Enhancing English Language Learning in the classroom

1. Enhancing English Language Learning in the classroom June 27-30th And September 17th Randolph Public Schools Leah Palmer ELL teacher/Coordinator Wellesley Public Schools ELL Consultant Randolph Public Schools Leahlillian@aol.com

2. Outcomes of the course: Educators will be able to: Learn how to adapt instruction and materials to help English language learners (ELLs) understand academic content, develop academic and social language, and participate effectively in classroom activities. Learn strategies to shelter content instruction to make academic content comprehensible to their ELLs as well as to other students. Learn to support ELLs adjustment to a new culture and help all students develop an appreciation for diversity. Continue to learn from their collegues, students, and ELL families to meet the needs of their ELL students.

3. Day 1 Monday, June 27th 9-2:30

4. Agenda • Introductions • Objectives • Warm up • Requirements/assignments: Randolph Cat 2 WIKI • Demographics • Expectations and Principles • Second Language Acquisition Activities • End of the Day: Ticket to Leave

5. WHAT DO PROFESSIONALCOURSES USUALLY REQUIRE? MA DOE Recertification Guidelines and NCLB require that professional development has an end-of-course product that demonstrates learning. Graduate Courses– In general , grad classes require 37.5 to 45 hours with rigorous reading each week, mid-term, final, research papers or projects that demonstrate learning of a subject. Category 2 = 36 Hours of Professional Development

6. Parking Lot and WIKI Q&A We will have many great ideas come out during our discussion Some will need to be parked in the parking lot if they are not part of this course The parking lot is also a place for following up later on a point or question

7. Putting the pieces together to effectively teach English language learners Writing skills content Culture Native language Literacy skills Academic language Social language vocabulary Language acquisition

8. The Four Principles (to put the pieces together) • Increase comprehensibility • Increase interaction • Increase higher order thinking • Increase personal connections

9. Today's Objectives Content/Mastery Objectives: Participants will be able to… Identify four principles of sheltered instruction and adapt instruction for ELLs. Explore and identify differences between social and academic language. Identify personal connections with a topic.

10. Today's Objectives Language Objectives: ( how participants demonstrate they are able to do the content/mastery objectives) Participants will be able to… • Indicate comprehension of explanations and orally participate in discussions • Read and write responses to surveys, questions, and prompts. • Orally describe personal knowledge and experiences. • Read and analyze written text. • View and discuss visuals, videos, and demonstrations. • Reflect, talk, and write about personal connections with topics.

11. NAME: List two adjectives that describe yourself. What is your favorite place to visit? Where in the world would you like to go? Where are you and your family from? School site Grade Level Content area you teach Warm up: on a piece of paper, write the following

12. Requirements:Randolph Cat 2 WIKI • Rubric • Assignments • Cambridge College

13. How to access Randolph Cat 2 wiki: • 1st: go to http://randolphcat2.wikispaces.com/ • 2nd: register, username and password • 3rd: checked email to confirm • 4th: officially joined Randolph Cat 2 wiki

14. Changing Demographics and the Impact on Schools and Teachers Goal: • To understand the purpose and requirements of this course and the need for training due to the increasing linguistic and cultural diversity of the students in US schools. Performance Objectives: • Describe the changing demographics in the US in terms of immigrants and LEP students • Reflect on the role of content teachers with regard to the academic success of LEP students • Reflect on the activities in this section and their usefulness for ELL students

15. Demographics Quiz: Anticipation guide True or False • ___ Most ELL students in the US are found in secondary schools. • ___ A little over 40% of teachers nationwide have at least one English language learner in their classroom. • ___ There are over five million English language learners in US schools. • ___ In MA and nationwide, around 50% of English language learners are from Spanish language backgrounds. • ___ In MA public schools, almost 6,000 English language learners are not enrolled in ELL programs. Questions • How many different primary languages were reported in MA in 2005?_______ • How many English language learners in 2009?_____

16. Demographic Changes • From 1979-2003 the number of students who speak a language other than English at home grew from 3.8 million to 9.9 million.

17. Limited English proficiency • The MA Department of Elementary and Secondary Education (MDESE) defines students of limited English proficiency as students “whose first language is a language other than English and who is unable to perform ordinary classroom work in English”.

18. English and Students • Between 1979 and 2003 the number of students who spoke English with difficulty grew from 1.3 million (3%), to 2.9 million (5%).

19. School Population • From 1990-2003 the school aged population increased 19%, the number who spoke a language other than English at home increased 161%.

20. English Language Learners in Public Schools Most of the students are in elementary schools. About 75% of the students are from Spanish language backgrounds. The students are located mostly in a few states. 42% of teachers nationwide have at least one ELL in their classroom. *Many teachers have not received training to teach ELLs*.

21. English Language Learners • There are over 5,000,000 • English Language Learners in U.S.Schools • Source: National Clearinghouse of English Language Acquisition, 2005

22. Massachusetts’ demographics

23. LEP Students in Massachusetts Schools In November 2009, Massachusetts Public Schools reported 57,002 limited English proficient (LEP) students 112 different primary languages were reported in MA Public Schools(2005) * 2009 approx. 8,000 more ELLs than in 2003. * Out of 958,910 students enrolled in MA public schools, 147,672 are native speakers of a language other than English.

24. LEP Students in Massachusetts Schools-March 2005

25. LEP Students in Massachusetts Schools-2009 Language % Spanish 54.2% Portuguese 7.6% Khmer 5.2% Creole (Haitian) 4.2% Vietnamese 3.9% Chinese 3.4% Cape Verdean 3.9% Russian 1.5% Arabic 1.7%

26. LEP Students in Massachusetts Schools by Program Placement: 49,073 out of 57,002 students

27. Demographic quiz revisited True or False • _F__ Most ELL students in the US are found in secondary schools. • _T__ A little over 40% of teachers nationwide have at least one English language learner in their classroom. • __T_ There are over five million English language learners in US schools. • _F__ In MA and nationwide, around 50% of English language learners are from Spanish language backgrounds. • _T_ In MA public schools, almost 6,000 English language learners are not enrolled in ELL programs. Questions • How many different primary languages were reported in MA in 2005? 112_ • How many English language learners in MA in 2009? 57,002

28. Randolph

29. Randolph Public Schools: demographics • Handout

30. Acronyms Acronyms… Acronyms EVERYWHERE You have one minute to write what the acronyms stand for. The participant with the most accurate identification of the acronyms wins. The winner will receive…

31. Glossary of Terms AMOA= AYP= ELD= ELL= ESL= FLEP= High Incidence= Integration= LEP= Low Incidence= L1= L2= MEPA= MELA-O= SEI= SIFE= TBE=

32. Glossary of terms (handout) AMOA=Annual Measurable Objective Achievement AYP=Adequate Yearly Progress ELL=English Language Learner ESL=English as a Second Language FLEP=Formerly Limited English Proficient High Incidence= Program usually having 20 or more of one language group enrolled in a school district or schools Integration=In the context of Chapter 71A, integration means students from immersion and bilingual classrooms are engaged in meaningful learning activities with their native speaking peers LEP=Limited English Proficient Low Incidence= Fewer than 20 LEP students of one language L1=First language of learner L2=Second Language of Learner MEPA=Massachusetts English Proficiency Assessment MELA-O=Massachusetts English Language Assessment-Oral SEI=Structured English Immersion – a program model whereby instruction and materials are in English and native language is used for clarification purposes SIFE= Students with Interruptions in Formal Education TBE=Transitional bilingual education

33. 2002-Chapter 71AStructured English Immersion Law • Passed into law in November 2002 as a result of a election ballot question (“Question 2”) • 76% of Massachusetts voted for this law that voted in a state level program for ELLs. • Created a state mandated model for Limited English Proficient students known as SEI (limiting flexibility NCLB offers by MA state law) • Allows transitional bilingual education with waivers, at the secondary level • Later, the legislature voted to allow Two-Way Bilingual Programs

34. Implications of Question 2/Ch. 71A: All districts now have to create an SEI program if there is even ONE ELL identified It’s a full-day program ESL “tutorials” or part-time “services” , working with aides or paraprofessionals alone, are not enough-Need to have both ESL and sheltered content classrooms How SEI is structured will look different in low and high incidence districts (and within schools) but every district with an ELL has to create an SEI program. This requires strategic planning.

35. Use of Native Language General Principles The following are general principles that apply to Sheltered English Immersion Programs: English language acquisition and content instruction are the primary goals of Sheltered English Instruction. Native language may be used as a tool to accelerate the learning of English. Instruction must be comprehensible. The use of native language is one approach to making certain all input is comprehensible.

36. What is a Sheltered English Immersion Program? TWO COMPONENTS ELD, English language development program, or ESL, English as a second language instruction, is explicit and direct instruction about the English language intended to promote English language acquisition by LEP students and to help them “catch up” to their peers who are proficient in English. It includes learning outcomes in speaking, listening, reading, and writing. Sheltered content instruction is instruction that includes approaches, strategies and methodology that makes the content of the lesson more comprehensible to students who are not yet proficient in English. It includes learning outcomes in speaking, listening, reading, writing, and in content specific areas.

37. Skills and Qualifications of SEI Classroom Teachers • Category One: Second Language Learning and Teaching • Category Two: Sheltered Content Instruction • Strategy building • Curriculum and Lesson Planning. • Category Three: Assessment of Speaking and Learning (MELA-O) • Category Four: Teaching of Reading and Writing to LEP students

38. Department of Education Documentation Requirements In each limited English proficiency student cum folder there should be: Home Language Survey ELL Parent Notification Form SEI Enrollment Form and/or Withdrawal Form and/or Transfer to Integrated SEI Form Assessment and progress form MELA-O Results MEPA Results Report Cards in English and Native Language

39. Translations: • Parents/guardians must receive information in a language they understand

40. Assessment of English Language Learners Massachusetts English Language Assessment-Oral (MELA-O) Fall MELA-O all ELLs students in Kindergarten all ELLs students in grades 1-12 who did not participate in the previous Spring MELA-O Spring MELA-O all ELLs students (K-12) Assessment of Speaking and Listening Skills:Comprehension, Fluency, Vocabulary, Syntax, Pronunciation Administered by Qualified MELA-O Administrators (QMAs) Massachusetts English Proficiency Assessment-Reading/Writing (MEPA-R/W) ELLs in grades K-12 Reading and Writing Assessment Currently Organized by these grade spans: K-2, 3-4, 5-6, 7-8, 9-12, Organized by proficiency Level Administered by Classroom Teachers

41. Strategies chart • Model with Anticipation guide

42. Clock buddies- fill in with 12 different people’s names(some names may be repeated)

43. Summary Reading: Title writing • Read Paragraphs • Think about the reading • Write an appropriate title • Share with your table the group • Decide on one title

44. Think-Write-Pair-ShareJournal Entry #1 • Take 5 minutes to think about and write some ideas about the following question in your journal. • Pair with your 2 o’clock buddy and discuss. • Share out with the table or class.

45. “Given that there are ELLs in our schools and classrooms and that we want to prepare these students to achieve academic success and to have successful futures in the US, how can teachers think and act differently about ELLs, about teaching ELLs and about making schools more receptive and supportive of these students ?”

46. Evaluating techniques for ELLs Think back over the 3 instructional techniques or activities used in the introduction: Demographic Anticipation Guide, Creating a Title for a Passage, and Think-Write-Pair-Share. Use the Think-Pair-Share technique a second time to identify why each of these techniques would be helpful for ELLs learning academic content. Add to list of strategies/techniques. • Demographics Anticipation Guide • Clock buddies • Summary Reading: Title writing • Think-Write-Pair-Share

47. Expectations of Classroom Instruction • Instruction should be comprehensible to all learners • Learning should be interactive • Instruction should be cognitively challenging • Instruction should connect school to students’ lives and promote cross-cultural understanding • Instruction should develop language and literacy across the curriculum • The goal of instruction should be achieved of academic standards by all students

48. But isn’t this just good teaching?

49. It is good teaching for ELLsIF AND ONLY IF… the instruction takes into account factors such as the ELL’s: level of language proficiency in R, W, L and S developmental needs in learning a second language prior schooling cultural differences and adjustments.

50. It’s “good teaching plus”… While school might be accessible for many students, with “just good teaching”, it hasn’t worked for the majority of ELLs. It won’t be accessible to ELLs without these strategies and principles, which serve as the ramps to school and the content, implemented all the time.