70. supporting english language learners systemwide and in the classroom norma godina-silva, ph.d....

70. Supporting English Language Learners Systemwide and in the Classroom

Norma Godina-Silva, [email protected]

(915) 496-5838ICLE Consultant

21th Annual Model Schools ConferenceWashington D.C. – Gaylord

June 30-July 3, 2012

1

What’s in the Name?Terms used to refer to the same student population:

•English Language Learners (ELLs)

•English Learners (ELs)

•English-as-a-Second Language (ESL) Students

•English for Speakers of Other Languages (ESOL) Students

2©Norma Godina-Silva, Jan. 2013

ObjectivesContent ObjectiveGain knowledge and understanding of…

•The Rigor/Relevance Framework to close the achievement gap and ensure the academic and linguistic success of ELLs.•The connection between R/R Framework, sheltered instruction, CCSS/STAAR, and the ELPS.

Language ObjectiveEngage in dialogue and write down reflective notes as next steps to an effective program of instruction for ELLs.

3

The Daggett System for Effective Instruction (DSEI)

1.Identify the component that best describes your current role and/or responsibilities.

2.How do you contribute to the overall success of ELL Student Achievement?

4

Focusing on Relationships

5

Good News...

6

• Take a minute to think about something that has occurred in your life in the past few months that is wonderful.

• Create a headline for that event/occurrence.

• Be ready to share!

RelationshipsRelationships

•Know Your Students•Know What They Know•Know What They Don’t Know•Personal Experiences•Previous Academic Background•Culture and Community


Rigor/Relevance FrameworkHow can it

support the

linguistic and

academic instruction of English Language Learners?

8

Resources to identify priorities, establish and implement policies, and build capacity for a more

rigorous and relevant curriculum for ELLs.

9

Rigor/Relevance Framework for Cultural Responsive Systemic Education Reform (p.2)

Linguistic, Cognitive,

and Academic

Rigor

CStudents learn academic English for standardized tests. Some instruction may be differentiated by language proficiency. High level literacy achievement is the goal, but meaningful linguistic and cultural (teaching for transfer) connections are lacking.

DStudents actively learn standards-based grade-level content. They reach high levels of literacy achievement through systematic differentiated instruction across language proficiency levels. Teaching for transfer is achieved through connections to students’ literacy in their native language and their prior knowledge. Cultural and linguistic diversity is celebrated within the school and community.

AStudents learn social language and basic communication. Content instruction tends to focus on low-level skills and is not differentiated with respect to language proficiency. Little attention is given to students’ linguistic and cultural backgrounds.

BStudents learn basic academic skills in isolation, possibly with bilingual support and culturally relevant connections. Some instruction is differentiated by language proficiency. Students are not fully accountable for grade-level curricula and high-level literacy achievement.

Cultural Responsiveness and Relevance

10

Quadrant A•Social language and basic communication

•Content focused on low-level skills

•No differentiation with respect to language proficiency

•Little attention to linguistic and cultural backgrounds..

11

Quadrant B•Skills in isolation, possibly with bilingual support and culturally relevant connections.

•Some instruction differentiated by language proficiency.

•Students are not fully accountable for grade-level curricula

12

Quadrant C•Academic English for standardized tests. •Some differentiation by language proficiency. •Meaningful linguistic and cultural (teaching for transfer) connections still lacking.

13

Quadrant D•Actively learn grade-level content.

•Reach high levels of literacy achievement

•Differentiated instruction

•Teaching for transfer through connections in native language and their prior knowledge.

•Cultural and linguistic diversity in school and community

14

ELL Instruction “Must Have”•High Expectations•Differentiated Instruction Across Language

Proficiency Levels•Connections to Prior Knowledge•Building Academic Background•Vocabulary Development•Oral Language Development Opportunities•Honoring and Celebrating Cultural and

Linguistic Diversity


Increasing Text ComplexityText Complexity

Grade BandPrevious Lexile

RangesLexile Ranges

Aligned to CCR

K–1 N/A N/A

2–3 450L–725L 450L–790L

4–5 645L–845L 770L–980L

6–8 860L–1010L 955L–1155L

9–10 960L–1115L 1080L–1305L

11–College and Career Readiness

1070L–1220L 1215L–1355L

PG page 8

1616

What is Sheltered Instruction?What is Sheltered Instruction?

17

What is Sheltered Instruction?What is Sheltered Instruction?It’s a process for making grade-level content more accessible to ELLs while also promoting English language development.

Combines second language acquisition strategies with content area instruction.


Create an ELL Class ListCreate a class list for each of your class periods.

10th Grade

LANGUAGE PROFICIENCY ASSESSEMENT RESULTS

Student’s Name

Date of Entry in US Schools

2012Rating

2013 Rating

Progress Measure

2013-14 Goal

Godina, N. 2002 Intermediate/

Emerging

Intermediate/

Emerging

1 level higher

Advance / Developing


Language Domains and Language Proficiency Levels

Language Domains

• Listening

• Speaking

• Reading

• Writing

Language Proficiency Levels

• Level 1 (Beginning/Entering)

• Level 2 (Intermediate/Emerging)

• Level 3 (Advanced/Developing)

• Level 4 (Advanced High/ Expanding)

• Level 5(Bridging)


Team ActivityTeam Activity

Steps:

•Think about one of your ELLs.

•What was a challenge you faced in meeting his/her academic needs?

•Write the challenge on the index card.

•When cued, be ready to share with your elbow partner.


Sample Mathematics Word Problem (Grade 7)

What will students need to know to be able to solve this test question (Measurement)?

“Talk among yourselves.”

A DVD player is in the shape of a rectangular prism. It has a length of 17

inches, a width of 10.2 inches, and a height of 2 inches. What is the volume

of the DVD player in cubic inches?

Record your answer and fill in the bubbles on your answer document. Be sure to use the

correct place value.22

©Norma Godina-Silva, Jan. 2013

Focusing on Language

23

•BICS: Basic Interpersonal Communicative Skills

•CALP: Cognitive Academic Language Proficiency

Understanding Language Proficiency in Understanding Language Proficiency in Social and Academic SettingsSocial and Academic Settings

BICS

CALP


Understanding CALPCummins’s Framework for Evaluating Language

Demand in Content Activities

ICognitively

Undemanding+

Context-embedded

IICognitively

Undemanding+

Context-reduced

IIICognitivelyDemanding

+Context-embedded

IVCognitivelyDemanding

+Context-reduced

252525

BICS

CALP


Understanding CALP: Cummins’s Framework for Evaluating Language Demand in Content Activities

ICognitively

Undemanding+

Context-embeddedExample:

Engaging in face-to-face social conversation with friends.

IICognitively

Undemanding+

Context-reducedExample:

Engaging in social conversation on the telephone.


+Context-embedded

Example: Solving math word problems using

manipulatives and/or pictures.


+Context-reduced

Example:Solving math word problems without

manipulatives and/or pictures

262626

BICS

CALP


27

Compare/

Contrast Quadrant I and Quadrant II

What Changed?

Talk to Your Partner/Team

Whole Group Discussion

ICognitively

Undemanding+

Context-embedded

Example:Engaging in face-to-

face social conversation with

friends.

IICognitively

Undemanding+

Context-reduced

Example:Engaging in social

conversation on the telephone.


+Context-embedded

Example: Solving math word

problems using manipulatives and/or

pictures


+Context-reduced




28

Compare/Contrast Quadrant III and Quadrant IV

What changed?Talk to Your

Partner/TeamWhole Group

Discussion

ICognitively

Undemanding+

Context-embedded

Example:Engaging in face-to-

face social conversation with

friends.

IICognitively

Undemanding+

Context-reduced




+Context-embedded



pictures


+Context-reduced




Quadrant

I

Quadrant?

Selecting a movie from a picture

menu at a Redbox.

ICognitively

Undemanding+

Context-embedded

Example:Engaging in face-to-face social conversation with

friends.

IICognitively

Undemanding+

Context-reduced




+Context-embedded



pictures


+Context-reduced



Cognitively Undemanding +

Context Embedded

Scenario/Activity


Quadrant

IV

Quadrant?

Answering history questions at the

end of the chapter in the

textbook.I

CognitivelyUndemanding

+Context-embedded


friends.

IICognitively

Undemanding+

Context-reduced




+Context-embedded



pictures


+Context-reduced



Cognitively Demanding + Context Reduced

Scenario/Activity


Quadrant

III

Quadrant?

Answering history questions using a sentence frame.

ICognitively

Undemanding+

Context-embedded


friends.

IICognitively

Undemanding+

Context-reduced




+Context-embedded



pictures


+Context-reduced



Cognitively Demanding + Context Embedded

Scenario/Activity


Quadrant

II

Quadrant?

Selecting a movie from a list of

movies.

ICognitively

Undemanding+

Context-embedded


friends.

IICognitively

Undemanding+

Context-reduced




+Context-embedded



pictures


+Context-reduced



Cognitively Undemanding +

Context Reduced

Scenario/Activity


Classifying Tasks by Classifying Tasks by Language DemandLanguage Demand

Team ActivityLocate activities at your table.

In your teams, classify the student assigned tasks into the appropriate Quadrant.

Be ready to share! 33©Norma Godina-Silva, Jan. 2013

Which Quadrant is Best for ELLs? Why? Which Quadrant is Best for ELLs? Why? Are the Rest of the Quadrants Important?Are the Rest of the Quadrants Important?

ICognitively

Undemanding+

Context-embeddedExample:

Engaging in face-to-face social conversation with friends.

IICognitively

Undemanding+

Context-reducedExample:

Engaging in social conversation on the telephone.


+Context-embedded

Example: Solving math word problems using

manipulatives and/or pictures.


+Context-reduced



3434

Source: Jodi Reiss, 2005

34

BICS

CALP

Applying Sheltered Instruction Applying Sheltered Instruction to Quadrant IV Activitiesto Quadrant IV Activities

Select a Quadrant IV Activity. In your teams, decide how you will turn it into a Quadrant III activity.

Be ready to share!Put activities back in envelopes/bags.


Tools and Resources Tools and Resources to Help You Implementto Help You ImplementSheltered InstructionSheltered Instruction

36

Focusing on Relevance

37

What does relevant instruction look like in the classroom?

Essential Question

Think – Pair – Share

39

Relevance… for ELLs is key!Build the necessary academic

background in order for ELLs to understand the concepts and make

connections!

Many concepts are irrelevant to ELLs unless you create relevance!Unique to

American System of Education

Content Specific Procedural

CCSS and NGASTAAR (Texas)

American Revolution

share


1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

Knowledge

ApplicationKnows

Understands

41Source: International Center for Leadership in Education (ICLE)

A Relevant Lesson Asks Students to:

USE THEIR KNOWLEDGE TO

TACKLE REAL-WORLD PROBLEMS THAT HAVE

MORE THAN ONE SOLUTION

42Source: International Center for Leadership in Education (ICLE)

A Relevant Lesson Answers:

What am I Learning?

Why am I learning it?

How will I use it?43

Adding Relevancy to Any LearningRelate Learning to …

Student’s life Sports, Arts, Hobbies Family’s life Student’s community and

friends Our world, nation, state World of work / service World of business that we

interact with Students’ experiences as

they continue to integrate into their new system of education and to the United States.

Use Real World Examples

Moral, ethical, political, cultural points of view and dilemmas

Real world materials Internet resources Video and other media Scenarios, real life

stories News - periodicals, media Lots of visuals, hands-on,

concrete real world items

44

Focusing on Rigor

45

How would you define rigor for ELLs?

What makes a lesson rigorous for ELL students?

46

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATIONRIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY.

Is RIGOR for ELLs?

YES, IT IS!

47

Verbs by Quadrant

p. 5 Using R/R Handbook 48

Span/Eng Cognate Verbs by Quadrants


Spanish/Eng Cognate Verb List

50

Quadrant Acalculate- calcular name - nombrarcount - contarrecite – recitardefine - definir describe- describiridentify – identificarlist-hacer una listamemorize – memorizarview – verselect – seleccionar

Quadrant Badjust – ajustar interpret – interpretarapply – aplicar maintain– mantenercollect – colectarmodel – modelarconstruct – construiroperate – operardramatize – damatizarpractice – practicardemonstrate – demonstrarresolve - resolver

Quadrant Canalyze -analizar discriminate – descriminarcategorize – categorizar evaluate -evaluar classify - clasificar examine - examinarcompare – comparar explain - explicarconclude- concluir express -expresarcontrast – contrastar debate – debateinfer – inferirdefend –defender

Quadrant Dadapt – adaptar formulate – formularcompose – componer invent – inventarconclude-concluir modify – modificarcreate – crearplan – planeardesign – diseñar predict – predicirexplore – explorar propose – proponerrecommend – recomendarrevise – revisarprioritize- dar prioridad


Rigor for ELLs is…• Scaffolding thinking• Planning for

thinking• Assessing thinking

about content• Recognizing the level

of thinking students demonstrate

• Managing the teaching/learning level for the desired thinking level

Rigor for ELLs is not…• More or easier

worksheets• Speaking

louder• Believing they

can’t think because they don’t have the language

• More homework

51©Norma Godina-Silva, Jan. 2013. Adapted from International Center for Leadership in Education (ICLE)

PLDs (Proficiency Level Descriptors)•Determined by language proficiency assessment

•Help determine degree of linguistic support and accommodations based on students’ level of English proficiency.


Content and Language ObjectivesContent and Language Objectives

Content Objective: Content Objective:

Which CCSS will you target? This becomes your Content Objective.

Language Objective:Language Objective:Deciding how you will promote listening,

speaking, reading, and writing during content area instruction.

Post, Announce, Review, Assess


Key Key VocabularyVocabulary

Academic VocabularyAcademic Vocabulary

Content Words

Process/Function Words

Word or Word Parts That Teach English Structure

VocabularVocabulary y

Essential Essential to the to the LessonLesson


Let’s Build the Background!Let’s Build the Background!

•Know Your Students•Know What They Know•Know What They Don’t Know•Build the Necessary Academic and Personal Background Knowledge

Create Relevance!Create Relevance!What do you need to do? How will you

do it? 55©Norma Godina-Silva, Jan. 2013

The Daggett System for Effective Instruction (DSEI)

Let’s Reflect…How do my current

instructional practices support

ELLs and their acquisition of

the knowledge and skills required to

successfully meet the CCSS/STAAR?56

Exit SlipReflect and ShareSelf-question: What do I need to do now to effectively integrate sheltered instruction strategies into daily instruction?

Complete the sentence frame:The first three steps I should take are 1. _____, 2. _____, and 3. _____.

Share ideas with the group.

STEP 1

STEP 2

STEP 3

57

ObjectivesContent ObjectiveGain knowledge and understanding of…

•The Rigor/Relevance Framework to close the achievement gap and ensure the academic and linguistic success of ELLs.•The connection between R/R Framework, sheltered instruction, CCSS/STAAR, and the ELPS.

Language ObjectiveEngage in dialogue and write down reflective notes as next steps to an effective program of instruction for ELLs.

58

70. supporting english language learners systemwide and in the classroom norma godina-silva, ph.d....

Documents

social language

native language

language objective

content instruction

english language development

students linguistic

language esl students

ell instruction