Shifting Paradigms Presentation

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Teaching English Language Teaching English Language Learners Learners

Transcript of Shifting Paradigms Presentation

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Teaching English Language Teaching English Language LearnersLearners

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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

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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

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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

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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

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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

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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.

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Successful LearningSuccessful Learning

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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?

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DifferentiationDifferentiation

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Lesson PlanLesson Plan Language and Social Language and Social

ObjectivesObjectivesContent StandardsContent StandardsAnticipatory SetAnticipatory Set InstructionInstructionGuided PracticeGuided Practice Independent PracticeIndependent PracticeAssessment and Assessment and

ClosureClosureReflectionsReflections

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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

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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