Appropriately accommodate for English Language Learners in content area classrooms in the areas of: • Curriculum • Instruction • Assessment

  3. Who are your English Language Learners? • Group Brainstorm

  4. No Child Left BehindTitle III • Requires annual testing of English Language Learners in: • English Language Proficiency Assessment (ELPA) • Content area (MEAP, MME & other high stakes testing)

  5. Federal Mandates • Federal mandate, derived in part from 1974 Lau v. Nichols, establishes the right of language minority students to a meaningful education. • English Language Learners (ELLs) must be provided with equal opportunities; that is, equal access to the core curriculum. • Plyler v Doe, 1982, states that the Constitution prohibits denying undocumented immigrants an education.

  6. BICS & CALP • Basic Interpersonal Communication Skills • Playground and survival language • 1 – 3 years • Cognitive Academic Language Proficiency • Classroom and academic language • 7+ years

  7. Comprehensible Input • Understandable linguistic input • Strategies to be more understandable

  8. Language Proficiency • English Language proficiency is assessed in four domains: • Listening • Speaking • Reading • Writing

  9. Levels of Proficiency • Basic (Level 1A or 1B) • Low Intermediate (Level 2) • High Intermediate (Level 3) • Proficient (Level 4) • Advanced Proficiency (Level 4/5)

  10. English Language Proficiency Standards • Covers all four language domains • Five levels • Outlines what English Language Learners should know and be able to do at each level of proficiency

  11. Language Level Activity • Place the descriptors of the student into the appropriate level • Consider the four domains: • Listening • Speaking • Reading • Writing

  12. Content, Process & Product • CONTENT: • What a teacher wants students to learn (GLCE & HSCE • PROCESS: • Activities designed to make sense out of essential ideas and information • PRODUCT: • Vehicles through which students demonstrate what they learned (Have students met the GLCE and HSCE)

  13. Elementary Example • Social Studies • Glossed Text • Tiered lesson design • Graphic organizers • Cloze passage

  14. Planning A Tiered Activity Grade ________ Unit _________ Lesson _________________ Standard/Benchmark: ________________________________

  15. Planning A Tiered Activity Grade __6__ Unit __The Thirteen Colonies_ Lesson _Intro to Reading Selection with Graphic Organizer___ Standard/Benchmark: _USHG 2.1 European Struggle for Control of North America___________________________

  16. The Thirteen Colonies The colonies were ruled by England. The colonists wanted freedom from England.

  17. The Thirteen Colonies The colonists wanted religious freedom. The Pilgrims worked with the Native Americans

  18. The Thirteen Colonies Vocabulary Chart In my language: Word: Part of speech: Definition: Sentence: Drawing:

  19. Secondary Example • Science • Tiered Lesson Design • Varied texts • Visual support • Technology

  20. Planning A Tiered Activity Grade ___9_____ Unit ___Elements and Atoms______ Lesson _Inside the Atom________________ Standard/Benchmark: ___Classify substances as elements, compounds, or mixtures and justify classifications in terms of atoms and molecules_____________________________

  21. Cloze Note-taking Outline • Lecture Notes • Teacher delivers lecture • Students take notes with note-taking outline • Ideas for accommodations • Lesson Notes • Teacher assigns reading • Students take notes with note-taking outline • Ideas for accommodations

  22. Who are your English Language Learners? • Picture an English Language Learner that you have worked with • Think about what he or she could do in all four language domains • Use the English Language Proficiency Checklist and fill it out for that student

  23. How to Access Resources and Support • After filling out the English Language Proficiency Level Checklist and the Content, Process and Product: • Contact Pat Apfel, General Education Instructional Consultant via web, email or telephone • By using the information you have provided, Pat will direct you appropriate resources and support for your English Language Learner

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