S TRATEGIES FOR SLIFE AND D UALLY I DENTIFIED ELL S Shyla Vesitis, Virginia Department of Education...
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Transcript of S TRATEGIES FOR SLIFE AND D UALLY I DENTIFIED ELL S Shyla Vesitis, Virginia Department of Education...
STRATEGIES FOR SLIFE AND DUALLY IDENTIFIED ELLS Shyla Vesitis, Virginia Department of Education Emily Clayton, Greene County Public Schools
How to Support ELL Students with Interrupted Formal Education (SIFEs):
Who are Students with Interrupted Formal Education (SIFE)?
They are newcomers with two or more years of
education interrupted in their native country.
They have attended school in the U. S., returned to their
native country for a period of time, then returned to the U.S
again.
They have attended kindergarten in English (L2), 1st
and 2nd grade in their first language (L1), then jumped into
L2 in 3rd.
They have attended school in one location for a few months, then
moved to another location for a few months, and perhaps had some
weeks in between these changes when they did not attend school.
(Calderón, 2008.)
Student Challenges
Background knowledge School readiness skills Vocabulary Literacy skills Content knowledge Confidence and social skills May demonstrate stress or PTSD Commitments outside of school High risk of dropping out
Teacher Challenges
Limited professional development related to SLIFE
Appropriate materials
Knowledge of support resources in the community
Staffing
Communication with families
Challenges with SIFE
SCORES Entered U.S. from Honduras in
October 2014
Education in Honduras: one room school house with one teacher and over fifty students ages 4-12
Parents said she had no literacy in L1; however, we later discovered that she was literate in L1
Retained in the fifth grade at parents’ request
Current age: 12
W-APT - October 2014 Literacy: 1.0 Composite: 1.0
WIDA ACCESS - 2015 Literacy: 1.8 Composite: 1.7
BACKGROUND
Case Study #1: Esmerelda, SLIFE
SERVICE MODEL
Pull out with ESL teacher: 1:1 30 minutes daily
Pull out with bilingual paraprofessional: 1:1 30 minutes daily
ESL teacher/classroom teacher collaborative teaching: 60 minutes biweekly
Push in with paraprofessional: 30 minutes daily
Case Study #1: Esmerelda, SLIFE
STRATEGIES
Modified Guided Reading for ELLs:• Pre-teaching of vocabulary• Practice new language structures• Frequent comprehension checks• Visuals• Echo or choral reading on the first read (if necessary)
Meaningful word study • Visuals • Pre-teach unknown word study words• Teach words in context • Small group content lessons and activities • Scaffold classwork with bilingual dictionaries
Vocabulary • Visuals• Manipulatives or alternate assignments• Classroom teacher shares lesson plans and objectives with ELL teacher
prior to class (ESL teacher reinforces and reteaches content and vocabulary during ESL pull out)
Case Study #1: Esmerelda, SLIFE
http://www.marblefallsisd.org/UserFiles/Servers/Server_760740/File/Bilingual/Modified%20Guided%20Reading%20article.pdf
BACKGROUNDSCORES
W-APT - October 2014 Literacy: 1.0 Composite: 1.0
WIDA ACCESS - 2015 Literacy: 2.3 Composite: 1.9
Born in the U.S., but moved to Mexico as an infant
Family fled Mexico seeking asylum and arrived in the U.S. in October of 2014
Very limited schooling in Mexico
No literacy in L1
Currently in fourth grade
Current age: 10
Case Study #2: Juan, SLIFE
SERVICE MODEL
Pull out with ESL teacher: 1:1 30 minutes daily
RTI Math: 30 minutes daily
RTI Reading: 30 minutes daily
Pull out with bilingual paraprofessional: 1:1 30 minutes daily
Case Study #2: Juan, SLIFE
STRATEGIES• Modified guided reading for ELLs• Teach letters of the alphabet, letter sounds and decoding• School readiness skills (cutting, gluing, coloring, pencil grip)• Teach sight words in context and make sure the meaning and
usage are understood • Themed vocabulary lessons associated with writing and reading • Hands on activities associated with content or themed vocabulary • Language experience activities including poems/songs • Small group content lessons and activities • Interactive read alouds
• Scaffold classwork:• Bilingual picture dictionaries• Voice to text translation app (iTranslate)• Direct vocabulary instruction• Visuals• Manipulatives/realia• Alternate assignments
•
Case Study #2: Juan, SLIFE
SCORES Entered U.S. from Mexico in
August, 2012 as a second grader
Some literacy in L1 and consistent attendance in school in Mexico
Family returned to Mexico annually from November-February, during which time she attended school intermittently in Mexico
Will be relocating to Florida when her family returns to the U.S. in February
Current age: 10
Currently in fifth grade
W-APT – September 2012 Literacy: 1.0 Composite: 1.0
WIDA ACCESS 2015 Literacy 3.6 Composite 3.9
BACKGROUND
Case Study #3: Glenda, SLIFE and Migrant
SERVICE MODEL
Pull out with ESL teacher 2:1 30 minutes daily
ESL teacher/classroom teacher collaborative teaching: 30 minutes biweekly
RTI Math: 30 minutes daily
RTI Reading: 30 minutes daily
Case Study #3: Glenda, SLIFE and Migrant
STRATEGIES
Modified guided reading for ELLs
Small group content lessons with direct vocabulary instruction and hands on activities
Classroom teacher shares lesson plan and objectives with ESL teacher prior to class (ESL teacher reinforces and reteaches content and vocabulary during ESL pull out)
Interactive notebook for Social Studies and Science
Interactive bulletin boards Language experience activities
Vocabulary journal
Writing journal for recording visits to Mexico
Digital stories
Case Study #3: Glenda, SLIFE and Migrant
What should instruction look like? Explicit and systematic Multiple opportunities for practice Maximize student engagement Increase time on text and time on task Establish a set routine of activities so that students can make sense of what is
happening Model skills and strategies during lessons Lesson objective is clear Different levels of scaffolding
Strategies for SLIFE
Pull Out Strategies Teach letters of the alphabet and their sounds Meaningful word study and sentence scrambles Themed vocabulary lessons associated with writing and reading Hands on activities and crafts associated with content or themed vocabulary Interactive read alouds Modified guided reading Language experience activities Poems and songs Reader’s theater
Strategies for SLIFE
Push In Strategies Small group modified guided reading Small group content lessons and activities Scaffold classwork with bilingual dictionaries, vocabulary teaching, visuals Manipulatives or alternate assignments Sentence frames/response starters Role playing/dramatization
Strategies for SLIFE
Collaboration Strategies o Classroom teacher shares lesson plans and objectives with ESL teacher prior to
class
o Schedule co-planning block of time o ESL teacher shares strategies and resources with classroom teacher to modify
lessons for SLIFE
o Co-teaching lesson plan template
Strategies for SLIFE
Special ELL Populations: Resources and RecommendationsThese resource sections from Colorín Colorado offer specific guidance for working with refugees, migrants, students with interrupted education, newcomer immigrants, unaccompanied children, and internationally adopted students.
Welcoming RefugeesThis initiative and website from the Office of Refugee Resettlement includes multimedia resources, including archived webinars, videos, and social network communities.
Innovative Policies and Practices for Developing Teachers to Work with ELLsThis PowerPoint presentation from Margarita Calderón describes characteristics of SIFEs, their academic needs, and a professional development model designed to meet their unique educational requirements.
http://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal-education-sifes
Additional Resources for Working with SLIFE
SPED Teacher Challenges
Limited training in working with ELLs
Ability to communicate with student and/or family
Strict IEP goals and service times that must be followed
Misconception that SPED requirements take precedence over ESL needs
ESL Teacher Challenges
Limited training in working with students with disabilities
Appropriate materials and resources
Difficulty finding time when student is not being pulled out or working with a special education teacher
Misconception that SPED requirements take precedence over ESL needs
Student Challenges
Working to acquire a new language while also having additional special needs
Family Challenges
Lack of knowledge of ESL and SPED service processes, models etc.
Challenges for Dually Identified ELLs
SCORESBACKGROUND
Born in the U.S. Started in U.S. schools in
Pre-K
Identified for ESL services at the beginning of Kindergarten
Diagnosis: Emotional Disability and Speech/Language needs
Currently in 2nd grade
Current age: 7
K WIDA ACCESS 2014: Literacy 1.4 Composite 1.6
WIDA ACCESS 2015: Literacy 2.6 Composite 2.8
Case Study #4: Samuel, Dually Identified
SERVICE MODEL
Pull out speech services: 30 minutes biweekly
Self contained with ED teacher: 150 minutes daily
Inclusion: 45 minutes daily
Pull out services with ESL teacher and ED teacher: 30 minutes daily
Case Study #4: Samuel, Dually Identified
STRATEGIES Modified guided reading for ELLs
Frequent breaks and frequent rewards/praise for good behavior
Language experience activities
Interactive read aloud
Collaboration with ED teacher on behavior strategies
Collaboration with Speech Pathologist on
speech/language goals
Repetition
Set routine for instruction
Case Study #4: Samuel, Dually Identified
SCORES Born in United States
Been in U.S. schools since Pre-K
Qualified for ESL services in Kindergarten
Diagnosed in Kindergarten with speech and language disorder after parents expressed concern about delayed language development in Vietnamese
Current age: 7
Currently in 2nd grade
BACKGROUNDK WIDA ACCESS 2014:
Literacy 1.6 Composite 1.8
WIDA ACCESS 2015: Literacy 3.0 Composite 3.6
Case Study #5: Mai Li, Dually Identified
SERVICE MODEL
Case Study #5: Mai Li, Dually Identified
Pull out speech services: 30 minutes three times weekly
Push in services with ESL teacher: 30 minutes daily
STRATEGIESModified guided reading for ELLs
Language experience activities
Interactive read aloud
Collaboration with Speech Pathologist on speech/language goals
Clear objective/goals for lessons verbally and visually expressed to the student
Repetition
Sentence frames/response starters
Visual cues
Teacher modeling
Case Study #5: Mai Li, Dually Identified
BACKGROUND SCORES
Born in the U.S.
U.S. schooling since kindergarten (repeated K in another division prior to being evaluated for learning disability)
Diagnosis: Learning Disability, ADHD
WIDA scores 2014: Literacy 1.5Composite 1.6
WIDA scores 2015: Literacy: 1.7Composite 1.8
Case Study #6: Gus, Dually Identified
SERVICE MODEL
Self-contained with SPED teacher: 130 minutes daily
Collaborative model with SPED and Classroom teacher: 50 minutes daily
Push in with ESL Teacher: 30 minutes biweekly
Pull out with ESL Teacher: 45 minutes three times weekly
Case Study #6: Gus, Dually Identified
STRATEGIES
Modified guided reading for ELLs
Conversation starters and visual cues Language experience activities
Interactive read aloud
Collaboration with SPED teachers on goals
Constant repetition, even with “learned” skills
Set routine for instruction
Teacher modeling
Visual cues
Direct vocabulary instruction
Frequent breaks
Case Study #6: Gus, Dually Identified
Pull Out/Push In Strategies Direct vocabulary instruction Constant repetition of goals, objectives, strategies, skills Objective of lesson is clear to student Modified guided reading Sentence frames/response starters Visuals and visual cues
Create language goals and teach them in a way that is meaningful and accessible to that student which will vary based on special need (communicate with SPED teacher on most effective strategies for individual students and refer to IEP).
Strategies for Dually Identified Students
Pull Out/Push In Strategies Continued Teacher modeling
Reward system for behavior
Use of manipulatives
Visual directions/repeat directions
Partner/group activities
Small group instruction
Short, student-friendly videos for content instruction
Graphic organizers that include word banks
Hands on activities
Pull Out/Push In Strategies Continued
Frequent comprehension checks (exit tickets, anecdotal notes, performance based
assessments)
Use of graphs, charts, maps, labels
Music, singing, poetry
Anchor charts displayed
Interactive word walls (content word walls, academic vocabulary word walls, sight word
walls)
Collaboration Strategies
ESL teacher attends IEP meetings and learns student goals in order to apply them in instruction conjoined with language goals
Include ESL service delivery model in the IEP
Share lesson plans and student learning objectives with each other
ESL teacher and SPED teacher work together to find a time for both types of services (may work with a student at the same time in a small group or whole class setting)
ESL, SPED, and general education teacher communicate frequently to discuss student strengths and needs (What strategies are working well? What gaps do we need to fill?)
http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap6.pdf
U.S. Department of Education English Learner Toolkit: Chapter 6
Teachers can include ELD standards in their lesson plans by creating a language objective as well as a content objective.
• The language objective will be created based on the ELD standard and will support students language development (listening, speaking, reading, writing).
• The content objective will be created based on the Virginia Standards of Learning and will teach students content (reading, math, science, social studies, etc.)
Verbs that can be used when creating a content objective:create, distinguish, select, identify, and solve
Verbs that can be used when creating a language objective:write, compare, define, retell, and summarize.
Haley, M. (2010). Brain-Compatible Differentiated Instruction for English Language Learners. Pearson Education, Inc. Boston, Massachusetts.
Sample Content and Language ObjectivesSetting: 4th grade units classroom
Standards: ELD Standard: Standard 4ELL’s communicate information, ideas, and concepts necessary for academic success in the content area of science.VDOE Standard: Science 4.7 The student will investigate and understand the relationships among the Earth, moon, and sun. Key concepts include a) the motions of the Earth, moon, and sun (revolution and rotation); b) the causes for the Earth’s seasons and phases of the moon; c) the relative size, position, age, and makeup of the Earth, moon, and sun; and d) historical contributions in understanding the Earth-moon-sun system.
Objectives:Content Objective: Students will be able to name, describe, and order the planets.
Language Objective: Students will be able to write descriptions of the planets.
Sample Co-planning Template
CONTACTS
Shyla VesitisTitle I/III SpecialistVirginia Department of [email protected]
Emily ClaytonELL Teacher/ELL DirectorGreene County Public [email protected]