Shifting Paradigms Presentation
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Transcript of Shifting Paradigms Presentation
Teaching English Language Teaching English Language LearnersLearners
TopicsTopics
• English Language Learners English Language Learners • ELPSELPS• Successful LearningSuccessful Learning• Activity: Assessment ToolActivity: Assessment Tool• DifferentiationDifferentiation• Sample Unit and Lesson Sample Unit and Lesson
PlanPlan• ConclusionConclusion
Who Are ELLs?Who Are ELLs?
Newly Newly arrived arrived immigrantsimmigrants
Newly Newly arrived arrived refugeesrefugees
Children of Children of sojournerssojourners
Children Children born in the born in the U.S.AU.S.A
CharacteristicsCharacteristics• ELLs in public ELLs in public
schools schools constitute the constitute the fastest-growing fastest-growing student student population in population in the United the United StatesStates
• In 2004/2005 In 2004/2005 school year, school year, approximately approximately 5.1 Million 5.1 Million ELLs enrolled ELLs enrolled in pre K-12in pre K-12
ELLs in Texas (2008)ELLs in Texas (2008)• 800,000800,000
• 15% of all ELLs15% of all ELLs
• 90% Spanish 90% Spanish SpeakingSpeaking
• Over 100 languages Over 100 languages represented in TX represented in TX SchoolsSchools
What The Future HoldsWhat The Future Holds
• ELPS/TEKS/TELPAS/ELPS/TEKS/TELPAS/TAKSTAKS
• All teachers of ELLs will All teachers of ELLs will be required to teach be required to teach the ELPSthe ELPS
What do the ELPS say about What do the ELPS say about linguistically accommodated linguistically accommodated instruction?instruction?
Chapter 74.4 (b) (2)Chapter 74.4 (b) (2)
School districts shall provide instruction to the School districts shall provide instruction to the knowledge and skills of the foundation and knowledge and skills of the foundation and enrichment curriculum in a manner that is enrichment curriculum in a manner that is linguistically accommodated (communicated, linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with sequenced, and scaffolded) commensurate with the student’s level of English language the student’s level of English language proficiency to ensure that the student learns the proficiency to ensure that the student learns the knowledge and skills in the required curriculum. knowledge and skills in the required curriculum.
Successful LearningSuccessful Learning
Teaching ELLs - Self-AssessmentTeaching ELLs - Self-Assessment
Key Elements How Often Do Key Elements How Often Do I…I… Always Sometimes NeverAlways Sometimes Never
1. Make sure students know and understand the purpose of the lesson? 4 3 2 1 01. Make sure students know and understand the purpose of the lesson? 4 3 2 1 0
2. Access Prior Knowledge 4 3 2 1 02. Access Prior Knowledge 4 3 2 1 0
3. Build Background Knowledge When Necessary 4 3 2 1 03. Build Background Knowledge When Necessary 4 3 2 1 0
4. Examine text for language and vocabulary that may present challenges 4 3 2 1 04. Examine text for language and vocabulary that may present challenges 4 3 2 1 0
5. Consider my own language and vocabulary to ensure that my students can understand 4 3 2 1 05. Consider my own language and vocabulary to ensure that my students can understand 4 3 2 1 0
6. Use a variety of scaffolds for the variety of learners in my class 4 3 2 1 06. Use a variety of scaffolds for the variety of learners in my class 4 3 2 1 0
7. Provide Opportunities for student-student interaction 4 3 2 1 07. Provide Opportunities for student-student interaction 4 3 2 1 0
Which of these is/are easiest for you? Why?Which of these is/are easiest for you? Why?
Which of these is/are most difficult for you? Which of these is/are most difficult for you? Why?Why?
DifferentiationDifferentiation
Lesson PlanLesson Plan Language and Social Language and Social
ObjectivesObjectivesContent StandardsContent StandardsAnticipatory SetAnticipatory Set InstructionInstructionGuided PracticeGuided Practice Independent PracticeIndependent PracticeAssessment and Assessment and
ClosureClosureReflectionsReflections
ConclusionConclusion• Believe in your studentsBelieve in your students• Know your studentsKnow your students• Know your textKnow your text• Maintain a clear purpose for the Maintain a clear purpose for the
lessonlesson• Connect learning across the dayConnect learning across the day• Use, teach, reinforce academic Use, teach, reinforce academic
languagelanguage• Structure lessons to include Structure lessons to include
multiple opportunities for student-multiple opportunities for student-to-student interactionto-student interaction
• Provide strong environmental Provide strong environmental supportssupports
• Build background knowledgeBuild background knowledge• Expect students to take Expect students to take
responsibility for their learning responsibility for their learning
SourcesSources• Photos courtesy of Mrs. Carole Cardwell, Reno, NV, and Microsoft ClipArtPhotos courtesy of Mrs. Carole Cardwell, Reno, NV, and Microsoft ClipArt• Kindler, A.L., Survey of the States’ Limited English Proficient Students and Available Educational
Programs and Services 2000-2001 Summary Report (2002) • The new demography of America’s schools: Immigration and the No Child Left Behind Act. Washington, The new demography of America’s schools: Immigration and the No Child Left Behind Act. Washington,
D.C: The Urban Institute, Capps, R., Fix, M., Murray, J., Ost, J., Passel, J., & Herwantoro, S. (2005). D.C: The Urban Institute, Capps, R., Fix, M., Murray, J., Ost, J., Passel, J., & Herwantoro, S. (2005). • Myths and Misconceptions about Second Language Learning, National Center for Research on Cultural Myths and Misconceptions about Second Language Learning, National Center for Research on Cultural
Diversity and Second Language Learning, Dec. 1992, Diversity and Second Language Learning, Dec. 1992, http://www.cal.org/resources/Digest/myths.htmlhttp://www.cal.org/resources/Digest/myths.html• Claiming Opportunities: A Handbook for Improving Education for English Language Learners Through Claiming Opportunities: A Handbook for Improving Education for English Language Learners Through
Comprehensive School Reform, The Education Alloiance, Brown University, Comprehensive School Reform, The Education Alloiance, Brown University, http://www.alliance.brown.edu/pubs/nclr/edells_impinstprct.pdfhttp://www.alliance.brown.edu/pubs/nclr/edells_impinstprct.pdf
• Bank Street College of Education, online course, Literacy Guide, Literacy Language Learners: Working Bank Street College of Education, online course, Literacy Guide, Literacy Language Learners: Working with children for whom English is a new language, http://www.bnkst.edu/literacyguide/ell.html with children for whom English is a new language, http://www.bnkst.edu/literacyguide/ell.html
• Wiggins and McTighe, Understanding by Design, 1998, http://www.grantwiggins.org/ubd.html Wiggins and McTighe, Understanding by Design, 1998, http://www.grantwiggins.org/ubd.html • CH. 3, Purposeful Planning:Equal Access for All, SIOP handouts from Dr. HigginsCH. 3, Purposeful Planning:Equal Access for All, SIOP handouts from Dr. Higgins• http://ritter.tea.state.tx.us/student.assessment/resources/conferences/esl/Apr_09_TitleIII_MI_ELL.ppt#3http://ritter.tea.state.tx.us/student.assessment/resources/conferences/esl/Apr_09_TitleIII_MI_ELL.ppt#3• http://www.ets.org/Media/Conferences_and_Events/pdf/ELLsympsium/ELL_factsheet.pdfhttp://www.ets.org/Media/Conferences_and_Events/pdf/ELLsympsium/ELL_factsheet.pdf• http://www.tesolcourse.com/tesol-course-articles/common-linguistic/article-02-sew.phphttp://www.tesolcourse.com/tesol-course-articles/common-linguistic/article-02-sew.php• http://www.bnkst.edu/literacyguide/ell.htmlhttp://www.bnkst.edu/literacyguide/ell.html