ELLs: Knowing Our Learners Outcomes: To identify characteristics relating to the ELL student group and the impact language acquisition has on ELLs’ learning

Outcomes:

• To identify characteristics relating to the ELL student group and the impact language acquisition has on ELLs’ learning.

• To discuss how Reading Specialists and ESOL teachers provide instruction to accelerate reading development of ELLs.

The Growing Population of ELLS

2007-08: approximately 1,600 ELLs




2011-12: approximately 2,250 ELLs1,650 ELLs at the elementary level

250 ELLs at the middle school level

350 ELLs at the high school level

The Growing Population of ELLS

The 2,250 ELLs represent:

Over 60 languages: Spanish, Korean, Urdu, Chinese, and Chin

Approximately 78 countries

LAS Links Proficiency Levels of ELLs

Level 1 - Low Beginner

Level 2 - High Beginner

Level 3 - Low Intermediate

Level 4 - High Intermediate

Level 5 - Advanced

Level 6 - Independent

What do you understand when you know a language?

• The music

• The sounds

• The correct sequence of sounds in a word

• How to use and interpret intonation

• How to change the time of a sentence

• The order of words

• Formal v. informal language

• Idiomatic expressions

• A wealth of vocabulary

• The variety in meaning of words

• How to use language to build relationships

• Connections between language and culture

• How to ask for information

• How to persuade

• How to enter a conversation without interrupting

• How to take turns in conversation

• Language nuances

• The gestures

Key Differences: L1 and L2 Acquisition

Key Differences: L1 and L2 Acquisition

First Language:

• Learned through total immersion

• Learned at home • Learned by young children • Learned in order to

communicate with loved ones• • Largely an unconscious

process

• No time pressure to learn

• Must learn developmental concepts as well as language

Second Language:

• Learned through partial immersion

• Hampered by emotions

• Learned at an older age

• Learned to communicate in less personal situations such as schools or work

• Very conscious and often methodical

• Great time pressures

• Acquire while learning academic concepts already acquired in the L1

BICS and CALPBasic Interpersonal

Communication Skills

BICS: Are necessary for

everyday functioning.

Are very context sensitive and depend on nonverbal cues.

Can typically be achieved in the classroom with good contextual support.

Cognitive Academic

Language Proficiency

CALP: Is very context

reduced and depends more on cognitive capabilities.

Depends on the relationship between the native language and new language since it is best if both are sufficiently developed.

Common Underlying Proficiency

(CUP)

BICS-L1

CALP-L1

BICS-L2

CALP-L2

Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy

The Bottom Line

In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they MUST master Academic Language.

Performance

Definitions: A New Tool

2- Emerging

Criteria for Performance Definitions

•Linguistic Complexity: • The amount and quality of speech or writing for a given situation

•Vocabulary Usage: • The specificity of words or phrases for a given context

•Language Control: • The comprehensibility of the communication based on the amount and type of errors

ENTERING EMERGING DEVELOPING EXPANDING BRIDGING

54321 6

REACHING

Linguistic Complexity

Level 1 – Entering

Single words

Level 2 – EmergingPhrases, short sentences

Level 3 – Developing

Series of related sentences

Level 4 – Expanding

Moderate discourse

Level 5 – Bridging

Complex discourse

Vocabulary Usage


Most common vocabulary

Level 2 – EmergingHigh frequency vocabulary


General and some specific vocabulary


Specialized and some technical vocabulary


Specialized and technical vocabulary

Language Control


Memorized language

Level 2 – EmergingLanguage w/ errors inhibiting

communication


Meaning overrides communication errors


Language w/minimal errors


Language comparable to English peers

Interaction of Performance Level

Definitions and ELLs’ AbilitiesLanguage Proficiency (Performance Level Descriptions)

1 Entering

2 Emerging

3 Developing

4 Expanding

5 Bridging

PIs

L 1

L 2

L 3

L4

L 5

Linguistic

Complexity

Vocabulary Usage

Language

Control

Presumed Competence:CAN DO Descriptors

The CAN DO Descriptors:

A tool for instruction used to find the instructional match based upon language proficiency

Discussion:

How can you use the CAN DO Descriptors to collaborate in meeting the ELLs’ needs?

Sample Teacher Prompts andQuestions for Each Stage of

Language ProficiencyEntering

Teacher Prompts: Questions starting with “Show me” “Circle the. . . ,” “Where is. . .?” and “Who has. . .?”

Sample Prompt: “Show me the wolf.”

Emerging

Teacher Prompts: Yes/no and either/or questions, questions with one- or two-word answers, lists, labels

Sample Question: “Did the brick house fall down?”

Developing

Teacher Prompts: Questions starting with “Why. . .?” “How. . .?” and “Explain. . .” phrase or short-sentence answers

Sample Prompt: “Explain why the third pig built his house out of bricks.”

Expanding

Teacher Prompts: Questions starting with “What would happen if. . .?” and “What do you think. . .?”

Sample Question: “Why do you think the pigs were able to outsmart the wolf?”

Bridging

Teacher Prompts: Questions starting with “Retell. . .” and “Decide Whether. . .”

Sample Prompt: “Accurately summarize the story.”

Sample Teacher Prompts andQuestions for Each Stage of

Language Proficiency

• Creation• Evaluation• Analysis• Application• Comprehension• Knowledge

Bloom’s Taxonomy

Relationship Between Bloom’s Taxonomy and

the Stages of Second Language Acquisition

Bloom’s Taxonomy

Creation

Evaluation

Analysis

Application

Comprehension

Knowledge

Stages Stages of SecondLanguage Acquisition

Bridging

Expanding

Developing

Emerging

Entering

Relationship Between Bloom’s Taxonomy and the

Stages of Second Language

Acquisition

Stages of Second Language Acquisition

Bloom’sTaxonomy

Best Practices for Instruction

• Phonics/Phonemic Awareness

• Vocabulary

• Syntax

• Comprehension

SyntaxWhat really matters about teaching syntax to ELLs from the perspective of a Reading Specialist or ESOL Teacher?

What resources would you use? Why?

What are some challenges or considerations for teaching syntax to ELLs?

How do listening and speaking integrate into the instruction of syntax for ELLs?

“There were two cupcakes in Philip Parker's lunch bag and Albert got a Hershey bar with almonds and Paul's mother gave him a piece of jelly roll that had little coconut sprinkles on the top. Guess whose mother forgot to put in dessert?”

Early1 Sight Word List

the of and a to in is you that it he was for on are as with his they I at be this have from or one had by word but not what all were we when your can said there use an each which she do how their if

The Challenge for ELLstheofandatoinis

you that it he wasforon

are as with histhey I at

be this havefromor onehad

by word but not what allwere

we whenyour can saidthereuse

an each

whichshe do how their

and as

but or

if

not there

if to

in on

for with

at from

by

he his

you your

they

their

I she

we it

the a

that

this

one all

an each

be

is are

have had

was were

can dosaid when wha

t

which

howword

Breakout JigsawFind your jigsaw group/topic by locating the table tent that is the same color as your note-taking sheet.

Discuss and take notes on one of the three topics related to ELLs with the facilitators at the tables: Comprehension Vocabulary Phonic/Phonemic awareness

Get back together with your original jigsaw group, take turns sharing the ideas you discussed with the topic group members and record notes in the appropriate sections.

Planning with School Team

How can you use

this information when working

with ELLs as a school team?

Next SessionSession #2:

February 29th

AM – teachers in schools Atholton ES – Jeffers Hill ES

PM – teachers in schools Laurel Woods ES – Worthington ES

Homework: Read article, ELL ‘Shadowing’ Brings

Instructional Gaps to Light that will be sent with the evaluation

Documents

ELLs: Knowing Our Learners Outcomes: To identify characteristics relating to the ELL student group and the impact language acquisition has on ELLs’ learning