THE BEST OF SAMUELS
SAMUEL IMyths and Realities
Second Language AcquisitionClassroom Strategies in Content Teaching
Assessing in Proficiency Levels
Second Language Acquisition: Myths & Misconceptions
Do you agree or disagree with the following statements?
Agree
Disagree
1 When an EL has acquired communicative fluency, he will be able to handle academic assignments with little difficulty.
2 Oral fluency is a strong indicator that an EL will succeed in the classroom.
3 Placing a child learning English in a mainstream classroom will ensure that he/she will succeed in learning English quickly.
Social Language
Academic Language
DEVELOPMENTAL STAGES OF
SECOND LANGUAGE ACQUISITION
• P R E P R O D U C T I O N W I D A → • E N T E R I N G
• E A R LY P R O D U C T I O N • B E G I N N I N G
• S P E E C H E M E R G E N C E • D E V E L O P I N G
• I N T E R M E D I AT E F L U E N C Y • E X PA N D I N G
• A D VA N C E D F L U E N C Y • B R I D G I N G
WHICH OF THE FOLLOWING WILL AN EL EXPERIENCE IN ALL OF THE STAGES OF LANGUAGE ACQUISITION?
• Silent stage
• Begins to produce words they have heard and understood repeatedly
• Develops receptive vocabulary
Entering/Preproduction
Beginning/Early Production
ALL
STRATEGIES FOR TEACHING ELS IN THE CONTENT AREA
• ELs experience challenges specific to content areas.
• A multitude of strategies can be used to help meet these challenges. (hands-on activities, graphic organizers, group activities, step by step directions, etc)
• Every content area has a vocabulary specific to that content area (even Math).
IDEAS FOR ASSESSING ELS
Entering/Beginning Advanced Beginners-Intermediate
• Yes/no or single word responses
• Pointing/gesturing cloze activities
• Hands-on tasks• Class projects• Group work• Portfolios• KWL charts
• Role playing• Completion of graphic
organizers• Simplified study guides• Limit assessment to key
vocabulary of concepts• Allow students use of notes
or texts.• Answer essay questions
orally• Simply essay questions into
manageable parts• Use larger type, more white
space• Fill in modified outline, story
web
SAMUEL IIExploring Culture
Importance of Parental Involvement
EXPLORIN
G
CULTURE
STAND UP AND BE COUNTED
This activity is designed to demonstrate how we are all members of a minority
Stand Up If…
Question Agree
Disagree
1. You arrive at dinner an hour late in Costa Rica. Your hosts will be insulted.
2. The parents of your student from Brazil show that they don’t care how their child is doing in school when they arrive 45 minutes late for a conference with you.
3. Your Mexican parents keep their children out of school on the flimsiest of pretexts. They don’t care about their children’s education.
4. Your new student from Argentina stares at you all the time. The student is belligerent and wasn’t taught any manners.
CULTURAL TRUTHS OR STEREOTYPES
CULTURE PRIDE SHIELD
9 TRUTHS ABOUT PARENTAL INVOLVEMENT (TERY MEDINA)
Parents have hopes and dreams for their children.
The home is the primary of several domains that simultaneously influence a child’s education.
The parent is the central contributor to a child’s formal and informal education.
Parental involvement requires a vision, a policy and a structure for support and action.
9 TRUTHS ABOUT PARENTAL INVOLVEMENT (TERY MEDINA) CONT.Parental involvement is a process, not a
program of activities.
Parents’ interaction with their own children is the cornerstone of involvement.
Barriers to Parental Involvement are found within school policies and practices.
Any parent can be “hard to reach”.
Successful Parental involvement nurtures relationships and partnerships.
DID YOU KNOW?
“The way schools care about children is reflected in the way schools care about the children’s families”
(Epstein, 1995)
DID YOU KNOW?A C C O R D I N G T O A R E V I E W O F R E C E N T R E S E A RC H
P U B L I S H E D BY T H E S O U T H W E S T E D U C AT I O N A L D E V E LO P M E N T L A B O RAT O RY ( 2 0 0 2 ) , S T U D E N T S
W H O S E PA R E N T S A R E A C T I V E LY I N V O LV E D I N T H E I R E D U C AT I O N , N O M AT T E R W H AT T H E I R
I N C O M E O R B A C K G R O U N D , A R E M O R E L I K E LY T O :
•E A R N H I G H E R G R A D E S A N D T E S T S C O R E S A N D
E N R O L L I N H I G H E R - L E V E L P R O G R A M S .•B E P R O M O T E D , PA S S T H E I R C L A S S E S , A N D E A R N C R E D I T S .•AT T E N D S C H O O L R E G U L A R LY.•H AV E B E T T E R S O C I A L S K I L L S , S H O W I M P R O V E D B E H AV I O R S , A N D A D A P T W E L L T O S C H O O L .•G R A D U AT E A N D G O O N T O P O S T- S E C O N D A RY E D U C AT I O N .
REDEFINING PARENTAL INVOLVEMENT
Investing in families
You’ve got to remove the barriers in order to build the bridge
Be proactive do not expect the parents to just enter your school on their own
Create a welcoming environment for parents by building on their cultural values
Parent liaisons who not only understand the culture and the language but also have “shared experiences” are better able to act as intermediaries between families and school staff
WE CAN ALSO HOLD…
Family Literacy Nights
Family Math Nights
Family Night Dinners
Multicultural Day: Families share their country crafts, foods, arts. Music, dance to entire school.
Adopt a student- EL parent helps an EL child with school work.
Parents read in their first language a story book to regular classroom.
WE CAN ALSO…•W H E N S T U DY I N G E L’ S C O U N T R Y / C U LT U R E W E C A N I N V I T E PA R E N T S I N T H E C L A S S R O O M T O S H A R E C U LT U R E A N D A R T I FA C T S . I F PA R E N T D O E S N O T S P E A K T H E I R C H I L D C A N S P E A K W H I L E T H E PA R E N T S H O W S A R T I FA C T S .
•A S K PA R E N T S T O T R A N S L AT E B O O K S W R I T T E N B Y S T U D E N T S T O C R E AT E B I L I N G U A L B O O K S . E L S T U D E N T S C A N T E L L PA R E N T S W H AT T H E PA G E S AY S A N D PA R E N T S C A N W R I T E I T I N T H E I R F I R S T L A N G U A G E .
•A S K S T U D E N T S T O I N T E R V I E W PA R E N T S A B O U T A S P E C I F I C T O P I C T O S H A R E W I T H T H E C L A S S R O O M .
•I N T H E E L C L A S S R O O M A L L O W S T U D E N T S T O P L A N A FA M I LY R E C E P T I O N A N D P U T O N A S H O W F O R PA R E N T S .
SAMUEL IIIWIDA Standards
Standards Based Assessment
Social Language
Academic Language
LANGUAGE VS. CONTENT
Language proficiency involves the language associated with the content areas.
Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.
BOTTOM LINE . . .
For students to achieve academically and demonstrate learning on a larger scale, such as high stakes assessments, they MUST master Academic Language.
FIVE WIDA ELP STANDARDS
WIDA Consortium / CAL / MetriTech
Standard 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.
ELP STANDARD 1
ELs communicate for SOCIAL AND
INSTRUCTIONAL purposes within the school setting
Examples of Standard 1Social and Instructional Language
Classroom language(ex. “Put your glue and scissors on the table”.)
Routines(ex. “It is time to line up for P.E.”)
Instructions /assignments(ex. “Turn to page 143 in your Social Studies book and read the first two paragraphs”.)
•School behavior(ex. “Always walk in the hallway”.)
•Recreational objects and activities(Let’s play kickball on the playground”.)
ELP STANDARD 2ELs communicate information, ideas and concepts necessary for academic success in the content area of LANGUAGE
ARTS
STANDARD 2THE LANGUAGE OF LANGUAGE ARTS
• Writing a book report• Giving a personal
narrative• Acting in a play• Discussing a story or
poem
ELP STANDARD 3
ELs communicate information, ideas and concepts necessary for academic success in the content area of MATHEMATICS
STANDARD 3LANGUAGE OF MATHEMATICS
• Patterns • Geometry• Algebraic Equations• Describing strategies for
solving problems• Units of measure• Time• Discussion of basic
operations
ELP STANDARD 4
ELs communicate information, ideas and concepts for academic success in the content area of SCIENCE.
STANDARD 4LANGUAGE OF SCIENCE
• Completing an experiment• Photosynthesis• Simple Machines• Genetics• Cell• Astronomy• Meteorology
ELP STANDARD 5
ELs communicate information, ideas and concepts for academic success in the content area of SOCIAL STUDIES
STANDARD 5LANGUAGE OF SOCIAL STUDIES
• Geography• Community/Neighborhoods• Government• Economics
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
WIDA Consortium / CAL / MetriTech
LEVELS OF ENGLISH LANGUAGE PROFICIENCY
6
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
BRIDGING
REACHING
CRITERIA FOR PERFORMANCE DEFINITIONS (REVIEW)
WIDA Consortium
ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING
54321 6
REACHING
Linguistic Complexity:The amount and quality of speech or writing for a given situation
Vocabulary Usage:The specificity of words or phrases for a given context
Language Control:The comprehensibility of the communication based on the amount and type of errors
PERFORMANCE LEVEL EXPECTATIONS AT DIFFERENT PROFICIENCY LEVELS
WIDA Consortium
Language Proficiency(Performance Level Descriptions)
1 Entering
2 Beginning
3 Developing
4 Expanding
5 Bridging
PIs
L 1
L 2
L 3
L4
L 5Linguistic
ComplexityVocabulary
UsageLanguage Control
MODEL PERFORMANCE INDICATORSAn MPI is a language objective that contains 3 parts:
1. A language function word such as describe, label, critique.
2. The content of the lesson3. Support or scaffolding to help the
EL obtain the content.
THE MODEL PERFORMANCE INDICATORLANGUAGE FUNCTION
WIDA Consortium / CAL / MetriTech
THE MODEL PERFORMANCE INDICATORLANGUAGE FUNCTION
WIDA Consortium / CAL / MetriTech
Language Function = “Describe”
Content Stem = “objects of the earth or sky”
Support = “from observation, photographs or models”
Planning: Can Do Descriptors•Use with ELP scores from each language domain.
•More specific than Performance Definitions.
•Describes the language functions an EL
“CAN DO” with support at a given ELP level.
•Built upon the Performance Definitions.
•Most useful tool for teachers in planning.
Can you identify the “CAN DO” level in each domain for the native English speakers in your classroom?
EFFECTIVE ASSESSMENT FOR ELS:ELs MAY NOT RECEIVE FAILING GRADES or BE
RETAINED AS A RESULT OF ANY LANGUAGE BARRIER.
*Is an I-ELP in place?
*Was appropriate instruction used to increase comprehension and develop CALP according to the student’s EPL?
*Were authentic assessment methods used to evaluate EL student learning of content?
*Were all content objectives included in student’s instruction?
*What level of mastery on content objectives did student demonstrate?
ELs MAY NOT RECEIVE FAILING GRADES or BE RETAINED AS A RESULT OF ANY LANGUAGE
BARRIER.
*Is an I-ELP in place?
*Was appropriate instruction used to increase comprehension and develop CALP according to the student’s EPL?
*Were authentic assessment methods used to evaluate EL student learning of content?
*Were all content objectives included in student’s instruction?
*What level of mastery on content objectives did student demonstrate?
FAILING GRADES & RETENTION
Documentation to support actionDevelop a protocolPossible components:
Samples of regular and accommodated documents
Samples of graded and/or accommodated student work
Brief narrative of teacher behaviorsaccommodations madeteacher observations of student behaviorcontact with EL specialistcontact with parents
GRADES AND RETENTIONCONTINUED
Grades and retention should be determined through support of evidence.
ASK YOURSELFWere accommodations provided?Was consideration made of student’s level of language proficiency?
Were progress monitoring and intervention strategies implemented?
INSTRUCTION AND GRADING
Individual English Language Plan(I-ELP)Establish language development goalsClassroom Accommodations
Lower the language barrierProvide access to curriculumAssessment accommodations
GradingELs may not receive failing grades or be retained as a function of language proficiency.
Individual English Language Plan(I-ELP)Establish language development goalsClassroom Accommodations
Lower the language barrierProvide access to curriculumAssessment accommodations
GradingELs may not receive failing grades or be retained as a function of language proficiency.
WIDA Consortium / CAL / MetriTech
WHERE TO GO FOR WIDA RESOURCES
Access and download the sample ACCESS for ELLs test items and the W-APT test materials
Take Online ACCESS for ELLs Test Administrator Training Course
Read FAQs about WIDA and ACCESS for ELLsAccess your state’s page with contact
information, important dates, state policies, and local training opportunities
Purchase and/or download the WIDA ELP Standards and Resource Guide
Learn more about WIDA staff, products, and services
www.wida.us
CONTACT INFORMATION
Heidi Goertzen– Title III/ESL Specialist [email protected]
Dely V. Roberts – Title III/ESL Specialist [email protected]
Dr. Tammy Hallman Starnes– Title III/ESL Coordinator [email protected]
5348 Gordon Persons Building--50 North Ripley Street Montgomery, AL--334-242-
8199