New Ways To Support Our English Language Learning Community!

English Language Learners

Volume 1, Summer 2015

OUR ENGLISH LEARNERS

Understanding Our ELL Neighbor

Eradicating Discrimination of our ELLs

Helping our ELLs learn English through Technology

Interview with and ESL Director

A new lesson in Project-Based Learning

Education for ELLs

Khadija Gray, editor

kngray@live.carlow.edu

Aaaaah, to have the world as our

cover picture this month. We strive

to highlight inclusion of our ELL

students through the articles and

interviews in this journal. These are

OUR ENGLISH LEARNERS and we

strive to continually educate

ourselves so that we can provide the

best for them.

In this premiere issue of Our English Learners, we will provide articles to be a resource for any Professional School Counselor, Teacher, Parent/Guardian, or Community Organization with a desire to enhance the diverse gifts and educational needs of our ELL population while maintaining and respecting their cultural diversity. We spoke to the ESL Director of an urban city school district to give you insight into how they approach the education of our ELL students. You will also find an article which makes the case for Project-Based Learning and instructions for applying the UDL model to your lessons. I also hope you find fresh ideas for a multicultural classroom in Classroom Construction.

Understanding Your Neighbor

By Khadija Gray What would it be like to spend half of your day surrounded by your peers who are speaking

words that you don’t understand? Many children don’t have to just picture this because they experience

this on a daily basis. Our student population is constantly changing and more and more students are

entering school speaking a language other than English. While for the majority Spanish is the native

language, English Language Learner students in the U.S. speak more than 450 languages (Payan &

Nettles, 2007).

There is a significant achievement gap between ELLs and all public school students. Those public

school students scoring proficient or better in reading was 30.4 percent nationally, but just 5.6 percent

among ELLs (Riccards, 2015). As Professional School Counselors, we are seeing the effects of the

language barrier and the achievement gap between ELLs and the remainder of the school population.

What can be done to meet the needs of the ELL population and lessen their academic issues and

behavior incidents? Those statistics on the achievement gap cannot be addressed without effective

teachers (Riccards, 2015)

Thirty-three states set standards for ELL teachers. But only three of them- Arizona, Florida, and

New York- require prospective teachers to demonstrate competency in those standards (Payan &

Nettles, 2007). Whether we train and equip teachers, the ELL population will continue to grow. If we

choose to train the teachers to work with ELLs, we can begin to bridge the gaps. If we don’t begin to

train teachers immediately the gap will continue to

widen. ELL students are included in state testing

programs that we are administering to our elementary and middle school students. ELL students are

expected to participate in regular state assessments in academic content with all other students’ grades

3-8 and once in high school (Payan & Nettles). We must train teachers to raise ELL student proficiency in

academics while teaching the English language.

While a small number of states comprise the majority of ELLs, other states experienced

dramatic growth of ELL students (Payan & Nettles). ELLs could very well be our neighbors and going to

school with our children or family members. We need to strengthen and train ELL teachers so that ELLs

can be just as successful in school as our own students.

Riccards, P., (2015) The National Status of English Language Learning. Retrieved from

http://teachingmonster.com/benefits/articles

Payan, R. M., & Nettles, M. T., (2007). Current State of English Language Learners in the U.S. K-12

Student Population. Retrieved from http://www.ets.org/Media/Confrences_and_Events

BUILDING YOUNG SCIENTISTS

Why is Science Important?

Why exactly is science important for children? First, there is the effect that science has on the mind in general, and second there is the practical and immediate use of science in everyday life (why center, 2009). Science can dramatically increase a child’s capacity for reasoning and logical thought (why center, 2009). The more children that grow up interested in science creates more medical experts and technological minds.

The science classroom is often a frustrating place

for English Language Learners. Science has a complex

vocabulary that is difficult even for native English

speakers to learn (Herr, 2007). Difficulty learning English

should not be confused with an inability to think

scientifically (Herr, 2007). Many of the strategies that are

effective for English language learners are effective for

differentiating instruction for other students as well

(Herr, 2007).

Pennsylvania ELP Standard

Every teacher with ELLs needs to weave in

English Language Developmental (ELD) standards to their

daily instruction (Wida consortium, 2014). WIDA (World-

Class Instructional Design) is a framework of ELD

standards that were adapted by 22 states (Wida consortium, 2014). Pennsylvania adopted the

WIDA framework and developed performance indicators for the PA English Language

Proficiency Standards based on Pennsylvania’s criteria for its English Language Learners, as well

as Pennsylvania’s content standards in the Core Curriculum content areas and PA Assessment

Anchors for Language Arts, Mathematics, Science and Social Studies (Wida consortium, 2014)

WIDA language can be used by educators to formulate measurable goals for their students.

To create a kindergarten science center that will be instructional to ELLs as well as the

remainder of the student population, we as educators will be using Model Performance

Indicators (MPI). Model Performance Indicators are examples of assessable tasks which

students can be expected to know and/or be able to do as they approach the transition to the

next level of English language proficiency in any given construct (WIDA, 2007). The Model

Performance Indicators are illustrations of the Pennsylvania English Language Proficiency

Standards (ELPS). The English Language Proficiency Standards were developed by WIDA and

they provide a framework for standards-based instructional and assessment planning for

English language learners so that they may attain English proficiency, develop high levels of

academic attainment in English, and meet the same challenging commonwealth academic

content and student academic achievement standards as all children are expected to meet

(WIDA, 2007). The MPI are born out of four language domains: listening, speaking, reading, and

writing, which are included in the framework of ELP Standards. There are five ELP Standards

which center on the language needed by English Language Learners in grades PreK-12 attending

schools in the state of Pennsylvania to succeed both socially and academically in education

settings (WIDA, 2007). The English Language Proficiency Standard that will be addressed

through the kindergarten science center is Standard 4, the language of science. The

Kindergarten Science Center will further develop the language domain of writing for our ELL

students. The language domain of writing says that students will engage in written

communications in a variety of forms for an array of purposes and audiences.

How to Create a Kindergarten Science Center

Create a kindergarten science center that will inspire you and your students. Keep it

easy to update, use it to reinforce the skills and knowledge that the children need to learn and

most importantly, make it child friendly (Bentham, 2014). The science center displays real

objects for the children to explore with tools such as magnifying glasses and tweezers. Include

leaves, seashells, bones, bird’s nests, feathers, and plants. Introduce tadpoles, pond water and

other living creatures and teach children how to care for them.

Create two zones, an observation zone and an experimental zone. The observation zone is a

place for children to practice the skills of:

observation

collection

communicating knowledge through drawings, phrases, short sentences,

and notes

The experimental zone is a place for children to:

play with science materials

learn about science through play

The kindergarten students that will benefit from the science center will be on level 1 or 2 of

English language proficiency. Most students should understand the general language that will

be used to identify materials in the science center. Using this general language, the writing

domain will be addressed through one paragraph science reports done on a monthly basis.

There will always be a teacher in the classroom, to assist anyone who may need help with

comprehension of any language or content.

The language objective in the form of an MPI: Students will be able to:

“notice” changes in the plants in the observation zone. They will be able to write

at least two words about what they “notice”

Ex. The plant is tall.

Children will be able to write descriptive observations about the materials in the

experimental zone. They will also be able to verbalize descriptive words about

the materials.

Ex. bumpy insect

write short (3-4 sentence) science reports in classroom science journal

Bentham, P. (2014). Create a Kindergarten Science Center. Retrieved from

http://www.kindergartenlessons.com

Herr, Norman. (2007). The Sourcebook For Teaching Science. Retrieved from

http://www.csun.edu/science/ref/language/teaching.com

Trower, L. (2006). Model Performance Indicators. Retrieved from

http://letiticiatrower.webs.com/ModelPerformanceIndicators.com

WIDA Consortium. (2014). Pennsylvania English Language Proficiency Standards. Retrieved

from http://wida.us/assessment/MODEL.com

Why Center. (2009). Why is Science Important for Kids. Retrieved from

http://www.whycenter.com

America’s Promise Khadija Gray When we think of prejudice and discrimination, the first thing that comes to mind is

prejudice and discrimination due to race and skin color. Prejudice and discrimination against

ELL students includes that and much more. While we are professionals working in the state of

Pennsylvania, discrimination is not limited to our state. Some of us have worked or received

training outside of PA so we focus on ELL discrimination in PA as well as nationwide.

ELL students can be discriminated against by the quality of education they are receiving

in our American schools. ELL students are at a greater disadvantage when they are in a school

district that is failing to provide adequate resources to implement its ELL program effectively.

The ultimate goal of the ELL program is to help kids improve their reading, writing, speaking and

understanding of English in order to progress academically and exit the ELL program (Owen,

2014). Children can also be discriminated against after their exit from the ESL program. In our

state of Pennsylvania, a student who has exited the ESL program must be monitored for a

minimum of two full school years.

If a school district is inadequately serving its students who are English Language

Learners, this is a form of discrimination. Some schools still provide students with an

inadequate amount of ESL services. In Pennsylvania, the Office of Civil Rights of the U.S.

Department of Education enforces the right of ELLs to receive adequate instructional services. If

there is an improper allocation of funding within a district, there may not be enough ESL-

certified teachers to properly carry out the ESL curriculum and effectively teach ELL students

English so they can succeed in school (Unmuth, 2013). While some PA schools may not have

enough ESL certified teachers to carry out their programs, PA only recently started to require

teachers of ESL to have specific preparation (Reiser, 2006).

On a national level, the Educational Opportunities section of the Civil Rights Division is

charged with enforcing the Equal Educational Opportunities Act of 1974 (EEOA). The EEOA

requires our school districts to take action to overcome language barriers that impede English

Language Learner Students from participating equally in school districts’ educational programs.

This nation must promise to bring a world class education to all students regardless of the

circumstances that they bring to their learning (Gil, 2013). If this promise is not being kept, the

Equal Educational Opportunities Act investigates whether school districts are providing

adequate services to ELL Students.

GIFTED AND TALENTED PROGRAMS

DO NOT REQUIRE ENGLISH

PROFICIENCY

The promise is not only to the student but also the family. The

school districts can discriminate against ELL students and their parents on the basis of national

origin by failing to provide them with adequate translation and interpretation services (Owen,

2014). There must be procedures in place to provide parents who don’t speak English with

information about their child’s progress. In the state of Pennsylvania, translation and

interpretation services must be made available upon request. Notices and documents must also

be provided in the family’s native language. When schools fail to comply, the family can file a

complaint with the Division of Compliance.

When our school districts are under investigation for EEOA violations, the districts are

given notice of the violations and an opportunity to take corrective action. What can we do, as

Professional School Counselors, to help ensure that these violations do not occur in our

schools? Ensuring that English Language Learners are supported and educated to achieve the

same rigorous learning standards for all students is not only a moral obligation; it is our duty

(Gil, 2013). There is a checklist that our schools can use to eradicate prejudice and

discrimination in our ELL programs.

1. Identify students who are not proficient in English;

2. A language acquisition program is provided to ELL students;

3. The school will provide resources to implement its language acquisition program

effectively (ESL teachers, ESL materials).

4. The school communicates meaningfully with parents and guardians of ELL students

through written and oral translations of important notices and documents;

5. Provides special education services to ELL students when they qualify for special

education services;

6. Include ELL students in gifted and talented programs, even with limited English

proficiency;

7. The districts ELL program must include staffing, training, materials, procedures for ELL

placement, exiting and monitoring;

Taken from Hinojosa, 2010.

Retrieved from: http://texasedequity.blogspot.com

8. Follow defined criteria, by your state department of education, for exiting ELL students

from the program.

If you are outside of the state of Pennsylvania and you believe that your school district is

violating its EEOA obligations to ELL students please contact the Educational Opportunities

Section:

U.S. Department of Justice

Educational Opportunities Section

Re: ELL Initiative

950 Pennsylvania Avenue, N.W.

Washington, D.C. 20530

For School Districts in the state of PA:

Division of Compliance

Bureau of Special Education

333 Market Street

Harrisburg, PA 17126

Office of Civil Rights

U.S. Department of Education

The Wanamaker Building, Suite 515

100 Penn Square East

Philadelphia, PA 19107

(215) 656-8541

Resources:

Gil, L. (2013). Supporting English Language Learners: A Promise We Must Keep. Retrieved from

http://www.ed.gov/blg/2013/11/

Hinojosa, D. (2010). Discrimination against English Language Learner Students. Retrieved from

http://texasedequity.blogspot.com/2010/07discrimination-against-english-

language.html

Owen, W. (2014). Office for Civil Rights investigating complaints against Beaverton School

District for discrimination in ELL Program. Retrieved from

http://www.oregonlive.com/beaverton/

Rieser, L. (2006). English Language Learners in Pennsylvania Schools: Legal Issues and Advocacy

Opportunities. Retrieved from http://www.docstop.com/docs/25184406

Unmuth, K. L., (2013). Report Alleges Discrimination Against ELLs in Louisiana. Retrieved from

http://www.ewa.org/latino-beat

CLASSROOM CONSTRUCTION Khadija Gray

As a first year teacher, the classroom that I inherited was not at all organized. The piles of

materials, papers, and books all over the room were quite overwhelming. Good old-fashioned

research gave me some great room ideas and a multicultural classroom that I was pleased with.

My classroom really started to function as a great learning environment for my ELL students with

a theme of inclusion. Photographs, posters, and displays began to highlight a variety of people

and cultures.

Once my first school year started, and I began to teach, I realized how much I could use

my classroom as a tool to support my ELL’s learning. Instead of my room just being organized

and nice to look at, my room began to turn into a resource that would facilitate my ELL’s

language and academic development (Celic, 2009). As teachers who work with ELLs, when we

begin the task of setting up the classroom it’s important to consider how we can design each

area to maximize our ELL's ability to develop both linguistic and academic skills (Celic, 2009 ).

In this article, I will talk about designing a classroom that meets the needs of your ELLs.

The layout of your classroom should be logical and organized so your ELLs know where to find

information and resources for each subject (Celic, 2009). When ELLs know where they can

consistently look for information, vocabulary, or materials related to a particular subject, it

supports their ability to learn in the classroom (Celic, 2009). This organized classroom can be

created through centers:

Classroom Library

Begin by setting up a classroom library because this large space effects where

everything else in the room is placed. Some inexpensive resources in your library could include

a pocket chart for language development. The pocket charts are where you can develop

vocabulary with the class or build a text with sentence strips (Celic, 2009). There are free and

inexpensive sources of books available to start building a library. Ask you ELL parents to donate

“legacy” books in their home language (Jodi, 2011). These books can be in the name of friends,

parents, or pets. Ask students to donate books that they have outgrown. Also, yard sales and

thrift stores are good sources of books. Lastly, a low cost online resource is

www.thriftbooks.com.

Making Centers

After your desks and library are placed in the room, you will be able to visualize where

you can set up centers for different subject areas. Centers are the areas of the room where ELLs

can find what they need to help them understand the language and content of a particular

subject area (Celic, 2009). The options for creating these spaces are endless. While looking for a

space to put each center, look up. Use your wall space for creating charts at little or no cost and

use airspace to hang charts on a clothesline (Family Education Network, 2015). This is where

you can make your students a part of this process. Welcome their contributions and continue to

place their work on the wall. Be sure to think about cultural backgrounds of your students when

dressing the walls (Family Education Network, 2015). Try to represent your student’s diversity

on posters or bulletin boards (Family Education Network, 2015). One of my students’ favorite

projects was the creation of a global faces poster.

The most important change made in my classroom that year was the infusion of

students’ cultural backgrounds into each one of my centers. The idea of centers is not a new

concept for us but with a classroom of 25% ELL students, the centers should reflect their

culture. How your centers will be customized culturally will largely depend upon the home

languages of your students. The plants in my science center were a reflection of the Chinese

culture such as the Chinese evergreen plant. A chart in my social studies center was titled Let’s

Travel To Spain! Even the art materials can show inclusion and acceptance. It is easy to find

construction paper that reflects the rich variety of skin color around the world.

The centers that were created in my classroom included math, writing, and

science/social studies centers. But the center that was the most innovative and inclusive of my

ELL students was a museum center. In this center, I regularly rotated exhibits that included

the history and art of the home countries of my ELL students.

I am sure that there are loads of great multicultural classroom ideas out there so if you have

something to share, please connect with me and we will create a community of educators!

Resources:

Celic, C. M. (2009). English Language Learners Day by Day, K-6. New Hampshire: Heinemann.

Family Education Network, (2015). Creating an Effective Physical Classroom Environment.

Retrieved from https://www.teachervision.com/classroom-management/decorative-arts

Jodi. (2011). Clutter Free Classroom: Science & Social Studies Centers. Retrieved from

https://www.clutterfreeclassroom.blogspot.com

Image credit:

Loras, V. (2010). Multicultural Activities in Class. Retrieved from

https://www.teachingvillage.org

Jodi. (2011). Clutter Free Classroom: Science & Social Studies Centers. Retrieved from

https://www.clutterfreeclassroom.blogspot.com

The Time for Project Based Learning (PBL) Khadija Gray

What is PBL?

The experience of thousands of teachers across all grade levels and subject areas,

backed by research, confirms that PBL is an effective and enjoyable style of active learning

(Buck Institute For Education, 2015). Based on the developments in cognitive research and the

changing modern educational environment in the latter part of the 20th century, project based

learning has gained popularity (Coffey, 2008). Project-based learning is defined as a student-

centered teaching approach that engages students in sustained collaborative real-world

investigations by formulating a solution to an open-ended problem (Coffey, 2008).

Projects are organized around a driving question, and students participate in a variety of

tasks that seek to meaningfully address this question (Coffey, 2008). The tasks can include

asking and refining questions, debating ideas, designing experiments, analyzing data,

conducting interviews, drawing conclusions, and communicating ideas and findings to others.

To complete these tasks, you are not using information that is taught through a textbook but

assets taught by experience (Wikipedia, 2015). Assets such as creativity, empathy, resiliency,

and determination. These tasks are used to create a final product by a team of students. This

final product shows the knowledge that the team has gained and it can be in the form of

writings, drawings, three-dimensional representations, videos, photography, or technology

based presentations (Wikipedia, 2015).

Project-based learning is considered an alternative to paper-based, rote memorization,

or teacher-led classrooms. Proponents of project-based learning cite numerous benefits to the

implementation of its strategies in the classroom-including a greater depth of understanding of

concepts, broader knowledge base, improved communication and interpersonal/social skills,

enhanced leadership skills, increased creativity, and improved writing skills (Wikipedia, 2015).

PBL relies on learning groups. Student groups determine their projects, in so doing, they

engage student voice by encouraging students to take full responsibility for their learning. The

student is constantly making choices on how to obtain, display, or manipulate information

(Wikipedia, 2015). The role of the instructor is to facilitate learning by supporting, guiding, and

monitoring the learning process (Wikipedia, 2015). The instructor must build students’

confidence to take on the problem, and encourage the students, while also stretching their

understanding (Wikipedia, 2015).

What About Research?

The broad and varied definitions of project-based learning make it difficult to identify a

distinct body of research on its practice (David, 2008). Only a few studies have measured the

effects of project-based learning on student achievement. The studies that do exist ultimately

suggest that project-based learning can improve student learning. Some of this limited

research focuses on the challenges teachers face applying project-based learning. Among these

challenges are class time, pressure to cover curriculum topics, finances, school conditions that

support projects, access to technology, and teacher skill level (David, 2008). Yet, teachers can

use the key ideas underlying project-based learning in some measure in any classroom (David,

2008). Using real-life problems to motivate students, challenge them to think deeply about

meaningful content, and enabling them to work collaboratively are practices that yield benefits

for all students (David, 2008).

Counselors using PBL:

Counselors also often use these same key ideas of project-based learning to inform their

counseling approaches. PBL is an instructional method of hands-on, active learning centered on

the investigation and resolution of messy, real world problems (Coffey, 2008). PBL is an

appropriate and useful method to use with your group counseling sessions in your schools. This

method would be most successful with a group of about five students. This group needs to

remain small enough that all participants are collaborating in the problem solving process. Your

counseling sessions will begin with the identification of a key problem by each member of the

group. The process of identifying a solution will take place through enhancement of problem

solving skills that students can then transfer to new situations.

Resources:

Buck Institute For Education (2015). Why Project Based Learning (PBL)? Retrieved from

http://www.bie.org/about/why-pbl

Coffey, H. (2008). Project-based learning. Retrieved from http://www.learnnc.org

Project-based learning (2015). In Wikipedia. Retrieved July 7, 2015, from

http://en.wikipedia.org/wiki/projectbased_learning

David, J. L. (2008). What Research Says About…./ Project-Based Learning. Retrieved from

http://www.ascd.org/publications/educational_leadership

Part B-Group Task: by Khadija Gray and Jennifer Do

Project Title: It’s Your City!

Project Grade- 2nd-4th grade

Intro to the Unit: Purpose of constructing cities is to encourage group participation and increase

language acquisition skills in a small group format. Expected skill development includes media,

participation, oral or presentation skills, group cohesion and problem-solving with team

members.

Entry Event- Our City Mayor will be at the school

for a small assembly to talk about our town's

resources and what the city has to offer us for the

summer. At the conclusion of the program, the

teachers will challenge the students to work in

groups to create replicas of their cities. The

replicas will include things they see in their cities,

as well as the things they wish, were there

Development of Students/ELLs & Problem

Situation: We tend to live around people that

speak our language. What would it look like to

live around a student who spoke Spanish or Chinese as their home language?

ELLs and the remaining teammates will enhance their language skills and writing skills through

the process of this project. The nature of the teams will promote inclusion and participation

that allows the students to listen to and learn from one another. They will be looking for the

differences between each other and the makeup of their towns. Each student will need to

communicate their input and make sure that it is shown in the final project. Writing skills will be

enhanced through the journaling of the community walk.

Students will create a city with a team of two additional students. The city will encompass

things that are or they wish were present in all of their cities. Can we create a product where

we can all live?

Duration- 8 days or consider extension if required

Timeline

Day One: Let’s Get Together- Forming a group- Find two partners for this activity. Begin to develop a working outline of what you want to include in the area you are building. Here are some questions to consider:

How big do we want it to be? Do we have time to build a city or are we building a neighborhood? What’s the difference?

What do I like about where I live that I want to include? What’s important to me?

Who will live there? Are friends and family nearby? Also, document your process by utilizing media, such as the iPad. Please turn in a rough copy of what you plan to build. Use Day One or Two to go on a short neighborhood walk. Take a journal and make notes on what you “notice”. Bring you journal to class. Day Two: Roll Out- Now that we have our ideas together, look back through them and see if there is anything to add or change based on teacher feedback. Now, it is time to go to the art room! Get your materials, be creative and ask questions of the art teacher if you have them. Again, use the iPad for some video illustrating your process. If you have time, begin to assemble your pieces, if not, we will start tomorrow. Day Three: Let’s Build- With the pieces that you have found, start build! Make sure to ask your partner(s) the following questions as you are going and jot down the answers or record the answers:

Is planning this easier or harder than what you thought?

Is it hard to get along with others? Alternatively, would you have rather done this activity by yourself?

How is your time management going?

Have your chosen roles in your team? Is someone recording, someone building, and someone writing? Alternatively, are you all sharing the load?

Day Four: We Decide- How is the project going so far? Do the students need more time to build? If so, allow another day to continue building and continue day three project building and/or questions. Make sure that the projects are complete before moving to the next step. Check in with the students- facilitate group discussions. Day Five: Collaboration- Today it is time to edit the video with the help of the computer teacher, and we have one more question to propose to the students. Have the students walk around to see each other’s work. Have them choose another group, because, they are going to visit the other group in their neighborhood! The question is, how are they going to get there? Have the groups collaborate and decide if they are going to visit by plane, train, or some other form of transportation. Make a quick plan (10-15 minutes) and write it down as a group. Day Six/Seven: Wrap-Up and Present- Students will present to the class what they created and the video that they made. The projects will then be on display during parent-teacher conferences in the hallway for others to view. There will be a question box with each project where others can submit questions to the creators, and the creators will respond. Day Eight: Continued- Discussion, questions, comments, feedback from the students about the project. Here are some questions to answer as a group or individually:

How would you improve this project?

What did you like? What didn’t you like?

What did you learn about your partner in this process?

What did you learn about yourself in this process? Objectives: Objectives directly taught or learned through Discovery:

Participate in assigning group responsibilities

Demonstrate respect and responsibility for self and others materials and belongings

Express opinions and accept opinions of others Performance Objectives:

Create a city with a team

Maintain a Journal

Responsible Use Technology Identified Learning Target:

Understand and Identify differences in language among us

Do you have different names for the corner store? the park?

References: Design wars. Retrieved from http://bie.org/object/document/design_wars PBL guide. Retrieved from http://naf.org/files/PBL_Guide.pdf Teach 21 project based learning. Retrieved from

http://wveis.k12.wv.us/teach21/public/project/Guide.cfm?upid=3358&tsele1=4&tsele2=101

Image Reference:

http://www.speedofcreativity.org/2013/11/09/15-reasons-im-thrilled-to-be-a-grade-4-5-

stem-teacher-in-yukon-oklahoma/

English Language Learners and UDL K.Gray

The UDL Model:

As professionals who strive to continually decrease the language barriers and the

achievement gap with our ELL students, we can employ the strategy of the Universal Design for

Learning or UDL. Universal Design for Learning is a set of principles for development that gives

all individuals equal opportunities to learn (UDL Center, 2014). UDL provides a blueprint for

creating instructional goals, methods, materials, and assessments that work for everyone- not a

single, on-size-fits-all solution but rather flexible approaches that can be customized and

adjusted for individual needs (UDL Center, 2014). UDL is an educational approach to teaching

and learning that guides instructors to reach and teach all learners. UDL is necessary because

individuals bring a huge variety of skills, needs, and interests to learning (UDL Center, 2014).

How does UDL apply to English Language Learners?

While ELL students are classified as a single

subgroup, there are differing characteristics of

students within this group (Learning Point

Associates, 2011). Furthermore, there is constant

variance in the ELL subgroup populations since

students continuously transition out of ELL

programs as they achieve English-language

proficiency (Learning Point Associates, 2011).

ELLs while limited in their English proficiency,

come to school with tremendous variability in

their home language skills, from full oral and

literate proficiency, to very limited skill sets. Rich English-language instruction that provides students

with oral and written access to their native languages has at its core the UDL principle of multiple means

of representation (Proctor, 2014). Students whose proficiency limits their access to complex English

material can often have that material presented in the native language as a way to help them grasp the

content in English (Proctor, 2014). Further, research with science content has shown that ELLs who are

able to use their native languages in the service of processing and expressing complex material are far

more likely to retain that content over time, and transfer new learning to English (Proctor, 2014).

Guidelines and Principles:

The UDL guidelines can assist anyone who plans lessons or develops curricula to reduce

barriers, as well as optimize levels of challenge and support to meet the needs of all learners

from the start (UDL Center, 2014). There are three primary principles that guide UDL and

provide structure for the guidelines. These principles are to provide multiple means of

representation, to provide multiple means of expression, and to provide multiple means of

engagement.

1. The principle means of representation is considered the “what” of learning (UDL Center,

2014). How we gather facts and categorize what we see, hear, and read. Identifying

letters, words, or an author’s style are recognition tasks (UDL Center, 2014). This

principle provides multiple means of presentation to give students various ways of

acquiring, processing, and integrating information and knowledge. There is not one

means of representation that will be optimal for all learners. The educator will have the

task of providing multiple options for comprehension. Some ways a teacher can do this

is to demonstrate or model the tasks to be learned or practiced, give students of the

same home/native language time to work together and help each other understand the

content being covered in class, and giving the student a written summary or outline of

the activity to help support the students comprehension of information provided orally

(Ohio Department of Education, 2011).

2. The principle means of expression is considered the “how” of learning (UDL Center,

2014). This principle relates to planning and performing tasks and how we organize and

express our ideas. Writing an essay or solving a math problem are expressive and active

tasks (UDL Center, 2014). The educator will have the task of differentiating the ways

that students can express what they know. The teacher must provide multiple means of

action and expression to provide students with options for navigating and

demonstrating learning. Some ways a teacher can do this is to have the students write

questions in his or her native language and by having the ELL student work with a study

partner to develop a graphic display of the concepts presented (Ohio Department of

Education, 2011).

3. The principle means of engagement is considered the “why” of learning (UDL Center,

2014). This principle relates to how learners get engaged and stay motivated as well as

how they are challenged, excited, or interested (UDL Center, 2014). The educator will

have the task of stimulating interest and motivation for learning. The teacher must

provide multiple means of engagement to tap individual learners’ interests, challenge

them appropriately, and motivate them to learn (UDL Center, 2014). Some ways a

teacher can do this is to have the student add newly learned words to a homemade

bilingual dictionary or give the ELL students the opportunity to teach the class content-

related vocabulary in the student’s home/native language (Ohio Department of

Education, 2011).

This chart provides solutions

to your ELLs challenges by

using UDL tools.

UDL provides grade-level

curriculum:

UDL guides the

development of instructional

features that provide ELLs with

enhanced access to grade level

curriculum (Proctor, 2014). For

example, a 4th grade immigrant

student who speaks Haitian

Creole but possesses very

limited literacy skills in Creole

or French. His universally designed digital text may provide the option to switch between

written forms of the relevant languages (English, Creole, French) but also provide a read-

aloud option that, with the click of a mouse, provides human voice reading of the text in

whichever language the student feels most comfortable (Proctor, 2014).

Further information regarding the implementation of UDL can be found at

www.udl4allstudents.com.

Learning Point Associates (2011). Improving Adequate Yearly Progress for English Language

Learners. Retrieved from www.learningpt.org/pdfs/literacy

Ohio Department of Education (2011). Strategies for Diverse Learners Using UDL Model

Focus on English Language Learners. Retrieved from

http://education.ohio.gov/getattachment

Proctor, P. (2014). Fact Sheet: English Language Learners And UDL. Retrieved from

www.udl4allstudents.com

The National Center For Universal Design For Learning (2014). Q&A for ELL. Retrieved from

http://www.udlcenter.org/aboutudl/whatisudl

Image Credit (chart):

Kathie, (2014). Universal Design for Learning in MCPS. Retrieved from

http://www.udlmcps.weekly.com

ELLs and Technology K. Gray

What can technology do for English Language Learners? ELL students are the fastest-

growing K-12 population in the country, yet professional development for educators is not

growing as fast. Fortunately, technology offers some easy ways to help these students build

vocabulary, achieve reading fluency, improve comprehension, access curriculum content and

strengthen their home-school connections (Heinze, 2004). We as school professionals have to

find ways to introduce technology to the classroom as well as the individual student. This seems

particularly important for English Language Learners who without the requisite experiences and

opportunities to engage with technologies, may turn out to be the least empowered when it

comes to gathering, analyzing, and synthesizing digitized information (Rance-Roney, 2008).

While there are a plethora of websites and applications to engender student-centered

learning of ELL students, this article will focus on one website and one mobile app which can be

used by ELL students in the classroom as well as in the home. Since my background is the

education of elementary aged students, I will expose you to technological tools that I have

successfully used with this population. These tools are free to be used by us educators as well

as the students we teach. These technological tools are supportive of the ELL student as they

are beginning to read the English language. Both of these technological tools are used for ELL

students as young as Kindergarten. I value both of these tools for a commonality between them

which is their use of sight words. The study of sight words is a very important part of the

process of learning to read.

The website that I will be highlighting is titled Piece of English Cake at

www.poenglishcake.com. This is an interactive English phonics and vocabulary website that

utilizes categorized word lists to help ELL students learn how to read English (Piece of English

Cake, 2011). The website is filled with lessons and activities for the beginner, intermediate, and

advanced ELL students. The beginner student will begin reading English by learning letters,

letter sounds, and sight words. The intermediate student will practice reading English by

learning word parts, longer words, and plurals. The advanced student will improve English

reading by learning special vowel teams, prefixes, and suffixes.

Each lesson begins with an explanation teaching the lesson topic and then an engaging

photo slideshow illustrates each word so the ELL learns the definitions of the words (Piece of

English Cake, 2011). You can then select a lesson from one of the five categories: vowels,

consonants, word types, pairs, and word families. Each lesson builds basic skills on the English

topic crucial to learning to read (Piece of Cake, 2011). The website also offers activities and

games to build upon what is learned in the lessons and help the students practice and master

reading (Piece of Cake, 2011).

While your favorite part of the website may be something like the pack them up sorting

game where you pack the boxes labeled with categories with the words that match that

category (very fun for your younger students), I have shared my fondness of the sight words

lessons. Each lesson features ten sight words, sight words are some of the words used in stories

and books all the time. The best way to become a good reader and writer is to learn these

words by sight. This means that you can read the words as soon as you see them without

sounding out each letter (Piece of Cake, 2011). The sight words lessons on this website put the

sight word in a sentence as well as provide an illustration for the student to have a greater

understanding of the meaning of the word. The student can further practice the lesson by

completing a matching exercise, selecting the words that match the pictures, or a fill in the

blank exercise where students select or type the words that best complete the sentence. As an

educator or parent this website can be used as a teaching tool or to simply practice reading in a

fun and engaging manner. The free mobile app-Sight Words to

Help Kids Read also continues to help students build upon their recognition of the most

commonly found words in their lessons and activities. Again, the goal of these words is to be

studied until they can be instantly recognized by the reader (Sight Words, 2015). The 100 sight

words included in this app are the 100 most commonly found words in the English language. In

fact, approximately 50% of all words that are printed in books, magazines, etc. are these 100

sight words (Sight Words, 2015). The first 25 sight words alone (found in level 1 of the app)

make up approximately 33% of all words that are published in books, magazines, etc. (Sight

Words, 2015).

Sight Words:

The

Of

And

To

In

Is

You

For

On

A

While reading with others and practicing phonics among other things is very important to the

process of our ELLs learning the read, the study of sight words is a very important step in that

process.

Heinze, J. (2004). Supporting English Language Learners with Technology. Retrieved from

http://www.scholastic.com/teachers/article/supporting-english-lenaguage-

learners

Piece of English Cake. (2011). Retrieved from

http://www.poenglishcake.com/en/topics/beginner

Sight Words to Help Kids Read. (2015). Goathairware (Version 1.0) [Android]. Retrieved from

http://play.google.com

Rance-Roney, J. (2008). Technology in the English Language Learner Classroom? Retrieved from

http://www.nwp.org/cs/public/print/resource

Education From an Urban ESL Director K. Gray

The percentage of ELL students is generally higher in more urbanized areas. ELL

students in cities range from 9.4 percent in small cities to 16.7 percent in large cities (U.S.

Department of Education, 2015). I had the pleasure of interviewing Mr. K., an ESL director from

a mid-sized urban city school district. This city is the second largest city in its state populated

with just over 300, 000 people. I sat down with Mr. K to speak about what this school district is

doing to educate the ELL population.

K. Gray: Thank you for taking the time to participate in this interview. I am a parent and a

former school-based probation officer in this district so I am pleased to learn about another

aspect of the district. Mr. K. can you tell me the duties of an ESL director?

Mr. K.: Sure, the ESL directors duties include supervising the entire ESL program, providing

instruction to ESL teachers and administrators that supervise them, professional development

of staff as well as providing interpretation and translation services for parents.

K Gray: How long have you been working for this school district

Mr. K.: I started my employment with the district ten years ago. I began my career as a

secondary English teacher. I’ve worked with the ESL population outside of this state but when I

got to this city, I fell in love with it.

K Gray: Can you talk to me about the different home languages that you see in this district?

Mr. K.: There are 25-35 languages spoken in this district at any given time. The top five

languages, in order, are Nepali, Spanish, Swahili, Chinese, and Arabic. The largest number of

refugees in the district come from Bhutan and Nepal and they speak Nepali.

K. Gray.: How would you best describe the program model this district uses?

Mr. K.: Well the district uses a regional center concept in implementing its ESL program and

determining where to provide services to its ESL students. The district has ten regional centers.

If you come to the city as an immigrant student, you will be educated at the closest regional

center to your home. This concept does tend to pull most ELL students away from the school

that would be their home school if they were a mainstream student.

K. Gray: Which center houses the largest amount of ELL students?

Mr. K.: The center with the largest population of ELL students in the district is BR Elementary.

BR Elementary is located in the southern area of the city. BR Elementary currently has 250

students, AL is close behind BR with 1/3 of the school being English Language Learners.

K. Gray: Do you expect to see any other centers increase its ELL population to the size of BR?

Mr. K.: I expect all of these centers numbers to continue to grow and grow. This city has a very

quick growing ESL population. When I started with the city there were 250 ELL students. There

are currently 870 ELL students with between 50-75 ELL students enrolling each year. Research

shows that by 2025, one in four students will be English Language Learners.

Mr. K.: To expand on the models, there are three possible models used for ELLs in this district.

Those models are pull out, push in, or a sheltered model. If students have basic or intermediate

English skills they are pulled to ESL classes. ESL students are pushed into a mainstream

classroom if they have greater than intermediate skills. We use the sheltered model to attempt

to catch kids up that have missed several grade levels. The sheltered model would be for the

student that should be in the 10th grade but has not been in school since the 3rd grade.

K. Gray: Can you talk to me about the assessment tools used for the ELL students?

Mr. K.: The district uses the WIDA access assessment tool to measure the students English

Proficiency and ELL students as well as mainstream students must take the PSSA. If you are at a

US school for less than a year you are exempt from taking the reading portion of the PSSA. If

you are here for one day, you must take the math portion.

K. Gray: Do you feel that language and academic content can be acquired simultaneously?

Mr. K.: Yes! This is the goal of this school district and academic content is built into the ESL

curriculum.

K. Gray: Ok, let’s switch gears and talk about the teachers for a little while. I read that

approximately 2.5 percent of teachers who instruct English language learners possess a degree

in ESL. How are the teachers in this district trained to work with this population?

Mr. K.: The district attempts to continually provide teachers with training aimed at

improvement in the ESL program. This is done through periodic meetings with teachers to

review instructional techniques, pedagogy, and school based sessions.

K. Gray: How often are the school-based sessions held?

Mr. K.: These school based sessions are held multiple times during the school year and content

varies based on the needs of the principal in that building. The district has also created an ESL

task force comprised of teachers and administrators. The ESL task force identifies issues facing

English Language Learners along with possible solutions.

K. Gray: What are the biggest challenges faced by the teachers working with the ELL

population?

Mr. K.: The most prominent challenge faced by the district’s teachers of English learners is

scheduling. The district has found that the best practice to provide ESL instruction is during the

mainstream English block. Another challenge is the pushback that some mainstream teachers

may provide. A mainstream teacher may have an expectation that an ESL can modify an entire

curriculum for them.

K. Gray: I was a school-based probation officer for many years so I wonder if you think that

language barriers with the ELL population can sometimes lead to greater incidence of discipline

problems.

Mr. K.: I don’t think this group is different from any other group in that some kids need calls

home and discipline and some don’t. Motivation varies by individual and culture. In some

cultures there is an expectation that education is the key to success.

K. Gray: Ok, lastly Mr. K., can you tell me about the supports the district provides outside of the

classroom?

Mr. K.: The district does attempt to make sure that ESL students have full access to all district

programs. We provide translation and interpretation services to the families, when needed, to

allow them access to this information.

Mr. K provided me with great insight into how this district services it ELL students. I was

educated by so much of what was shared, starting with the home country of the largest

numbers of refugees. I am confident that the district will continue to expand on the services

offered in the ESL program, to give the ELL students the greatest access possible to a quality

education. One example of this would be a language club which was started at one regional

center to maintain the students’ home language. It would be beneficial to see the language

clubs started at all the regional centers.

U.S Department of Education, National Center for Education Statistics. (2015). The Condition of

Education 2015 (NCES 140-144) English Language Learners.

Please look forward to our next edition and forward any comments to

kngray@live.carlow.edu

Our English Learners