English Language Development: Foundations & Implementation in Kindergarten Through Grade 5...
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Transcript of English Language Development: Foundations & Implementation in Kindergarten Through Grade 5...
English Language Development: Foundations & Implementation in Kindergarten Through Grade 5
Presenters: Dr. Ann Snow & Dr. Anne Katz
December 7, 2010
California Department of Education: Accountability Leadership Institute for English Learner and Immigrant Students
AgendaPreparing teachers through
Professional DevelopmentDesigning ELD instructionExamining instructed ELDExample of ELD instructionActivity
What is your role?
English Language Learner Teacher/School Site Coach
School Site AdministratorDistrict AdministratorCounty Office or Support ProviderTechnical Assistance ProviderCollege/University InstructorsOther
Preparing teachers through Professional Development
Scope: school wide approaches◦Collaborative sessions◦In-house coaching◦Calendared planning time
Depth: knowledge, skills and dispositions to teach ELs
ELD in Elementary ClassroomsGoal: to ensure students succeed
academically ◦Academic language development◦Social and pragmatic language
developmentMeans: through instructed ELD
◦Systematic, explicit instruction during designated time periods
Designing ELD instruction
Questions:What aspects of language do I
teach?How do I know if students are learning?
Answer:Standards-based instruction and
assessment
Planning, enacting and evaluating Instructed ELD
Step 1: Identify the learner’s language proficiency level
Step 2: Select standards-based language objectives for instructed ELD
Step 3: Design and enact activities
Step 4: Assess learning through standards-referenced assessments
Step 1: Identify the learner’s language proficiency level
Use multiple sources to collect information
Collect information across all four domains: listening, speaking, reading, and writing
Focus on student performances on authentic tasks
Step 2: Select standards-based language objectives for instructed ELD
Draw on ELD and ELA standards to identify targets for learning
Frame learning outcomes suited to students’ proficiency level and language learning needs
Design language objectives
California ELD Standards
Skill AreasListening and SpeakingReadingWriting
Grade-Level SpansK-2, 3-5, 6-8, and 9-12
Five Proficiency Levels
Example from ELD Standards, grades K-2, beginning level
ELD standard:Read aloud simple words (e.g., nouns and adjectives) in stories or poems
ELA content standards, K - 2Identify and sort common words in basic categories (e.g., colors, shapes, foods).
Step 3: Design and enact activities
Design learning activities in light of learning aims
Utilize a range of resourcesDifferentiate instruction based on
language proficiency levels
Step 4: Assess learning through standards-referenced assessments
Gather information frequently within the classroom
Keep a written record of information collected and link the information to targeted standards
Review the data to see patternsEngage students in monitoring
their own learning
Questions?
What is Instructed ELD?The systematic, explicit
instruction of the English language during scheduled blocks of ELD time.
In instructed ELD, ELs learn the English language skills needed to transition to English Language Arts and mainstream content instruction.
What are the goals of Instructed ELD?1. To teach young ELs (grades K-5)
to use English for all communicative purposes both inside and outside of the classroom.
2. To teach Listening, Speaking,
Reading, and Writing skills related to the given ELD standards.
3. To teach syntax, phonology, morphology (e.g., plural endings, past tense –ed, prefixes/suffixes), and pragmatic uses of language (e.g., politeness features, indirect requests)
4. To teach text-level structures(e.g., genre in oral & written domains)
5. To teach everyday language functions (e.g., ask for information, give directions) and academic language functions (e.g., define, request clarification)
6. To teach vocabulary systematically:
a) everyday vocabulary b) non-specialized academic
vocabulary
Question:
Are you familiar with this linguistic terminology?
Four examples of academic language functions from science:
Description: “A sunflower has bright yellow petals and a long green stem.”
Explanation: “Clownfish will actually protect sea anemone. That’s a mutualistic relationship.”
Comparison: “Flowers have mechanisms of attraction like whales have echolocation.”
Questioning: “What did we learn in our last unit on water properties?”
Academic language functions: Other examples from science
analyze, classify, demonstrate, formulate, hypothesize, infer, measure, observe, predict, provide evidence, record, report, strategize, summarize, etc.
Common Function Words: Examples from Science
Definition: refers to, is the same as, consists of, in other words
Providing an example: for instance, including, such as, like
Sequencing: first…second, next, finally, following, not long after
Showing cause and effect: because, as a result of, if…then, for this reason
Explicit language objectives“Students will use adjectives to describe
the characters in the story.”“Ss will use the sentence starters to
express a conclusion: In my opinion, I believe that, I
agree with… ““Ss will listen for main ideas and
supporting details.”“Ss will use context clues (i.e., grammar,
punctuation, logic, antonyms, appositives) to understand the meaning of unfamiliar words)
Example of ELD instruction
Fifth-Grade Interdisciplinary ELD Lesson: Immigration Unit
Lesson: Immigration Unit
Lesson: Immigration Unit
Lesson: Immigration Unit
Work Sheet: Biographical Essay
Work Sheet: Biographical Essay
Biographical Essay Rubric
Activity
In groups, take a look at the excerpts taken from California Science, a grade 2 textbook. Considering the various goals of instructed ELD discussed in the presentation, analyze the texts for embedded language demands, develop language objectives, and consider ways of assessing student learning.
Activity: Part 1Discuss the language demands
from the point of view of: ◦syntax; ◦morphology, genre and text features; ◦academic language functions; ◦the four skills (R, W, L, S); ◦and, vocabulary (everyday, non-
specialized, and specialized);
Examples of language demands
Activity: Part 2Develop language objectives for
an instructed ELD lesson which cover some of the language demands identified in the first part of the task.
Examples of language objectives
Activity: Part 3Design an assessment task that
you could use after you have taught the lesson to examine student learning of the language demands.
Examples of assessment tasks
Thank you for attending.
This powerpoint will be posted online at:
http://www.sccoe.org/depts.ell