THE BEST OF SAMUELS

1. THE BEST OF SAMUELS

2. SAMUEL I • Myths and Realities • Second Language Acquisition • Classroom Strategies in Content Teaching • Assessing in Proficiency Levels

3. Second Language Acquisition: Myths & Misconceptions

5. Social Language Academic Language

6. Developmental Stages of Second Language Acquisition •Preproduction WIDA→ • Entering • Early Production • Beginning • Speech Emergence • Developing • Intermediate Fluency • Expanding • Advanced Fluency • Bridging

7. Which of the following will an EL experience in all of the stages of language acquisition? • Silent stage • Begins to produce words they have heard and understood repeatedly • Develops receptive vocabulary Entering/Preproduction Beginning/Early Production ALL

8. Strategies for teaching els in the content area • ELs experience challenges specific to content areas. • A multitude of strategies can be used to help meet these challenges. (hands-on activities, graphic organizers, group activities, step by step directions, etc) • Every content area has a vocabulary specific to that content area (even Math).

9. Ideas for assessing els

10. SAMUEL II • Exploring Culture • Importance of Parental Involvement

11. Exploring Culture

12. Stand Up and Be Counted Stand Up If… This activity is designed to demonstrate how we are all members of a minority

13. Cultural Truths or Stereotypes

14. CULTURE PRIDE SHIELD

15. 9 Truths about Parental Involvement (Tery Medina) • Parents have hopes and dreams for their children. • The home is the primary of several domains that simultaneously influence a child’s education. • The parent is the central contributor to a child’s formal and informal education. • Parental involvement requires a vision, a policy and a structure for support and action.

16. 9Truths about Parental Involvement (Tery Medina) cont. • Parental involvement is a process, not a program of activities. • Parents’ interaction with their own children is the cornerstone of involvement. • Barriers to Parental Involvement are found within school policies and practices. • Any parent can be “hard to reach”. • Successful Parental involvement nurtures relationships and partnerships.

17. Did You Know? “The way schools care about children is reflected in the way schools care about the children’s families” (Epstein, 1995)

18. Did You Know? According to a review of recent research published by the Southwest Educational Development Laboratory (2002), students whose parents are actively involved in their education, no matter what their income or background, are more likely to: Earn higher grades and test scores and enroll in higher-level programs. Be promoted, pass their classes, and earn credits. Attend school regularly. Have better social skills, show improved behaviors, and adapt well to school. Graduate and go on to post-secondary education.

19. Redefining Parental Involvement • Investing in families • You’ve got to remove the barriers in order to build the bridge • Be proactive do not expect the parents to just enter your school on their own • Create a welcoming environment for parents by building on their cultural values • Parent liaisons who not only understand the culture and the language but also have “shared experiences” are better able to act as intermediaries between families and school staff

20. We Can Also Hold… • Family Literacy Nights • Family Math Nights • Family Night Dinners • Multicultural Day: Families share their country crafts, foods, arts. Music, dance to entire school. • Adopt a student- EL parent helps an EL child with school work. • Parents read in their first language a story book to regular classroom.

21. We Can Also… When studying EL’s country/culture we can invite parents in the classroom to share culture and artifacts. If parent does not speak their child can speak while the parent shows artifacts. Ask parents to translate books written by students to create bilingual books. EL students can tell parents what the page says and parents can write it in their first language. Ask students to interview parents about a specific topic to share with the classroom. In the EL classroom allow students to plan a family reception and put on a show for parents.

22. SAMUEL III • WIDA Standards • Standards Based Assessment

23. Social Language Academic Language

24. Language vs. Content • Language proficiencyinvolves the language associated with the content areas. • Content knowledgereflects the declarative (what) and procedural knowledge (how) associated with the content.

25. BOTTOM LINE . . . For students to achieve academically and demonstrate learning on a larger scale, such as high stakes assessments, they MUST master Academic Language.

26. Five WIDA ELP Standards Standard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2 – LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3– LoMA:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4– LoSC:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5 – LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES. WIDA Consortium / CAL / MetriTech

27. ELP Standard 1 ELs communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting

28. Examples of Standard 1 Social and Instructional Language • Classroom language • (ex. “Put yourglueandscissorsonthetable”.) • Routines • (ex. “It is time to lineup for P.E.”) • Instructions /assignments • (ex. “Turn to page 143 in your Social Studiesbookand read the firsttwoparagraphs”.) • School behavior • (ex. “Alwayswalk in the hallway”.) • Recreational objects and activities • (Let’splaykickballontheplayground”.)

29. ELP Standard 2 ELs communicate information, ideas and concepts necessary for academic success in the content area of LANGUAGE ARTS

30. Standard 2The Language of Language Arts • Writing a book report • Giving a personal narrative • Acting in a play • Discussing a story or poem

31. ELP Standard 3 ELs communicate information, ideas and concepts necessary for academic success in the content area of MATHEMATICS

32. Standard 3Language of Mathematics • Patterns • Geometry • Algebraic Equations • Describing strategies for solving problems • Units of measure • Time • Discussion of basic operations

33. ELP Standard 4 ELs communicate information, ideas and concepts for academic success in the content area of SCIENCE.

34. Standard 4Language of Science • Completing an experiment • Photosynthesis • Simple Machines • Genetics • Cell • Astronomy • Meteorology

35. ELP Standard 5 ELs communicate information, ideas and concepts for academic success in the content area of SOCIAL STUDIES

36. Standard 5Language of Social Studies • Geography • Community/Neighborhoods • Government • Economics

37. Four Language Domains Listening ─ process, understand, interpret, and evaluate spoken language in a variety of situations Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences Reading ─process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences

38. Levels of English Language Proficiency 6 REACHING 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 ENTERING WIDA Consortium / CAL / MetriTech

39. Criteria for Performance Definitions (Review) 6 1 2 3 4 5 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING REACHING Linguistic Complexity: The amount and quality of speech or writing for a given situation Vocabulary Usage: The specificity of words or phrases for a given context Language Control: The comprehensibility of the communication based on the amount and type of errors WIDA Consortium

40. Performance Level Expectations at Different Proficiency Levels Language Proficiency (Performance Level Descriptions) PIs Vocabulary Usage Linguistic Complexity Language Control 5 Bridging L 5 L4 4 Expanding 3 Developing L 3 2 Beginning L 2 L 1 1 Entering WIDA Consortium

41. Model performance indicators An MPI is a language objective that contains 3 parts: • A language function word such as describe, label, critique. • The contentof the lesson • Supportor scaffoldingto help the EL obtain the content.

42. The Model Performance IndicatorLanguage Function WIDA Consortium / CAL / MetriTech

43. The Model Performance IndicatorLanguage Function Language Function = “Describe” Content Stem = “objects of the earth or sky” Support = “from observation, photographs or models” WIDA Consortium / CAL / MetriTech

44. Planning: Can Do Descriptors • Use with ELP scores from each language domain. • More specific than Performance Definitions. • Describes the language functions an EL “CAN DO” with support at a given ELP level. • Built upon the Performance Definitions. • Most useful tool for teachers in planning. Can you identify the “CAN DO” level in each domain for the native English speakers in your classroom?

46. Assessment FOR ELs

48. EffectiveAssessment FOR ELs: ELs MAY NOT RECEIVE FAILING GRADES or BE RETAINED AS A RESULT OF ANY LANGUAGE BARRIER. • *Isan I-ELP in place? • *Wasappropriateinstructionusedtoincreasecomprehension and develop CALP accordingtothestudent’s EPL? • *Wereauthenticassessmentmethodsusedtoevaluate EL studentlearning of content? • *Wereallcontentobjectivesincluded in student’sinstruction? • *Whatlevel of masteryoncontentobjectivesdidstudentdemonstrate?

49. Failing Grades & Retention Documentationtosupportaction • Develop a protocol • Possiblecomponents: • Samples of regular and accommodateddocuments • Samples of graded and/oraccommodatedstudentwork • Briefnarrative of teacherbehaviors • accommodationsmade • teacherobservations of studentbehavior • contactwith EL specialist • contactwithparents

50. Grades and RetentionContinued • Grades and retention should be determined through support of evidence. • ASK YOURSELF • Were accommodations provided? • Was consideration made of student’s level of language proficiency? • Were progress monitoring and intervention strategies implemented?