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ENGLISH LANGUAGE DEVELOPMENT PROGRAM
Tulsa Public SchoolsNew ELD Teacher
Orientation2012-2013 SY
If Children Don’t Learn the Way We Teach, We Have to Change the Way We Teach
- Ignacio “Nacho” Estrada
Objectives
ELL in Tulsa PS Title III Accountability Language Proficiency & Academic
Achievement WIDA English Language Proficiency
Standards SIOP – Sheltered Instruction
The ELL Vision Statement
Students will participate in a rigorous academic program including development as an emergent bilingual to become college and career ready in a globally competitive environment.
Tulsa PS ELL Population
Tulsa PS Immigrant Population
Languages Spoken in Tulsa PS
ELL Identification and Eligibility During new student enrollment…
All students new to the district complete a Home Language Survey.
If there is another language spoken in the home, NCLB requires that the student’s English language proficiency be assessed.
The state of Oklahoma requires an overall score of 5.0 and a literacy score of 4.5 on the ACCESS for ELLs exam to be considered proficient. If the student scores below this, they qualify as an English Language Learner
Exiting the ELL Program
Students are classified as Fluent English Proficient (FEP) when they achieve a composite score of 5.0 AND a literacy score of 4.5 on the ACCESS for ELLs test.
NCLB requires that students’ language proficiency must be monitored for 2 years immediately following the proficient score.
Once a student successfully completes the two years of monitoring following a proficient score, he/she is formally exited from the ELL program.
TITLE III ACCOUNTABILITY
Title III Annual Measurable Achievement Objectives Per No Child Left Behind Title III Programs must
meet Annual Measurable Achievement Objectives
The Title III AMAOs consist of three factors: Progress in English Language Learning based on
ACCESS for ELLs test scores. Proficiency in English Language Learning based
on ACCESS for ELLs test scores. Adequate Yearly Progress (AYP) on the
Oklahoma Core Curriculum Tests (OCCT).
LANGUAGE PROFICIENCY & ACADEMIC
ACHIEVEMENT
Second Language Acquisition
Anticipation Guide
Factors Affecting Second Language Acquisition Motivation First language development Language distance and attitude Access to the language Age Personality and learning style Peers and role models Quality of instruction Cultural Background
General Principles of L2 DevelopmentResearch confirms that language
acquisition is enhanced when: attention is given to background
knowledge and experience. the content and language are real
and purposeful. language is made comprehensible. anxiety is low. interaction is high.
Cummins Iceberg Theory
BICS
CALP
Basic Interpersonal Communication Skills (BICS) Skills involved in everyday communication; listening, speaking, carrying on basic conversation, understanding speakers & getting basic needs met
Pronunciation Grammar Vocabulary Not related to academic achievement Universal across all native speakers Attained after 2 or 3 years in the host country
Cognitive Academic Language Proficiency (CALP) Skills that are needed to succeed in the academic
classroom; problem solving, inferring, analyzing, synthesizing & predicting
Language of the classroom; decontextualized Language outside of immediate interpersonal
context CALP in 1st & 2nd language overlaps in spite of
differences in language Related to literacy skills Attained between 5 to 7 years in the host country
Language Proficiency…
is an outgrowth of cumulative experiences both inside and outside of school.
can reflect complex thinking when linguistic complexity is reduced and support is present.
both socially and academically are required for school success.
What Makes Academic Content Easy or Hard for ELL Students?
MathEasy Some notation is
the same Some is “hands-
on” Some concepts
transfer Lower volume of
written material Computation uses
less “language”
Hard Some notation is
different Some processes
are different Word problems,
vocabulary Concepts are
often abstract
Science
Easy Demonstrations,
“hands-on” Visuals, pictures,
diagrams
Hard Cause-effect, if-then
relationships Hypothesis-testing Volume of vocabulary Terms with technical &
non-technical meanings (table, kingdom, power, etc.)
Social Studies
Easy Interesting to
different cultures Opportunities to
incorporate ELL students’ culture
Hard Technical & non-
technical terms (subjects, power, etc.)
Volume of reading Cultural assumptions
are not always explicit Abstract concepts
Literature
Easy Interesting to
student from another culture
Opportunities to incorporate ELL students’ culture
Hard Volume of reading
requires analysis & evaluation
Required background knowledge
Variety of language used (poetry, Shakespeare, root words, etc.)
Do you speak Math?
The number a is five less than the number b
Without the proficiency required to understand the linguistic complexity of
this sentence, you may incorrectly translate that as:
a = 5 – brather than the correct translation:
a = b - 5
WIDA English
Language Proficiency Standards
WIDA’s English Language Proficiency Standards Focus Social, intercultural, and instruction
language The language of language arts The language of math The language of science The language of social studies
Why are English language proficiency standards necessary? To provide access for ELLs to academic
achievement and educational equity
To provide a curriculum/assessment resource anchored in academic content standards
To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing
To comply with federal law
WIDA ELP StandardsStandard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Standard 2 – LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.
Standard 3 – LoMA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.
Standard 4 – LoSC: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
Standard 5 – LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.
Four Language DomainsListening ─ process, understand, interpret, and
evaluate spoken language in a variety of situations
Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences
Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency
Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences
Levels of English Language Proficiency
6
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
BRIDGING
REACHING
Language Proficiency Levels& Criteria for Performance Definitions
Linguistic Complexity
Vocabulary Usage
Language Control
ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING
54321 6
REACHING
Performance Definitions
LESSON PLANNING and ACADEMIC LANGUAGE
DifferentiationDifferentiated Instruction historically, and according to its author (Tomlinson), refers to ways lessons can be differentiated to address learning styles of students.
In the case of English Language Learners, lessons must be differentiated according to the student’s level of English language proficiency.
Differentiation
What can teachers use as a guide to differentiate instruction
according the student’s level of English language proficiency?
What information do you find in a Teacher Report?
Make a list
TeacherReport Demographic
Information About the Student
Student’s ELP Level by Domain
Student’s Composite
Scores
Student’s Scale
Composite Scores
Student’s Scale Score by Domain
Student’s Speaking Performance by
Standard
Description of the ELP Levels
Student’s Writing Performance by
Standard
Student’s Comprehension
by Standard
Differentiation Starts with knowing the student’s Language
Proficiency Level and performance definitions.
Examining the standards and defining the language function.
Defining the connection to Academic Content.
Selecting the appropriate scaffolding or support.
Differentiating Process
Strategies Scaffolding Pre-teaching Re-teaching
Structures Large group Small group Triads Partners Individual
Differentiating Product
Oral presentations
Written reports Performance
assessments Portfolios
WIDA + SIOP = Student Success
What is Sheltered Instruction? A means for making grade-level
academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development.
What is Sheltered Instruction? The practice of highlighting key
language features and incorporating strategies that make the content comprehensible to students.
What is Sheltered Instruction? An approach that can extend the
time students have for getting language support services while giving them a jumpstart on the content subjects they need for graduation.
SIOP
PreparationBuilding
BackgroundComprehensible
Input
Strategies
InteractionPractice/Application
Lesson Delivery
Review/Assessment
Preparation
Content Objectives
Language Objectives
Content Concepts
Supplementary materials
Adaptation of Content
Meaningful Activities
SIOP
PreparationBuilding
BackgroundComprehensible
Input
Strategies
InteractionPractice/Application
Lesson Delivery
Review/Assessment
Building Background Concepts linked to background
experience
Links made between past learning and new concepts
Key vocabulary, semantic features, and discourse structures emphasized
SIOP
PreparationBuilding
BackgroundComprehensible
Input
Strategies
InteractionPractice/Application
Lesson Delivery
Review/Assessment
Comprehensible Input
Using speech appropriate to proficiency level.
Explanation of academic task clear.
Uses a variety of techniques to make content concepts clear.
SIOP
PreparationBuilding
BackgroundComprehensible
Input
Strategies
InteractionPractice/Application
Lesson Delivery
Review/Assessment
Strategies
Provide ample opportunity for students to use strategies.
Consistent use of scaffolding techniques throughout the lesson, assisting and supporting students understanding.
Teacher uses a variety of question types, including those that promote higher-order thinking skills.
SIOP
PreparationBuilding
BackgroundComprehensible
Input
Strategies
InteractionPractice/Application
Lesson Delivery
Review/Assessment
Interaction
Frequent opportunities for interaction and discussion between teacher/student and among students
Grouping configuration Wait time Clarify key concepts in L1
SIOP
PreparationBuilding
BackgroundComprehensible
Input
Strategies
InteractionPractice/Application
Lesson Delivery
Review/Assessment
Practice/Application
Provides hands-on materials and or manipulatives.
Provides activities for students to apply content and language knowledge.
Uses activities that integrate all language skills.
SIOP
PreparationBuilding
BackgroundComprehensible
Input
Strategies
InteractionPractice/Application
Lesson Delivery
Review/Assessment
Lesson Delivery
Content objectives clearly supported by lesson delivery
Language objectives clearly supported by lesson delivery
Students engaged 90%-100% Pacing of lesson appropriate to the
students’ ability level
SIOP
PreparationBuilding
BackgroundComprehensible
Input
Strategies
InteractionPractice/Application
Lesson Delivery
Review/Assessment
Review/Assessment Comprehensive review of key
vocabulary, semantic features, and discourse structures
Comprehensive review of key concepts
Regularly provides feedback to students on their output
Conducts formative and summative assessment of student output and learning