Improving Education for English Learners: Research-Based Approaches

San Diego County Office of EducationTony Mora, DirectorTerry Barron, CoordinatorEnglish Learner and Support Services

Chapter 2 (pp. 83-148)

“English Language Development: Foundationsand Implementation Kindergarten Through Grade Five”

by Marguerite Ann Snow and Anne Katz

Based on a presentation by Yee Wan, Region 5 COE Lead and

Denise Giacomini, Region 4 COE Co-Lead

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Please post

How will the information from this chapter impact your district?

District:

Impact:

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Main Goal of ELD

Ensure students develop the levels of English proficiency required to succeed academically

What is instructed ELD? (p. 84)

S_____________ E________ I_______ of English Takes place during d_________ ELD time periods in organized, r_______ scheduled time blocks

What are some ways ELD instruction can be configured? (pp. 84-85)

3 minutes

“Regardless of the instructional configuration,

a specified ELD time allows teachers to deliver explicit English instruction designed specifically for English learners’ levels of proficiency.” (p. 85)

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Chapter Organization

1. Foundations of ELD Instruction for Young Learners

2. Designing ELD Instruction and Assessment

3. Examples of Effective ELD Instruction

4. Implications for Professional Development

1. Foundations for ELD Instruction for Young Learners

Primary Language

Sociocultural Considerations and Parental and Community Support

Second-Language Acquisition Processes

Foundations for ELD Instruction for Young Learners

Coffee Klatch

Did you know in the

area of …?

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2. Designing ELD Instruction and Assessment

(pp. 98-122

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2. Designing ELD Instruction and Assessment (p. 98)

Key questions in designingpractice to meet the needs of ELs

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2. Designing ELDInstruction and Assessment

Standards-Based Instruction and Assessment (pp. 98-99)

Plan for instruction must take into account relevant standards because they outline core content of instruction

Components of standards-based reform model Standards Assessments Accountability

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Planning, Enacting, and Evaluating Instructed ELD (p. 103)

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Designing ELD Instruction and Assessment, continued Role of Academic Language (p. 105)

“Since learning the language of school is the primary purpose of ELD K-5, teachers need to have a thorough understanding of the notion of academic language.”

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Designing ELD Instruction and Assessment, continued Role of Academic Language Academic language includes: grammar, vocabulary, discourse structures, conventions, and language for various functions

Teachers plan instruction that will help students develop the decontexualized language skills they need for cognitively demanding academic subjects in upper grades

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Designing ELD Instruction and Assessment , continuedRole of Academic Language Students need to be able to transition from ELD to ELA

Teachers should teach the academic language in a directed but interactive manner

One researcher (Gibbons) suggests that teachers create a “language inventory” or list of academic language features found in a unit of instruction

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How Do I Teach Effectively?Strategies (pp. 108)

Well-designed plan that integrates standards, appropriate instructional materials, and effective instruction and assessment strategies that focus on second-language development.

Plan must address (a) dedicated ELD instruction in a specific time block and (b) instruction during the rest of the day.

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How Do I Teach Effectively?

Six Components of Language Learning (p. 108) Crabbe, 2003

Components

Input

Output

Interaction

Feedback

Rehearsal

Language Understanding

Strategies for ELD Instruction

Match the title of the strategy to its description.

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Applying Instructional Strategies for Listening, Speaking, Reading & Writing

pp. 112-122

Importance of utilizing protracted language events, situated within a context and for the construction of meaning

ELD instruction includes a focus on particular forms and patterns of their construction and use

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Applying Instructional Strategies for Listening and Speaking

pp. 112-115

Find a “Golden Line” on these pages and share with a partner.

Discuss why you selected the line.

6 minutes

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Applying Instructional Strategies for Reading

p. 115

ELs who have some literacy development in their first language tend to transfer those skills to reading in English

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Applying Instructional Strategies for Reading

p. 116

Teachers should provide as many authentic sources and purposes for reading as possible in addition to the required reading text. Label items in classroom Students read lists,

announcements, notes to parents, etc.

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Applying Instructional Strategies for Reading

pp. 116-117

Introduce academic reading skills to prepare ELs for reading in the content area Prereading During reading Postreading

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Applying Instructional Strategies for Reading

p. 118

Introduce students to common discourse patterns in content areas. Discourse Patterns in Science

Analyze Classify Demonstrate Measure Predict Report Summarize

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Applying Instructional Strategies for Writing

1. Explicitly draw attention to common discourse patterns and function words when teaching academic writing skills

2. Provide sentence-starters3. Introduce a variety of genre writing

4. Focus on writing as a way to express meaning and also develop syntactic skills

5. Process writing -prewrite, write, share, revise, edit and evaluate

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Applying Instructional Strategies for Teaching Vocabularypp. 120-122Underlying proficiency in listening, speaking, reading and writing is vocabulary.

The three categories of words are:1. High-frequency general words used regularly in everyday contexts

2. Nonspecialized academic words that are used across content areas and not specific to any content area

3. Specialized content-area words that are unique to specific disciplines

Stevens, Butler, and Castellon-Wellington, 2000

Applying Instructional Strategies for Teaching Vocabulary

1. Use direct vocabulary learning strategies● Word and wall charts● Vocabulary flash cards● Vocabulary journals and notebooks● Work sheets on prefixes, roots and suffixes

1. Use indirect vocabulary learning strategies● Extensive and narrow reading● Listening activities● Strategies for guessing the meaning from context

¡ Capitalize on students’ native language, for example, Spanish-speaking students can benefit from highlighting cognates

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3. Examples of Effective ELD Instruction

10 Elements of Effective ELD Instruction

Pg. 122 and handout

Identify one that you believe teachers do well and one that teachers find challenging.

8 minutes

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3. Examples of Effective ELD InstructionElements of Lesson Plan

pp. 123-1321. ELA and ELD Standards2. Content and Language Objectives3. Learning Strategy Objective4. Materials/Resources5. Assessment (self-evaluation)6. Explicit Instruction in four language

skills7. Practice 8. Grouping Patterns9. Closure10. Homework/Extension

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4. Professional Development

Five functions in preservice development for teachers

p. 134

Match the functions and their descriptions and discuss with a partner

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4. Professional Development

FAULTY ASSUMPTIONS in teacher preparation programs, pp. 134-135, Harper and deJong (2004)

1. Needs of English learners do not differ significantly from those of other diverse learners

2. Discipline of ESL is primarily a menu of pedagogical adaptations appropriate for a variety of diverse learners

How are these FAULTY ASSUMPTIONS manifested in classrooms?

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4. Professional Development

Ten competencies to equip teachers in both preservice and in-service training

pp. 136-137 and handout

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Implications for Practice

To develop lessons for instructed ELD, teachers need to draw on a variety of resources to deliberately plan for instruction that incorporates components to ensure they maximize student learning.

Districts need to build a comprehensive system that promotes and sustains high quality ELD instruction.

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Whip Around

What is your reaction to the information in this chapter?

ONE WORD ONLY

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Please post

How will the information from this chapter impact your district?

District:

Impact:

“Perhaps most important, it is our hope that teachers of ELD K-5 will become passionate advocates for English learners in their school communities.”

p. 137

“Perhaps most important, it is our hope that teachers of ELD K-5 will become passionate advocates for English learners in their school communities.”

p. 137

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