ENGLISH LANGUAGE DEVELOPMENT PROGRAM Tulsa Public Schools New ELD Teacher Orientation 2012-2013 SY.

ENGLISH LANGUAGE DEVELOPMENT PROGRAM

Tulsa Public SchoolsNew ELD Teacher

Orientation2012-2013 SY

If Children Don’t Learn the Way We Teach, We Have to Change the Way We Teach

- Ignacio “Nacho” Estrada

Objectives

ELL in Tulsa PS Title III Accountability Language Proficiency & Academic

Achievement WIDA English Language Proficiency

Standards SIOP – Sheltered Instruction

The ELL Vision Statement

Students will participate in a rigorous academic program including development as an emergent bilingual to become college and career ready in a globally competitive environment.

Tulsa PS ELL Population

Tulsa PS Immigrant Population

Languages Spoken in Tulsa PS

ELL Identification and Eligibility During new student enrollment…

All students new to the district complete a Home Language Survey.

If there is another language spoken in the home, NCLB requires that the student’s English language proficiency be assessed.

The state of Oklahoma requires an overall score of 5.0 and a literacy score of 4.5 on the ACCESS for ELLs exam to be considered proficient. If the student scores below this, they qualify as an English Language Learner

Exiting the ELL Program

Students are classified as Fluent English Proficient (FEP) when they achieve a composite score of 5.0 AND a literacy score of 4.5 on the ACCESS for ELLs test.

NCLB requires that students’ language proficiency must be monitored for 2 years immediately following the proficient score.

Once a student successfully completes the two years of monitoring following a proficient score, he/she is formally exited from the ELL program.

TITLE III ACCOUNTABILITY

Title III Annual Measurable Achievement Objectives Per No Child Left Behind Title III Programs must

meet Annual Measurable Achievement Objectives

The Title III AMAOs consist of three factors: Progress in English Language Learning based on

ACCESS for ELLs test scores. Proficiency in English Language Learning based

on ACCESS for ELLs test scores. Adequate Yearly Progress (AYP) on the

Oklahoma Core Curriculum Tests (OCCT).

LANGUAGE PROFICIENCY & ACADEMIC

ACHIEVEMENT

Second Language Acquisition

Anticipation Guide

Factors Affecting Second Language Acquisition Motivation First language development Language distance and attitude Access to the language Age Personality and learning style Peers and role models Quality of instruction Cultural Background

General Principles of L2 DevelopmentResearch confirms that language

acquisition is enhanced when: attention is given to background

knowledge and experience. the content and language are real

and purposeful. language is made comprehensible. anxiety is low. interaction is high.

Cummins Iceberg Theory

BICS

CALP

Basic Interpersonal Communication Skills (BICS) Skills involved in everyday communication; listening, speaking, carrying on basic conversation, understanding speakers & getting basic needs met

Pronunciation Grammar Vocabulary Not related to academic achievement Universal across all native speakers Attained after 2 or 3 years in the host country

Cognitive Academic Language Proficiency (CALP) Skills that are needed to succeed in the academic

classroom; problem solving, inferring, analyzing, synthesizing & predicting

Language of the classroom; decontextualized Language outside of immediate interpersonal

context CALP in 1st & 2nd language overlaps in spite of

differences in language Related to literacy skills Attained between 5 to 7 years in the host country

Language Proficiency…

is an outgrowth of cumulative experiences both inside and outside of school.

can reflect complex thinking when linguistic complexity is reduced and support is present.

both socially and academically are required for school success.

What Makes Academic Content Easy or Hard for ELL Students?

MathEasy Some notation is

the same Some is “hands-

on” Some concepts

transfer Lower volume of

written material Computation uses

less “language”

Hard Some notation is

different Some processes

are different Word problems,

vocabulary Concepts are

often abstract

Science

Easy Demonstrations,

“hands-on” Visuals, pictures,

diagrams

Hard Cause-effect, if-then

relationships Hypothesis-testing Volume of vocabulary Terms with technical &

non-technical meanings (table, kingdom, power, etc.)

Social Studies

Easy Interesting to

different cultures Opportunities to

incorporate ELL students’ culture

Hard Technical & non-

technical terms (subjects, power, etc.)

Volume of reading Cultural assumptions

are not always explicit Abstract concepts

Literature

Easy Interesting to

student from another culture

Opportunities to incorporate ELL students’ culture

Hard Volume of reading

requires analysis & evaluation

Required background knowledge

Variety of language used (poetry, Shakespeare, root words, etc.)

Do you speak Math?

The number a is five less than the number b

Without the proficiency required to understand the linguistic complexity of

this sentence, you may incorrectly translate that as:

a = 5 – brather than the correct translation:

a = b - 5

WIDA English

Language Proficiency Standards

WIDA’s English Language Proficiency Standards Focus Social, intercultural, and instruction

language The language of language arts The language of math The language of science The language of social studies

Why are English language proficiency standards necessary? To provide access for ELLs to academic

achievement and educational equity

To provide a curriculum/assessment resource anchored in academic content standards

To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing

To comply with federal law

WIDA ELP StandardsStandard 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.

Four Language DomainsListening ─ 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

Levels of English Language Proficiency

6

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

Language Proficiency Levels& Criteria for Performance Definitions

Linguistic Complexity

Vocabulary Usage

Language Control

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

54321 6

REACHING

Performance Definitions

LESSON PLANNING and ACADEMIC LANGUAGE

DifferentiationDifferentiated Instruction historically, and according to its author (Tomlinson), refers to ways lessons can be differentiated to address learning styles of students.

In the case of English Language Learners, lessons must be differentiated according to the student’s level of English language proficiency.

Differentiation

What can teachers use as a guide to differentiate instruction

according the student’s level of English language proficiency?

What information do you find in a Teacher Report?

Make a list

TeacherReport Demographic

Information About the Student

Student’s ELP Level by Domain

Student’s Composite

Scores

Student’s Scale

Composite Scores

Student’s Scale Score by Domain

Student’s Speaking Performance by

Standard

Description of the ELP Levels

Student’s Writing Performance by

Standard

Student’s Comprehension

by Standard

Differentiation Starts with knowing the student’s Language

Proficiency Level and performance definitions.

Examining the standards and defining the language function.

Defining the connection to Academic Content.

Selecting the appropriate scaffolding or support.

Differentiating Process

Strategies Scaffolding Pre-teaching Re-teaching

Structures Large group Small group Triads Partners Individual

Differentiating Product

Oral presentations

Written reports Performance

assessments Portfolios

WIDA + SIOP = Student Success

What is Sheltered Instruction? A means for making grade-level

academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development.

What is Sheltered Instruction? The practice of highlighting key

language features and incorporating strategies that make the content comprehensible to students.

What is Sheltered Instruction? An approach that can extend the

time students have for getting language support services while giving them a jumpstart on the content subjects they need for graduation.

SIOP

PreparationBuilding

BackgroundComprehensible

Input

Strategies

InteractionPractice/Application

Lesson Delivery

Review/Assessment

Preparation

Content Objectives

Language Objectives

Content Concepts

Supplementary materials

Adaptation of Content

Meaningful Activities