Teaching English Language LearnersSTEELI Professional Development

Seminar

September 8, 2010

Presented byFay Shin, Ph.D.

ProfessorCalifornia State University, Long Beach

Department of Teacher Educationfshin@csulb.edu

IntroductionIntroduction In the U.S., one of the growing populations in school-In the U.S., one of the growing populations in school-

aged students is English language learners (ELLs), aged students is English language learners (ELLs), showing an approximately 170 percent increase over the showing an approximately 170 percent increase over the last two decades. last two decades.

As a group, English language learners represent one of As a group, English language learners represent one of the largest growing population groups in school-aged the largest growing population groups in school-aged students in the U.S. Today there are 9.9 million students students in the U.S. Today there are 9.9 million students classified as English language learners in public schools, classified as English language learners in public schools, with roughly 5.5 million students classified as LEP by with roughly 5.5 million students classified as LEP by means of English proficiency assessment. Over 400 means of English proficiency assessment. Over 400 different languages are collectively spoken, though different languages are collectively spoken, though Spanish is the first language approximately 80 percent of Spanish is the first language approximately 80 percent of these students. these students.

By 2015, it is projected that 30 percent of the students in By 2015, it is projected that 30 percent of the students in this nation will be English language learners, consisting this nation will be English language learners, consisting of students who immigrated before kindergarten and of students who immigrated before kindergarten and children of immigrants who were born in the U.S. children of immigrants who were born in the U.S.

In California, the English language In California, the English language learner population is now estimated at learner population is now estimated at almost 1.6 million students or 33 percent almost 1.6 million students or 33 percent of the entire school age populationof the entire school age population

These numbers are resulting in a K-12 These numbers are resulting in a K-12 population in which one in every four population in which one in every four public school students speaks a language public school students speaks a language other than English as their primary other than English as their primary language language

(The National Center for Educational Statistics, 2006).(The National Center for Educational Statistics, 2006).

The terms English language learner (ELL) and The terms English language learner (ELL) and English learner (EL) are used to refer to students English learner (EL) are used to refer to students whose level of English language proficiency does whose level of English language proficiency does not allow them to participate fully in English-only not allow them to participate fully in English-only instructional contexts. While there is controversy instructional contexts. While there is controversy about any of the currently-used labels, the term about any of the currently-used labels, the term limited English proficient (LEP) is often used in limited English proficient (LEP) is often used in legislative, policy, and some research documents. legislative, policy, and some research documents.

This label is often criticized because it is thought This label is often criticized because it is thought to imply a focus on deficits rather than a focus on to imply a focus on deficits rather than a focus on normal learning processes. normal learning processes.

The The No Child Left Behind Act of 2001No Child Left Behind Act of 2001 stresses high stresses high standards of learning and instruction, with the goal of standards of learning and instruction, with the goal of increasing academic achievement within all subgroups in increasing academic achievement within all subgroups in the K-12 population. the K-12 population.

However, English language learners present a specific However, English language learners present a specific set of challenges to educators because of difficulties in set of challenges to educators because of difficulties in the acquisition of academic language proficiency and the acquisition of academic language proficiency and content-area knowledge (Francis, Rivera, Lesaux, content-area knowledge (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). Kieffer, & Rivera, 2006).

Like other populations of learners with academic Like other populations of learners with academic challenges, underachieving English language learners challenges, underachieving English language learners require specialized instruction and intervention.require specialized instruction and intervention.

Therefore, educators must become knowledgeable Therefore, educators must become knowledgeable about and also continue to develop effective instructional about and also continue to develop effective instructional practices and interventions to augment and support practices and interventions to augment and support academic attainment for these students. academic attainment for these students.

This seminar will introduce and describe an This seminar will introduce and describe an approach to effective instruction for English approach to effective instruction for English language learners. This approach attempts to language learners. This approach attempts to describe content area instruction for English describe content area instruction for English language learners that is differentiated (from a language learners that is differentiated (from a language acquisition perspective) and integrated language acquisition perspective) and integrated (language and content instruction) with the goal of (language and content instruction) with the goal of impacting both English language development and impacting both English language development and scientific knowledge and skills. scientific knowledge and skills.

Before getting in to these issues, some Before getting in to these issues, some background and characteristics on the target background and characteristics on the target population needs to be presented. population needs to be presented.

Achievement gapsAchievement gaps

In all grades and content areas, results from national In all grades and content areas, results from national assessments show that English language learners or LEP assessments show that English language learners or LEP subgroups fall behind their native English-speaking peers. subgroups fall behind their native English-speaking peers. It is a well-known fact that English language learners’ test It is a well-known fact that English language learners’ test performance is affected by their lack of English proficiency performance is affected by their lack of English proficiency that interferes with students’ demonstrating knowledge of that interferes with students’ demonstrating knowledge of content. content.

In 2005, only 7 percent of fourth grade English language In 2005, only 7 percent of fourth grade English language learners achieved at or above the learners achieved at or above the ProficientProficient level in level in National Assessment of Educational Progress (NAEP) National Assessment of Educational Progress (NAEP) reading test, compared with 32 percent of native English reading test, compared with 32 percent of native English speakers. speakers.

The situation is similar in mathematics achievement; only The situation is similar in mathematics achievement; only 11 percent of fourth grade English language learners 11 percent of fourth grade English language learners scored at or above scored at or above ProficientProficient level, while 36 percent of level, while 36 percent of native English speakers scored at or above the same native English speakers scored at or above the same level. level.

Characteristics of English language Characteristics of English language learnerslearners

Definition: Definition: The U.S. Department of Education defines The U.S. Department of Education defines English language learners as national-origin-minority English language learners as national-origin-minority students who are limited English proficiency (LEP) or students who are limited English proficiency (LEP) or English Language Learners (ELL). English Language Learners (ELL).

ELL is used to refer to a portion of the English language ELL is used to refer to a portion of the English language learners population that is unable to successfully learners population that is unable to successfully participate in mainstream classrooms when English is the participate in mainstream classrooms when English is the only language of instruction. only language of instruction.

The National Assessment of Educational Progress (NAEP) The National Assessment of Educational Progress (NAEP) has more elaborated definitions for this populationhas more elaborated definitions for this population which which highlights their accomplishments rather than deficits, highlights their accomplishments rather than deficits, describing “students who are in the process of acquiring describing “students who are in the process of acquiring English language skills and knowledge” (The National English language skills and knowledge” (The National Center for Educational Statistics, 2006). Center for Educational Statistics, 2006).

In science, 2005 NAEP test results show that only 4 percent of In science, 2005 NAEP test results show that only 4 percent of fourth grade English language learners scored at or above the fourth grade English language learners scored at or above the ProficiencyProficiency level, compared to 31 percent of native English- level, compared to 31 percent of native English-speaking students. speaking students.

Also, 28 percent of fourth grade students identified as English Also, 28 percent of fourth grade students identified as English language learners performed at or above language learners performed at or above BasicBasic level, while 71 level, while 71 percent of English-speaking peers achieved at that level (The percent of English-speaking peers achieved at that level (The Nation’s Report Card, n.d.,a.). Nation’s Report Card, n.d.,a.).

It is important to note that these statistics on performance suggest It is important to note that these statistics on performance suggest that two-thirds of fourth-grade English language learners cannot that two-thirds of fourth-grade English language learners cannot demonstrate the knowledge and reasoning required for demonstrate the knowledge and reasoning required for understanding the earth, physical, and life sciences at a level understanding the earth, physical, and life sciences at a level appropriate to Grade 4. appropriate to Grade 4.

In simple terms, they are not able to carry out basic investigations In simple terms, they are not able to carry out basic investigations and read uncomplicated graphs and diagrams and do not and read uncomplicated graphs and diagrams and do not demonstrate understanding of classification, simple relationships, demonstrate understanding of classification, simple relationships, and energy.and energy.

As one can see in the national reading performance data, As one can see in the national reading performance data, English language learners tend to have many difficulties on English language learners tend to have many difficulties on the road to becoming competent and fluent readers in their the road to becoming competent and fluent readers in their second language. second language.

Many struggle with literacy in general, as well as Many struggle with literacy in general, as well as vocabulary, which is one of the key components in vocabulary, which is one of the key components in academic language in content areas and reading academic language in content areas and reading comprehension. comprehension.

Additionally, many contextual influences such as prior Additionally, many contextual influences such as prior schooling, home literacy practices, and print access are schooling, home literacy practices, and print access are strongly associated with the facility with which English strongly associated with the facility with which English language learners meet the challenging demands of language learners meet the challenging demands of learning to read.learning to read.

Within-group diversityWithin-group diversity While English language learners are often considered a While English language learners are often considered a

unitary group, there are many within-group differences. unitary group, there are many within-group differences. These differences include factors not only related to These differences include factors not only related to language proficiency, but include factors such as SES, language proficiency, but include factors such as SES, immigration history and status, amount of schooling in immigration history and status, amount of schooling in the native language, cultural factors, family, and so forth. the native language, cultural factors, family, and so forth.

These factors can impact instructional considerations These factors can impact instructional considerations independently as well as interactively, and represent independently as well as interactively, and represent many factors that fall under the general label of many factors that fall under the general label of opportunity to learn. opportunity to learn.

They may include things such as background They may include things such as background knowledge, experience and practice in the development knowledge, experience and practice in the development of academic language, print environment, access to of academic language, print environment, access to adults with extended school literacy experience, and adults with extended school literacy experience, and cultural differences, including perspectives on cultural differences, including perspectives on education. Each of these may have independent effects education. Each of these may have independent effects on learning, but may interact in complex ways as well.on learning, but may interact in complex ways as well.

Definition of Terms Definition of Terms

LEP- Limited English ProficientLEP- Limited English Proficient EL- English LearnerEL- English Learner ELL- English Language LearnerELL- English Language Learner ELD- English Language Development ELD- English Language Development ESL – English as a Second LanguageESL – English as a Second Language SDAIE- Specially Designed Academic Instruction SDAIE- Specially Designed Academic Instruction

in English (sheltered)in English (sheltered) CELDT – California English Language CELDT – California English Language

Development TestDevelopment Test

Identify students’ English proficiency levels Identify students’ English proficiency levels according to the required national, state or according to the required national, state or

district ESL standardsdistrict ESL standards

California ELD Standards:California ELD Standards:

– Beginning (Level 1)Beginning (Level 1)– Early Intermediate (Level 2)Early Intermediate (Level 2)– Intermediate (Level 3)Intermediate (Level 3)– Early AdvancedEarly Advanced– AdvancedAdvanced

Second language acquisition

• A. Language is acquired when it is meaningful.

• B. Comprehensible input is required.

“ We acquire language when we understand the messages or obtain Comprehensible Input”

(Krashen, 1988)

• Sa gua

Order for ESL Instructional Medium

• *Realia- real objects Most effective

• *Model of the object• *Photos• *Drawings• *Written Word• *Oral Word Least

effective

“ We acquire language when we understand the messages or obtain Comprehensible Input”

(Krashen, 1988)

• Primary language vs. second language as a medium of instruction?

• “time on task” theory

Affective variables relate to the success in second language

acquistion.• 1. Affective variables:

– Motivation– Self-confidence– Anxiety

• 2. When teaching English language learners, teachers need to remember to keep the learner’s affective filter low

Academic Language• 1. ELLs’ language needs are complex, and while they

benefit from ELD instruction per se, they also need instruction in the use of English in the content areas (math, history, science, etc.).

• Cognitively demanding and complex concepts need to be taught through sheltered instruction or SDAIE (Specially Designed Academic Instruction in English)

• 2. Content area instruction provides challenging vocabulary and gives ELLs the opportunity to keep up in subject matter. Instruction must be comprehensible.

Important components for an ESL program

• ESL “time” must occur daily. A recent study suggest ELD probably benefits from a separate period (NCELA 2006).

• Includes instruction focusing on needs for specific English proficiency levels: – Students are grouped according to English proficiency

levels and needsNCELA found teachers spent more time on oral English

and were more efficient and focused in their use of time

• Minimum 45 minutes• Encourages oral participation• Builds on student’s prior knowledge and experiences

Supporting ELLs in English Only Settings (Goldenberg, 2008)

• Predictable and consistent classroom management routines, aided by diagrams, lists and easy-to-read schedules on the board or on charts.

• Graphic organizers that make content and the relationships amoung concepts visually explicit

• Additional time and opportunities for practice, either during school or after school

• Identifying, highlighting, and clarifying difficult words and passages

• Providing opportunities for extended interactions with teacher and peers

SDAIE Strategies for the ESL Classroom

• Speak slowly

• Lots of visuals and realia

• Context embedded

• Manipulatives and hands-on

• Build on prior knowledge

• Limit teacher-centered lectures

• TPR (total physical response)

• Use grouping strategies

• Focus on the meaning, not the form

• Graphic organizers• Preview-review• Alternative assessment• Make the text comprehensible

(Give ELLs access to the content)

• Make home-school connections (connect home language and culture with school)

• Independent reading opportunities

Differentiated instructional Differentiated instructional planning and lesson planning and lesson

delivery is recommended delivery is recommended because it considers because it considers WHOWHO is being taught, not just is being taught, not just WHATWHAT is being taught is being taught

Activities for Language Acquisition StagesBeginning - Level 1

Characteristics: Students have very little comprehension No verbal production

Activities: Use lots of visual aids and slow speech. Oral production not forced. Key words written on board. TPR (Total Physical Response) Use realia.

Student tasks include: listening physical actions drawing gesturing matching

Examples of questions:

Find the…. Point to the….. Walk to the…..

Beginning – Level 1

Characteristics: Students have limited comprehension one or two word responses.

Activities: pictures role playing charts and graphs labels

Student tasks include: One or two word responses. Naming, labeling Listing Categorizing Yes/no answers

Examples of questions Where is the….? Is this a table? Yes or no? What color is the…?

Intermediate - Level 2 Characteristics:

Good comprehension Simple sentences with limited vocabulary Many errors in grammar, syntax and pronunciation

Activities: Matching, classifying Games Group discussions Charts and tables

Student tasks: Small group work Summarizing Describing and explaining Role playing Complete sentences Retelling

Examples of questions: Tell me about… Why did the…. Describe…. What do you think…. How did the boy feel….

Advanced -Level 3 Characteristics:

Excellent comprehension Few grammar errors Appears fluent when speaking, but has problems with high level

academics and literacy Activities:

Paraphrasing Use SDAIE strategies Journals Oral discussions Language experience Outlining and mapping Newspaper articles

Student tasks: Analyzing Prediction Give instructions Giving opinions, justifying Reading and writing

Examples of questions: Compare (the lion and the tiger….) Contrast (the desert and the rain forest) Which do you prefer? Why? How do you think this story will end?

Distance from the sun Distance from the sun (in millions of miles)(in millions of miles)

Pluto- 3,688 Pluto- 3,688 (explain it used to be a planet but it (explain it used to be a planet but it is now is now “demoted” to dwarf planet status)“demoted” to dwarf planet status)

Neptune – 2,794 Neptune – 2,794 Uranus – 1784Uranus – 1784Saturn – 887Saturn – 887Jupiter – 483Jupiter – 483Mars – 142Mars – 142Earth – 93Earth – 93Venus – 67Venus – 67

Mercury – 36Mercury – 36

Quick Start GuideThis is an example of explicit directions and questions for how a lesson plan card can be used. It is intended to be only a guideline for a person

not familiar with the program to demonstrate one way of teaching it. Topic: Zoo Animals (ELD Lesson Plan Card 3.1 Level A)• Whole Group (Levels 1, 2 and 3) Instruction• Introduction/Background/Motivation:• Introduce zoo animals and vocabulary using picture cards, stuffed animals, photographs, books,

videos, realia (real objects), or actual animals if possible. For example, to motivate students:• bring an animal (like a snake or bird) into the classroom and let students touch or hold it. • Bring different kinds and sizes of stuffed animals or animal figurines and put them in the front of the

class• Ask students to bring their favorite stuffed animal to class. • Show pictures of a zoo and ask students if they have ever been to the zoo.• Ask students: How many of you have been to the zoo before?• What animals have you seen at the zoo?• What do you do at the zoo?• Record responses on chart paper. Make a table or draw a cluster map representing the answers.

• Read a book about animals or the zoo. Using the book A Trip to the Zoo, show the front cover and ask students if they can predict what the book is about. Say and ask students questions such as:

• I am going to read a book. • Does anybody know what this book is going to be about?• Why do you think the book is going to be about _______?

Beginning (Level 1)• Some vocabulary words for zoo animals: elephant, lion, alligator,

bear, eating.

• Guided Instruction: Using realia (real objects), visuals or picture cards, point to the animal and identify them several times. Say the words and enunciate each word slowly and clearly.

• (Teacher points as she says the following):• This is an elephant. • Say elephant.• Is this a lion?(pointing to the elephant picture). No. This is an

elephant.• This is a lion. (point to a lion)• Is this a lion? Yes. • This is an alligator. This is a bear. (Repeat with different animals)• What animal is this? • Point to the alligator. • What color is the bear?• What is the bear eating?

Intermediate (Level 2) and Advanced (Level 3)

• Vocabulary words: fur, wings, trunk, scale, sharp• (Note: These words are in addition to the Beginning- Level 1 vocabulary. Review vocabulary

words for Level 1 first)• Guided Instruction:• Introduce vocabulary words pointing to the pictures.• Lions have fur. Do you know other animals that have fur?• This elephant has a trunk. Do you have a trunk? Does a lion have a trunk?• Birds have wings. • Have students identify and classify the animals.• Which animals have fur?• Which animals have wings?• Which animals have a trunk?• Ask students to come up and show the class an animal you name.• Sally, where is the lion? Come to the front and hold it for me.• Juan, where is the alligator? Come to the front and hold it for me.• Who is holding the bear? • Which animal do you like? • If you like lions, come and stand next to Sally.• Tell me about this bear.• Describe what a giraffe looks like.• What do you think about alligators?• Why do you think a giraffe has a long neck?• Why do you think alligators have sharp teeth?• Why do you think bears have lots of fur?• Which animals do you like? Why?• Which animal would you prefer? Why?• Compare an elephant and a giraffe.

• Language Experience Approach activityLanguage Experience Approach activity• Choose a topic (zoo animals, lions, our favorite animals, etc.)Choose a topic (zoo animals, lions, our favorite animals, etc.)• Write the title or topic on chart paper or a white board.Write the title or topic on chart paper or a white board.• Ask students to create a story or give you sentences about the topic.Ask students to create a story or give you sentences about the topic.• Write the sentences on the chart paper. Write the sentences on the chart paper. • When you are finished, read the sentences to the class slowly and clearly.When you are finished, read the sentences to the class slowly and clearly.• Read it again but ask students to read it with you.Read it again but ask students to read it with you.• Ask students to read it on their own if they can (silently or outloud)Ask students to read it on their own if they can (silently or outloud)• Ask students to copy the sentences on a piece of paper. Ask students to copy the sentences on a piece of paper. • Have students illustrate their own paper.Have students illustrate their own paper.• Example of a Language Experience activity: Example of a Language Experience activity: • Zoo animalsZoo animals• There are lots of animals at the zoo. There are lots of animals at the zoo. • I like the lions. I like the lions. • I like elephants.I like elephants.• Lions have fur.Lions have fur.• Elephants are big and have trunks. Elephants are big and have trunks. • Take-home book: Small and Big AnimalsTake-home book: Small and Big Animals• Pass out copies of the take-home book. Fold and staple them together.Pass out copies of the take-home book. Fold and staple them together.• Read the take home book to the students. Read the take home book to the students. • Repeat and ask students to read it with you. Repeat and ask students to read it with you. • Have students read the take home book silently.Have students read the take home book silently.• Have students color the pictures and complete the activity on the last page Have students color the pictures and complete the activity on the last page

(let students work independently, in pairs, or in groups if they choose)(let students work independently, in pairs, or in groups if they choose)

• Each lesson should have at least one or more SDAIE strategy listed for each component of the lesson.

• Lesson topic or theme:

• Grade and English Language proficiency level:

• Language objective: Content objective:• ESL Standards

• Key vocabulary:

• Supplementary materials:

• Introduction or motivation strategies for ESL Lessons:• (Build background and connect prior knowledge)• Realia, Graphic organizers: clusters, mapping, charts, tables• Ask questions about what they know, Share personal experiences, KWL , reflective journals or charts• Picture cards, Photos, Literature, Field trip, Games, Poem, Music and songs

• Guided Instruction/teaching:• (presentation, teaching sequence)

• Independent activity, Practice, Application:• Oral Practice• Reading and Writing

• Assessment/evaluation:• Extended Activities:

•Components for ESL Lessons

• Lesson topic or theme:

• Grade and English language proficiency level:

• Language objectives: Content objective:

• Key vocabulary:

• Supplementary materials:

• Introduction or motivation strategies:

• Guided Instruction/teaching:• • Independent activity, Practice, Application:• • Assessment/evaluation:

• Extended Activities

ESL Lesson Plan Template

• Beginning (Preproduction and Early Production, Level 1)• (Teacher points as she says the following):• Everybody wears different clothes.• I (the teacher) am wearing a skirt and blouse.• He is wearing a shirt. He is wearing pants. He is wearing socks.• She is wearing pants and a shirt.• She is wearing a scarf.• She is wearing a dress.• Point to shirt. • Point to the socks.• Point to the pants.• Point to the scarf.• Are you wearing a skirt?• Are you wearing socks?• Is this a hat?• Is this a dress?

• Intermediate (Level 2 or speech emergence)• What is she wearing? (point to her blouse)• What is this? (point to socks, pants, skirt, etc.)• What do you wear with pants?• Is this a dress or a blouse?

• Advanced (Level 3 or intermediate fluency)• Why are you wearing pants?• What do you like to wear? Why?• Do you prefer to wear pants or a skirt?• Why do you think people wear clothes?• Describe what she is wearing.

Example of differentiated activities for Vocabulary Development Vocabulary words for clothing:

pants, dress, socks, shirt, scarf, hat, skirt, blouseReminder: Use realia or pictures to demonstrate

Integrating poetry/language arts in the content area

• ACROSTIC POEMS

Volatile explosion

Occasionally erupts

Lava over rocks

Can we get out of the way?

Ash can come out too

Not safe

Oh my! By Randy Drumm

Acrostic Poems

Generates differences

sEquence of DNA

No two alike

chromosomE by Vicente Perez

WarmExtreme weather

Air pressure

Thunder storm

Heat wave

Evaporate

Rain storms by Steve Vang

BIO Poems• I am ________• I feel _______• I think ________• I like ________• I don’t like ______• I have _________________• I ___________

– Example: I am (a lion, the sun, an apple, winter)» I am (the sun)» I feel  (hot )» I think  (people like me)» I like  (to make the earth warm)» I am (made of hydrogen and helium)» I provide energy» I provide heat» I provide light

“I Am” Poem

• Students will choose a subject (themselves or something they are studying)

• Students will fill in the blanks.

• When the student is finished with the rough draft, students rewrite it and make a final copy to post on the walls.

WORD What I think it means Definition What it means to me

definition

characteristics

earthNon-examples

Frayer Model (for vocabulary development or concept development)Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word.(Adapted from Frayer, Frederick, & Klausmeier, 1969)

The third planet in order from the sun with an orbital period of 365 days

5th largest planetHas life71% covered in waterAtmosphere: 77% nitrogen

21% oxygen

StarMoonNo life

Examples

Anticipation Guides

• 1. Read the statement.

• 2. Check “Agree” or “Disagree” before reading the article.

• 3. After reading the article or text, check if the author “Agreed” or “Disagreed” with the text. Then put a check mark if you agree or disagree with the statement after reading the article.

Anticipation/Prediction Guide• Create anticipation (or prediction) guides for texts or investigations to help activate and assess students’ prior knowledge and to motivate student interest.• Select major concepts and statements you want your student to learn.• Choose statements that may challenge or support a student’s belief.

Directions: Place a check (or write Y for yes) in the “me” column if you agree with the statement. After reading the text, check the statements that agree with the text. Compare your opinions with those in the text.

ME TEXT____ ____ A healthy mouth in an adult has thirty-two teeth.____ ____ Your tongue helps you swallow.____ ____ The digestive system is a very short tunnel of muscle.____ ____ Food’s energy is measured in ounces.____ ____ The esophagus connects the pharynx and the stomach.

Anticipation guides are useful for predicting and investigating science concepts.

ME Text or Observation

____ ____ Corn syrup is more dense than water.____ ____ Water and milk have the same density.

QAR (Question – Answer – Relationship) Strategy (Raphael, 1982, 1986)

• This strategy is designed to connect reading purpose to text and to the reader’s personal experiences and information sources. QAR can be used to help children understand the thinking demands of questions.

• There are four categories of information sources:

• Right There – the information is stated explicitly in the text.

• Think and Search – The information is still in the text, but must be inferred or concluded from various statements in the text. This involves the interpretive level of thinking (explanation, compare/contrast, cause/effect, list/example).

• Author and You – The information is a combination from the text and the students’ background knowledge. This level requires use of the interpretive, applicative, or transactive , level of thinking.

• On My Own – this information is primarily from the readers’ background knowledge. Uses the transactive or applicative level of thinking.

What is Electricity?Electricity is a type of energy. Energy is a force that makes things work. We use electricity to do many things. Electricity lights our homes. It helps us search the Internet. It even helps us wash our clothes. Our world would be a very different place without electricity. Electricity is possible because of tiny pieces of matter called atoms. Atoms are so small we cannot see them. Still, we know that they make up everything in the world, including people. To understand how electricity works, we need to understand more about atoms.

All atoms are made up of even smaller particles called protons, electrons, and neutrons. Protons have a positive charge. Electrons have a negative charge. Neutrons have no charge. Positive and negative charges attract, or move toward each other. Similar charges repel, or move away from each other. Atoms usually have equal positive and negative charges, so they are neutral.

(excerpt from: It’s Electric! By Greg Roza. Rosen Classroom Books and Materials. 2003).

After reading the passage, form small

groups and answer the questions together.

Evaluate which QAR category these questions will represent.

1. What kind of particles are atoms made up of?

2. How does electricity affect our lives?3. How do you use electricity?4. Do you think electricity is important?5. What makes our refrigerator, television

and computer work?6. What is the difference between protons

and neutrons?

Teach the Text Backwards(CAL and Delta Systems, 1998)

Traditional Sequence of Textbook Reading:4. Read the text.3. Answer the questions at the end of the chapter.2. Discuss the material in class.1. Do the applications or expansion activities.

Teaching the Text Backwards1. Do the applications or expansion activities.

a. Connect to background knowledgeb. Motivation

2. Discuss the material in class.Use visuals, realiaGive main points

3. Answer the questions at the end of the chapter. Form study questions from comprehension questions.

4. Read the text.5. Return to study questions and answer.6. Do additional application/expansion activities.

Differentiated Writing Activities

The following examples are differentiated writing activities for the solarsystem. These writing activities can be adapted for the three to five English proficiency levels for each theme.

Theme: Solar System

ESL Level: Beginning (Level 1)Students will write (or copy) simple sentences about the solar system, sun,and planets. Students will create a Step Book with one fact (sentence) per page.There will be a total of five pages in the step book. Have students illustrate theirsentences.

Write the first sentence for them: The sun is large.Have students illustrate the sun.

ESL Level: Early Intermediate (Level 2)

•Students will complete the same writing assignment as the Beginning Level (write five sentences and create a Step Book). •Students will include another sentence or two about what the sun and planets are like. •Students will write an increasing number of words and simple sentences.

Write the first sentence for them: The sun is the central part of the solar system. Have students illustrate the sun in the middle of the planets for the first page.

ESL Level: Intermediate (Level 3)Students will produce independent writing that may include some

inconsistent use of capitalization, periods, and correct spelling. Students willcreate an “I AM” poem describing themselves if they were the sun, Earth, any

planet, or the solar system.I am the sun.I feel _______I see _______I like ________

I don’t like _______I wonder ________

I am _________Students will write an essay or short story about why they wrote

how/what the sun feels, sees, likes, wonders, etc.

ESL Level 4 Early Advanced:

•Students will write a multiple-paragraph expository composition for the solar system. •Have students create a graphic organizer with “solar system”

in the middle. •Students will write two to three subtopics (e.g., sun, planets).

Brainstorm with students and write sample topic sentences on the board.•Students will independently form, revise, and articulate their

understanding of the solar system in three to four paragraphs.

ESL Level 5 Advanced:

•Students will write and publish a persuasive essay about why the sun is important to Earth and the solar system. Students should use standard grammatical forms.•Begin the essay with the title: “Why the Sun Is Important to Earth and the Solar System.”

•Review and confirm that students include the following:Students will use opinions with supportive facts about the solar system.Students provide a series of arguments or reasons to support why the sun is important.Facts about the sun are organized in logical order.Students will include a concluding statement or summary

about the sun.

DIALOGUE DIALOGUE JOURNALSJOURNALS

Dialogue journals benefit children because:

• Students receive an individual reply from their teacher (Hae Joon)

• Students experiment with writing in English or the second language in a meaningful context (Elena)

• Build communication skills

• Build authentic literacy skills

• Students choose their own topics

Dialogue journals benefit teachers because:

• It provides a weekly developmental record of the child’s writing

• Models writing in an authentic context

• Helps children make the connection between oral and written language

• Learn about the child and his/her interests

Dialogue journals as a tool for writing instruction for English

Language Learners• ELLs need more guidance and collaborative

writing opportunities

• ELLs need to have an opportunity to feel free to write and express themselves without their writing (spelling, grammar) being corrected

• Writing process, writer’s workshop, composing process (brainstorming/pre-write, draft, edit, revise, publish) is a separate component of writing instruction.

“Vietnamese was my first language and it was tough trying to learn English.

An instrumental person that helped develop my literacy is my sixth grade teacher Mr. Jones. Although I was only his student for a year, we built a friendship that grew outside of the classroom. He became a caring friend and a person I deeply admired. He helped me with my reading and writing abilities through the process of daily journal assignments. We had to write in our journal every day after lunchtime for approximately 10 minutes. Mr. Jones allowed us to free write about anything that we felt a desire for.

I would write about what happened outside of school the previous day. Then Mr. Jones would read our entries and comment on them. Usually, he replied with thoughtful feedback and encouragement. This gave me the impression that he really did care about his students because some of my early grade teachers never responded to our writings.

This activity made me feel like I was having my own little conversations with Mr. Jones. I was so comfortable with Mr. Jones that I started to write about many things. I really enjoyed that journal assignment because it allowed me to express my feelings and thoughts without having any restrictions or barriers. I often found myself not having enough time to write everything that I wanted to put on paper.

I was also excited to see how Mr. Jones would respond to my entry each day. This assignment improved my literacy skills because I was eager to read and write.

For the first time in my childhood, I wanted to read and write more than hanging out with my friends.”

• Bobby Nguyen• College student• Long Beach, California September 2005

English Language Development Standards

Adopted by the California State Board of Education, July 1999

What is the purpose of the ELD Standards?

• They are designed to assist teachers in moving English Learners (or LEP students) to fluency in English and proficiency on the California English Language Arts (ELA) Content Standards

• They were used to develop the CELDT (California English Language Development Test).

• They are designed to supplement the ELA standards to ensure that ELs develop proficiency in both the English language and the concepts and skills contained in the ELA standards

• Will provide teachers with information they can use to ensure that English language development is occurring appropriately for all students, including ELs who enter school in

Kindergarten through grade 2Grade 3-12, literate in their primary languageGrade 3-12, not literate in their primary language

• Were designed for students in grades 3-12 who are literate in their primary language. For EL students who enter California schools in these grades not literate in their primary language, the ELD literacy standards for earlier grades including those related to phonemic awareness, concepts of print and decoding skills must be taught.

• Summarizes the suggestions of the Reading/Language Arts Framework by explicitly stating what it is that all ELs need to know and be able to do as they learn English and also move toward mastery of the ELA standards for their grades.

• Integrate listening, speaking, reading and writing and create a distinct pathway to reading in English rather than delaying the introduction of English reading.

• (ELD Standards, 1999)

ELD Student Scenarios

Grade ELD Category Proficiency Level

____________________________________________________________• Scenario #1 9 Writing: Beginning

Strategies & Applications

• Scenario #2 7 Reading: Intermediate• Vocabulary Development

• Scenario #3 11 Listening and Speaking: Early Strategies and Applications Advanced

• Scenario #4 10 Reading: Early Word Analysis

Intermediate

Profile an English Learner Activity

• Name of your student

• Grade level

• English proficiency level

• ELD Standards for: – Reading– Writing– Listening– Speaking

The California English Language Development Test (CELDT)

•1. What is the purpose of the CELDT?

• Initial identification for program placement based on English proficiency level

• Annual assessment of students’ language progress in English• Redesignation to reclassify a student to Fluent English Proficient

• 2. Who will be taking the CELDT ?• Students whose language on the Home language Survey (HLS) is other

than English in grades K-12.

• 3. 4. Who administers the test?• a. Proficient English speakers, certificated and classified.• b. Site coordinators are responsible for the collection and returning of all

test materials

• 5. What is on the test and how is it administered?

a. There are four sections of the test:Listening & SpeakingReading & Writing

b. The test booklets are divided into grade levels Grades: K-2

3-56-89-12

The California English Language Development Test (CELDT)

• Listening/Speaking Grades K-12• This section is given independently one-on-one.• Following oral directions• Phonemic awareness• Oral vocabulary• Phonemic control (pronunciation• Story retelling• Reading Grades 2-12• This section may be group administered. • Word analysis• Reading vocabulary• Synonyms• Antonyms• Fluency• Reading comprehension• Literacy analysis• Structures• Writing Grades 2-12• This section may be group administered. • Writing a story/essay• Writing sentences

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