english learners in middle school: dispelling myths about esl

Language Acquisition

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English LearnersEnglish Learnersin in

Middle School:Middle School:

Dispelling Dispelling Myths about ESLMyths about ESL

District 6English Learner Summit

June 6, 2008

Maria Whang, EL Advisor Marisol Muñiz, High Point Expert


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The Myths

• Middle School placement in ESL will do irreparable harm to our matriculating elementary English learners– Never graduate– Are unable to meet A-G requirements– Are precluded from access to the university

• ESL moves the student backwards; it’s not standards-based and is generally a waste of time


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From the Council of Mexican American Administrators (CMAA) position paper in support of the Achieving A+ Summit December, 2007

“… the secondary curriculum for all English Learners (ESL + PRP) must be standards based, grade appropriate and rigorous. As it stands now, English Learners who are placed in ESL classes in Middle School and High School are precluded access to the University, as they are not part of the A-G curriculum.”


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Presentation Outcomes

•Become aware of English learner middle school data

•Review common understandings (policy, programs and services) related to ELs in Middle School

•Explore the comprehensiveness, coherence and the rigor of the ESL curriculum


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R30 –California State Language Census Report

K-12 English Learner Numbers


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Middle School EL Numbers


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49,115


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Total EL ESL PRP ESL% PRP%

6th grade 17,042 10,115 6,927 59% 41%

7th grade 15,360 8,122 7,238 53% 47%

8th grade 14,827 4,573 10,254 31% 69%

Middle School Totals

47,229 22,810 24,419 48% 52%

LAUSD’s Two English Learner (EL) Categories

ESL students (English as a Second Language) and PRP students (Preparation for Reclassification Program)

Data sources: DSS FALL NORM DAY 2007-2008

In second semester, approximately 42% of ELs are ESL and 58% PRP.


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Reclassification: A Five Year District Trend


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7.7%8.3%

9%9.6% 9.2%

2.1%

4.2%

7.7%

9.5%

13.6%

2002-2003 2003-2004 2004-2005 2005-2006 2006-20070%

3%

6%

9%

12%

15%

State LAUSD

English Learners Reclassified

Grades K-12

California R30 Language Census Report Planning, Assessment and Research Division

A Five Year State Comparison


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REFERENCE GUIDE:REF 3494.1REFERENCE GUIDE:REF 3494.1 PLACEMENT of MATRICULATING ELs in PLACEMENT of MATRICULATING ELs in

MIDDLE SCHOOL and HIGH SCHOOL ELD MIDDLE SCHOOL and HIGH SCHOOL ELD CURRICULUM CURRICULUM

• Basis for placement: DPI code from elementary school

• Additional criteria to determine placement:– CELDT scores– CST results from Spring, 2005 in

English/Language Arts (or 2006 if available)• High school placement by course passed• Limited DPI use in secondary for new enrollees


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Elementary to Middle SchoolElementary to Middle School Matriculating English Learner Placement Chart

OVERALL

CELDT SCORE

CST

Eng/LA

DPI

CODE

COURSE PLACEMENT

1 1 Beginning ESL 1A or

Introduction to ESL A/B

1 2 Beginning ESL 1B

1 3 Beginning ESL 1B

2 A Intermediate ESL 2A

3 or 4 A Intermediate ESL 2B

2 B Intermediate ESL 2B

3 or 4 B Advanced ESL 3

3 or less C Advanced ESL 3

4 or 5 Basic A-C, E Grade-level PRP English

3-5 Prof. or Adv. A-C Grade-level PRP English

Can also be used to guide high school placement (newcomers & out of district)


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1st Semester ESL Enrollment Fall Norm Day ‘07

ESL 1A ESL 1B ESL 2A ESL 2B ESL 3 ESL 4

GRADE 6 637 705 2,875 3,304 2,594 93

GRADE 7 412 371 927 1,417 2,772 2,223

GRADE 8 390 263 534 581 1,340 1,465

GRADE 9 1,068 638 782 488 877 632

GRADE 10 175 421 790 559 536 384

GRADE 11 24 42 205 372 587 438

GRADE 12 3 3 22 21 88 138

ALL GRADE LEVELS 2,709 2,443 6,135 6,742 8,794 5,373


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ESL Courses High Point ESL Textbooks

Intro ESL A/B High Point The Basics(Lakeside School)

Beginning ESL 1A High Point The Basics

Beginning ESL 1B

Intermediate ESL 2A High Point Level A

Intermediate ESL 2B High Point Level B

Advanced ESL 3 High Point Level C AND Core LiteratureAdvanced ESL 4

ESL Courses Aligned to High Point


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Examining Level B Curriculum for ESL 2B


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Branch Reading Instruction

In High Point


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Reading Instructional Structure

The pattern for reading instruction in High Point is as follows:

• Prepare to read

• Read the selection

• Respond


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Prepare to Read

The Keeping Quilt

• Activate Prior Knowledge

• Key Vocabulary

• Reading Strategy

Level B, pp. T76-T86


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Prepare to Read

• Activate Prior Knowledge– Brainstorm Traditions– What traditions does your family have?

Day Day of theof theDead Dead

Wearing Wearing redred

Throwing Throwing ricerice

traditionstraditions

Level B, pp. T76Level B, pp. T76


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Prepare to Read

• Apron• Babushka• Bouquet• Bride• Celebrate• Engaged

• Husband• Nightdress• Quilt• Tablecloth• Wedding huppa

•Key VocabularyKey Vocabulary

Locate and use Definition Locate and use Definition



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Prepare to Read• Reading Strategy

Preview and Make Predictions


Transparency 18Transparency 18

YellowYellow HandoutHandout


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Read the Selection The reading is divided into 3 parts:

Each part includes: • 1. Pre-Reading

Strategy– Identify Genre

• 2. Strategy Focus– Make and Confirm

predictions

• 3. Vocabulary– Use New words in

context

• 4. Comprehension – Before you move on: Think and discuss

• 5. Grammar Minilesson– Past Tense Verbs – Irregular past Tense Verbs– Future Tense Verbs

Level B, pp. T78-T83Level B, pp. T78-T83


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Respond

• Check your understanding:– Sum it Up (Pg. 84) – Think it Over (Pg. 84)

• Language Arts and Literature Connection– Grammar in Context (Pg. 85)

– Literary Analysis (Pg. 85)

• Content Area Connection– Fine arts and Technology (Pg. 86)

– Social Studies and Technology (Pg. 86)

Label B, pp, T84-T86Label B, pp, T84-T86


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Formative AssessmentSelection Test

A selection test is administered after each reading selection:

• Concepts and Vocabulary

• Reading Strategy

• Reading Comprehension

• Grammar in Context

• Writing in Response to Literature

TESAB, Pgs. 51-52TESAB, Pgs. 51-52


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Summative AssessmentEnd of Unit test

An end of unit test is administered at the end of each unit

• Vocabulary

• Reading and Literary Analysis • Language Skills

• Process and Strategies

• Written CompositionBlue packetBlue packet


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The Writing Process in High Point


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The Writing Process

• Although there are common elements, instructional steps in the writing process differ at each level in High Point.

• The major differences are:

Basics Writing process not as defined; limited attention to peer conference; focuses on sentences and paragraphs

Level A Includes “Write Together” step; moves from paragraph to short essay

Level B Moves from short essays to multi-paragraph writing

Level C Focuses on multi-paragraph writing


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The Writing Process in High Point

Writing a Personal History

Level B, Unit 2


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Level B, pp. T410

Writing Instruction

• Comprehensive and well-sequenced

• Integrated throughout the unit

• Brings together all of the students’ skills


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Writing Project Structure

Predictable Pattern of Instruction• Introduce the mode/genre• Introduce the writing process

◊Prewrite◊Draft◊Revise◊Edit and Proofread◊Publish


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TESAB, pg. 114, Level B, Unit 2 Writing Assessment Rubric

Clear Expectations

• What are the criteria for this writing assessment?

• What are the characteristics of a quality paper?

High Point, Level B, Unit 2, Writing Assessment

Name: Date: Score:

UUNNIITT 22 –– WWRRIITTIINNGG AASSSSEESSSSMMEENNTT ((PPGGSS 113322--113333))

WWRRIITTIINNGG PPRROOMMPPTT:: Write a personal history to tell an elementary school class about your experiences. Be sure to express your feelings.

EXPRESSIVE WRITING: FEATURES OF A PERSONAL HISTORY

Compare the student’s personal history to the features listed below Check the Boxes that Apply

Evident Partially Evident

Not Yet Evident

1. The personal history tells about three important events in the writer’s life. 2. The personal history presents the events in sequence using time order words. 3. The personal history expresses the writer’s feelings and thoughts for each event. 4. The personal history is written in the first-person point of view. 5. The personal history demonstrates proper usage of some of the following targeted language

conventions:

– Future, Regular, and Irregular Past Tense Verbs – Possessive Pronouns – Subject Pronouns

SSCCOORRIINNGG RRUUBBRRIICC Check the box in each category that best describes the student’s personal history. Then determine the scales score based on the array of checks.

SCALE DEVELOPMENT OF IDEAS ORGANIZATION ATTENTION TO AUDIENCE LANGUAGE & CONVENTIONS

4

Conveys ideas clearly, and represents all features of a personal history, includes three important events with adequate details that convey thoughts and feelings.

Shows purposeful organization and a logical progression of events with smooth transitions and time order words.

Chooses vocabulary and tone that are adequate for engaging and maintaining reader's interest.

Vocabulary is varied and vivid. Maintains a first-person point of view across a variety of sentence structures with minimal verb tense errors.

3

Conveys meaning most of the time, representing most features of a personal history, includes two or more important events with some attention to thoughts and feelings.

Offers a flow of events with some lapses in logical order; limited use of transitions and time order words.

Shows some attention to word choice; mostly anticipates and answers the needs of the audience.

Vocabulary is adequate for the purpose. Uses first-person point of view in varied sentence structures with verb tenses that are usually correct; errors seldom diminish meaning.

2

Conveys some meaning; demonstrates attention to some features of a personal history, and presents one event while providing limited attention to thoughts and feelings.

Writes loosely connected ideas in simple sentences; lacks use of transitions.

Vocabulary is not appropriate for audience and or topic, and limited vocabulary diminishes meaning.

Vocabulary is often limited. Writes primarily with simple sentences with verb tenses that are frequently incorrect; errors sometimes impede communication; point of view may vary.

1

Begins to convey meaning and to represent a few features of a personal history, but development and supporting details are inadequate.

Simple sentences

Word choice is not appropriate.

Vocabulary is limited. Writes in single words or simple phrases with errors that impede communication.


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• Introduce the mode– Discuss the mode– Study the professional model– Explore text structure

• Study a student writing model– Listen for features– Analyze and evaluate

• Close and assess

Level B, p. T132-133Transparencies 29 & 30

Green Handout

The Writing Process


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Write a personal history to tell an elementary school class about your experiences. Be sure to express your feelings.

Level B, p. T134

Prewrite: Writing Prompt


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Level B, p. T134

People, Places, and Events

Why They Are Important

My Feelings

Ajay, my friend in India

We liked the same things. We played sports and helped each other.

He was my best friend. I miss him the most of all my friends.

New Delhi, India My first home. I lived there until I was nine.

I miss my family there. I miss playing cricket. I don’t miss the noisy, crowded city.

Going to a professional cricket match

It was a special trip with my mom and dad.

I miss going to games with Mom and Dad. I also miss watching and playing cricket. No one in the U.S. even knows how to play the game!

Prewrite: Brainstorm Ideas


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Unlock the writing prompt:Form: ____________________________

Audience: _________________________

Topic: ____________________________

Purpose: __________________________

Level B, p. T134

Prewrite: F.A.T.P Chart


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Prewrite: Organize with the Transparency

Organize your ideas:• Use a timeline to list important events in

your life.• Use a chart to compare your life in the

U.S. with your life in the country where you came from.

• Make a list of things you liked as you were growing up.

Level B, p. T134


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Prewrite: Organize with the Transparency

TIME LINE OF PERSONAL HISTORY

Transparency 29Green packet


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Level B, p. T134

Reflect and evaluate:• Work with a partner to answer these

questions:– How did listening to your partner’s ideas help

you form your ideas?– Have you listed enough information?– Are your dates, place names, and people’s

names correct? Check with a family member.

Prewrite: Close and Assess


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Five paragraph essay

• Introductory Paragraph

• Three Body Paragraphs

• Conclusion Paragraph


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Level B, p. T135

Draft: Write the Beginning

• Write an introductory sentence in the first person, using the pronouns I, my, me, we, our, or us.

• Write three sentences that name the events in your life that you will describe in your body paragraphs.

Writer’s Craft: Introductory Paragraph Structure


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Writer’s Craft: Body Paragraph Structure • Write an introductory sentence in the

first person, using the pronouns I, my, me, we, our, or us.

• Write three sentences giving three events in your life. Use first person pronouns. Add details such as dates, place names, and people’s names. Express your emotions during those events.

Level B, p. T135Transparency 31

Green packet

Draft: Writer’s Craft


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Level B, p. T135

Write a concluding paragraph:

• Write an ending paragraph to leave your reader with a final thought about your experiences. Express your feelings about them.

Draft: Write an Ending


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Level B, p. T135

Reflect and evaluate:• Work with a partner to answer

these questions: – Read through your draft. Does it let

your reader know how you feel about your experiences?

– Are your sentences detailed and well-organized?

Draft: Close and Assess


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Level B, p. T136

• Review your FATP. The form, audience, topic and purpose should be clear in your paragraph.

• Do the supporting details of your paragraph tell about three important experiences?

Revise: Reread Your Draft


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• Work with a partner to review your paragraph.

• Use the revision marks and questions from Transparency 32 as a guide for your feedback to your partner.

Transparency 32Green handout

Level B, p. T136

Revise: Conduct a Peer Conference


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Revise: Conduct a Peer Conference


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Level B, p. T136

• Decide what changes you will make.

• Use the revising marks to show your revisions.

Revise: Mark Your Changes


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Level B, p. T136

Revise: Close and Assess

Reflect on these questions:• Did your peers like what you

wrote? What did they suggest you change?

• Did you find you had to do a lot of rewriting?

• Did you include all the thoughts and feelings you wanted to?


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Level B, p. T137

Revise: Grammar in Context

• Teach verb tenses

• Cooperative learning activity

• Practice

• Close and assess


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• Capitalization

• Spelling

• Punctuation

Edit and Proofread: Check for Mistakes

Level B, p. T138



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Level B, p. T138

Edit and Proofread: Check Your Verbs

• Look for the correct use of verb tenses.


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High Point Rubric PartsHigh Point, Level B, Unit 2, Writing Assessment

Name: Date: Score:

UUNNIITT 22 –– WWRRIITTIINNGG AASSSSEESSSSMMEENNTT ((PPGGSS 113322--113333))

WWRRIITTIINNGG PPRROOMMPPTT:: Write a personal history to tell an elementary school class about your experiences. Be sure to express your feelings.

EXPRESSIVE WRITING: FEATURES OF A PERSONAL HISTORY

Compare the student’s personal history to the features listed below Check the Boxes that Apply

Evident Partially Evident

Not Yet Evident

1. The personal history tells about three important events in the writer’s life. 2. The personal history presents the events in sequence using time order words. 3. The personal history expresses the writer’s feelings and thoughts for each event. 4. The personal history is written in the first-person point of view. 5. The personal history demonstrates proper usage of some of the following targeted language

conventions:

– Future, Regular, and Irregular Past Tense Verbs – Possessive Pronouns – Subject Pronouns

SSCCOORRIINNGG RRUUBBRRIICC Check the box in each category that best describes the student’s personal history. Then determine the scales score based on the array of checks.

SCALE DEVELOPMENT OF IDEAS ORGANIZATION ATTENTION TO AUDIENCE LANGUAGE & CONVENTIONS

4

Conveys ideas clearly, and represents all features of a personal history, includes three important events with adequate details that convey thoughts and feelings.

Shows purposeful organization and a logical progression of events with smooth transitions and time order words.

Chooses vocabulary and tone that are adequate for engaging and maintaining reader's interest.

Vocabulary is varied and vivid. Maintains a first-person point of view across a variety of sentence structures with minimal verb tense errors.

3

Conveys meaning most of the time, representing most features of a personal history, includes two or more important events with some attention to thoughts and feelings.

Offers a flow of events with some lapses in logical order; limited use of transitions and time order words.

Shows some attention to word choice; mostly anticipates and answers the needs of the audience.

Vocabulary is adequate for the purpose. Uses first-person point of view in varied sentence structures with verb tenses that are usually correct; errors seldom diminish meaning.

2

Conveys some meaning; demonstrates attention to some features of a personal history, and presents one event while providing limited attention to thoughts and feelings.

Writes loosely connected ideas in simple sentences; lacks use of transitions.

Vocabulary is not appropriate for audience and or topic, and limited vocabulary diminishes meaning.

Vocabulary is often limited. Writes primarily with simple sentences with verb tenses that are frequently incorrect; errors sometimes impede communication; point of view may vary.

1

Begins to convey meaning and to represent a few features of a personal history, but development and supporting details are inadequate.

Simple sentences

Word choice is not appropriate.

Vocabulary is limited. Writes in single words or simple phrases with errors that impede communication.


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Assessments


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Language Acquisition Assessments

What patterns or structures do you need to know in order to…

…give driving directions?

…order from a menu?

…retell a story?

…describe your dream house?


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BranchThe Best Practice

• Oral language instruction and practice opportunities exist throughout the unit.

• All LAAs are opportunities for structured oral practice.

• The 2 recommended LAAs can be revisited as formal assessments.

• Build Language and Vocabulary Lessons have the targeted language functions and structures for upcoming LAA.

• Students should be aware where needed skills occur within the unit.


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Function

How language is used to

communicate

Form

The patterns and structures

of the communication

Vocabulary

The words needed to communicate ideas


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Language Acquisition Assessments

Language Function

– the purpose for communicating

Language Patterns and Structures – the required words, phrases, sentence forms, and types of grammar, used to construct the oral response


BranchLAA Rubric

FUNCTION PATTERN & STRUCTURE VOCABULARY

4Student effectively performs

the function.

Student clearly expresses the targeted pattern/structure in a

variety of ways.

Student uses a variety of effective vocabulary, including

words from the unit.

3Student performs the

function.Student adequately expresses the

targeted pattern/structure.

Student uses adequate vocabulary, including words

from the unit.

2Student does not adequately

perform the function.Student does not clearly express the

targeted pattern/structure.Student uses limited vocabulary or uses vocabulary incorrectly.

1Student makes no attempt or offers a non-verbal response.

Student does not express the targeted pattern/structure.

Student makes no attempt to use appropriate vocabulary.

TESAB Level B, Pg. 138TESAB Level B, Pg. 138


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The Keeping Quilt

Language Acquisition Assessment

Level 2B, Unit 2


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•Now let’s review what you will do…


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Language Functions

What will you do?

Ask and answer

questions

VocabularyYou will use the words…

Quilt HusbandHuppa

TableclothTraditionbouquet

Patterns & Structures

Write questions

This information

comes from the LAA

form.

LAA Pie Chart


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Questions

• When you want information, you ask a question.

• Use question words to ask a question.

• End your question with a question mark.


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Question Words

Can How Where

Do, Does, Did What Who

Am, Is, Are When Why


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Examples

Whose clothes were used to make the

quilt? The family clothes were used to make

the quilt.

What were some of the things in Mary Ellen’ s bouquet?

Some of the things in Mary Ellen’s

bouquet were gold, bread, and salt.

What did Anna give Carl when she was

born? Anna gave Carl a gift of gold, flower, salt,

and bread.


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•Let’s Review the Vocabulary


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Quilt Bed cover made of pieces of cloth sewn together


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HusbandMan who is married


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huppaCloth supported on poles that a couple stands under when being married


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Tablecloth Cloth for covering a table, used especially at meals


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bouquetBunch of flowers


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traditionWay of acting that is passed from generation to generation


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It’s your turn!!!


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Directions: Work in Pairs 1. Look at the pictures on pages 79-83 and

choose the one you like the most

2. Talk about what you see.

3. Write 3 questions you might have about the picture you have chosen.

4. Make sure to use:1. correct word order

2. proper intonation

3. questions words- Who, What, Where, When, Why, Whose, How, WhichWho, What, Where, When, Why, Whose, How, Which , , etc.etc.

• Be ready to present as a pair.


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Now Let’s Sample your LAA Performance…

Congratulations!


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Thanks for your attention!Thanks for your attention!

Please fill out an Please fill out an evaluation.evaluation.

english learners in middle school: dispelling myths about esl

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