Copyright © 2012 American Institutes for Research. All rights reserved. Helping English Learners Meet High Standards Diane August Managing Research Scientist

Copyright © 2012

American Institutes

for Research.

All rights reserved.

Helping English Learners Meet High Standards

Diane AugustManaging Research ScientistJune 2012

2

Presentation Overview

• The need to improve educational outcomes for English learners (ELs)

• Guiding principles for helping ELs meet high standards

• Examples based on a model EL lesson: Lincoln’s Gettysburg Address

This work was partially supported by DSF Consulting LLC with funds from the NY State Board of Regents.

3

The Need to Improve Educational Outcomes for English Learners

• There is a large gap between ELs and native English speaking students in all subjects.

• Average 8th grade scale scores for the 2009 National Assessment for Educational Progress assessment:

English Learners

Native English

Difference

Science 103 153 -50

Math 243 285 -42

Reading 219 264 -45

4

1. Select Grade Appropriate Standards and Text

• Collaboration between content area teachers and ESL specialist to select grade appropriate standards

• From the beginning, expose ELs to text at grade-appropriate levels.

• For ELLs, text at instructional/independent reading levels can also be used to teach grade appropriate skills.

5

Qualitative: levels ofmeaning or purpose; structure; language conventionality andclarity; and knowledge demands

Quantitative: word length or frequency;sentence length; and text cohesion

Reader and Task: specific to particular readers (e.g., motivation, knowledge, and experiences) and to particular tasks (e.g., purpose and the complexity of the task)


From: National Governors Association Center for Best Practices & Council of Chief State School Officers (2010, p. 4)

6

Quantitative: Lexile Bands

https://lexile.com/


https://lexile.com/

7

Example: The Gettysburg Address by Abraham LincolnText Lexile Level Grade Band

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate—we can not consecrate —we can not hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.

1500 11+


8

Quantitative: Coh-Metrix (University of Memphis)

http://cohmetrix.memphis.edu/

1. Type in the text title2. Choose the text genre3. Note the source of the text4. Name the job (for later look-up)5. Select a discourse type6. Paste the text into the box7. Click on “submit”


http://cohmetrix.memphis.edu/

9

Important Quantitative Output File MeasuresName Description Range

(Easy-Hard)WORD Cacw The mean concreteness value of all content words 700 to 100

WORDCmcs The mean of the most abstract words in each sentence 700 to 100

HYNOUNaw The mean hypernym (concreteness) value of nouns 10+ to 1

HYVERBaw The mean hypernym (concreteness) value of verbs 10+ to 1

SYNHw Number of high order syntactic constituents 0 and up

SYNLE The mean number of words before the main verb 0 and up

DENSPR2 The ratio of pronouns to nouns 0 and up

CREFPau Proportion of pronouns with referents in earlier sentences 0 and up

TYPTOKc A ratio indicating the number of unique words 0 to 1

CONi The number of connectives 0 and up


10

• Text with multiple levels of meaning• Distortions in organization of text (e.g. time sequences)• Sophisticated figurative language • Significant use of variations to standard English• Specialized or technical content knowledge

assumed/required • Limited use of text features and graphics to cue the

reader• Extensive and unfamiliar general and domain-specific

vocabulary• Use of language that is archaic

Qualitative Measures of Text Complexity*

*From: Fisher, D., Frey, N., & Lapp, D. (2012) Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.


11

2. Provide Additional Support for ELs

• ELs need additional support because they are learning language and content at the same time.

• Additional support is a legal obligation (Lau v. Nichols).

• Methods: Scaffold instruction so it is comprehensible. Develop academic language associated with key

subject areas.

12


• Watch a video clip of an actor playing Abraham Lincoln deliver the Gettysburg Address

• Read about the Gettysburg Address

• Watch a video clip about Abraham Lincoln

• Do an interactive reading about the Civil War

• Do an interactive reading about the Declaration of Independence (a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal).

Scaffolding Example –Students engage in activities to build background knowledge about the Gettysburg Address prior to reading it.

13

Scaffolding Example –Students engage in interactive reading of the Gettysburg Address and have access to glossed vocabulary; students answer questions with sentence frames that can be adapted for different levels of language proficiency.


Four score and seven years ago our fathers brought

forth on this continent, a new nation, conceived in

Liberty, and dedicated to the proposition that all men

are created equal.

score –twenty

bring forth –create

1. What does Lincoln mean by “four score and seven years ago’? Four score and seven years ago means______ years ago.87

14





are created equal.

score –twenty


2. What does Lincoln mean by “our fathers”? By “our fathers” Lincoln means ___________________________. 3. What nation was brought forth or created four score and seven years before the Gettysburg address? _________________was brought forth or created.

the men who founded the United States

The United States

15





are created equal.

score –twenty


4. The new nation was conceived in liberty. What does the phrase “conceived in liberty” mean? “Conceived in liberty” means that _____________________.

5. The nation was “dedicated to the proposition that all men are created equal” What does the proposition or idea “all men are created equal” mean? “All men are created equal” means that ______________________.

it was created to be free

everyone has the samerights and freedoms.

16

Academic Language Example –Students receive direct instruction in key/high frequency vocabulary


17

Academic Language Example –Students engage in a functional analysis of the text to help them unpack complex sentences


1818

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. (Teacher PP and student chart) WHO (Actor): WHAT HAPPENED (Action):WHAT (Recipient): DESCRIPTOR (Detail): DESCRIPTOR (Detail): WHERE (Detail): WHEN (Detail):


1919

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. WHO (Actor): our fathers WHAT HAPPENED (Action):WHAT (Recipient): DESCRIPTOR (Detail): DESCRIPTOR (Detail): WHERE (Detail): WHEN (Detail):


2020

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. WHO (Actor): our fathers WHAT HAPPENED (Action): brought forth WHAT (Recipient): DESCRIPTOR (Detail): DESCRIPTOR (Detail): WHERE (Detail): WHEN (Detail):


2121

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. WHO (Actor): our fathers WHAT HAPPENED (Action): brought forth WHAT (Recipient): a new nation DESCRIPTOR (Detail): DESCRIPTOR (Detail): WHERE (Detail): WHEN (Detail):


2222

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. WHO (Actor): our fathers WHAT HAPPENED (Action): brought forth WHAT (Recipient): a new nation DESCRIPTOR (Detail): conceived in Liberty DESCRIPTOR (Detail): WHERE (Detail): WHEN (Detail):


2323

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. WHO (Actor): our fathers WHAT HAPPENED (Action): brought forth WHAT (Recipient): a new nation DESCRIPTOR (Detail): conceived in Liberty DESCRIPTOR (Detail): dedicated to the proposition that all men are created equal

WHERE (Detail): WHEN (Detail):


2424


WHERE (Detail): on this continentWHEN (Detail):


2525


WHERE (Detail): on this continentWHEN (Detail): four score and seven years ago


26

3. Develop ELs’ Foundational Skills• ELs have varied levels of first and second language

proficiency and content area knowledge.• It is crucial to ensure that ELs acquire skills and

knowledge that are precursor to those at grade-level.• Methods include:

Assessing ELs’ first and second language proficiency and content area knowledge.

Vertically aligning skills and knowledge for each anchor standard to determine what precursor skills and knowledge might need development.

Developing these skills and knowledge along with grade level skills and knowledge.

27

Example –CCSS Writing Standards• W. 2.7 Participate in shared research and writing projects.• W. 3.7 Conduct short research projects that build knowledge

about a topic.• W. 4.7 Conduct short research projects that use several

sources to build knowledge through investigation of different aspects of a topic.

• W. 5.7 Same as Grade 4• W. 6.7 Conduct short research projects to answer a question,

drawing on several sources and refocusing the inquiry when appropriate.

• W. 7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

3. Develop ELs’ Foundational Skills

28

4. Recognize that First Language Skills and Knowledge Are a Resource

• Bilingualism is a valuable asset in itself.• Students transfer knowledge and skills from one

language to another and as such it is a valuable resource for learning a second language.

• Develop programs that promote bilingualism• To help students acquire English, craft lessons

that build on these skills and this knowledge.• Help students acquire strategies that enable them

to bootstrap on their previous knowledge and skills.

29

L1 Example –Students read the Gettysburg Address with a partner in English or in Spanish. After reading, they note one thing they learned and one thing they would like to understand better.

(1) Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

(1) Hace ochenta y siete años, nuestros padres crearon en este continente una nueva nación, concebida bajo el signo de la libertad y consagrada al principio de que todos los hombres son iguales.


30

L1 Example –Students have access to background information in their first language

El Discurso de Gettysburg es un discurso pronunciado por el Presidente Abraham Lincoln y es uno de los más conocidos en la historia de los Estados Unidos. Fue pronunciado durante la Guerra Civil Norteamericana, en la tarde del jueves 19 de noviembre de 1863. Lincoln pronunció su discurso en el conmemorativo Cementerio Nacional de los Soldados en Gettysburg, Pennsylvania, en honor a los hombres que murieron durante la Batalla de Gettysburg.


31

Strategies Example –Students learn to use cognate knowledge to increase comprehension


32

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. (Teacher PP

and student

chart)

English Word English Meaning Spanish Word

having to do with the activities of citizens

to form an idea or bring something to life

a part of a whole

to be at the end of something; the last

civil civil

conceived concebido

portion

final final

porción


33

5. Promote Collaboration and Coordination

Coordination among teachers within schools across the content areas is critical for ELs’ success.

The CCSS require language arts teachers to incorporate more informational text.

The CCSS also require that literacy be developed in social studies/history, science, and technical subjects.

Both groups of teachers will benefit from the assistance of bilingual and ESL specialists.

Coordination should also be vertical across grade levels.

34

5. Promote Collaboration and Coordination

Example –Lessons that meet both ELA and Social Studies Standards

35

6. Incorporate Peer Work and Peer Interaction

• A second language is acquired through meaningful interactions with native speakers of the second language.

• ELs benefit from regular and on-going classroom interactions with peers.

• Interaction may be encouraged in several ways: Partner talk--students talk together before

answering question Partner work--students work in pairs to complete

an activity Collaborative small group work--students work in

groups to complete an activity

36

7. Meet the Needs of Every Student in a Classroom

• Assess for initial first and second language knowledge and skills and monitor progress.

• Develop lessons that provide necessary support for ELs with different levels of proficiency.

• Address other special learning needs: Ensure students have access to Tier 2 and 3

interventions if necessary. Develop lessons and activities for students who

would benefit from coursework that exceeds grade-level expectations.

37

Word Bank produced conceived Declaration of Independence

eighty-seven equal United States

liberty idea dedicated

_______________years before the Gettysburg address, the

__________________________________ was signed. The signing

________________a new nation called the __________________. The

nation was ______________ in ______________or created without

force. The nation was _______________to the ______________ that

all men are created ______________.

7. Meet the Needs of Every Student in a Classroom

38

8. Make Student Engagement a High Priority

• Student engagement should remain front and center when designing and implementing methods and materials aligned with the CCS Standards.

• Encourage students to become more active participants in their education by providing opportunities for: Goal setting and achievement (students set

learning goals at the beginning of lessons). Collaboration with other students (see previous

slide).

39

9. Ensure that Methods and Materials Have a Strong Research Base

• The CCSS provide new opportunities for educators to create appealing lessons.

• It is essential that the methods and materials be based on sound theory and credible research.

• Qualitative research can guide design: “When English is both a target and a medium of instruction the construction of curriculum knowledge has to progress hand-in-hand with the development of English” (Gibbons, 2003, p. 247).

• Experimental studies inform us about effective practice. Institute of Education Sciences What Works

Clearinghouse (http://ies.ed.gov/ncee/wwc/) August & Shanahan (2006, 2010)

http://ies.ed.gov/ncee/wwc/

http://ies.ed.gov/ncee/wwc/

40

10. Extend and Expand Learning Opportunities

• Extended learning Give teachers additional time to create methods

and materials that align with the standards. Give ELs additional time to develop the

background knowledge and skills they need to meet grade-appropriate standards.

• Expanded learning Involve families. Involve other community-based organizations.

41

References

August, D. & Shanahan, T. (Eds.) (2006). Developing Literacy in Second-language Learners: Report of the National Literacy Panel on Language Minority Children and Youth. Mahway, NJ: Lawrence Erlbaum Associates

August, D., & Shanahan, T. (2010). Effective English literacy instruction for English learners. In F. Ong with V. Aguila (Eds.), Improving education for English learners: Research-based approaches (pp. 209-237). Sacramento, CA: California Department of Education.

Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37(2), 247-273.

National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects: English language arts appendix A. Washington, DC: Author. Retrieved from: http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

42

Questions and Discussion

43

Diane August

E-Mail: [email protected]

1000 Thomas Jefferson Street NWWashington, DC 20007

General Information: 202-403-5000TTY: 887-334-3499

Website: www.air.org

Documents

Copyright © 2012 American Institutes for Research. All rights reserved. Helping English Learners Meet High Standards Diane August Managing Research Scientist