Richard Romero A Presentation for 41 ST Annual OCC GATE Conference November 21, 2015 Scaffolding...
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Transcript of Richard Romero A Presentation for 41 ST Annual OCC GATE Conference November 21, 2015 Scaffolding...
Richard RomeroA Presentation for 41ST Annual OCC GATE ConferenceNovember 21, 2015
Scaffolding Instruction for Gifted English Learners Apprenticing Our High-Potential ELs Using an OCDE Scaffolding Tool
Learning GoalsWe will understand…• that all learners develop critical literacy when language
is intentionally amplified and highlighted in discipline-specific practices
• how the current initiatives support equitable educational outcomes for English learners
• an effective manner of scaffolding for Gifted English learners instruction using an OCDE Instructional Tool
Disciplinary Literacy Activity
Draw a line
Part II: Learning About How English Works
Structure Cohesive TextsBe cohesive
Put words and thoughts together in ways that make sense
Does that make sense?Can the audience understand
what I am saying?
Connecting and Condensing Ideas
Synthesis
Combining ideas effectively
Is it succinct?Is this organized?
Expand and Enrich Ideas
Be precise
Use clear language and appropriate details
Do my details match my topic?
Did I use the correct word or phrasing?
What did we just do?
Part I: Interacting in Meaningful Ways
ProductionWriting and PresentingSpeaking and Dialoging
Multiple Grouping ConfigurationsMulti-Media
Who is my audience?Am I using the appropriate
media for my audience?
InterpretationUnderstanding and Analyzing
Project Based LearningSocratic Seminar
Higher level questioning
Does it make sense?Am I asking the right
questions?
CollaborationDialoguing
Project Based LearningMultiple Grouping
ConfigurationsSocratic Seminar
Who am I working with?What is the work about?
What else did we do?
“Important for All, But Essential for ELs
Teaching a language as if it were disconnected from the contexts in which it is used and the topics it addresses is a highly artificial and ineffectual pursuit… language represents the historical, cultural, and symbolic worlds that humans create.
van Lier & Walqui (2012), p.7
“Why Disciplinary Literacy?
We in (fill in the field) want you to join us. We want to share with you our cognitive secrets, our ways of thinking about the world, and how we solve problems. We want to count you as one of us.
Shanahan & Shanahan (2012), p. 629
Designated ELD: Language with Content Support Integrated ELD: Content with Language Support
Content
• What is the content/discipline area focus? English Language Arts?Math?Science?History/Social Studies?Health/PE?
• What factual knowledge, information, or concepts about a topic do students need to know?
Language
• What type of language do students need to learn in order to accomplish the goals of a lesson? • How will your English Learners practice the following language skills:
Reading? Writing?Listening?Speaking?Language Functions?Grammatical & Language Structures?
• Nationwide, over 5.1 million English learner (EL) students from more than 350 language backgrounds are enrolled in public schools
• By 2030, it is estimated that 40% of the school-age population will be ELs
• In California, ELs account for one in four students• Approximately 59% of secondary ELLs in California are Long
Term ELsMigrant Policy Institute, 2013; NCELA, 2012
English Learners: A Snapshot
English Learners in Orange County (2013-2014)
California Department of Education, Data Quest (2013-2014)
130.570 Number of students26.1% EnrollmentSpanish is the primary language for 82.16%
Collective Vision: Number of ELs in OC Districts2013-14
California Department of Education, Data Quest (2013-2014)
58 Languages Reported in Orange County (2013)
Spanish81%
Vietnamese8%
Korean2%
Other8%
Spanish 81%Vietnamese 8%Korean 3%Other 8%
California Department of Education, Data Quest , 2013-2014
Newcomers(Different levels of
schooling)
English dominant
(Normative,RFEPs)
Long-Term ELs
(LTELs/5 Yrs+ in English)
English Learner Types
English Learners
Adapted from Olsen, 2010
Initial Fluent English
Proficient(IFEPs)
Chicano English
African American
English
American Indian English
Hawaiian PidginEnglish
Standard English Learners
StandardEnglish
Learners(SELs)
Adapted from LAUSD, 2012
English Only(EOs)
Initial Fluent English
Proficient(IFEPs)
IdentifyingHigh-Potential/Gifted ELs
• Advanced language cannot be one of the main selection criteria if students have limited English proficiency
• Assessments must be culturally fair• Do not rely solely on standardized assessments• Use portfolios • Consider recommendations by parents, peers, and
students• Consider student interests, motivation, persistence
Pereira, N. & de Oliveira, L.C. (2015)
Emphasis on the AnswerCST/CAHSEE - Multiple Choice
Emphasis on the Learning ProcessNext Generation Assessments - Formative - Performance - Portfolio & Projects
Paradigm Shift for Learning & Assessment
Cognitive & Socio-Emotional Characteristics of Gifted ELs
• Highly verbal• Engage in abstract reasoning• Highly curious• Absorbed in self-selected tasks• Demonstrate social maturity at home and
community• Preference for older playmates• Understand the importance of family and culture
Gallagher (2007)
Cultural & Linguistic Characteristics of Gifted ELs • Acquire a second language rapidly• Display a mature sense of diverse cultures and
languages• Code switch easily (think in both languages)• Willing to translate for others/translate orally at an
advanced level• Show pride and are willing to share heritage culture
and ethnic background• Demonstrate a global sense of community and respect
for cultural differences Iowa Department of Education (2008), p. 12
Linguistically Responsive Qualities
• Sociolinguistic consciousness • Value for linguistic diversity• Learning about ELL’s language backgrounds,
experiences, and proficiencies • Advocating for ELs• Applying key principles of second-language
learning Pereira, N. & de Oliveira, L.C. (2015)
Linguistically Responsive Strategies
• Build language-rich environments• Pay attention to language• Modify, don’t simplify, instruction• Provide opportunities to communicate with
other students and to process the material• Use multimodal strategies
Pereira, N. & de Oliveira, L.C. (2015)
Linguistically Responsive Strategies (cont’d)
• Identify the language demands in texts you assign
• Establish language and content objectives • Make connections to students’ language(s) and
culture(s)• Scaffold EL’s academic language and content
learning…
Pereira, N. & de Oliveira, L.C. (2015)
How Could We Apprentice Our Students?
CurriculumInstructionAssessmentIntervention
Content
Language
Native Language
Emerging Expanding Bridging Lifelong Learner
English learners come to school possessing a wide range of competencies in their native language appropriate to their age.
Students at this level learn to use English for immediate needs. They are beginning to understand academic language and vocabulary.
Enter Exit
Progress Through
Students at this level are increasing their English skills in more contexts. They learn more vocabulary and language structures.
Enter Exit
Progress Through
Students at this level continue to learn to apply a range of higher level skills, similar to native speakers. Enter Exit
Progress Through
Students who have reached “proficiency” in the English language as determined by the state and/or local criteria, continue to build increasing breadth, depth, and complexity in comprehending and communicating in English in a wide variety of contexts.
Extent of Linguistic Support (Scaffolding) High Level Thinking with
Linguistic Support Substantial Moderate Light Occasional
English learners possess
cognitive abilities appropriate to their age and experience.
In order to communicate about their thinking as they
learn English, they may need varying linguistic supports depending on the linguistic
and cognitive demand of the task.
Students at the early stages
of the Emerging level can engage in complex,
cognitively demanding social and academic activities
requiring language when provided substantial
linguistic support; as they develop more familiarity and ease with understanding and using English, support may
be moderate or light for familiar tasks or topics.
Students at the early stages of the Expanding level can
engage in complex, cognitively demanding social
and academic activities requiring language when
provided moderate linguistic support; as they develop
increasing ease with understanding and using
English in a variety of contexts, support may be light for familiar tasks or
topics.
Students at the early stages
of the Bridging level can engage in complex,
cognitively demanding social and academic activities
requiring language when provided light linguistic
support; as they develop increasing ease with
understanding and using highly technical English,
support may not be necessary for familiar tasks
or topics using every day English.
Students who have exited the
Bridging level benefit from occasional linguistic support in their ongoing learning of
English.
Examples: Use of light and moderate scaffolds with increased frequency as well as varied, multiple presentations of the same content.
Examples: Response frames Word banks Graphic organizers
Examples: Modeling Paraphrasing Prompting
Proficiency Levels(PLDs) & Scaffolding
@OCDE_Office_ELD
ReferencesAugust, D. & Shanahan, T. (2006), Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language- Minority Children and Youth. Retrieved from http://www.bilingualeducation.org/pdfs/PROP2272.pdfGallagher, R.M. (2007), Nurturing Global Citizens for the 21st Century,Understanding Our Gifted, v20 n1 p7-11, Fall 2007Iowa Department of Education (2008), Gifted & Talented English Language Learners (Grades K-12). Iowa State Board of Education, Des Moines, IA.Olsen, L. (2010). Reparable Harm. A Californians Together Research & Policy Publication.Pereira, N. & de Oliveira, L.C. (2015), Meeting the Linguistic Needs of High Potential English Language Learners. Teaching Exceptional Children, V. 47. No. 4, pp. 208-2015.Shanahan, T & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy. Harvard Educational Review. Vol. 78. No. 1 van Lier, L. & Walqui, A. (2012) Language and the Common Core State Standards. Understanding Language/Language, Literacy and Learning in the Content Areas, Stanford University.