ELD Institute Practicum

Rigorous ELD InstructionUsing Enhanced Into English! Lessons

4. Rigorous ELD Program

Presentation Outline

1. No Child Left Behind (NCLB)

3. ELD Institute Practicum Design

2. ELD Initiative Goals and Title III AMAOs

No Child Left Behind Act of 2001

Federal Title III

• English Language Acquisition

• Language Enhancement

• Academic Achievement

No Child Left Behind Act of 2001

1. District Initiative passed Oct. 2002

2. Board passed resolution directing district-wide professional development

3. Increase English proficiency and academic achievement for ELs

Title III ELD Initiative Goals

1. Improve English Learner Programs

2. Provide Quality Professional Development

3. Strengthen Programs for Immigrant Students

4. Support Accountability for EL Achievement

Annual MeasurableAchievement Objective #1

•Percent of English Learners Will Make Annual ELD Progress–One proficiency level as measured by CELDT

–State target 2004-2005 is 51.5%

Annual MeasurableAchievement Objective #2

• Percent of English Learners Will Reach English Proficiency

–Early Advanced or Advanced on CELDT

–State target 2004-2005 is 30.7%

Annual MeasurableAchievement Objective #3

• Percent of EL District Subgroup Meet the AYP Requirement

–Advanced and Proficient performance

–State target for Elementary English language arts CST 2004-2005 is 24.4%

ELD Institute

Jan. ’04 – Present

Into English! Part A, B, and C Lessons

Into English! Parts A, B, and CELD Institute

•Any order

•1 week

•Listening/ Speaking

•In order

•2 weeks

•Reading

•Any order

•3 weeks

•Writing

ELD Institute Practicum

(May 2005)

•Begin w/assessed lesson

•8 days

•Listening/ Speaking

•New order

•1 week

•Reading Voc. Dev. & Comp.

•New order

•3 weeks

•Writing Process (last 5 days)

Into English! Parts A, B, and CELD Institute Practicum

Research-Based

Origina

l Lesson

• Communicative Language Teaching (Hymes, 1972)

• Theme-Based Approach (Kessler & Quinn, 1989)

• Competency-Based Language Teaching (Docking, 1994)

• Task-Based Language Teaching (Willis, 1996; Skehan, 1998; Feez, 1998)

Enhanced

Part A

Lesson

Task-Based Language Teaching

“Task-Based Language Teaching (TBLT) is an approach based on the use of tasks as the core unit of planning and instruction in language teaching.”

Skehan (1998), Ellis (1998), Nunan (1996)

Task-Based Language Teaching

1. Set behavior and lesson objectives.

6. Practice acquired forms and functions outside the ELD block.

5. Self-evaluate and reflect.

4. Practice communicatively through structured oral and written tasks.

3. Use task-based activity to explicitly teach language forms & functions.

2. Access prior knowledge and link to new comprehensible input.

TBLT Goals

Lesson 4 from Part A

extended to four days

ELD Institute Practicum

Enhanced IE! Lesson 4Day 1 (page 2)

• Read Original Lesson

• Note ELD Standards Assessed in Student Progress Form

Enhanced IE! Lesson 4Day 1 (page 3)

• Standards of Behavior

• Objectives

Enhanced IE! Lesson 4Day 1 (page 4)

• Think-Pair-Share

• Ballparking Opportunity

Enhanced IE! Lesson 4Day 1 (page 5)

• Circle Map

• Multilevel Differentiation

Enhanced IE! Lesson 4Day 1 (page 6)

• Frame of Reference

• Lesson Closure– Reflect and Review

Objectives

Enhanced IE! Lesson 4Day 2 (page 8)

• Review Prior Learning Using the Circle Map

• Review and Introduce New Objectives

Enhanced IE! Lesson 4Day 3 (page 13)

• Review Prior Learning Using the Circle Map

• Review and Introduce New Objectives

Enhanced IE! Lesson 4Day 3 (page 14)

• Students Sing Song

• Authentic Assessment Opportunity (use Student Progress Form)

Enhanced IE! Lesson 4Day 3 (page 15)

• Pull Out and Talk

• Multilevel Differentiation

Enhanced IE! Lesson 4Day 4 (page 18)

• Review prior learning

• Review and Introduce New Objectives

Enhanced IE! Lesson 4Day 4 (page 19)

• Pull Out and Write

• Communication Guide

Enhanced IE! Lesson 4Day 4 (page 20)

• Writing Task

• Differentiation Opportunity

• Share

Enhanced IE! Lesson 4Day 4 (page 21)

• Lesson Closure– Reflect and review

objectives

Adding Rigor to Into English!

Task-based

Language

Teaching

(TBLT)

Alignment to ELD

Standards

Second Language Strategies (Including Thinking Maps®)

ELD Portfolio Assessment

English Learner Progress Objectives

ELD Institute Practicum Goals

Portfolio / CELDT Level CST (ELA) Level

Pre Post Pre Post

ELD 1ELD 2/3 FBB BB

ELD 2

ELD 3 ELD 4 BB B

ELD 4/5 RFEP B P

RFEP P A

ELD Institute PracticumFor Teachers

Seminars Practicum Peer Coaching

• Teachers receive research based seminars and view demo lessons.

• Teachers teach enhanced lessons and observe peers.

• Teachers participate in peer coaching.

Building Teaching Taxonomy

6 Renewal

5 Integration

4B Refinement

4A Routine

3 Mechanical

2 Preparation

1 Orientation

0 Nonuse

Educational Equity: The Path Worth Taking

Closing The Achievement Gap for English Learners`

ELD Literacy Math

Language Acquisition Priorities

Road To

Academic

Success

ParentCommunityEngagement

High QualityTeaching & Learning

Effective Strategies

Appropriate Periodic Assessments

District Initiatives

Accountability

Culturally Relevant Curriculum

Culturally Responsive Pedagogy