Enriching Classes for ESOL StudentsClass Meeting One: Academic Competence, Part A

Welcome!

Agenda

Two Warm-up ActivitiesCourse OverviewFlorida Consent Decree OverviewUS and Florida DemographicsThree Principles for Designing Effective Lessons for ESOL Students

Activity OneIcebreaker

2 adjectives that Country you’ddescribe yourself like to visit

NAME

Unusual place livedSchoolor visitedGrade

Subject

SampleOrganizedChinaInterested

JUDY

Apple HighAustralia 10th

Science

Activity TwoThe Cart before the Donkey

Instructions1. On the right side of your paper, draw a

mountain.

2. Draw a cabin on the mountain.

3. To the left of the mountain, draw a donkey.

4. To the left of the donkey, draw a cart being pulled by the donkey.

5. Draw a woman sitting in the cart holding the donkey’s reins.

6. Draw a hat and glasses on the woman.

Activity ThreeCourse Overview

Timelines for Completion of the ESOL Training Requirements

CATEGORY I CATEGORY II CATEGORY III Primary Language Arts/English Teacher

Social Studies, Mathematics, Science and Computer Literacy

All other subjects not included in Categories I or II

REQUIREMENTS 15 semester credit hours or 300 in-service credit points*

3 semester hours or 60 in-service credit points

3 semester credit hours or 18 in-service credit points

TIMELINES

Experienced Teacher: Experienced Teacher: Experienced Teacher: 6 years or more allowed for completion (See Note)

1 year to complete 1 year to complete

Beginning Teacher: Beginning Teacher: Beginning Teacher: Same as above for experienced teachers

2 years to complete 2 years to complete

NOTE: As of Sept. 10, 2003, all current guidance counselors and administrators have 3 years to complete 60 hours of ESOL training. New counselors and administrators have 3 years from date of hire.

Course ComponentsModule 1: Academic Competence, Part AModule 2: Language LearningModule 3: Culture, Part AModule 4: Academic Competence, Part B

Module 5: Literacy

Module 6: Assessment

Module 7: Culture, Part B

Module 8: Putting It All Together

ESOL Alphabet Soup

ESOLLEPLYLFOMSLE

LCDSL1L2NESLES

ESOL Alphabet Soup

ESOL English to Speakers of Other Languages

LEP

Limited English Proficient

Limited, Yes Being Served

Limited, Former

Office of Multicultural Student Language Education

LY

LF

OMSLE

ESOL Alphabet Soup

LCDS Linguistically and Culturally Diverse Students

L1 First Language

Second Language

Non-English Speaker

Limited English Speaker

L2

NES

LES

Activity FourWhat we know about the Florida Consent Decree

Brainstorm what you know…

The Florida Consent DecreeWhat is a consent decree?Who were the plaintiffs and defendants?What did the plaintiffs want?What are the main requirements of the decree?

1. What is a consent decree?

It is an agreement made by a plaintiff and a defendant to settle a lawsuit. The agreement is enforceable by the court.

2. Who were the plaintiffs and defendants?

The plaintiffs were a coalition of eight civil rights and education organizations who were represented by META (Multicultural Education, Training, and Advocacy, Inc.). The defendant was the Florida State Board of Education.

3. What did the plaintiffs want?

The plaintiffs wanted equal access to education for LEP students. They argued that if a child could not understand the language of instruction, in effect, he did not have access to education. They wanted the schools to take certain steps (such as identifying the children who need help and modifying instruction to help students learn both language and content) so that LEP students had access to a good education.

4. What are the requirements of the Consent Decree?

Identification and assessment

Equal access to appropriate programming

Equal access to categorical programs

Personnel training

Monitoring

Outcome measures

Major Legal Underpinnings for Serving LEP Students

Brown v. the Board of Education (1954)

Title VI of the Civil Rights Act (1964)

Lau v. Nichols (1974)

Equal Educational Opportunities Act (1974)

Plyler v. Doe (1982)

Activity FiveDemographics

Complete the Demographics Anticipation Guide, Study Guide pp. 15-16

1. The number of immigrants to the US was the highest ever in which decade?

Legal Immigration to the United States,1820's to 1990's

0

1

2

3

4

5

6

7

8

9

10

11

Decade

Millio

ns o

f Im

mig

ran

ts p

er

De

cad

e

All Others

Europe and Canada

Transparency 7

2. In 2000, ____ of the US population was foreign-born, compared to 14.7% in 1910.

11.1%

3. Among adults who speak another language at home, about ____ also speak English well or very well.

90%

30%4. In the year 2000, immigrants made up ____ of the new entrants in the workforce.

5. Three-fourths of those who speak another language at home live in six states.

US Population 5 years and over

262,375,152

100.0%

Speak only English 215,423,557

82.1%

Speak a language other than English

46,951,595

17.9%

6. Nationwide, approximately how many households speak a language other than English? 47 million

7. What percentage of K-12 students nationwide was LEP students in the 2000-01 school year?

8. LEP students in Florida averaged ___ years in ESOL programs.

9.6%

3.09

9. According to 2000 Census data, what is the approximate percentage of population in Florida reported being Hispanic? 17%

10. LEP students comprised ___ of the K-12 student population in Florida in 2000-01?

11. What percentage of K-12 public schools in Florida had ESOL

students in 2000-01? 91%

11%

12. How many languages were spoken by Florida K-12 students in 2000-01?

Native Languages

Native Language StudentsPercent of Total

English 1,973,839 80.98%Spanish 356,639 14.63%Haitian-Creole 53,093 2.18%Portuguese 7,490 0.31%French 5,289 0.22%Vietnamese 4,813 0.20%

Chinese, Zhongwen 3,377 0.14%Arabic 3,324 0.14%Russian 2,081 0.09%Urdu 1,948 0.08%All Others (229 Languages) 25,683 1.05%Total 2,437,576 100.00%

English/Non-English

Native English80.98%

Non-Native English19.02%

Florida’s Students speak 239 Languages - From Arabic to Zulu - Many represented by only 1

Speaker

Source: Survey 2, 2000/01

But Students whose Native Language is not English may also speak English...

Florida Department of Education • Bureau of Equity, Safety, and School Support

239

13. As of the 2000-01 school year, the majority of LEP students came from which country?

0

10

20

30

40

50

USA(141,500)

Cuba (216,691)

Haiti (18,596)

Colombia(17,025)

Mexico(15,776)

Puerto Rico(14,811)

Numbers from Country of Origin

United States

14. How many LEP students were in Florida in 2000-01?

0

50,000

100,000

150,000

200,000

250,000

90-1 110,060

92-3 131,715

94-5 155,798

96-7 159,598

98-9 176,490

00-1 219,449

Florida K-12 LEP Population

219,449

Activity SixThree Principles for Designing Effective Lesson for ESOL Students

Three Principles

Increase Comprehensibility

 Increase Interaction

Increase Higher Order Thinking Skills

1. Increase Comprehensibility

Traditional SequenceRead textAnswer questionsDiscuss materialDo applications/ expansions

Teach the Text BackwardsDo applications/ expansionsDiscuss materialAnswer/preview questions Read text

2. Increase Interaction

Through pair/group work: Think-Write-Pair-Share Numbered Heads Together Jigsaw Peer Tutoring Pair Assignments Cooperative Projects

When using pair/group work:

Vary grouping strategiesPlan for positive interdependence and individual accountabilityTeach and model activities before asking students to do themRecognize and reward effective group work

Increase Thinking Skills

Analysis

Synthesis

Evaluation

Numbered Heads Together Review Activity

Numbered Heads DirectionsDivide students into groups with equal numbers (four per group is preferable). Assign numbers to each group. Ask students in each group to number off. For example, if you have groups of four, group members will number off from 1 to 4. Tip: If one group is smaller than the others, ask one or two members of the smaller group to represent two numbers (i.e., respond as the #3 member and as the #4 member).

Ask one of the review questions.

Ask students in each group to “put their heads together” in order to decide on an answer. All students must be prepared to answer the question. After students have reviewed the answer in their small groups, randomly select one of the groups using a spinner, dice, or slips of paper (e.g., group 2). Then randomly select one of the members of the selected group to answer the question.

Ask next question and continue.

Review Questions1. Name the three principles for designing

effective lessons for second language learners.

2. Explain why it is important to increase comprehensibility for ESOL students in mainstream classes.

3. Describe how a mainstream teacher can increase comprehensibility for ESOL students.

4. Explain why it is important to increase interaction for ESOL students in mainstream classrooms.

5. Describe how a mainstream teacher can increase interaction for ESOL students.

6. Name four things to remember when using pair/group work.

7. Explain how positive interdependence and individual accountability are accomplished in a Numbered Heads Together activity.

8. Explain why it is important to increase thinking skills for ESOL students in mainstream classrooms.

9. Describe how a mainstream teacher can increase thinking skills for ESOL students.

10. What are teachers required to turn in the last week of this course?

11. How many quizzes will teachers take during this course?

David Hirschy Video

Complete the Video Observation Form, Study Guide p. 19

How does David:

Increase Comprehensibility?

 Increase Interaction?

Increase Higher Order Thinking Skills?

Applying the Three Principles to a Lesson

Instructions1. In order to increase comprehensibility

(principle #1), design a hands-on activity that introduces key concepts from the chapter and/or builds prior knowledge. (In keeping with the Teach the Text Backwards sequence, this activity is intended to be done with students prior to their reading of the chapter. In other words, this activity is used to introduce the chapter.)

2. In order to increase interaction (principle #2), design a cooperative learning activity that corresponds with a particular section of the chapter. Make sure the activity fosters both positive interdependence and individual accountability.

3. In order to foster higher order thinking skills (principle #3), create an assignment or a set of questions that cultivate critical thinking.

Preview of Online Module 1 Assignments

1. Design a Lesson that Applies the Three Principles

2. Discussion about Lesson Implementation

3. Critique of Echolocation Lesson (S.G. p. 20)