Closing the Achievement Gap While Accessing the NJ Standards with ELLs

NJPSA Fall ConferenceOctober 21, 2016

Noreen M. DruckerWIDA Certified Trainer

Michelle LandESL Specialist

Resources and Contacts

Noreen M. DruckerNMD Educational Consulting LLCnmdrucker@gmail.com

Michelle LandESL Specialist NJTESOL/NJBE Board Membermichelleland88@hotmail.com

Find our resources on:http://www.inspiringels.pbworks.com

Objectives

• 1. Implement some of the suggestions for closing the achievement gap for ELs

• 2. Understand the challenges faced by English Language Learners on a daily basis.

• 3. Use the information about English Language Proficiency Levels to interpret data and support all teachers of ELs

There is no equality in providing beginning ELLs with the same facilities, textbooks, teachers, curriculum

and assessments as the general population

Equality vs. Equity

A Day in the Life of an English Language Learner

Immersion

• http://www.snagfilms.com/films/title/immersion

• https://www.youtube.com/watch?v=I6Y0HAjLKYI

Bilingual Code 6A:15-1.8

6A:15-1.8 Inservice training

(a) The district board of education shall develop a plan for inservice training for bilingual, ESL, and mainstream teachers; administrators who supervise bilingual/ESL programs; and administrators and any personnel who observe and evaluate teachers of ELLs. The plan shall include instructional strategies and appropriate assessments to help ELLs meet the NJSLS and the WIDA English language development

standards.

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Bilingual Code 6A:15-1.8 (cont)

(a-cont.)All bilingual and ESL teachers shall receive training in the use of the ESL curriculum.

(b) The Professional Development Plan of the school district shall include the needs of bilingual and ESL teachers, which shall be addressed through inservice training.

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ELD Levels (English Language Development)

Mix and Match

Try to match the Proficiency Level with its general description.

Mix it up – talk to your partner and compare notes.

Proficiency Levels

How to Access the Standards

New Jersey Department of Education

Model Curriculum – ELA

Model Curriculum - Math

ELA Model CurriculumGrade 5 – Unit 2

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ELA – Grade 5 - Unit 2 - ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RL.5.3 WIDA ELDS: 2 Reading Writing

Select two or more characters, setting or events in a story or drama and compare and contrast using specific details from the text.

Compare and contrast characters, the setting or the events in a story by referring to specific details from the text and organizing the information with graphic organizers.

VU: Same, different, character traits

LFC: Adjectives, comparison forms of adjectives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Compare and contrast characters, the setting or the events by referring to specific details in L1 and/or from a leveled text in English, using pictures, gestures, drawings and/or high-frequency, content-related single words in short phrases.

Compare and contrast characters, the setting or the events by referring to specific details in L1 and/or from a leveled text in English, using key, content-based vocabulary in phrases and short sentences with formulaic structures.

Compare and contrast characters, the setting or the events by referring to specific details from an adapted text using key, content-based vocabulary in simple sentences with repetitive grammatical structures that represent multiple, related ideas.

Compare and contrast characters, the setting or the events by referring to specific details from the text within grades 4-5 complexity levels using content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Compare and contrast characters, the setting or the events by referring to specific details from the grade level text using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Graphic organizers (completed) Word/picture wall Teacher modeling L1 support Pictures Drawings Gestures

Graphic organizers (semi-completed by teacher) Word/picture wall Teacher modeling L1 support Sentence frames

Graphic organizers Word wall Teacher modeling

Graphic organizers

Math Model CurriculumGrade 6 Unit 2

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Grade 6 – Unit 2 – Revised Math ELL Scaffolds

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 8 CCSS: 6.RP.3 WIDA ELDS: 3 Speaking Reading

Use ratio and rate reasoning to convert measurement units (manipulate and transform units appropriately when multiplying or dividing quantities).

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using manipulatives, a white board, and a math journal.

Note: ELLs may not be familiar with US measurement system (miles, feet, pounds, ounces)

VU: Donate, miles, ounces, pounds, feet

LFC: Present tense, transition words

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units in L1 and/or use gestures, drawings and selected single words.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using key, technical vocabulary in simple sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using key, technical vocabulary in expanded sentences.

Demonstrate comprehension of and explain how to use ratio and rate reasoning to convert measurement units using technical vocabulary in complex sentences.

Learning Supports

Manipulatives Small group/ triads Word/Picture Wall L1 text and/or support Illustrations/diagrams/drawings White Board Math Journal

Manipulatives Small group/ triads Word/Picture Wall L1 text and/or support Sentence Frame White Board Math Journal

Manipulatives Small group/ triads Word Wall White Board Math Journal

Manipulatives Small group/ triads White Board Math Journal

Manipulatives

Share Your Ideas

What role does an administrator play in supporting teachers working with ELs?

Share what you are doing and how you are doing it.

How will this correlate to standardized tests?

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Thank You for Coming.Please Fill Out the Evaluation

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