Ctel2 Spring 11
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Transcript of Ctel2 Spring 11
CTEL EXAM PREPMODULE 2
Mark Rounds
Module 2
Domain 2 - Foundations of English Language/Literacy Development and Content Instruction
Domain 3 - Approaches and Methods for ELD and Content Instruction
Domain 1 - Assessment of English Learners
CTEL MODULE 2 DOMAIN 2 004
Foundations of Programs for English Learners
Reading: CTEL Text, Ch. 4
(004) Benchmarks 117-123 1700-European immigrants settle in rural
enclaves and run their own non-English-speaking schools
1839-Ohio is the first state to adopt a bilingual education law, allowing schools to operate in German and English at parent request
1847-Louisiana passes similar law for French & English
1848-Treaty gave Mexicans the right to speak Spanish in CA
1864-Congress prohibits Native Americans from being taught in their own language
(004) Benchmarks 117-123 1870-School Superintendent in St. Louis
points out socio-cultural weaknesses if people lose ability in native language
1879-Children are punished when caught using native language
1888-Legislation attempted in both states 1900-At least 600,000 taught in German 1906-Congress passes first English-only
law 1917-Anti-German sentiment begins to
extend to other languages
(004) Benchmarks 117-123 1934-The de facto policy continues into
the 40’s & 50’s 1959-Cuban immigrants arrive in Miami 1961-Full bilingual program for Cuban
immigrants 1968-Act provided money for programs of
native language instruction 1974-Supreme Court determines that
schools that do not make special provisions for students learning English are not providing equal educational opportunities.
(004) Benchmarks 117-123 1980-Ordinance is in response to new waves of
immigrants who are poorer and less educated 1994-Prop 187 would have made it illegal to
provide education to illegal residents. Was overturned on appeal
1998-Ed. Code 300-340-Required that instruction be overwhelmingly in English
2001-Provided federal funding to schools to support the instruction of English Learners
2004-Individuals with Disabilities Education Act ensures an equitable education for students with disabilities
2004-CA schools must provide equitable access to textbooks and facilities, and facilities and teachers must be appropriately authorized
(004) Lau vs Nichols 126 Supreme Court decision (1974) of a
suit brought by native Chinese speaker in San Francisco schools
Made illegal those educational practices that excluded children from effective education on the basis of language
Court ruled that simply providing same instruction and materials in English was not equitable
(004) Lau Remedies 126-127 Published by US Commissioner for
Ed. Standardized requirements for
identifying and evaluating ELs. Defined instructional treatments,
procedures to transfer to all-English classes, and professional standards for teachers.
Still in use in states without regulations.
(004) NCLB (Title III) 124 States that “English Learners will
develop high levels of academic proficiency and meet the same challenging academic standards as do their native-English speaking peers.”
Funding for ELs and immigrants Accountability requires annual
progress in learning English, progress towards reclassification, and academic progress
Also see 129
(004) IDEA 123 Individuals with Disabilities
Education Act Reauthorized previous Special
Education law Stipulates that children not be
labeled disabled if poor school achievement is due to ethnic, linguistic, or racial difference
(004) Prop 227 125 Ed. Code 300-340 Instruction overwhelmingly in
English Alternative programs through waiver
process The single year flies in the face of
academic language acquisition research…4-9 years
(004) Williams vs CA 126 Requires equity in provision of
textbooks, maintenance of facilities, and appropriately authorized staff (including teachers of English Learners)
(004) Heritage Language 127 AKA “developmental bilingual
programs” Designed for students with a primary
language other than English. Goals include maintenance and
development of native language
(004) Dual Immersion 127 Half EL, half EO Goal is for students to be proficient
in both languages … AKA additive bilingualism
High level of academic competence in two languages by ELs and EOs
(004) English Only 128 Goal of assimilation Belief that common language is a
unifier Belief that students will be more
academically successful
(004) Equity Issues 130 Program Placement
Length of time in program Tracking Special Ed
Student Data Retention/promotion Dropout rates/expulsion and detention
rates Staffing
Teacher qualification Teacher retention
Funding
(004)Types and Models 134-137
Structured English Immersion
English Language Mainstream
Dual Language Transitional Bilingual
Education
Placement Criteria
Less than reasonable fluency
Reasonable fluency Parental exception waiver
Parental exception waiver
Exit Criteria Reasonable fluency Fully fluent Parent choice District criteria
Program Length 1 year Until redesignated Parent choice District criteria
Class Composition District policy ELs and EOs 50/50 ideal Depends on models
Language Composition
Overwhelmingly in English
Overwhelmingly in English
Depends on model
Depends on model
Required Components
•ELD•Access to core(CBELD)
•ELD•Access to core(SDAIE)
•ELD•Access to core(L1/L2)
•ELD•Access to core(L1/L2)
Parental Exception Waivers
Waiver Type Prerequisites Conditions Time Frame
A. English Speakers
Knows English based on standardized tests
NA Within 20 instructional days
B.Older Students 10 years or older Informed belief Within 20 instructional days
C.Special Needs Already placed for not less than 30 days in an English Language classroom
Informed belief, with approval
No later than 10 days after 30 day placement or 20 instructional days
(004) ELD 137-138 Goal: Language Proficiency
Purpose: Developing SKILLS
Limitations: Appropriate for development of language ONLY. Content will not be grade-level appropriate
(004) Content-Based ELD 138 Goal: Access to core
Purpose: Develop language through core content
Limitations: While providing access to some core content, concepts do not provide grade-level academics.
(004) SDAIE 140 Goal: Access to grade-level core
content
Purpose: Mastery of grade-level core content through specially designed, language-based strategies
Limitations: Delivery may only
include essential standards due to need for slower pacing.
CTEL MODULE 2 DOMAIN 2 005
Foundations of English Literacy
Reading: from CTEL Text, Ch. 6
(005) Oral and Written
Oral Language Written Language Language Experience Approach
Written Language Oral Language Using text to paraphrase
(005) Vocabulary Knowledge How well developed vocabulary is Level of vocabulary: social vs
academic
(005) Educational Background Prior knowledge Literacy skills Previous schooling Background knowledge(familiarity
with concepts)
(005) Level of English Proficiency
Beginner Early Intermediate Intermediate Early Advanced Advanced
(005) Primary Language
How well developed literacy skills are
Linguistic differences between primary language and English
(005) Motivation
Necessity Personal importance Affiliation (e.g. teacher, peers)
(005) Pedagogical Practices
Integrate listening, speaking, reading, and writing
Being cognizant of integrating L S R W while teaching Math, Social Studies, Science.
Example: After a science experiment, use the Language Experience Approach to develop literacy through science
(005) Pedagogical Practices
Provides a balanced, comprehensive reading program
Balance between phonics and comprehension; integrates L S R W
(005) Pedagogical Practices
Uses standards-based thematic unit organization
Themes based on standards Example: 6th grade Ancient Egypt
(005) Pedagogical Practices
Creates a language-rich environment
Accessible contextualized print
(005) Pedagogical Practices
Adapts instruction and materials to meet the special needs of English Learners
Culturally and linguistically appropriate
Use effective strategies (graphic organizers, visuals, contextualization, realia, etc.)
(005) Pedagogical Practices
Plans meaningful and purposeful literacy activities
Relating your content and instruction to real life
(005) Pedagogical Practices
Selects appropriate reading materials
Variety of genres, multicultural text, high interest, relevant
Make sure that EL proficiency level is taken into consideration
(005) Pedagogical Practices
Utilizes English Learners’ prior knowledge to promote English language development in reading and writing
Connect to students’ backgrounds
(005) Pedagogical Practices
Scaffolds literacy activities
Provide well structured activities with ample support
Example: Brainstorm/outline before required to write
(005) Pedagogical Practices
Provides organized, systematic, explicit instruction in key skills
Make no assumptions Skills must be taught
(005) Effective Approaches 157 Frontloading Vocabulary 247 Language Experience Approach 229 Interactive Journals 233 Shared Reading Learning Logs Process Writing 234-236 Graphic Organizers 158-162 Pre-Reading Activities
CTEL MODULE 2 DOMAIN 2 006
Instructional Planning and Organization for ELD and SDAIE
Reading: from CTEL Text, Ch. 6
(006) ELD Standards
The Role of ELD Standards Relationship to Native Speakers Levels of English Proficiency
(006) Relationship between ELA and ELD
ELA HIGHWAY
R W L,S
(006) SDAIE 176-186 What is SDAIE? Who should receive SDAIE and why? Why is SDAIE more than “just good
teaching”? What is the role of primary language
in a SDAIE class? What are some successful SDAIE
strategies?
(006) ELD vs SDAIE
Venn Diagram p.33
(006) Content and Language 240 Read pp. 240-242 of CTEL Text
Content Objectives and Language Objectives
Content Standard: Students know causes and effects of different types of severe weather…
CONTENT Objective: Students will be able to DEFINE and DESCRIBE… RECOGNIZE…
LANGUAGE Objective: Students will PARTICIPATE in discussions…DEFINE and DESCRIBE…will be able to PRESENT…
(006) Grouping Strategies 168-174
Mixed with proficient English speakers For hands-on, concrete activities
Mixed with same native-language background For conceptually demanding or abstract
content Preview-review…
Description on page 35
(006) Language Development Primary Language Groups Proficiency Level Groups Mixed Group w/Proficient English
Speakers
(006) Conceptual Development Primary Language Groups Proficiency Level Groups Prior Knowledge/Schooling Reading Level
(006) Classroom Community Development
Mixed/Heterogeneous
(006) Physical Setting
Supports Student Interaction Physical Arrangement of Furniture Configurations for whole group vs small group Teacher and Student Movement
Language Rich Environment Display and use a variety of print materials in
primary language and English Offers Stimuli for Conversation
Use of wall space to display content-related information
Use of technology and multimedia
(006) Organizing
Role of Paraprofessionals Provide and monitor small group
instruction Provide individual support Assist in primary language instruction
Volunteers Older students, parents, community
members Team Teaching
By subject matter or proficiency level Technology
Multimedia and specially designed software
CTEL MODULE 2 DOMAIN 2 007
Components of Effective Instructional Delivery in ELD and SDAIE
Reading: from CTEL Text, Ch. 7
(007) Cummins’ Grid
A CB D
Cognitively Undemanding
Cognitively Demanding
ContextEmbedded
ContextReduced
Complete Quadrant Activity p.40
(007) Modification
Modifying… vocabulary speed stress intonation repetition amplification
(007) Primary Language
Using cognates Primary language text materials Peer support
(007) Prior Knowledge
KWL chart Anticipation guide Discussion/brainstorm
(007) Contextualization
Embed language in understandable context such as…
Realia - manipulatives, hands-on props
Visual support – multimedia and technology resources, charts/maps, nonverbal language
(007) Assessment
Formative Summative Re-teaching as a result
(007) Checking for Understanding
Monitoring comprehension frequently
Checking for different levels of comprehension Literal Inferential Evaluative
Effective questioning techniques Wait time Framing questions appropriately Different types of questions
(007) Explicit Teachings
Name Give the strategy a name…
Model How do you use the strategy?
Explain Describe how strategy helps…
Apply Tell when and how strategy can be used
Example …
(007) Content-Specific Discourse pp.248-249 List some of the discourse
skills that are critical to a content area that you teach in the specific categories…
(007) Discourse Skills
Content Area Math/Science/Social Studies/etc.
Procedural Steps in the process
Declarative Statement of fact/opinion
Form/Function How is language is used in content
Genre Autobiography, Folktale, Non-fiction, etc.
CTEL MODULE 2 DOMAIN 3 008
Effective Resource Use for ELD and SDAIE
(008) In the CA H/SS Standards White- 63 Male, 11 Female Black- 12 Male, 5 Female Latino- 0 Male, 1 Female Asian- 0 Male, 0 Female Native- 4 Male, 0 Female
Total- 79 Male, 17 Female
(008) Textbook Analyses
Picture Analysis “People to Study” Analysis Anthology Analysis Storyline Analysis
(008) Brainstorm…
How can you modify materials to meet the cognitive, linguistic, cultural, and academic needs of English Learners?
What should you consider in choosing basic and supplementary materials?
CTEL MODULE 2 DOMAIN 3 009
Approaches and Methods for ELD and Content Instruction
(009) Brainstorm…
Reflect on some of the ways you were taught a foreign language in high school and college.
What were some of the activities that you participated in?
How well did you learn the language?
(009) Natural Approach 62 Theoretical Base: Krashen’s Monitor
Model Goal: Comprehension Key Features: Closely resembles the
way that a child acquires a first language.
Effectiveness: Because it is based in acquisition, it is effective when followed explicitly.
(009) Total Physical Response Theoretical Base: James Asher, based on
association between language and body movement
Goal: Comprehension and building a receptive vocabulary
Key Features: Listening precedes speaking Understanding is developed through body
movement Speaking is never forced
Effectiveness: Allows for low-stress acquisition of receptive vocabulary
(009) CALLA 166 Theoretical Base: Chamot & O’Malley Goal: Development of learning
strategies Key Features: CALLA is targeted at
EL students at the early intermediate and intermediate levels of English language proficiency.
Effectiveness: Because of its cognitive and metacognitive strategies, CALLA is designed provide transitional instruction from CBELD to SDAIE classrooms
(009) Structured Interactions Meaningful Purposeful Oral and written Maximizes language output Can negotiate meaning in a
supportive context Use during ELD and content
instruction Dynamic groups--homogeneous,
heterogeneous, etc.
(009) Strategies
Oral Strategies Numbered Heads Together Think--Pair--Share Tea Party
Written Strategies Write Around Cooperative Paragraph Strips
(009) Explicit Instruction 194-95Error Correction Teachable moment To explain or clarify Language structure Word meaningGrammar Development Guided by ELD Standards
(009) Implicit Instruction 196Error Correction Modeling Providing feedback Using correct syntactical structureGrammar Development Interactive journal (writing) SSR (reading)
(009) Content-Based ELD 197 Who? - K-3, B-A…4-12, B-EI What? - Content instruction is given at the
students’ ELD level (not necessarily grade level)
Which Standards? - Integrates ELD standards with content standards
When? - Throughout the day (outside of ELD instruction)
Why? - To provide access to core while developing English
How? - tapping prior knowledge, contextualization, graphic organizers, brainstorming, visuals, C.L., etc.
CTEL MODULE 2 DOMAIN 3 010
ELD--Listening and Speaking
(010) ELD Standards Sequence Read the information on p. 55 Create a sequence of student
answers to the question, “Do you like math?” to match each proficiency level.
(010) Skills that Promote L/S
Read the information on p. 56 Choose one skill on which to focus on from
each of the three categories (three skills total).
Brainstorm one strategy per skill to teach students that skill.
(010) Strategies that Promote L/S
Frontloading… Teaching key vocabulary before they
encounter it Explicitly teaching language functionsPre-teaching Small group discussion in L1 Preview/review Use primary language text before English
textBrainstorming… Scaffold with sentence frames
(010) Strategies that Promote L/SCooperative Learning Teaching interactive structure first before it is used
academically
Whole-class and small group discussions Teaching turn-taking
Role-plays Modeling
Interviews Practicing questioning and answering techniques Sentence frames
Debriefing Think-Pair-Share(or other coop. strategy) to reflect on
lesson
(010) ELD Speaking Sequence Choose one of the strategies on p. 59 Apply the “ELD Standards Sequence
for Oral Communication (p.57) to a content area that you teach.
Create a scaffolded sequence for each proficiency level on p.60.
CTEL MODULE 2 DOMAIN 3 011
ELD--Reading and Writing
(011) ELD Writing Standard
1. Write short narratives that include examples of writing appropriate for LA and other content areas
2. Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms
3. Create simple sentences or phrases with some assistance
4. Write an increasing number of words and simple sentences appropriate for LA and other content areas
5. Create multi-paragraph narrative compositions
6. Write multi-paragraph narrative and expository compositions and examples appropriate for content areas, with consistent use of grammatical forms
(011) ELD Reading Standard
Read simple text and orally respond to factual comprehension questions by using key words and phrases
Read simple text and orally respond to factual comprehension questions by using simple sentences
Read literature and orally respond with detailed sentences
Identify and trace the development of an author’s argument, point of view, or perspective in text
(011) Strategies to Develop Skills
Lists of skills on pp.60-61
(011) Multicultural Texts and Genres
Text GenreProficiency
Levels
Reading Mufaro’s Beautiful Daughters
Anne Frank
Folklore
Autobiography
Early Intermediate
Advanced
Writing Outsiders
House on Mango Street
Persuasive Essay
Descriptive Essay
Intermediate
Early Advanced
CTEL MODULE 2 DOMAIN 3 012
Specially Designed Academic Instruction in English (SDAIE)
Reading: CTEL Text, Ch. 4
(012) Key Components of SDAIE Tap into prior knowledge Contextualize the lesson Provide a positive affective
domain Teach study skills Modify the use of the textbook
(012) Scaffolding Strategies Provides a personal connection between
learner and topic. Builds on known concepts
Helps simplify complex concepts. Creates an experiential environment
The more familiar students are with the features of the text, the more successful…
Clarifies procedures and expectations Fosters autonomy through self monitoring Pre-teach terms so they will be
understood in the lesson
(012) Scaffolding Strategies Students extend their understanding by
applying it in novel formats To promote critical thinking skills Learning is most effective when students
have opportunities to discuss and process content
Different ways of determining student performance to provide more accurate evidence as to whether learning has taken place
Clarifies misconceptions and further develops proficiency in English
(012) SDAIE Lesson Plan Format Grade Level Content Standard ELD Standard Assessment Learning Opportunities
Into Through Beyond
(012) SDAIE Lesson Plan
Grade Level-5 Content Standard - 5.3.2 Students know when
liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
ELD Standard - Write brief expository compositions(e.g. description, comparison and contrast, cause and effect, and problem and solution) that include a thesis and some points of support.
Assessment - Students will write a one paragraph composition comparing and contrasting the different forms of water.
(012) SDAIE Lesson Plan
Learning Opportunities Into - Using the think-pair-share cooperative grouping model,
students will write brief 1-2 sentence narratives of any experience that they have had with the different forms of water. As the T-P-S model dictates, they will pair up to relate their sentences to a partner, then share out in table groups. -Students will read summary of the lesson reading in table groups in order to preload content. -Class will review the concept of comparing and contrasting using actual forms of water.
Through - Using a graphic organizer that pictorially represents the water cycle, students will develop understanding of the relationships the different forms of water have with one another. Students will then compare and contrast their charts with the charts of table mates. -Students will develop a paragraph comparing and contrasting the different elements of the water cycle based on teacher-modeled representation.
Beyond - Students will create a haiku that describes water in its liquid, solid and gaseous forms
CTEL MODULE 2 DOMAIN 1 002
Role, Purposes, and Types of Assessment
Reading: CTEL Text, Ch. 3
(002) CELDT
What? - State Test of ELD, Based on Standards
Who? - All English learners Why? - Initial Identification, Annual
Assessment, Redesignation, Reclassification
When? - Annual Assessment- 7/1-10/31, Initial Assessment-30 days from enroll date
4 grade spans: K-2, 3-5, 6-8, 9-12 4 parts: L, S, R, W 5 Levels: B, EI, I, EA, A
(002) ID and Placement
Chart on p. 76
(002) Home Language Survey Example on p. 77
(002) Parent must be notified… Language assessment and academic
assessment results Placement in an EL classroom The opportunity to apply for a
parental exception waiver
(002)Redesignation/Reclassification
Possible Criteria: Teacher evaluation of language
proficiency and curriculum mastery CELDT score Parental consultation Objective data from standardized
tests etc.
(002) Identification
CELDT Score: Early Advanced L/S: Intermediate or above R: Intermediate or above W: Intermediate or above
A student who falls below these criteria is an EL.
(002) Reclassification
CELDT: Meets criteria on previous slide
Objective criteria: ELA score of BASIC on California Content Standards Test.
Other criteria identified by district: i.e. teacher observation, grades, writing sample, etc.
(002) Validity 102
A test is valid if it measures what it claims to be measuring.
(002) Reliability 102
A test is reliable if it yields predictably similar scores over several administrations.
(002) Traditional Assessment
Limits of Traditional(Standardized) Assessments Time Linguistic Bias Cultural Bias Test Anxiety Equivalent Versions Rapport
(002) Textbook Tests 103 Purpose - to test what is in the book Feature - test outcomes of
instructions Limitations - limited to “correct”
responses
Modifications - partner work, text features
(002) Performance-Based Tests 104 Purpose - to assess what is taught Feature - open-ended Limitations - time
Modifications - design groups for optimal language performance, scoring rubrics
(002) Curriculum Tasks 104 Purpose - assess multiple standards Feature - may be open-ended Limitations - how to assess
“correctness”
Modifications - partner work, scoring rubrics
(002) Authentic Tests 104 Purpose - assess classroom
performance Feature - student shares in process Limitations - lack of comparison
group for accountability
Modifications - portfolios, group or individual
(002) Teacher-Made Tests 105 Purpose - assess teaching of
material Feature - usually discrete point Limitations - reliability/validity
Modifications - focus on message, not form
CTEL MODULE 2 DOMAIN 1 001
Principles of Standards-Based Assessment and Instruction
(001) ELD Standards
ELD Standards are a pathway to the ELA standards for ELs.
The ELD standards establish clear performance expectations for ELs. The ELD standards are to be used to plan/provide instruction for English Language Development.
The ELD standards are based on proficiency levels and grade-level spans in L/S, R, and W.
The ELD standards are based on the same components as the ELA standards. An English Learner may require more explicit steps to reach a standard.
The CELDT is aligned with the ELD standards.
(001) Standards-Based…
1. STANDARDS inform ASSESSMENT2. ASSESSMENT informs INSTRUCTION3. Students engage in LEARNING4. Students DEMONSTRATE what they
know5. Students experience LEARNING, or6. Teacher RETEACHES
(001) Standards and EL Students ELs must have access to the core in
order to meet standards. Teachers must develop benchmarks
to show that these students are moving toward the standards.
Teachers must teach to the ELD standards.
(001) Building a Scaffolded Assessment
Read the information on p.88 Complete the exercise on p.89
(001) SDAIE Lesson Plan
Content Area Grade Level Content Standard Content Objectives Graphic Organizers Contextual Clues Strategies Key Vocabulary INTO/THROUGH/BEYOND
CTEL MODULE 2 DOMAIN 1 003
Language and Content-Area Assessment
(003) Language AssessmentsInformal Teacher Observation Benchmark Assessments/Checklist Story Tell/Retell SOLOMFormal CELDT Content Standards Test Other commercial assessments
(003) Academic…
Discrepancies between verbal and nonverbal learning
Perceptual disorders Metacognitive deficits Memory difficulties Motor disorders Social-emotional functioning
(003) Identification…
Background experience and previous school settings
Response to classroom environment Level of acculturation Learning styles Physical needs
(003)Underachievement…
All ethnic groups score lower than whites
Except for Asian-Americans all attain lower levels of education
Reasons are unclear
(003) Overachievement… “Model Minorities” become over-
qualified for jobs Teacher expectations of some groups
elicit higher achievement Some subgroups resist assimilation
(003) Issues…
Dropouts Tendency is to blame students The need is to provide high quality curriculum and instruction and know about the students and their families
Retention 10% of language minority students are retained
Tracking Educational gaps continue