maximizing the success of english learners. robert crowe [email protected] adam...
TRANSCRIPT
Robert [email protected]
Adam [email protected]
135 South Rosemead Blvd.Pasadena, CA 91107
(626) 744-5344www.actionlearningsystems.com
Agenda
1. Academic Learning Time
2. Determining Who Is an English Learner
3. CELDT Level Proficiencies
4. Develop Language Proficiencies
Receptive Skills
Productive Skills
5. Structured Student Interaction
6. Effective Vocabulary Instruction
Determining Who Is an English Learner
An English learner is . . .
“a student, with a home language other
than English, who is not yet proficient in
English.”
– © California Department of Education
CELDT Level Proficiencies
CELDT Proficiency Level Descriptions
The proficiency level descriptors below are written from the
beginning level to advanced level, and each level builds on the
preceding level. An individual student’s English language
development may be marked by periods of accelerated or slow
growth, reversals of progress, attainment of language plateaus, and
unparalleled development of listening, speaking, reading, and
writing skills. At each level, the English learner continues to expand
his or her social and academic vocabulary and his or her capacity to
learn grade-level content delivered in unmodified English. These
proficiency level descriptors should be used with tests administered
after July 1, 2006.
CELDT Level Proficiencies
Beginning – Students performing at this level of English-language proficiency
may demonstrate little or no receptive or productive English skills.
They are beginning to understand few concrete details during
unmodified instruction. They may be able to respond to some
communication and learning demands, but with many errors. Oral
and written production is usually limited to disconnected words and
memorized statements and questions. Frequent errors make
communication difficult.
CELDT Level Proficiencies
Early Intermediate – Students performing at this level of English-language proficiency
continue to develop receptive and productive English skills. They
are able to identify and understand more concrete details during
unmodified instruction. They may be able to respond with increasing
ease to more varied communication and learning demands with a
reduced number of errors. Oral and written production is usually
limited to phrases and memorized statements and questions.
Frequent errors still reduce communication.
CELDT Level Proficiencies
Intermediate – Students performing at this level of English-language proficiency
begin to tailor their English-language skills to meet communication
and learning demands with increasing accuracy. They are able to
identify and understand more concrete details and some major
abstract concepts during unmodified instruction. They are able to
respond with increasing ease to more varied communication and
learning demands with a reduced number of errors. Oral and written
production has usually expanded to sentences, paragraphs, and
original statements and questions. Errors still complicate
communication.
CELDT Level Proficiencies
Early Advanced – Students performing at this level of English-language proficiency
begin to combine the elements of the English language in complex,
cognitively demanding situations and are able to use English as a
means for learning in content areas. They are able to identify and
summarize the most concrete details and abstract concepts during
unmodified instruction in most content areas. Oral and written
production is characterized by more elaborate discourse and fully-
developed paragraphs and compositions. Errors are less frequent
and rarely complicate communication.
CELDT Level Proficiencies
Advanced – Students performing at this level of English-language proficiency
communicate effectively with various audiences on a wide range of
familiar and new topics to meet social and learning demands. In
order for students at this level to attain the English-proficiency level
of their native English-speaking peers, further linguistic
enhancement and refinement are still necessary. Students at this
level are able to identify and summarize concrete details and
abstract concepts during unmodified instruction in all content areas.
Oral and written production reflects discourse appropriate for
content areas. Errors are infrequent and do not reduce
communication.
How Can We Support Our English Learners?
“Unless [English learners] receive high quality
instruction provided by teachers who use effective,
evidence-based teaching strategies, the gaps between
the students’ knowledge of informal conversational
English and Academic English will not be eliminated.”
– Robin Scarcella
Develop Language Proficiencies
What classroom instruction do English learners need in order to develop their English language proficiency?
Structured Student Interaction
How does talking about something help shape your thoughts about a topic?
Structured Student Interaction
“This technique works well with ELLs because it allows them to formulate their ideas on their own, test them out in a non-threatening way with their partners, and then, reinforced by their partner’s feedback, share the ideas with the class.”
– Ellen Douglas, Reading Comprehension and
English Language Learners: Assessing Reading Comprehension with English Language Learners,
2005.
Structured Student Interaction
Criteria for Structured Student Interaction:1. Teacher provides prompt/question by CELDT proficiency level.
2. Teacher tells students how long they have to think about the question.
3. Students think about the topic.
4. Teacher provides sentence frames by CELDT proficiency level.
5. Teacher tells students how long they have to talk to their partners about the question.
6. Students talk to their partners about the topic.
7. Teacher monitors student interaction.
8. Teacher calls on students to share with class.
9. Students share with class in complete sentences.
Structured Student Interaction
Oral Language Prompting TechniquesSample Prompts and Responses (continued)
Structured Student Interaction
Activity: __________ Book/Page: _____ EL Level
1What is the prompt/question I will provide?
2What are some possible answers?
3How long will my students have to think?
4What sentence frames do I need to provide?
5How long will my students have to talk?
6How will I monitor student interaction and check for understanding?
7How will I have my students share with the class?
Lesson Delivery: How do I deliver structured interaction to support the English learners in my classroom?
Structured Student Interaction
English-Language Arts Mathematics
The main character in _____ is _____. The setting of _____ is _____. The problem in _____ is _____ because _____. The main events of the story are _____. I predict _____. My evidence from the text is _____. This story is the similar to _____ because _____. This story is different from _____ because _____. One meaning of the word _____ is _____. My evidence is the following context clues _____.
To solve this problem, I need to _____. The operation needed to solve this problem is _____. The correct answer is ____ because ____. The justification for this step is _____. I checked my answer by _____. First I will _____ in order to _____. To simplify this expression, I need to _____. To find the solution, I will _____. This graph/table shows _____.
History-Social Science Science
The characteristics of _____ are _____, _____,
and _____.
_____ happened because _____.
When _____ happened it caused _____.
The cause of _____ was _____. My evidence
from the text is _____.
The effect of _____ was _____. My evidence from
the text is _____.
If _____ happened instead of _____, _____ might
have occurred.
My opinion is _____ based on the following
evidence _____.
The order that _____ happened is first _____,
then _____, and finally _____.
_____ is an example of a _____.
This is a _____.
_____, _____, and _____ are all _____.
I think _____ is _____.
Based on _____, I think _____.
_____ is similar to _____ because _____.
_____ is different from _____ because _____.
I would put _____ first, _____ second, and _____
third because _____.
I think _____ is the most important because
_____.
Common Language Frames
Effective Vocabulary Instruction
“A significant factor in developing sophisticated language skills is time on task producing academic language in interactive educational settings where there is opportunity for repeated exposure to and use of words, and opportunity for feedback.”
– Francis et al., Practical Guidelines for the
Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions, 2006, Vol. 1, pg. 27.
Effective Vocabulary Instruction
Word or Term Definition Related Words Sentence Visual
receptivewords of or related to the language skills of listening and reading
Our receptive vocabulary includes more words than we use when we speak or write.
productivewords of or relating to the language skills of speaking and writing
For a word to be part of our productive vocabulary, we must fully “own” the word.
integrated
addressed in a variety of contexts; not in isolation
Vocabulary instruction will be integrated to provide students with multiple exposures in reading and writing.
systematicinvolving methodical plan A systematic approach does not
leave instruction to chance.
Vocabulary Matrix