By the year , % of US schoolchildren will b f h h ld th t ...files.ernweb.com/MacDonald ELL PowerPoint FinalLS2-up.pdf · CoCo abo at g o Successllaborating for Success ... will b

R. MacDonald, Saint Michael's College 1

ELLs in Your Classroom?Collaborating for SuccessCo abo at g o Success

Rita MacDonald Saint Michael’s College

April 5, 2010Educational Research Newsletter

www.ernweb.com

By the year _____,____ % of US schoolchildren ill b f h h ld th t dwill be from households that do

not speak English.

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It takes ______ years ______ yfor ELLs to reach proficiency

(independent functioning) in Academic English.

3

Old Style

Mainstream Classroom

ELLs

4

What’s Wrong with This Picture?


What’s Wrong with This Picture?

Mainstream Classroom

ELLs

Soc. Studies

MathLang. Arts

Science

5

8-10 years

ELLs need….

Differentiated (Sheltered) Content Instruction

Explicit Daily Instruction in Academic English

6


Without it?

‘Swiss cheese’ in foundational content knowledge

Over-referral to SpEd-‘School-induced learning

8-10 years

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disabilities’

No access to college prep courses

Restless, bored, unengaged…trouble

High dropout rate

What isWhat is Academic English?

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Academic language is often cited as one of the key factors affecting theone of the key factors affecting the achievement gap that exists between high and low-performing groups of students in our schools (Wong Fillmore, 2004).

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)

Students who under-performoften have backgrounds that have not primed them for mainstreamnot primed them for mainstream schooling's ways of learning... have not been immersed in the academic thought and talk that is valued in school (Zwiers

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is valued in school. (Zwiers, 2007)


Read these 2 students’ explanations of how

What IS Academic English?

Read these 2 students explanations of how to multiply fractions, taken from an excellent book by Jeff Zwiers, listed on your resource page.

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Then, tell your neighbor which student gets the better grade, and why?

“Like, to divide em, you turn the second one over and times it by the first one. But ya gotta see if any numbers fitBut ya gotta see if any numbers fit into the top and bottom to cross em out and get em smaller so you don’t get big numbers at the end. At the end you see if you can make the top

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end you see if you can make the top and bottom as small as possible.”


“In order to divide the two fractions, take the reciprocal of the second one and multiply it by the first. Before multiplying though see if anymultiplying, though, see if any numerators and denominators have common factors, that cancel out … Multiply the numerators across the top and the denominators across the

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top and the denominators across the bottom. See if the answer can be further reduced.”

Which student gets the better grade?

Why?

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Why?


Academic English is a set of words, grammatical structures and

i ti l t t i d torganizational strategies used to describe complex ideas, higher-order thinking processes, and abstract concepts.

(Z i 2007)

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(Zwiers, 2007)

• The ‘hidden curriculum of schooling’ (Christie, 1985)

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Which students need help

with academic language?

Zwiers: students from non-middle-Zwiers: students from non middleclass backgrounds need explicit instruction in academic language

Schleppegrell on reading: 75-80% of secondary students have difficulty reading complex academic text

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reading complex academic text

Macedo: assessing students in academic English while not providing explicit instruction in academic English is engaging in a pedagogy of entrapment

ESOL

Who teaches it?

Classroom Gen Ed

Classroom

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Other Specialists


Working smarter

ESOL Classroom

Gen Ed

Classroom

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Other Specialists

ESOL Classroom

Gen Ed

ClassroomSystematic instruction

Ad hoc instruction

for ELLs & Strugglers

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Other Specialists

ALL students need good ad hoc instruction in AE.

ELLs also need systematic AE/ELD curriculum


•Language of that particular content area•Contextualized•Meaningful use•Multiple opportunities for practice and integration

ESOL Classroom

Gen Ed

ClassroomSystematic instruction

Ad hoc instruction

for ELLs & Strugglers

practice and integration

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Other Specialists

ALL students need good ad hoc instruction in AE.

ELLs also need systematic AE/ELD curriculum

ESOL Classroom

Gen Ed

Classroom

Systematic instruction

Ad hoc instruction

OVERLAP

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Other Specialists

OVERLAPIntegrated

Content-Language Instruction


Think-Pair-Share (2 minutes)How is this handled in your setting?

Do your gen ed teachers teach the academic language of their content area?

Do gen ed teachers weave explicit language instruction into content instruction?

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Is there a credit-bearing English Language Development curriculum for ELLs?

question break

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And there’s much more overlap than the need

for Academic English.

Let’s compare the learning

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et s co pa e t e ea gneeds of 3 groups of students.

STARS

STRUGGLERS

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NOVICES


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OK,

got that

Yup, no problem

OK… Yeah, got that…

sure…

Oh, THAT’s how you say that?

Cool!

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Different social

Can’t decode complex text to construct meaning, missing vocab

Missing MCd l

Few or no models

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background knowledge

procedural knowledge & habits

models

different social and culturalbackground

Lack complex language needed

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Can’t construct meaning from speech or text Need to learn

how to ‘do school’ in U.S.

Can’t do this independently for several years

g g


Yeah, got that…uh-huh… yup, no problem…… OK... Oh, THAT’S how you

say that?! COOL!

Different social background

Can’t decode complex text to construct meaning,

Missing MCprocedural knowledge & h bit

Few or no models‘Working smarter’ means

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knowledge missing vocab habits


Can’t construct meaning from speech or text

Needs to learn how to ‘do school’ in U.S.


Lacks complex language needed for this

identifying the overlapand maximizing our resources.


say that?! COOL!




Few or no models

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say that?! COOL!




Few or no models

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say that?! COOL!




Few or no models

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say that?! COOL!




Few or no models

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say that?! COOL!




Few or no models

ELLs need MORE of this than others, but many others

besides ELLs need these.

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say that?! COOL!




Few or no models

ELLs need MORE of this than others, but MANY OTHERS besides

ELLs need these.

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How do we do this?

How can we ‘work smarter’ ?


say that?! COOL!




Few or no modelsSheltered Instruction Language

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Sheltered Instruction Strategies (SIOP)

Language Awareness


question break

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say that?! COOL!




Few or no modelsSheltered Instruction Language

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Sheltered Instruction Strategies (SIOP)

Language Awareness


•The work of Echevarria, Short and Vogt (2008)

What is SIOP?

•Operationalized the strategies of Sheltered Instruction for ELLs

•…but teachers report that the SIOP strategies have a wonderful effect on many other students, particularly those who struggle with language disabilities.

A d i l i d t f h

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Academic language is a code most of us have ‘cracked’ and are no longer aware of.

SIOP helps us teach in ways less heavily dependent on language, while adding in

gradual and explicit instruction in language

1. Know your ELLs’ functional English levels and identify their ZPD in each language domain (listening,

Using SI in Gen Ed Classrooms

y g g ( gspeaking, reading, writing).

2. Scaffold all input according to their functional English levels. Scaffold output expectations accordingly

3. Write clear objectives for both content and languagelearning, share those with students, and review at end.

4. Plan connections to students’ background knowledge.

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5. Use a variety of heterogeneous groupings to provide varied, frequent practice of content and language.


1. Functional English levels

•Handout--Can Do chart, from the WIDA Consortium

Gi i k i f t d t ’ l biliti•Gives a quick view of students’ language abilitiesin each domain at the various proficiency levels

•Students will rarely be at the same level in Listening, Speaking, Reading and Writing

•Teachers need to know ELP levels to:

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•Choose class materials

•‘Level’ our instructional conversation

•Scaffold assessments

1. Functional English levels and the ZPD

•Handout Can Do chart with circles drawn•Handout--Can Do chart with circles drawn

•Circles = student’s functional language level

•Arrow points to student’s Zone of Proximal Development—the next step in language development in that domain

U th f ti l l l t i t d t t

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•Use the functional level to introduce new content and language

•Use the ZPD when content has been mastered, and you want to work on language development.


2. How do we scaffold students’ work

in the ZPD?

Physical or Visual scaffolds—objects, photos, films, activities, modeling

Social or Interactive scaffolds—group or pair work, computer programs, mentors, others who speak same language

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Factual and ‘Logic’ scaffolds—charts, tables, timelines, graphic organizers, word banks

2. How do we scaffold students’ work

in the ZPD?

Remember that the functional language level and ZPD will change as the year progresses. Get regular updates from your ESL colleague.

ALSO: have your ESL colleague tell you

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ALSO: have your ESL colleague tell you whether there are any auditory discrimination issues you should be aware of. (17 or 70? 30 or 13? Walk or walked?)


3. Write clear objectives for content and language learning, share those with students, and review at end.

Content Objectives

•Focus the lesson for students AND for teacher

•Act as a navigational aid during the lesson. (American logic is different than other systems.)

•When used for review at the end, help students

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, pdevelop meta-cognitive awareness and responsibility for their own learning.


Content ObjectivesQUICK ACTIVITY—2 minutes

Second grade, lesson on Pilgrims—what might be some good Content Objectives?

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g j



Content ObjectivesSecond grade, lesson on Pilgrims

1. Tell 3 hardships the Pilgrims faced during that first winter.

2 Identify two supports that helped the Pilgrims

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2. Identify two supports that helped the Pilgrims survive that first winter.

L Obj ti


Language Objectives

•Start with vocabulary… and go beyond typical bold-faced words into Tier 2 vocab (process and function words, such as: determine, analyze, justify, contrast)

•Examine the discourse patterns in your discipline…. Theme/rheme patterns in science text impersonal agency in

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Theme/rheme patterns in science text, impersonal agency in history text, passive constructions in science lab reports

•Foster an active awareness of and curiosity about words and language



Language ObjectivesQUICK ACTIVITY—2 minutes

You’re preparing your HS Biology class for their first lab report assignment. What might be an

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p g geffective Language Objective?


Language Objectives1. Analyze your data set and state your analysis

in two sentences. Then, in one sentence.

2. Read this lab report and underline the

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planguage that allowed the writer to avoid using any personal pronouns (I, we, mine, ours).


4. Connect to students’ background knowledge.

Help your students gain knowledge of their new context.

•Know the type and purpose of education in their home•Know the type and purpose of education in their home countries, and in their home. Is your student from the 70% of the world that is NOT focused on individual achievement?

•Remember that even math is not the same everywhere. How do they write 7? How do they name 11 i th i l ? Wh t i th i l ith f di i i ?

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in their language? What is their algorithm for division?

•Context/Schemata: What might ‘the Fourth of July’ call up as schemata? Or how about geese flying overhead? How about the Vietnam War?

5. Use a variety of heterogeneous groupings to provideactive, varied practice of content and language.

Why heterogeneous? Students need to hear and speak with others whose language is more fully developed.

Students benefit from struggling to explain things to one another.

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Meaningful communication helps students integrate language and content.


QUICK ACTIVITY 2 minutes


QUICK ACTIVITY—2 minutes

On the handout Effective Activities, find the 3 activities marked with an arrow.

•Carousel

•Find Your Match

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•Categorization

Choose one, and tell 2 different ways to use that activity in your classroom.

Carousel


1. Warm-up of past lesson… Tell what you know about stars.

2. Lesson re-cap… Tell something new you learned about stars today.

Find Your Match

1. Vocabulary and definitions

2 C d ff t

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2. Cause and effect

Categorization

1. Descriptors of different climate zones

2. Factors associated with Confederate versus Union Armies


Carousel


1. Warm-up of past lesson… Tell what you know about stars.

2. Lesson re-cap… Tell something new you learned about stars today.

Find Your Match

1. Vocabulary and definitions

2 C d ff t

Language practice?

Content practice!

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2. Cause and effect

Categorization

1. Descriptors of different climate zones

2. Factors associated with Confederate versus Union Armies

Content IS language!



y g g ( gspeaking, reading, writing).

2. Scaffold all input according to their functional English levels. Scaffold output expectations accordingly

3. Write clear objectives for both content and languagelearning, share those with students, and review at end.

4. Plan connections to students’ background knowledge.

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5. Use a variety of heterogeneous groupings to provide varied, frequent practice of content and language.


Working Smart and RTI for ELLs

Integrated content-language instruction in the gen ed classroom is certainly consistent with RTI paradigm.

•Assessing Ss’ individual learning needs and trajectories

•Designing student-centered instruction

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their ZPD in each language domain (listening, speaking, reading, writing).

2. Write clear objectives for both content and language learning, share those with students, and review at end.

3. Connect to students’ background knowledge.4. Scaffold all input according to their functional English

levels Similarly scaffold output expectations

WHO BENEFITS?

ELLs, certainly—essential for them!

Strugglers, definitely!

and

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levels. Similarly, scaffold output expectations accordingly.

5. Use a variety of heterogeneous groupings to provide hands-on, varied practice of content and language.

and

Teachers, as we work smarter!


Th k dThank you, andGood luck as you ‘work smarter’!

Rita [email protected]

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Documents

By the year , % of US schoolchildren will b f h h ld th t ...files.ernweb.com/MacDonald ELL PowerPoint FinalLS2-up.pdf · CoCo abo at g o Successllaborating for Success ... will b