HELP! My Student Doesn’t Speak English
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HELP! My Student Doesn’t Speak EnglishAn Orientation into the World of English as a Second Language
November 3, 2011
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Today’s ObjectivesContent Objectives:Learners will be able to: Be aware of the ESL policies & procedures of ALSDE and USDE. Utilize the ACCESS for ELLs Teacher Report, WIDA ELP Standards,
Can Do Descriptors, and Performance Definitions to appropriately accommodate ELLs in the classroom.
Recognize the impact of culture on comprehension. Understand the importance of parental involvement in learning of
ELs.Language Objectives:Learners will be able to: Discuss the impact of culture on comprehension with a partner. Explain the WIDA English Language Proficiency Levels to a
colleague.
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What is ESL?English as aSecondLanguage
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NCLB: Title III• High standards of learning and instruction for all students;•English Language Learners one of five areas of
concentration to advance student achievement;•Increased awareness of the academic needs and
achievement of ELLs;•Schools, districts, and states held accountable for teaching
English and content knowledge to ELLs.
English Language Learners &No Child Left Behind (NCLB)
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Legal Responsibility to ELs Title VI Civil Rights Act of 1964 Health, Education & Welfare Memorandum – May 25, 1970 Lau vs. Nichols – 1975 Castañeda Vs. Pickard – 1981 Plyer vs. Doe – 1982 Department of Education Memorandum – 1985 Department of Education memorandum Update – 1991 Alabama State Department Compliance Agreement with OCR
(Office of Civil Rights) – 1999 NCLB – 2002 ALSDE – Policy for Service to ELLs – 2003, 2008, currently being
revised
Currently - Many lawsuits pending
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Lau vs. Nichols (1974)
“…students who do not understand the language of instruction are effectively foreclosed from learning. We must do more than provide the same textbooks, classrooms, teachers, and lessons for these students.”
We MUST provide appropriate instruction & accommodations.
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Termsto
Know
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Terms to Know
ACCESS for ELLs Accessing Comprehension & Communication in English State to State
AMAO Annual Measurable Achievement Objectives ELL English Language Learner EL English (Language) Learner ELD English Language Development ELP English Language Proficiency LEP Limited English Proficient L1 First Language L2 Second Language NELB Non-English Language Background NOMPHLOTE National Origin Minority Primary Home Language
Other Than English SLA Second Language Acquisition W-APT WIDA – ACCESS Placement Test WIDA World-Class Instructional Design & Assessment
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State Code Definition JefCoEd Code
LEP1 Limited English Proficient Year One (First Year in US school)
Active (x)
LEP2 Limited English Proficient Year Two or More
Active (x)
LEP-Waived Services
Limited English Proficient, Waived Title III Supplemental Services
Refusal (x-ref)
FLEP1 Former Limited English Proficient, Monitor Year One
Monitor1 (mon1)
FLEP2 Former Limited English Proficient, Monitor Year Two
Monitor2 (mon2)
FLEP Former Limited English Proficient
Track
NOMPHLOTE National Origin Minority Primary Home language Other Than English
NENELB
Official State EL Codes
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Program Models
•Sheltered InstructionSIOP/SDAIE
• Pull Out
• Push In
•Structured Immersion
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Quick Facts
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Who are ELs?• National-origin-minority students with
limited proficiency of English• Heterogeneous – US born, immigrant,
foreign exchange, refugee, migrant, all social-economic & educational levels
• Membership defined by limited proficiency in English language use, which directly affects learning and assessment;
• Membership is expected to be temporary.
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Funded by U.S. Department of Education
Growth of ELL Populations
(U.S. Department of Education, NCELA, 2007
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What’s the Big Idea?1. ELs are the fastest growing
demographic in US schools.
2. Mainstreaming ELs is the most common method of instruction.
3. Teachers need to feel confident with ELs because of both Number 1 and Number 2.
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Learning Challenges for ELLsELLs face unique learning challenges:
• to develop the content-related knowledge and skills defined by state standards• while simultaneously acquiring a second (or third)
language;• at a time when their first language is not fully
developed (e.g., young children)
• to demonstrate their learning on assessments in English, their second language.
http://www.centeroninstruction.org/resources.cfm?category=ell
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Academic Performance Indicators for ELLs
On 4th grade National Assessment of Educational Progress (NAEP), ELLs were:• only1/4 as likely to score proficient or above in
Reading as their native English speaking peers and
•only 1/3 as likely to score proficient or above in Math as their native English-speaking peers.
http://www.centeroninstruction.org/resources.cfm?category=ell
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Basic Info
Program Entry/Exit
Assessment
Accountability
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IDENTIFICATION OF ELs& ELIGIBILITY FOR ESL
SERVICES
A non-English language background
AND W-APT test score below fluent
or
Active enrollment in an ESL program elsewhere
or
A score below level III on the ARMT
orOther assessment that shows LEP
due to NELB
Home Language
Survey
W-APT
QualifyFor Services
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ELL Committee & Annual Evaluations
I-ELP:Individual EnglishLanguage Plan
ACCESS for ELLs
LEP1, LEP2 &
LEP-Refusal
Score of 4.8 or Higher
Monitor for 2 Years
FLEP1 & FLEP2
Complete 2 Yrs
of Monitor
FLEP
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On an annual basis, monitor the progress of ELLs’ English language proficiency in grade levels K-12
Establish when ELLs have attained English language proficiency (ELP) according to state criteria – In Alabama, P = 4.8 Overall
Inform classroom instruction and assessment
Provide a reliable and valid data source for accountability and aid in decision-making
Purposes of ACCESS for ELLs
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Student’s ELP Level by
Domain
Demographic Information About the Student
Description of the ELP Levels
Overall Score
Comprehension Score
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TeacherReport
Demographic Information About the StudentStudent’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
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Teacher Report (top)
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Teacher Report (bottom)Raw Scores
by Standard
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Accountability of English Language Learners
Under NCLB, state education agencies are held accountable for the progress of ELLs in two ways:• Adequate Yearly Progress (AYP) expectations
for reading and mathematics under Title I, and• Annual Measurable Achievement Objectives (AMAO) under Title III, demonstrating satisfactory progress in learning English and attaining English proficiency.
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How Do We Measure AMAOs?TITLE III Annual Measurable
Achievement Objectives (AMAOs) AssessmentsA. Percent of ELLs making
Adequate Progress in Language Acquisition (APLA)
ACCESS for ELLs
B. Percent of ELLs attaining English language proficiency
ACCESS for ELLs
C. Meeting AYP requirements for the ELL Subgroup at LEA Level
95% Participation Rate %Proficient in Reading & Math Attendance & Dropout rate
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APLA:Adequate Progress in Language Acquisition (AMAO-A)Two data points are needed (i.e. two
consecutive years of ACCESS testing)
In order to make APLA, an EL MUST make minimal +0.5 gain on the ACCESS for ELLs ELP test.
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Did they make APLA?ACCESS SCORE 2009
ACCESS SCORE 2010
DID STUDENT MAKE APLA?
1.9 3.0 YES
2.4 2.9 YES
4.6 4.8 NO
3.2 n/a
4.2 3.7 NO
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In Alabama, an EL is considered
proficient with a composite score of
4.8 or higher (AMAO-B)
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What I Must Know
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Essential QuestionsHow do I teach ELLs in my classroom?
–What can I expect my ELLs to be able to do?–How do I help ELLs learn language and content?–How do I adapt instruction in a meaningful way?
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What Every Teacher Must Know About ELs:
All classroom teachers are required to:
1. Be knowledgeable of Alabama Course of Study (ACOS) content standards and WIDA English Language Proficiency Standards.
2. Provide content objectives and language objectives for every lesson taught.
3. Know the ELL’s level of proficiency for each language domain.
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What Every Teacher Must Know About ELsA Classroom Teacher’s Responsibilities
4. Provide appropriate instruction and accommodations based on ELL’s level of proficiency.
5. Communicate regularly with the ESL staff.6. Communicate with the parents of ELLs in a
language they can understand.7. Notify the ELL, the ESL staff or ELL Committee, and
the ELL’s parents if there are any problems/concerns. 8. Inform the ELL Committee of any issues with the
ELL. The ELL Committee is responsible for ALL academic decisions regarding the student. This includes, but is not limited to, referral to special education, retention, accommodations, and grading.
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What Every Teacher Must Know About ELsA Classroom Teacher’s Responsibilities
ASK IF YOU DON’T KNOW!
Contact an administrator or the ESL office if they need any type of assistance in meeting
the needs of ELLs in their classroom.
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Culture
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Stand Up and Be Counted
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What is culture?Culture is a set of common beliefs
and values shared by a group of people and that binds them together in a society.
All people are members of at least one culture.
The norms of a culture define roles and provide a framework that makes people’s behavior predictable and understandable to one another.
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Goals of Second Language or Multicultural Education
1. Teach ELLs to understand US culture.2. Help ELLs achieve a personal
accommodation between their two cultures.
3. Teach ALL students to value language and cultural diversity.
4. Equitably educate diverse learners. Jameson (1998)
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Culturally Responsive Pedagogy1. Acknowledge students’ differences as well as their
commonalities2. Validate students’ cultural identity in classroom practices &
instructional materials3. Educate students about the diversity of the world around them4. Promote equity and mutual respect among students5. Assess students’ ability & achievements validly6. Foster a positive interrelationship among students, their
families, the community, and school7. Motivate students to become active participants in their
learning8. Encourage students to think critically9. Challenge students to strive for excellence as defined by their
potential10. Assist students in becoming socially and politically conscious
-Richards, Brown, and Ford (2004)
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The Alamo
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How will you teach?
Will you be
culturally responsive?
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How does culture affect comprehension
in the classroom?
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Jean et AndréJean et André sont frères. Jean est l’aîné. Les deux vont au lycée qui se trouve à moins de cinq kilomètres de leur maison à Paris. Bien qu’il y ait une différence d’âge de trois ans entre les deux frères, leurs niveaux scolaires ne sont séparés que par deux années. André est en sixième. En quelle classe est Jean?
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Jean and AndreJean and Andre are brothers. Jean is older. The two go to a school which is located less than five kilometers from their home in Paris. Although there is a difference in age of three years between the two brothers, their grade levels are only two years apart. Andre is in sixth grade. What grade is Jean in?
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Educational SystemU.S. vs. France
United States
France
GRADE LEVELS
6 67 58 49 310 211 112 terminal
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How can I be culturally responsive?
Be conscious of choice of language
Be conscious of images presented
Engage in critical & reflexive
thinking
Learn history & culture of
ELLs
Collaborate with & visit teachers
who are culturally responsive
Gay’s (2000) principles of culturally responsive pedagogy
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LANGUAGE IS NEVER
NEUTRAL
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Always Remember:
“Culturally diverse students are empowered or disabled as
a direct result of their interactions with educators in
schools.”
-Jim Cummins
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SLASecondLanguageAcquisition
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The 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
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Language Acquisition is a PROCESS
Preproduction
Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency
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Second Language Acquisition
Basic Interpersonal Communication Skills (BICS) Social Language 1-3 years to attain Example words/phrases: table, What’s up?Cognitive Academic Language Proficiency (CALP) Academic Language 3-7 years to attain Example words: –New meanings: table, solution General academic words: act upon, attach, inquiry Content words: atom, molecule
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Implications for TeachersBoth BICS and CALP need to be taughtDifferent subjects require different types
of languageSubject area teachers must be aware of
the language demands of their contentAll teachers are language teachersLesson plans for ELLs need to include both
content and language objectives
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Stages of Language Acquisition
http://www1.teachertube.com/viewVideo.php?video_id=51369&title=Stages_of_Language_Acquisition_ESL
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WIDAWorld-ClassInstructional Design &Assessment
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WIDA ELP STANDARDS•Are anchored in academic standards•Focus on academic language proficiency•Illustrate progression of language
acquisition•Contain model indicators of language
incorporated with content •Incorporate high levels of cognitive
engagement, even at low proficiency levels
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The WIDA ELP StandardsStandard 1 – Social & Instructional Language (SIL)
English language learners communicate for social and instructional purposes in the school setting.
Standard 2 – Language of Language Arts (LoLA) English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Language Arts.Standard 3 – Language of Mathematics (LoMA)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.
Standard 4 – Language of Science (LoSC) English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Science.Standard 5 – Language of Social Studies (LoSS)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
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Language vs. Content Language proficiency revolves around
the language associated with the content areas
Academic achievement reflects the knowledge and skills associated with the content.
WIDA ELP standards focus on academic language; Academic standards focus on academic content.
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Content Objectives vs. Language Objectives
CONTENT OBJECTIVES LANGUAGE OBJECTIVES
Academic Achievement Academic Language
Based on Alabama Course of Study (ACOS)
Based on WIDA ELP Standards
Focuses on what you will learn in content areas (math, science, social studies, etc.)
Focuses on how you will use listening, speaking, reading, and writing in your learning.
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Performance definitions frame the levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 Native-like Proficiency
BRIDGING
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What are Language Objectives? Language Objectives are the language
demands of the content class. They state how a student will be able to express in English what he/she has learned. Language objectives focus on:
Language functions: Such as - define, describe, explain,
classify, compare, summarize, etc.
Language structures: Such as - questions, tense, writing a simple sentence (compound/complex), writing a paragraph, etc.
Academic vocabulary : Such as - discipline specific, word forms
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Language ObjectivesLanguage Objectives answer the questions:
“What language do students need to complete the assigned task?”
“Where are the learners relative to the language expectation? Ex. Is the ELL a novice, has some experience? How much scaffolding is necessary?
“What strategies will help make this language accessible?” Ex. Advanced organizers, use of cognates, cooperative groups, peer teaching, etc.
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Language Objectives – WHY?Support students’ language development
Teach all students to meet the academic language requirements specific to the content area
Promote differentiated teaching
Required by ALSDE
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Academic Language:The Key to Academic Success
ACADEMIC LANGUAGE: the vocabulary and semantics of a particular content-area literacy. • Fundamental to academic success in all domains;•A primary source of ELLs’ difficulties with academic
content across grades and domains;•Often still a challenge after students achieve proficiency
on state language proficiency tests;•Influences ELLs’ performance on all assessments.
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Components of Academic Language• Vocabulary used across academic disciplines:
• Breadth – knowing the meanings of many words, including many words for the same, or related, concepts;
• Depth – knowing multiple meanings, both common and uncommon, for a given word;
• Understanding complex sentence structures and syntax typical of formal writing styles;
• Written vocabulary (distinct from oral vocabulary);• Understanding the structure of argument, academic
discourse, and expository texts (how to participate in a debate, or how to organize a lab report).
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Other aspects of academic language relate to the text:
• Organization of expository paragraphs;• Function of connectives (such as therefore and in
contrast);• Wide range of vocabulary that appears far more often
in text than in oral conversation;• Specific academic vocabulary—the words necessary
to learn and talk about academic subjects (analyze, abstract, estimate, observe).
Components of Academic Language
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Why do students fail to acquire academic language?• Lack of exposure to appropriate books
and to people who use academic language;
• Lack of opportunities to learn and use academic language;
• Lack of systematic, explicit instruction and sufficient and supportive feedback.
(Scarcella, 2003)
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PerformanceDefinitions
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Levels of Language
ELP Standard
Sample Grade Level
Cluster
General Language
Specific Language
Technical Language
The language ofMathematics
K-2 in all total sum
The language of
Language Arts
3-5 person character protagonist
The language of
Science
6-8 knee kneecap patella
The language ofSocial Studies
9-12 people population demographics
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Performance Level Definitions& Model Performance Indicators
Language Proficiency (Performance Level Descriptions)
1 Entering
2 Beginning
3 Developing
4 Expanding
5 Bridging
PLs
L 1
L 2
L 3
L4
L 5Linguistic
ComplexityVocabulary
UsageLanguage
Control
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CAN DO Descriptors
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How Can the WIDA Standards Help Me Write Language Objectives?What is the Format of a language
objective?Language function + content stem + language support
Language function
content stem language support
Point ACOS Using picturesLabel Parts of a cell Using a word
bankSummarize Plot Graphic organizerCompare Mitosis/Meiosis Venn diagram
Match Food chain With a partnerInvent Multi-step
equationsIn a small group
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Strategies
that WorkSupports
Scaffolds
Best Practices
English Noise
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What’s Wrong Here?
T: Who can name one of the three types of rocks we studied yesterday?
S: Igneous.
T:Right. Igneous rock comes from volcanoes. Who can tell me another type?
S: Sed-,sedi-, sedimentary.
T:That’s right. This type of rock is a result of little bits of rocks and sand pressing together in layers over time.
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Our teachers come to class,And they talk and they talk,Til their faces are like peaches,We don’t;We just sit like cornstalks.
A classroom described by a Navajo child
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What Works With ELs
Knowing your studentsActive Learning EnvironmentEffective ScaffoldingComprehension Checks (OFTEN)Cooperative Learning/Flexible GroupingDeveloping L1 and L2 skillsSupportive Learning EnvironmentDifferentiate Instruction: “Equal isn’t Fair”Peer Support
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Comprehensible Input
i + 1
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Language Objectives
Provide opportunities for ALL students to use academic language everyday, in all four language domains.
SPEAKING LISTENING READING WRITING
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All you need is a little more
GROU: Group WorkVI: Visual SupportMO: MovementMA: ManipulativesMU: Music
GrouViMoMaMu
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Movement
Order of Operationshttp://www1.teachertube.com/viewVideo.php?video_id=9684&title=Cheer_for_the_Order_of_Operations
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Lab Safety Video - Visual
http://www1.teachertube.com/viewVideo.php?video_id=5987&title=lab_safety
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Learning with Music & Visuals
Circle Songhttp://www1.teachertube.com/viewVideo.php?video_id=38335&title=Circle_Song_2Photosynthesis Songhttp://www1.teachertube.com/viewVideo.php?video_id=49549&title=Photosynthesis_Song
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http://www.nj.gov/education/njpep/pd/ell_mainstream/
part_three/index.htmlVideo of teachers in NJ teaching
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Food Chain Game
http://www.sheppardsoftware.com/content/animals/kidscorner/animaldiet/carnivore.htm
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ParentInvolvement
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The Home-School ConnectionResearch shows that small group
instruction by highly competent specialist does not produce reading gains comparable to those that result from parental involvement programs.
(Catherine Brown, 2008)
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Did You Know?
According to a review of recent research published by the Southwest Development Laboratory (2002), students whose parents are actively involved in their education – NO MATTER their income or background – are more likely to:
Attend school regularlyEarn higher grades/test scores & enroll in higher level
classesBe promoted, pass their classes/earn creditsHave better social skills, show improved behaviors, and
adapt to schoolGraduate and go on to post-secondary education
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Maximize Parental InvolvementGather background and cultural
informationCommunicate openly & oftenBe welcoming and informativeGive language and cultural
support to parentsProvide programs that involve
EL parents inside the classroom & school
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Translation
Never use computer translationDo not use students for translationTransactRemember confidentiality issues when
using community resources for translationCommunicate with parents in a language
they can understandHICA is a supportive organization that can
help – 942-5505Birmingham Islamic Society
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Family Night for English Learners
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Points to Consider:1. Translating invitations2. Advertising3. Location4. Food5. Interpreters – How many?6. Childcare7. Time8. Transportation9. Cooperative Activities for parents and students
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94
The solution to English Language Learner underachievement will come, in great part, from better mainstream classroom instruction. ELL support teachers must begin to see their role as supporting mainstream teachers as much as supporting English language learners.(Adapted by Tim Boals, based on National Research Council conclusions, 1997)
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QUESTIONS
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“It is our professional obligation to find ways to address the needs of all students in our classrooms. We do not select our students and we cannot change them. Rather, we have to consider the influences of our own practices and change these practices if they do not adequately meet students’ needs.”
Kersaint, Thompson, Petkova, 2009
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RESOURCESGay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teacher’s College Press.
Jameson, J.H. (1998). Enriching content classes for secondary ESOL students (National Edition). Washington, DC: Center for Applied Linguistics and Delta Systems.
Kersaint, Gladis, Denisse R Thompson, Mariana Petkova. (2008). Teaching mathematics to English language learners. Routledge.
Richards, H. V., Brown, A. F., and Forde, T.B. (2004). Addressing diversity in schools: Culturally responsive pedagogy. Tempe, AZ: National Center for Culturally Responsive Educational Systems. Retrieved 12 July, 2010, from www.nccrest.org/Briefs/Diversity_Brief.pdf.