Instructional Services for English Learners ELD (Secondary)

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1 Title III Master Plan Institute 2012-13 Chapter 3: Instructional Services for English Learners “English Language Development” Secondary

Transcript of Instructional Services for English Learners ELD (Secondary)

Page 1: Instructional Services for English Learners ELD (Secondary)

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Title III Master Plan Institute

2012-13

Chapter 3: Instructional Services for

English Learners

“English Language Development”

Secondary

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“The limits of my language are

the limits of my world.” -Ludwig Wittgenstein

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Objectives

1. To articulate the guiding principles of instruction for

English Learners

2. To understand the required instructional services for

ELs

ELD

Access to Core

SDAIE

Primary Language Support

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Chapter 3: Instructional Services for ELs

Distinction between ELA and ELD

Standards-based,

differentiated ELD instruction

Standards-based,

differentiated instruction

using Specially Designed

Academic Instruction in

English (SDAIE) to ensure

full access to the core

curriculum

Primary language instruction (for

Dual Language instructional

program models) to ensure

content learning and promote

bilingualism & biliteracy

Primary language support, as

needed to improve

comprehension of and meaningful

participation in core instruction in

English language instructional

programs

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Guiding Principles

for Instructional

Services for ELs

and SELs

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Guiding Principles

ELs and SELs possess

a variety of linguistic

and cultural abilities

viewed as assets.

Focused instruction for these

students builds on cultural

and linguistic strengths and

provides meaningful access

to a curriculum that is

standards-based, cognitively

complex, rigorous and

coherent.

All teachers of ELs

and SELs are teachers

of both language and

content.

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Recalling Module 2

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Instructional Program Options

Elementary Programs (K-5/6)

Structured English Immersion

Mainstream English Instructional program for ELs

Transitional Bilingual Education program (K-3)

Maintenance Bilingual Education program

Dual Language Two-Way Immersion

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Instructional Program Options

Secondary Programs (6-12)

Structured English Immersion

Mainstream English Instructional program for ELs

Dual Language Two-Way Immersion

Accelerated Learning Program for Long Term ELs

(LTELs)

English Learner Newcomer Program

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What is

ELD?

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Close Reading Activity

Read the 1st paragraph “What is English

Language Development?” on page 52:

1. First, highlight a sentence that you think is

particularly significant.

2. Next, underline a phrase that you think is

particularly significant.

3. Then circle a word that you think is

particularly significant.

4. Share out with your table. As a group, agree

on one sentence, one phrase, and one word

that are most meaningful.

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ELD

Component of all programs for ELs

way to accelerate English language learning: listening, speaking, reading,

and writing

separate from but complimentary to English-language

arts instruction

core instruction for ELs and not elective or an instructional service from

which students may opt out.

meaningful language practice at an appropriate

level

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What is the purpose of ELD?

The intent of the ELD component of

instructional programs for ELs is for teachers

to explicitly and intentionally teach English

in order to develop a strong English language

foundation in both social and academic

settings.

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Grouping and

Instructional Time

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ELD Time

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ELD Course Sequence

ELD PATH

Page 64, 65

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ELD Course Sequence

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ELD Course Sequence

Note that beginning with ELD 2A, students take grade-level

SDAIE English concurrently with ELD.

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ELD Course Sequence

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ELD Course Sequence

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Newcomers

Newcomers with prior schooling

Newcomers with limited schooling 26

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Newcomers

New arriving ELs vary in

their primary language

literacy (level of English

proficiency) and degree

of prior formal schooling.

What resources do

you already have to

find out a new arrival’s

primary language

literacy background?

Pre-LAS and LAS Links

BINL

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Pg. 56

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Goals for Newcomers

Develop English fluency

Develop high levels of comprehension

Develop academic language

Support progress toward mastery of core academic

standards

Familiarize students with the U.S. culture and

schools

Facilitate their adaptation to their new environment

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ELD for Newcomers

Middle School Newcomers with adequate

former schooling:

ELD 1A-1B

SDAIE Courses

Content-based ELD

Middle School Newcomers with limited prior

education:

Newcomer program

3 periods of ELD

Newcomer Math, Newcomer Science, Newcomer

Social Studies, etc. 29

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Secondary Newcomers

Three-hour minimum of ELD, including at

least one content-based ELD course.

Other program components

• Grade-level math

• Math support (if necessary)

• Physical Education

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A Variety of

Secondary Newcomers

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Student Period 1 Period 2 Period 3 Period 4 Period 5 Period 6

Newcomer A

(8th grader with

adequate prior

schooling and

some prior English

language

instruction)

ELD 1B ELD 1B 8th Grade

SDAIE

Math

Newcomer

Science

Newcomer

Social

Studies

Physical

Education

Newcomer B

(6th grader with

limited prior

education)

ELD 1A ELD 1A Newcomer

Math

Newcomer

Science

Newcomer

Social

Studies

Physical

Education

Newcomer C

(9th grader with

limited prior

education)

ELD 1A ELD 1A SDAIE

Algebra 1

Algebra

1Tutorial Lab

Newcomer

Social

Studies

Physical

Education

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Long Term

English Learners

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Long-Term English Learners

Students who have not reclassified after

completing either:

The entire ELD course sequence (ELD

Path), or

5 full years in US schools

Students have one of the following additional

support classes for intensive ELD and

literacy support.

Advanced ELD

Academic Literacy for English Learners 33

Pg. 62-68

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Advanced ELD

An elective developed to help LTELS reclassify by focusing

on accelerating language development at the upper levels

of ELD standards. This course provided to LTELs who are:

Above the 3rd grade reading level in Middle School

Above the 5th grade reading level in High School

Emphasis on:

Oral language development

Academic vocabulary

Expository writing

Language development

Opportunities to practice discourse related to the core

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Sample Schedule for an LTEL

taking Advanced ELD

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Period

Course

1

Advanced ELD

2

English

Period

Course

1

English

2

Advanced ELD

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Academic Literacy for English

Learners

An elective developed to assist LTELs reclassify who

are:

At or below the 3rd grade reading level in Middle School

At or below the 5th grade reading level in High School

Emphasis on:

Developmental literacy skills

The four language domains

Daily practice in developing oral and written academic

discourse through implemented interactive activities

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Sample Schedule for an LTEL

taking Academic Literacy for ELs

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Period

Course

1

Academic

Literacy

2

English

Period

Course

1

English

2

Academic

Literacy

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Support Network for LTELs

All LTELs receive one of the following:

Counselor

Teacher specialist

Faculty member

The designee will monitor the LTELs’:

language status

test results

goals for meeting grade-level standards

Reclassification

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English Learners

with Disabilities

Pg. 70-71

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ELD for English Learners with

Disabilities

ELD instruction is mandatory for ELs with an IEP and

will occur daily until they are reclassified.

The same requirements for instructional time and

grouping apply to ELs with disabilities.

IEP team will:

• Develop ELD goals and PLPs

• Determine placement in general education

classrooms

• Monitor progress of ELs with disabilities

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ELs with Disabilities

ELs with an IEP are expected to make progress in

English language proficiency and academic content

mastery.

To attain this, the instructional programs for ELs with

IEPs will include ELD as a component of their core

instruction.

ELD instruction is mandatory for all ELs, including

those with IEPs, and will occur daily until they are

reclassified.

ELs with disabilities should receive ELD in the

mainstream classroom with students of like

age/grade and language proficiency whenever

possible. 41

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Time out, talk about it!

Turn to a partner.

Highlight the main points discussed about

Newcomers, LTELs, and ELs with disabilities.

Guiding questions:

What are the non-negotiables for these groups

of students?

What are the implications when scheduling

these students?

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Accountability

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Teacher Accountability

Design a daily schedule that reflects a

separate block of time devoted to ELD

instruction.

Ensure that ELD instruction is taking place at

the identified times for the required number of

minutes.

Assess and monitor ELD progress over time to

ensure students learn English within a

reasonable amount of time.

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Principal Accountability

Assess and monitor ELD progress over time to

ensure students learn English within a

reasonable amount of time.

Ensure that all ELs are scheduled into ELD

classes.

Monitor that ELD Instruction follows the

guidelines described in the District’s Master Plan.

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Principal Accountability

Collect daily schedules at the elementary sites

and conduct placement audits at the secondary

level.

Conduct periodic classroom visits using an ELD

Observation protocol to ensure that ELD

instruction at each ELD level is taking place at

the identified times for required number of

minutes.

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Upcoming Observation Tool

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Progress Monitoring

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Progress Monitoring

LAUSD monitors students’ EL development

using:

CELDT Scores

Curricular assessments from adopted materials

LAUSD Common Benchmark Assessments

LAUSD ELD Assessments (ELD-PMA)

Progress Monitoring Report(s)

Diagnostic Assessments (e.g., Gates-MacGinitie) for EL

students identified as making inadequate progress and/or

incurring academic deficits in both language and literacy

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Secondary Progress Monitoring

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Intervention for ELs

When students fail to make adequate progress, the

following interventions can be applied:

• Additional ELD instruction

• Extended day with ELD tutoring

• Summer ELD Academy

At least once yearly, a Language Appraisal Team

(LAT) meets to review performance of each EL who

is not making minimum progress expectations.

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Professional Development

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Professional Development

PD for:

Administrators

Counselors

New teachers

Experienced teachers

ELD teachers by grade level

Special Education

GATE

Ongoing support through:

EL Coordinators

Title III/Access to Core Coaches

On-line (PD via Learning Zone)

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Reflection and Next Steps

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Based on what I

learned in this

session, my

tasks will be…

In order to get

ready for the

upcoming tasks,

my next Steps

are to…

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Objectives

1. To articulate the guiding principles of instruction for

English Learners

2. To understand the required instructional services for

ELs

ELD

Access to Core

SDAIE

Primary Language Support

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“Language shapes the way we think, and determines what we can think about.”

-Benjamin Lee Whorf, Linguist