Key Principles, Strategies, & Digital Tools for ELL Instruction in CCSS 2016

Martin Cisneros @TheTechProfe# 1

Key Principles & Digital Tools for ELL Instruction in CCSS

MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST

Martin Cisneros @TheTechProfe#

Source: http://goo.gl/0BPFDa

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http://goo.gl/0BPFDa


# Martin Cisneros @TheTechProfe3














ESL Ghetto



# Martin Cisneros @TheTechProfe7 The CCS ELA/ELD Framework 2014


What will it take to ensure that THIS reform era does not leave ELLs behind?


Martin Cisneros @TheTechProfe

Misconception #1Exposure and Immersion Are the Answer

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Misconception #2One Size Fits All

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Misconception #3Specially Adapted Instruction in English is “Just Good Teaching”

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# Martin Cisneros @TheTechProfe

English Learners

SOURCE: CA DEPARTMENT OF ED

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Demographic Trends


THERE ARE MORE MULTILINGUALS THAN THERE ARE MONOLINGUALS TODAY



1 IN 4 IN CALIFORNIA ARE FOREIGN BORN



ELL’s in USA come from 400 different language backgrounds

Vietnamese and Chinese are the next

two most common first languages spoken

among ELLs (accounting for 1.8%

and 1.4%, respectively, of the ELL population)

80% of the ELL population enrolled in our nation's schools



What Do All The Labels Mean?ELL, or English language learner. ELL is the most current term used in the United States to describe students whose native language is not English, who are in various stages of acquiring English, and who require various levels of language support and development in order to become fully proficient in English.

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ELL, ESL, ELD, LEP, EFL



What Do All The Labels Mean?ESL, or English as a second language. The term ESL was formerly used as a designation for ELL students, but is more commonly used now to refer to “a program of instruction designed to support ELL students ” and is often still used at the postsecondary level to refer to multilingual students.

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What Do All The Labels Mean?ELD, or English language development. ELD is often used to describe instruction and programs for ELL students that focus on developing English language proficiency in the domains of reading, writing, listening, and. speaking.

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What Do All The Labels Mean?LEP, or limited English proficiency. LEP is used by the U.S. Department of Education for ELLs who have not yet demonstrated proficiency in English, according to state standards and assessments.

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What Do All The Labels Mean?EFL, or English as a foreign language. EFL refers to students who are “nonnative English speakers, but who are learning English in a country where English is not the primary language.”

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Over 1/2 of ELLs in middle and high schools were born in the United States, are second- or even third-generation immigrants,

and have been enrolled in U.S. schools since kindergarten.

Long-term English language learners, or LT-ELLs

Stuck at the intermediate level. High levels of oral English

proficiency, but may lack the academic language and skills in reading and writing needed

to master subject matter


Researchers and educators commonly use the term L1 to refer to a student's native language (also called primary language, home language, or heritage language ) and L2 to refer to the language a student is acquiring in addition to their native language, which in the United States is English.

L1 - Home Language

L2 - Acquiring Language


What if…

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COMMON CORE & ELD STANDARDS

WHERE ARE WE?


Interpretive

Productive

Collaborative

Part I: Interacting in Meaningful Ways

Part II: Learning About How English Works

Connecting &Condensing Ideas

Expanding & Enriching Ideas

StructuringCohesive Text

Part III: Using Foundational Literacy

NativeLanguage Emerging Expanding Bridging Lifelong Lang

Learning

California ELD Standards


How is it Different Than What We did Before?

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The Big ShiftFROM

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Separate , self contained

Sequential, set of rules, grammar based

Grade span

Simplified text - content after English

Integrated with academic content: both integrated & designated

Spiraling, social, meaning and context based

Grade level

Complex text - content doesn’t wait for English

TO


Access to Content

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Three Components of what ELLs Need

Visuals

TPR Total Physical Response

Relia

Labeling

Repetition, review

SDAIE - Specially Design Academic Instruction in English

Language to Participate & Process

How English Works

Language Functions

Graphic Organizers

Differentiated Sentence Frames

Designated ELD

Oral Practice

Explicit Instruction

Contrastive analysis

Unpacking


Math Social Studies

Langage Arts Science

ELDSeparate

Self - contained

Program defined

Minutes defined

ELD/ESL

Sequential

Grammar & Rules Based

How we were doing ELD & Content

Teach

English

Access to

Curriculum

AMRU TS I C


Language

Science

2010 Common Core ELA Adopted

Math Social Studies

Langage Arts

Language is central to all academic areas


Integrated ELD

Science

Integrated & Designated ELD*

Math Social Studies

Langage Arts

*Per

new

CA

ELD

Sta

ndar

ds a

nd E

LA/E

LD F

ram

ewor

k

Integrated ELD

Designated ELD


What are the language demands for accessing and participating in this content?• Integrated ELD is provided to EL’s

throughout the school day and across all subjects by all teachers of ELs. The CA ELD Standards are use in tandem with the CA CCSS for ELA/Literacy and other current standards to ensure students strengthen their abilities to use English as they simultaneously learn content through English.

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What are the opportunities presented by the content for teaching language?

• Designated ELD is provided by skilled teachers during the regular school day. Teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical language Els need for content in learning English.

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So Where Do We Begin?Acquaint administrators and teachers with the “Big Picture” of the shifts, and notion of integrated and designated ELD

Overview of the new ELD standards

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Source: goo.gl/VOCWWt

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ELD Then & Now

https://goo.gl/VOCWWt












Era of Building Programs, Practices, Approaches

Lau V.Nichols

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1 9 7 4 1 9 9 0 ’ S 2 0 0 1 2 0 0 6

5

2 0 1 0

6 7

2 0 1 2 2 0 1 4

English Only Movement Prop 227, etc

No Child Left Behind

National Literacy Panel on Language Minority Children and Youth

Common Core Standards adopted

New ELD Standards Adopted

The new EA/ELD Framework is adopted!

ELD


NCLB Unintended Consequences• Narrowed curriculum

• Mandated minutes in curriculum not designed

• adequately to meet needs of English Learners

• Disappearance of bilingual programs under

• pressure of an English only assessment and accountability system

• Gap largely remained, long Term English

• Learners identified

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Language Development Throughout an Integrated Curriculum

Thematic Connection Science & Social Studies Based Units

Core ELA Math ELD Science Social Studies

High Leverage Strategies

Academic Language



Awareness of English Learners

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Are educators aware there are English Learners in their schools|classes? Are they aware of the magnitude?


Understanding of all ELL Needs41

Do educators understand English Learner needs? The meaning of proficiency levels? The process of first and second language development? The various typologies of English Learners (e.g., newcomers, Long Term English Learners, RFEPs)? The implications of all of the above for instruction and services?


Knowledge of How to Dress Needs42

Do educators know what needs to be done in order to address English Learner needs? Do they know the research on effective program design and instructional practices that address English Learner needs?


Capacity (Skills, Strategies) to Implement Knowledge

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Do teachers and administrators have a toolkit of skills and strategies to use in addressing the needs of their English Learners?


Conditions (Resources, Time, Permission, Policy)

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Are educators provided the conditions needed in order implement the strategies, programs and services needed by English Learners? Do they have the time, resources, permission, policy, class-size, etc. that make it possible to implement what is needed?


Data (Valid and Reliable) 45

Are assessments valid and reliable, timely and relevant for English Learners? Is data analyzed, shared and discussed regarding implications for addressing needs of English Learners? Is data disaggregated by English Learner profile/typology?


Will and Belief and Sense of Urgency46

Do decision-makers care about English Learners and choose to focus on ELL needs? Do educators believe that English Learners can achieve to high levels with appropriate scaffolds provided? Is there a sense of urgency and focus on addressing English Learner needs?


Accountability47

Are there clear goals and indicators focusing on English Learners in the LCAP? is there leadership focus on what is happening with your English Learners?



SEAL Model

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Prevent Long TermEnglishLearners

Enact rigor &21st Centuryvision ofeducation in theCommon Core &new generationstandards

Implement newconvergent EnglishLearner ResearchSEAL

X

Source: goo.gl/uSfbTm

http://goo.gl/uSfbTm


Begin with Content• What are we teaching?

• What analytic task are we asking Ss to do?

• What is the CONTEXT for using language?

• What is the NEED & PURPOSE for using language?

PICTURE NAME

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TASK

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For All Students

What do you want your students to do?

SUBJECT LANGUAGE RESOURCESWhat is the

content they are engaging with?

What language resources do they need in order to do the task with thes content?


Example• Students will deliver an

oral presentation on how force effects the motion of an object using the language of cause and effect and academic vocabulary.

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“Scaffolding does not change the intellectual challenge of the task, but instead allows the learners to successfully participate in or complete the task in order to build the knowledge and skills to be able to perform similar tasks independently in the future.”

Source: CA ELA/ELD Framework


TASK

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What do you want your students to do?

SUBJECT LANGUAGE RESOURCESWhat is the

content they are engaging with?

What language resources do they need in order to do the task with thes content?

ELD Standards Part 1 Interacting in meaningful ways

Content standards & language function

ELD Standards Part 2How English works


Find the ELD StandardsLook in the ELD standards Part I (“Interacting in Meaningful Ways") to find the type of INTERACTION this task requires

writing, listening actively, exchanging ideas and information, interacting with others, offering opinions, reading closely, presenting, selecting and applying precise vocabulary and language structures

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Find the ELD StandardsLook in the ELD Standards Part II (“How English Works”) to locate the aspects of language students will need to carry out this task

Understanding text structure and cohesion, using verbs and verb phrases, using nouns and noun phrases, modifying to add details, connecting ideas and condensing ideas

* Note the suggested scaffolds and modifications by English proficiency level

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• ELD Standard Part 1.C.9 Interacting in Meaningful Ways, Productive Language, Presenting

• ** ELD Standards Part II, B 3, 4 and 5 Learning about how English works, expanding and enriching ideas, verbs, nouns and modifying to add details.


TASK

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And the ELD standards then delineate how to differentiate by ELL levels

SUBJECT LANGUAGE RESOURCES

Scaffolds

Scaffolds might include: using visuals or manipulatives, charts and graphic organizers, sentence frames and supports and sentence starters, working in pairs or small groups, with teacher support and prompting, gestures and drawing, briefness or extendedness of product

The ELD Standards provide a continuum of supports and scaffolds that will help with this!

+ + +


Example of differentiated language objective with scaffolds specified• * My Emerging Level ELL students.....

will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.

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• * My Emerging Level ELL students..... will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.

All Students ELL Students


So how can blending tech enhance this process?




Using a toolkit of scaffolding strategies

Draw and Label (pictorials) Shared research projects

Graphic organizers Cooperative writing and editing

Structured oral interaction & collaborative conversations Interactive dialogic read alouds

Narrative retell Structured team tasksContent based chants Barrier Games

Vocabulary in Context Researcher centers with hands-on materials

Visuals Total Physical Response And more


Integrated ELD• When: While you’re teaching the

regular curriculum

• How: You support and scaffold ELs to be active participants in and successful with the content

• Standards: Content standards rule, ELD standards used to guide scaffolding

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Designated ELD• When: It's own dedicated time during

the day AND also in small differentiated groups throughout the day

• How: “In preparation for" or “In response to” what is happening in the regular curriculum and what you notice about their language needs

• Standards: ELD standards rule, the language function implied in the content standards used to guide focus

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The BIG Idea• This takes professional development (in

strategies, in understanding the standards, in understanding the process of planning)

• This takes teacher planning and collaboration time * This requires clear messages about expectations regarding when and how ELD will occur – and how students should be grouped

• Because it is complex and a major shift from prior practice, it requires a TRANSITION

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Caution! • Don’t lose the focus on ELD. We have to be sure it is happening!

• Don’t lose the intent of CONTENT-based ELD and basing ELD on student need because of the relative ease of just purchasing a program

• Use this as an opportunity to really deepen teacher understanding of language and language development!

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Transition

• Recognize it will take time.

• Work in increments: e.g., begin using graphic organizers and language function support during “integrated ELD", and front loading and practicing that language function during 2 days a week of “designated ELD” — continue with prior ELD approach the other 3 days.

• Encourage teachers to NOTICE language – use ELD resources to address language needs

• Provide coaching, planning time and collaboration time

PICTURE NAME

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1. DISCUSS PRACTICAL

APPLICATIONS

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2. MAKE EXPLICIT CONNECTIONS TO STANDARDS

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3. DON’T IGNORE ASSESSMENT

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4. INTEGRATE RESEARCH TO BUILD CREDIBILITY

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5. BUILD CAPACITY

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Oracy, Literacy, & TechnologyIT MUST BLEND!

# 73

CLASSROOM IMPLICATIONS

Provide literature that is culturally relevant, age

appropriate, and accessible to ELs at their current level of English

acquisition

Use online writing to help students develop relationships and practice English with other

students. Make it part of a language and cultural exchange

where English-speaking students -- who often take foreign language

classes -- also practice the first language of the ESL student

Allow students to research topics of interest. If students are truly

interested in a topic, they will probably learn more language

Provide a space where all languages have equal power. Have

students work together to complete a service-learning task,

interview each other, or work on a project using both languages

Take advantage of professional learning opportunities

specifically to benefit English learners. For example, join a

professional organization such as TESOL or the National Association

for Bilingual Education (NABE)

Get to know students as human beings. Honor the resources they

bring to the classroom and recognize their multiple literacies

Provide literature that is culturally

relevant, age appropriate, and

accessible to ELs at their current level

of English acquisition


newsela.com

Google Advanced Search

crafty184.com

http://newsela.com

http://crafty184.com


Use online writing to help students develop

relationships and practice English with other students.

Make it part of a language and cultural exchange where

English-speaking students -- who often take foreign language classes -- also

practice the first language of the ESL studentdocs.google.com

todaysmeet.com

padlet.com

http://docs.google.com

http://todaysmeet.com

http://padlet.com


Allow students to research topics of

interest. If students are truly interested in

a topic, they will probably learn more

languageGoogle Search Education

Google App Search

agoogleaday.com

http://agoogleaday.com


Provide a space where all languages have equal

power. Have students work together to

complete a service-learning task, interview each other, or work on a

project using both languages

awwapp.com

Google DriveGoogle Translate Tools

http://awwapp.com


Take advantage of professional learning

opportunities specifically to benefit English learners.

For example, join a professional organization

such as TESOL or the National Association for

Bilingual Education (NABE)

TESOL.org

NABE.orgtwitter.com

http://TESOL.org

http://NABE.org

http://twitter.com


Get to know students as human beings.

Honor the resources they bring to the

classroom and recognize their

multiple literacies

Music

LiteratureGoogle Cultural Institute

CONCEPT CHECKING

Benefits of concept checking 3 C’s:

checks for students’ understanding.

clarifies difficult vocabulary for students who are too shy to ask

questions.

creates a supportive learning classroom, where students feel

that it’s okay to ask for help.

Source: goo.gl/bcTir3

Google Forms

GoFormative.com

GetKahoot.com

http://goo.gl/bcTir3

http://GoFormative.com

http://GetKahoot.com

BOARD WORK & ERROR

CORRECTIONIn a non-ELL classroom using the

board and error correction is important, but in an ELL classroom it’s a must. Students need to hear

out and see instructions, new concepts, words, definitions on the board. Visuals in an ELL classroom

helps students with: memory, clarification, recognition,

understanding, reminding and error correction

Source: goo.gl/bcTir3

HaikuDeck.com

Cloud Generators

canva.com

goo.gl/auLfPi

http://goo.gl/bcTir3

http://HaikuDeck.com

http://canva.com

http://goo.gl/auLfPi

SUPPORT ELL’S WITH SCANNABLE

TECHNOLOGYScannable technology provides

opportunities for students to quickly and easily interact with a

variety of content. In a differentiated classroom, children should have access to resources

and support materials that will push them toward success.

ELLs can be supported by a variety of tech tools. This includes

scannable technology like quick response (QR) codes and

augmented reality (AR) triggers

Source: goo.gl/m4nNQO

Interactive Word WallsScannable Vocabulary ListsBuild Background Knowledge

goo.gl/MeyAJq

goo.gl/nW0IQs

aurasma.com & App

http://goo.gl/m4nNQO

http://goo.gl/MeyAJq

http://goo.gl/nW0IQs

http://aurasma.com

WRITTEN VS. AUDIO VS. MOVIE

DIRECTIONSSome of your ELLs may be

conversationally fluent in English but struggle with reading in this language. In addition to giving them written directions

in English, you can provide an activity sheet or assignment that will link to a URL where they can hear the directions read aloud for them. You may decide to try

this strategy if your students are stronger readers and you want them to practice

their listening skills. Another option is to provide audio directions for students in their native language so that they can focus on the task at hand rather than

struggle with following written directions.

Source: goo.gl/m4nNQO

kaizena.com

SnagIt

ThingLink.com

http://goo.gl/m4nNQO

http://kaizena.com

http://ThingLink.com


Leadership Please! Protect the space for teachers to implement!



Administrators Need

Clarity about implications of new standards Resources Models Skills, tools



Intentional Deep Shift to make this happen!


T H A N K Y O U !