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Sheltered English Instruc2on Endorsement Course: Administrator Introduc)on, Law & SEI Considera)ons for ELLs
Agenda Introduc2on Who is an ELL? Laws & Regula2ons SEI vs. ESL Educator Evalua2on Standards Content & Language Objec2ves Linguis2c Quan2ty & Quality Next Steps
Introduc2ons Tell those at your table § Who you are § Where you are from § Current role § One fascina2ng fact Introduce the person on your leK to the whole group.
Course Policy Pass/fail § Passing grade = 70% / 350 points § Grading rubrics in the syllabus Par2cipants are responsible for § Applying for the SEI Endorsement in ELAR § Steps to Apply: hUp://www.mass.gov/edu/docs/ese/educator-‐effec2veness/licensing/sei-‐endorsement-‐how-‐to-‐apply.pdf
Online Component All assignments are submiUed to me at [email protected]
Content Objec2ves Par2cipants will be able to § Demonstrate a working knowledge of federal & state laws pertaining to ELLs
§ Iden2fy instruc2onal components of the SEI program model for ELLs in MassachuseUs
§ Recognize the heterogeneity among ELLs; the needs/strengths/challenges of subpopula2ons that inform instruc2onal planning & supports in the classroom
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ELLs: MassachuseUs Overall
This trend indicates that by 2021, ~20% of all MA students K-‐12 will be ELLs Source: 2013 SIMS
70% Increase
ELLs: MassachuseUs
Who is an ELL? • Quick Write • Federal Law • State Law • WIDA
Who is an ELL? Deficit-‐based vs. asset-‐based view: “Approached from a deficit perspec2ve, students who are English language learners (ELLs) are oKen defined as fundamentally lacking. By contrast, an asset-‐based perspec2ve builds on the home language of students and recognizes this as a fundamental strength.” (Scanlan, 2007)
Who teaches ELLs? Most § Are white, middle-‐class, monolingual § Have liUle training in working with ELLs § Have no knowledge of ELLs’ language learning needs
§ Have liUle experience with educa2onal backgrounds different from their own
(Zacarian, 2011)
Who teaches ELLs? Some § Have solid understanding of language and culture
§ Have studied the theories/prac2ces of second language acquisi2on
§ Understand learning a new language Many § Feel marginalized by colleagues
(Zacarian, 2011)
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MA Demographic Gap
64.9
8.7 6.1
17
0.2 0.1 2.9
91.62
3.28 0.9
3.3 0.09 0.07 0.38
0
10
20
30
40
50
60
70
80
90
100
White
African-‐
Asian
Hispanic
Na2ve
Na2ve
Mul2-‐Race,
Percen
tages
Race
MA Demographic Gap 2013-‐2014
Students
Full-‐Time Staff
Cultural Dimensions ~ G. Hofstede, G.J. Hofstede, M. Minkov
Power Distance High PDI (Malaysia) Low PDI (Austria)
accept societal inequali2es act against inequali2es
should not have aspira2ons beyond rank
child treated as equal as soon as they can act
corporal punishment corporal punishment considered child abuse
teacher is guru formal respect and deference to teacher rarely shown
dependent on teacher argue with teacher
child obedient to parent child contradicts parents
Masculine vs Feminine High MAS = Masculine (Slovakia) Low MAS = Feminine (Sweden)
clearly defined emotional roles emotional gender rules over lap men should be assertive, responsible, decisive, ambitious, tough; women should be tender, caring, gentle, take care of relationships
men and women are both responsible, decisive, assertive, ambitious, caring, gentle
women’s ambition is channeled towards men’s success
girls don’t cheer for boys
excellent student is the norm; praise excellence; competition for excellence
average student is the norm; praise weak students; trying to excel breeds jealousy; attempts at excellence are ridiculed
challenge, earnings, recognition, and advancement are important
quality of life is important
failing is disastrous failing is minor students overrate their performance students underrate their performance
brilliance in teachers is admired friendliness in teachers is appreciated
job choice based on career opportunities job choice based on intrinsic interests
Long Term vs Short Term Orienta2on
High LTO= Long Term (South Korea)
Low LTO= Short Term (Puerto Rico)
concerned with virtue concerned with truth
focus on future rewards; perseverance focus on past and present
students attribute success to effort and failure to lack of it
students attribute success and failure to luck
talent in applied sciences; high scores in PRA correlate to high scores in math and science
talent in abstract sciences
thrift, pursuit of goals; humility sensitivity to social trends (keeping up with the Joneses); need for reciprocation of gifts/favors
do not expect immediate gratification immediate gratification
Individualis2c vs Collec2vist
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Uncertainty Avoidance Indulgence vs Restraint
On teaching the Vietnamese: Student par)cipa)on was discouraged in Vietnamese schools by liberal doses of corporal punishment, and students were condi)oned to sit rigidly and to speak only when spoken to. This background… makes speaking freely in class hard for a Vietnamese. Therefore, don’t mistake shyness for apathy.
Office of U.S Educa2on ~ 1976 Students’ proper respect for teachers was discouraged by a loose order and students were condi)oned to behave disorderly and chat all the )me. This background makes proper and respecGul behavior in class hard for an American student. Therefore, don’t mistake rudeness for lack of reverence.
What if… Office of Vietnamese Educa2on
Cultural Dimensions
ZUNI
Cultural Dimensions
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Brain Games
Different Shades of Gray? ELLs: MassachuseUs? Newcomers GiKed and talented Special Educa2on Long-‐term ELLs Students with Limited or Interrupted Formal Educa2on (SLIFE)
Civil Rights & ELLs Laws & Regula2ons that ensure equal access Federal laws, guidance, and court cases: § Civil Rights Act, 1964 § Equal Educa2onal Opportunity Act (EEOA), 1974
§ Lau vs. Nichols, 1974 § Castañeda v. Pickard, 1981 § Office of Civil Rights Guidelines § NCLB Title III, 2002
Civil Rights & ELLs MassachuseUs § MA Educa2on Reform Act, 1993 § Ballot Ques2on 2 § Title III priori2es in MA § RETELL Regula2ons § Department of Jus2ce review, 2010 Federal/state ELL policy § Expert Groups (EG) Jigsaw • Federal Policy • OCR • MassachuseUs
Civil Rights & ELLs Jigsaw § Divide into groups of 4 (Home Team) § Number off 1-‐ 4 § Read, discuss and learn your Expert Group content
§ Regroup with Home Team § Teach your Expert knowledge to your Home Team (1 minute each member)
§ Discuss ques2ons (following slide) as whole class
Civil Rights & ELLs: Jigsaw What are the key messages embedded in laws and regula2ons pertaining to the educa2on of ELLs?
How are federal and state policy related? What are the differences between federal and MA policies?
What was interes2ng or new?
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Why are we here? RETELL Designed to provide ELLs access to the general curriculum through effec2ve instruc2on.
ELL Student Global
Development
WIDA English Language
Development Standards
ACCESS for ELLs Assessment Sheltered
English InstrucLon
(SEI) Endorsement &
Course
Differentiated*Assignment*Template*Adapted from: Focus on Differentiation Part 1| Wisconsin Center for Education Research | University of Wisconsin–Madison | www.wida.us
Level%1%(Jack)% Level%3%(Jill)% All%Students%Language7Based%Expectations:%%Write*descriptive*words*or*phrases*%
Language7Based%Expectations:%%Write*simple*sentences*using*descriptive*language*and*occasional*academic*content8related*vocabulary*
Language7Based%Expectations:%Write*a*three8paragraph*comparative*essay*using*descriptive*language,*a*variety*of*academic*content*related*vocabulary,*and*complex*sentence*structures*
Standards7Based%Content%or%Topic%(from%the%curriculum):%%Features*of*the*rainforest*before*and*after*deforestation*
Scaffolds%&%Supports:%Using*•*experiences*gained*in*a*field*trip*to*a*botanical*center*•*a*graphic*organizer*(T8chart)*to*show*content*understanding*•*word*and*picture*cards*featuring*pretaught*vocabulary*(to*be*used*when*labeling*the*graphic*organizer*to*show*content*understanding)*•*pictorially*supported*rainforest*texts*•*a*chant*to*assist*students*in*remembering*key*phrases*and*vocabulary*•*realia*related*to*rainforest*products*(e.g.,*fruit,*medicinal*plants,*wood*carvings)*•*a*think8aloud*demonstration*of*labeling*•*photographs*of*forestation*and*deforestation%
Scaffolds%&%Supports:%Using*•*experiences*gained*in*a*field*trip*to*a*botanical*center*•*graphic*organizers*(T8charts)*to*guide*writing*and*show*content*understanding*•*pictorially*supported*rainforest*texts*•*pretaught*vocabulary*•*a*chant*to*assist*students*in*remembering*key*phrases*and*vocabulary*•*realia*related*to*rainforest*products*(e.g.,*fruit,*medicinal*plants,*wood*carvings)*•*a*think8aloud*demonstration*of*sentence*writing*•*photographs*of*forestation*and*deforestation*
Scaffolds%&%Supports:%Using*•*experiences*gained*in*a*field*trip*to*a*botanical*center*•*a*graphic*organizer*(T8chart)*to*guide*writing*•*grade8level*rainforest*texts*•*a*chant*to*assist*students*in*remembering*key*phrases*and*vocabulary*
*
Describe your favorite game in your first language. Write a science lab report in academic English. RaLocinate the research on the effects of overexcitabilLes in Dabrowski’s TPD in Polish.
Linguis2c Schema Content Schema Format Schema
Schema Theory & Language A. de Capua & H. Marshall
I am going to show you a string of leUers and I want you to remember
them…
Linguis2c Schema
Did you remember them?
Try again…
Linguis2c Schema
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Teaching Content Is Teaching Reading
Content Schema Say the months of the year.
Time?
Say the alphabet. Time?
Format Schema
RETELL: Administrator Role Supervise & support teachers who work with ELLs (SEI teachers) SEI Teachers must earn the SEI Endorsement SEI Admin Course provides the founda2on for suppor2ng teachers of ELLs
All core content and special educators who have had or will have an ELL student in their district’s cohort years must earn the SEI Endorsement in order to advance, extend, or renew his/her license.
All supervisors or evaluators of teachers with ELLs in their district’s cohort years must earn the SEI Endorsement in order to advance, extend, or renew his/her license.
Who needs the SEI Endorsement?
Core academic teacher is defined as “early childhood and elementary teachers, teachers of students with moderate disabili2es, teachers of students with severe disabili2es, and teachers of the following academic subjects: English, reading or language arts, mathema2cs, science, civics and government, economics, history, and geography.” 603 CMR 7.02 and 603 CMR 14.07(5).
Core Academic Teacher (CAT) 1. Pass a RETELL SEI Endorsement Course 2. Pass the SEI MTEL 3. Earn a license in ESL: to include all relevant coursework, passing the ESL MTEL, and 150 prac2cum hours
4. Have the DESE audit your transcript for a bachelor’s degree or graduate coursework in DESE approved areas (Applied Linguis2cs, ESL, or Language, Culture & Literacy)
How to earn the SEI Endorsement?
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You must apply for the endorsement through ELAR regardless of the manner in which you earn the endorsement. hUp://www.mass.gov/edu/docs/ese/educator-‐effec2veness/licensing/sei-‐endorsement-‐how-‐to-‐apply.pdf
How to apply for the SEI Endorsement?
AKer July 2016, any core content or special educator with an ELL (and his/her supervisor/evaluator) will need to earn the SEI Endorsement in the same year that he/she has the ELL student. If he/she fails to do so, an ELL student may not be assigned to him/her un2l he/she earns the endorsement, which may affect his/her employability. While the DESE will no longer be offering SEI Endorsement Courses aKer July 2016, select collabora2ves will s2ll offer the course for cost.
For Cost Op2ons: hUp://www.doe.mass.edu/retell/For-‐Cost.html
What happens aKer 2016?
Star)ng on July 1, 2016, any core academic teacher who is assigned to provide sheltered English instruc)on to an English learner shall either hold an SEI Teacher Endorsement, or is required to earn such endorsement within one year from the date of the assignment. Any school district that assigns an English learner to a core academic teacher who has a year to obtain an SEI endorsement, shall take all reasonable steps to ensure that such English learner is assigned to core academic teachers with an SEI endorsement in subsequent school years.
603 CMR 14.00 Star)ng on July 1, 2016, no principal, assistant principal, or supervisor/director shall supervise or evaluate a core academic teacher who provides sheltered English instruc)on to an English learner unless such principal, assistant principal, or supervisor/director holds an SEI Teacher Endorsement or SEI Administrator Endorsement, or will earn either endorsement within one year of the commencement of such supervision or evalua)on.
603 CMR 14.00
EffecLve July 1, 2016, ALL educators must earn 150 PDPs to include: Minimum 60 PDPs in content Maximum 30 PDPs in pedagogy or content Minimum 15 PDPs in ESL/SEI Minimum 15 PDPs in SPED Maximum 30 ElecLve PDPs
Licensure Requirements The district’s RETELL Liaison is
required to keep an updated status record of all educators/supervisors/evaluators in the district who have
earned the SEI Endorsement.
SEI Status
9
RETELL: Administrator Role Principal’s Mission: § Promote a clear vision that the whole school is involved in promo2ng ELLs’ success. • NOT just Sheltered content • How are you going to do it?
Take 5 min and turn to a table partner to discuss
§ how you could message the expecta2ons of both SEI strategies and skills but also ESL services.
§ Share with whole group
Academic Programming for ELLs Requirements for Instruc2on of ELLS
Meaningful Access to Curriculum ESL/English Language Development (ELD)
Instruc2on Explicit, direct
instruc2on in English to promote English
language development
Taught by a licensed ESL teacher/English
Language Educator (ELE)
Sheltered English Instruc2on (SEI)/ Sheltered Content Instruc2on (SCI)
Differen2ated instruc2on that includes approaches, strategies and methodology that makes the content comprehensible and
promotes academic English language development Taught by a licensed and endorsed content teacher
Bilingual or Dual Language Instruc2on*
MUST PROVIDE BOTH
Sheltered English Instruc2on What is SEI? § Core content teacher § Differen2ated instruc2on • listening, speaking,
reading, wri2ng § Language objec2ves, content objec2ves, & assessment aligned
§ Targeted to help ELLs when not in ESL classes
MassachuseUs Department of Elementary and Secondary Educa2on. 2006
DefiniLon: Differen2ated instruc2on that includes approaches, strategies, and methodology that makes the content comprehensible and promotes academic English language development
The New Vision
New Vision § Language development happens in BOTH ESL/ELD & SEI/SCI, but differently
§ Support for academic language development expected in ALL classrooms
§ Sufficient amount of ESL/ELD is cri2cal § ALL educators share responsibility for instruc2ng students in academic language
§ Administrators must lead the way • Set the expected • Inspect the expecta2on
New Vision Collabora2ve prac2ces are necessary § Peer Coaching § Joint Planning Times § Follow-‐up PD § Other ways?
Data § All teachers should be collabora2vely analyzing ELL student data
§ ELL data analysis should be included in PD § Leaders should use data in strategic decision-‐making
§ Data should be part of school-‐wide implementa2on plans
10
ELL Guidance Document Guidance on ELLs 1) Iden2fica2on 2) Assessment 3) Placement 4) Reclassifica2on of ELLs hUp://www.doe.mass.edu/ell/Guidance.pdf
WIDA ACCESS Report
District: SAMPLE DISTRICT Student: LAST NAME, FIRST NAME
School: SAMPLE SCHOOL State ID: 111111111 District ID: 11111
Grade: 5 Tier: B Grade Level Cluster: 3-5 Birth Date: 09/10/2001
Report Purpose: This report provides information regarding the levels of social and academic English language proficiency the student has attained. Social language is used to communicate for everyday purposes. Academic language is used to communicate the content of language arts, mathematics, science, and social studies. This report can be used to monitor progress from year to year and to help determine instructional strategies by content areas and standards. Please refer to the ACCESS for ELLs� Interpretive Summary for more information on the meaning and use of these scores. You may also refer to the complete Interpretive Guide for Score Reports at www.wida.us for more detailed information.
Student’s level of English proficiency by language domains
Confidence Band See Interpretive Summary for definitions
100 200 300 400 500 600 Language Domain
Scale Score
(Possible 100 - 600) | | | | | |
Proficiency Level
(Possible 1.0 - 6.0)
Listening 356 ----------------------320|--Ƈ---|392 4.4 Speaking 379 -----------------------335|---Ƈ----|423 5.3 Reading 338 ---------------------318|-Ƈ-|358 3.5 Writing 316 --------------------300|Ƈ-|332 2.9 Oral LanguageA 368 ------------------------342|-¸--|394 4.9 LiteracyB 327 --------------------309|-¸-|345 3.1 ComprehensionC 343 ----------------------320|-¸-|366 3.8 Overall ScoreD (Composite) 339 ----------------------324|¸-|354 3.6
A - Oral Language = 50% Listening + 50% Speaking C - Comprehension = 70% Reading + 30% Listening
B - Literacy = 50% Reading + 50% Writing D - Overall Score = 35% Reading + 35% Writing + 15% Listening + 15% Speaking NA - Not Attempted =Student Booklet is marked with a Non-Scoring Code of Absent, Invalidated, Declined or Special Education/504 Exemption
Overall Scores are computed when all 4 domains have been completed
Student’s performance by WIDA English Language Proficiency Standards Due to varying numbers of items and their levels of difficulty, raw scores should be used with caution. See the Interpretive Guide for Score Reports for details.
COMPREHENSION (Listening and Reading) SPEAKING TASKS
English Language Proficiency Standards
# of Items
Correct
Total # of
Items
English Language Proficiency Standards
Score based on # of tasks student met or exceeded
Raw Score
Total # of
Items
Social & Instructional Language 3 6 Social & Instructional 3 3
Language of Language Arts 5 12 Language Arts/Social Studies 4 5
Language of Mathematics 5 12 Mathematics/Science 5 5
Language of Science 7 9 Language of Social Studies 3 9
NA - Not Attempted =Student Booklet is marked with a Non-Scoring Code of Absent, Invalidated, Declined or Special Education/504 Exemption
WRITING TASKS Description of Proficiency Levels Linguistic
Complexity Vocabulary
Usage Language Control
English Language Proficiency Standards
Scores based on writing rubric Raw Score
Total Possible Points
Raw Score
Total Possible Points
Raw Score
Total Possible Points
Social & Instructional 3 6 3 6 2 6 Mathematics 0 0 0
Mathematics & Science 2 6 3 6 2 6 Language Arts & Social Studies 2 6 2 6 2 6
x� 1 Entering – Knows and uses minimal social language and minimal academic language with visual and graphic support
x� 2 Beginning – Knows and uses some social English and general academic language with visual and graphic support
x� 3 Developing – Knows and uses social English and some specific academic language with visual and graphic support
x� 4 Expanding – Knows and uses social English and some technical academic language
x� 5 Bridging – Knows and uses social English and academic language working with grade level material
x� 6 Reaching – Knows and uses social and academic language at the highest level measured by this test
September, 2011
Teacher Report – 2012
ACCESS for ELLs® English Language Proficiency Test
WIDA Can Do Descriptors 6
CAN DO Descriptors: Grade Level Cluster 6-8For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English language learners can process or produce the language needed to:
The CAN DO Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the levels of language proficiency.
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Level 6 - Reaching
LIST
ENIN
G
commands/instructions
visual/graphic displays
places from oral statements/questions using gestures (e.g., pointing)
language with visual representation (e.g., “Use a sharpened pencil.”)
commands/instructions
visuals per oral descriptions
directions
charts or tables based on oral statements
based examples from oral directions
familiar text read aloud to visuals
described orally
of content-based concepts described orally
different time frames (e.g., past, present, future)
details of oral discourse
tasks or assignments based on oral discourse
new situations
re-enact scenarios from oral reading
accomplish grade-level tasks
and act accordingly
grade-level text read aloud
multiple genres read orally
SPEA
KIN
G
questions
high frequency vocabulary
memorized chunks
questions (e.g., “who,” “what,” “when,” “where”) within context of lessons or personal experiences
high frequency words/ phrases
classroom conversation
modeled sentences
everyday events
wants
situations
through multiple tenses
speech
based presentations
using transitions (e.g., “but,” “then”)
and outside of class
some supporting details
self-monitor)
ideas presented orally
content-based concepts
supporting details/evidence
reasons and evidence
give reasons
and similes
in social and academic contexts
discussions
of abstract, content-based ideas (e.g., democracy, justice)
WIDA Can Do Descriptors
7
CAN DO Descriptors: Grade Level Cluster 6-8For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English language learners can process or produce the language needed to:
The CAN DO Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the levels of language proficiency.
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Level 6 - Reaching
REA
DIN
G
and objects
objects/pictures to words
signs, and words
WH- questions (e.g., “who,” “what,” “when,” “where”) related to illustrated text
illustrated glossaries
fictional and non-fictional events
of simple sentences
structure (e.g., titles, graphs, glossary)
tapes, teacher, paired-readings)
phrases
(e.g., word banks) to complete simple sentences
cognates)
and glossaries
main ideas, and details in paragraphs
of words in context (e.g., “cell,” “table”)
illustrated text
affixes and root words to make/extract meaning (e.g., “un-,” “re-,” “-ed”)
and opinion
explicit information in texts
glossaries
passages
(e.g., “dark as night”)
modified text
of different genres and informational texts
(e.g., skim and scan for information)
multiple meanings of words/phrases
situations
grade-level text
support argument
WRI
TIN
G
pictures
words
cards
taught words/phrases and word banks (e.g., create menu from list of food groups)
with original ideas
forms with personal information
and some WH- questions
with main ideas and some details (e.g., column notes)
(e.g., with conjunctions)
solving
information, events, characters
and reactions along with reasons
essays
reports
support ideas
cohesive passages
conclusion
explain graphs/charts
using multiple sources/citations
articles
Supported SEI Programs
Leadership
Family and community
Content: Core Academic Subjects/SEI
Content –referenced ESL
The ELL
Admin. SEI Endorsement
Second language acquisi2on
Subject maUer and language support
Funds of knowledge/
L1/C1
Funds of knowledge/L1/C1
Objec2ves Revisited The Basics § Generalizable & transferable • Students will be able to… • I can… (lower grades based on Can Dos)
§ Observable & assessable • Avoid “learn,” “understand,” “comprehend”
§ Focus on ac2on verbs § Age & level appropriate § Posted & discussed • Before, aKer, and during
§ Supported by ac2vi2es
CAL, 2011
11
Objec2ves Revisited 2 interrelated kinds § Content & Language Content Objec2ves § Addresses concepts • Grade level, subject area, curriculum &
targeted standards • Verbs related to knowledge of content
§ One or two per lesson • More for whole units
CAL, 2011
Make-‐up of an LO
Language Objec2ves? § Address English language § Skills, characteris2cs, and components § Necessary to access concepts & demonstrate learning
§ Related to listening, speaking, reading, wri2ng • i.e.: read, list, discuss, debate, draK, converse
§ Must • Align to content objec2ves & assessment • Be differen2ated for performance levels (CAN
DOs & Assessment Rubrics)
CAL, 2011
Language Objec2ve Students will retell the issues leading up to the Boston Tea Party by wri2ng and crea2ng a graphic novel-‐style cartoon using a word bank. § Turn and discuss with a neighbor. § What parts do you see?
Language Objec2ve Students will retell the issues leading up to the Boston Tea Party by wri2ng and crea2ng a graphic novel-‐style cartoon using a word bank. § Domain? – wri2ng § Content? – Boston Tea Party § Language Func2on? – retell § Differen2a2on? – word bank
Domain Choose a domain • Reading • Wri2ng • Speaking • Listening
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Content Connect to your content • Formulas • Oceanography • Shakespeare • Current Events • Word Problems • The Solar System • Narra2ve Essay • Revolu2onary War
Language Func2on Add a language func2on
• use transi2ons • compare and contrast • correctly use ac2ve
voice • give instruc2ons • describe • ask clarifying ques2ons • retell
Differen2ate/Support Consult the WIDA tools available online.
• Can Do Descriptors • Speaking/Wri2ng rubric • ACCESS scores • Should be in each
student’s cumula2ve folder
• Available to ALL teachers!
Objec2ves: Defined Language Objec2ves § Yes, content teachers are the language teachers for THEIR content!
§ How is the language of Math different than that of ELA? Or Science, Social Studies, Computers, Art, …? • How much language is on a Math test? • CCSS: Language rich lessons
§ All teachers are now responsible for teaching the language of their content!
Language Objec2ves Two-‐fold purpose: § Students • Lets them know how they will demonstrate what
they know • Helps maintain focus on language development
§ Teachers • Helps maintain focus on language necessary to
allow access concepts presented through content • Helps to maintain focus on necessary
differen2a2on • Makes teachers to ask themselves, “Do I need to
teach something before this?” (e.g., vocabulary? skills? procedures?)
CAL, 2011
Content Objective Language Objective
TSWBAT compare and contrast the functions of state governments and national governments.
TSWBAT discuss state and national governments and list the characteristics of each in a Venn diagram using a word bank.
TSWBAT research two important Virginians and the role they had in building a new nation.
TSWBAT role-play to explain who George Washington and James Madison were and what they are known for today with a partner.
TWSBAT design and construct a model of the ocean floor.
TSWBAT label and define the important features of the ocean floor on a model.
I can discover how people make choices when they spend their money.
I can listen to a story about Max and Ruby who save their money to buy presents for their grandmother. I can explain to a partner how I would spend ten dollars.
13
Key Uses of Academic Language
Recount Explain Argue Discuss
KUALa Level 1 ELL / 2nd Grade
Students will be able to recount the steps in the life cycle of a buUerfly by wri2ng the name of each step on a pictorial graphic
organizer using a word bank.
Language Func2on Content Stem Domain Differen2a2on
LO Example Using A KUALa
Language Objec2ves § On your paper • Write a content objective • Include grade level • Write your name on the paper
Switch content objec2ve with a partner Read your new content objec2ve & write a language objec2ve. When signaled find your match. Discuss.
Walk-‐Around: COs & LOs Next session, be ready to share what you’ve seen in your school. § With the lessons teachers are delivering, • What COs are they using? • How do the LOs fit with what you now know
about LOs?
Educator Eval Rubric Standard I:
Curriculum, Planning, and Assessment
Standard II: Teaching All Students
A. Curriculum and Planning Indicator 1. Subject MaUer Knowledge 2. Child and Adolescent Development 3. Rigorous Standards-‐Based Unit Design 4. Well-‐Structured Lessons
A. InstrucLon Indicator 1. Quality of Effort and Work 2. Student Engagement 3. Mee2ng Diverse Needs
Educator Eval: Observa2on Based on Standards and Indicators of Effec2ve Teaching Prac2ce (available at ESE’s website)
Resource for Evalua2ng Teachers of ELLs
14
II-‐A-‐3: Mee2ng Diverse Needs Proficient Level: Prac2ces that include § Tiered instruc2on and scaffolds § Accommoda2ons for differences in learning styles/needs/interests/readiness levels
§ Students with disabili2es and English language learners
How can a teacher learn what he/she needs to know about a par2cular English language learner? What would you expect to see in a SEI classroom where the teacher meets
diverse needs?
Content Objec2ves You can: § demonstrate a working knowledge of relevant federal & state laws pertaining to ELLs
§ Iden2fy instruc2onal components of the SEI program model for ELLs in MassachuseUs
§ Recognize the heterogeneity among ELLs; the needs/strengths/challenges of subpopula2ons that inform instruc2onal planning & supports in the classroom
Language Objec2ves Have you or will you be able to: § Discuss relevant federal & state laws pertaining to ELLs & resul2ng implica2ons for teaching & learning with stakeholders
§ Explain instruc2onal components of the SEI program model for ELLs in MassachuseUs to colleagues, supervisors, teachers, parents and other stakeholders in wri2ng or verbally
§ Discuss with colleagues, supervisors, teachers, parents and other stakeholders the heterogeneity among ELLs; the needs/strengths/challenges of different subpopula2ons that inform instruc2onal planning & supports in the classroom
Next Steps
Refer to the Administrator SEI Endorsement Course Syllabus for the
assignments and due dates.
Exit Ticket LOs & COs § Write your defini2on of a content objec2ve and a language objec2ve and why each is needed.
§ Remember to look for them as you do classroom observa2ons.
Wow & Wonder § I learned that… § I wonder…
