SECMSECME for E for allall

A discussion of teaching A discussion of teaching ELL / ESOL students ELL / ESOL students

engaging scienceengaging science

Who are these kids?Who are these kids?

What is in a name?What is in a name?

Broward County Demographics Broward County Demographics

April 2012April 2012

Total Enrollment260, 282 students

Languages 56Countries 176

Foreign Born Student Enrollment31, 479

Total Enrollment of ELLs34, 590 (13%)

The Top three Languages

Spanish 14, 192

Haitian-Creole 7, 479

Portuguese 720

An ELL / ESOL QuizAn ELL / ESOL Quiz

What do you call someone who speaks three What do you call someone who speaks three languages?languages?

What do you call someone who speaks two What do you call someone who speaks two languages?languages?

What do you call someone who speaks one What do you call someone who speaks one language?language?

The answer to the last The answer to the last questionquestion

An An American!American!

How proficient are you in How proficient are you in ESOL/ ELL terminology?ESOL/ ELL terminology?

BBII

NNGG

OO

Alphabet Soup QuizAlphabet Soup Quiz

LEP ESOL RTI

CALP CCR IPT

Title III LY ELL

LF ZZ META Consent Decree

K-TEA ESOL Matrix ELLSEP

CCSS BICS CELLA

Alphabet Soup Alphabet Soup

LEPLimited English Proficient

ESOLEnglish for speakers of Other Languages

RTIResponse to Intervention

CALPCognitive Academic Language Proficiency

CCRCollege and Career Readiness

IPTIdea Proficiency Test

Title IIIFederal Grant that provides funding for ELLs

LYActive English Language Learner Student

ELLEnglish Language learner

LFCode for former Ells who are being monitored for 2 years

ZZLEP code for non-ELLs

META Consent DecreeMulticultural Educational Training and Advocacy

Alphabet soup answers Alphabet soup answers con’tcon’t

K-TEAKaufman test of Educational Achievement

ESOL MatrixInstructional strategies that are effective for ELLs

ELLSEPEnglish Language learner student education plan

CCSSCommon Core State Standards

BICSBasic Interpersonal Communicative Skills

CELLAComprehensive English Language Learning and Assessment

What works for ELL / ESOL What works for ELL / ESOL studentsstudents

Research shows that collaborative inquiry Research shows that collaborative inquiry based experiences (Diaz & Flores) workbased experiences (Diaz & Flores) work

Encourage group work – vary groups by Encourage group work – vary groups by mixed level and same language partners.mixed level and same language partners.

Allow for peer translation - preferred Allow for peer translation - preferred languages within the grouplanguages within the group

Allow for groups to present in their primary Allow for groups to present in their primary and secondary language.and secondary language.

What works continuedWhat works continuedDifferentiated InstructionDifferentiated Instruction

Cross-curricular collaboration - inclusion of other Cross-curricular collaboration - inclusion of other teachers in the science lesson planning and presentation teachers in the science lesson planning and presentation (art teachers).(art teachers).

Hands-on activities whenever possible.Hands-on activities whenever possible.

Students learned vocabulary faster when first presented Students learned vocabulary faster when first presented in their primary language (bilingual instructor, or aide)in their primary language (bilingual instructor, or aide)

Use of analogies during instruction. (analogy =drawing a Use of analogies during instruction. (analogy =drawing a comparison) ** make sure the example is understood by comparison) ** make sure the example is understood by all!all!

Alternative assessment (oral presentations vs pencil and Alternative assessment (oral presentations vs pencil and paper exams). paper exams).

The other The other safe harbor – safe harbor – the the classroomclassroom

Ten Qualities of Ten Qualities of Successful Successful Lessons Lessons

by Peter Brunnby Peter Brunn

Lesson Planning Lesson Planning ActionsActions

1.1. Teachers plan lessons with their students Teachers plan lessons with their students in mind (not just the content)in mind (not just the content)

2.2. Teachers use predictable lesson structure Teachers use predictable lesson structure that allows students to grow academically that allows students to grow academically and sociallyand socially

3.3. Teachers make listening to students Teachers make listening to students thinking the heart of their lessons.thinking the heart of their lessons.

Lesson Planning Lesson Planning Actions conActions con’’tt

4.4. Teachers keep the body of their lessons Teachers keep the body of their lessons focused on open-ended topics.focused on open-ended topics.

5.5. Teachers never lose track of the lessonTeachers never lose track of the lesson’’s s objective.objective.

6.6. Teachers use facilitation techniques to Teachers use facilitation techniques to probe student thinking.probe student thinking.

7.7. Teachers listen and invite students to do Teachers listen and invite students to do most of the talking.most of the talking.

Lesson Planning Lesson Planning conclusionconclusion

8.8. Teachers set up students to work Teachers set up students to work independentlyindependently

9.9. Teachers help students develop the social Teachers help students develop the social skills for successful peer interactionskills for successful peer interaction

10.10.Teachers work with students to create a Teachers work with students to create a sense of community.sense of community.

Common Core & Tier Common Core & Tier WordsWords

Tier 1Tier 1 Basic words that commonly appear in spoken Basic words that commonly appear in spoken language.  Because they are heard frequently in numerous language.  Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction. Examples of Tier 1 rarely require explicit instruction. Examples of Tier 1 words are words are clock, baby, happy and walkclock, baby, happy and walk..

Tier 3Tier 3 Words that are not frequently used except in Words that are not frequently used except in specific content areas or domains.  Tier 3 words are central specific content areas or domains.  Tier 3 words are central to building knowledge and conceptual understanding to building knowledge and conceptual understanding within the various academic domains and should be within the various academic domains and should be integral to instruction of content.  Medical, legal, biology integral to instruction of content.  Medical, legal, biology and mathematics terms are all examples of these words.and mathematics terms are all examples of these words.

Tier 2 WordsTier 2 Words

Tier 2 Tier 2 High frequency words used by mature language High frequency words used by mature language users across several content areas.  Because of their users across several content areas.  Because of their lack of redundancy in oral language, Tier 2 words lack of redundancy in oral language, Tier 2 words present challenges to students who primarily meet present challenges to students who primarily meet them in print.  Examples of Tier 2 words are them in print.  Examples of Tier 2 words are obvious, obvious, complex, establish and verifycomplex, establish and verify..

We teach too many Tier I words, not enough Tier We teach too many Tier I words, not enough Tier 2words, and we’re just about right-on with our teaching 2words, and we’re just about right-on with our teaching of Tier 3 words.of Tier 3 words.

--Doug Fisher, “Secondary Literacy--Doug Fisher, “Secondary Literacy

Conference Spring 2007”, Anaheim CAConference Spring 2007”, Anaheim CA

List of High Frequency List of High Frequency Tier 2 Words (A-definite)Tier 2 Words (A-definite)

accelerate, achieve, adjacent, alternative, accelerate, achieve, adjacent, alternative, analyze, approach, approximate, arbitrary,analyze, approach, approximate, arbitrary,

assert, assess, assign, assume, authorize, assert, assess, assign, assume, authorize, automatic, chapter, compensate, complex,automatic, chapter, compensate, complex,

complicate, comply, component, comprehend, complicate, comply, component, comprehend, conceive, concentrate, concept,conceive, concentrate, concept,

conclude, consequence, consist, constant, conclude, consequence, consist, constant, construct, consult, context, contrast,construct, consult, context, contrast,

contribute, convert, create, criterion, crucial, contribute, convert, create, criterion, crucial, data, define, definite data, define, definite

Tier 2 & Tier 3 wordsTier 2 & Tier 3 words

The solar system consists of the sun and all the The solar system consists of the sun and all the planets and other bodies that revolve around planets and other bodies that revolve around the sun. Planets are any of the primary bodies the sun. Planets are any of the primary bodies that orbit the sun. Scientists have long that orbit the sun. Scientists have long debated the origins of the solar system. In the debated the origins of the solar system. In the 16001600’’s and 1700s and 1700’’s, many scientists thought s, many scientists thought that the sun formed first and threw off the that the sun formed first and threw off the materials that later formed the planets. But in materials that later formed the planets. But in 1796, the French mathematician Pierre-Simon, 1796, the French mathematician Pierre-Simon, marquis de Laplace, advance a hypothesis that marquis de Laplace, advance a hypothesis that is now know as the is now know as the nebular hypothesis.nebular hypothesis.

From: HoltFrom: Holt’’s California Edition of High School Earth Science textbooks California Edition of High School Earth Science textbook

BICS vs CALPBICS vs CALPBasic Interpersonal Communication Skills Basic Interpersonal Communication Skills

versusversus

Cognitive Academic Language ProficiencyCognitive Academic Language Proficiency

The Lesson of Princess The Lesson of Princess SOH CAH TOASOH CAH TOA

Clinometer LabClinometer Lab

Lessons LearnedLessons Learned

Seating ChartsSeating Charts

Knowledge level of studentsKnowledge level of students

Cultural and diverse backgrounds of Cultural and diverse backgrounds of studentsstudents

Celebrate successesCelebrate successes

Watch attendanceWatch attendance

Watch out for lonersWatch out for loners

Kesyon - Preguntas Kesyon - Preguntas