Instructional Services for English Learners ELD (Secondary)

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  • 1

    Title III Master Plan Institute

    2012-13

    Chapter 3: Instructional Services for

    English Learners

    English Language Development

    Secondary

  • 2

    The limits of my language are

    the limits of my world. -Ludwig Wittgenstein

  • 3

    Objectives

    1. To articulate the guiding principles of instruction for

    English Learners

    2. To understand the required instructional services for

    ELs

    ELD

    Access to Core

    SDAIE

    Primary Language Support

    Page 51

  • Chapter 3: Instructional Services for ELs

    Distinction between ELA and ELD

    Standards-based,

    differentiated ELD instruction

    Standards-based,

    differentiated instruction

    using Specially Designed

    Academic Instruction in

    English (SDAIE) to ensure

    full access to the core

    curriculum

    Primary language instruction (for

    Dual Language instructional

    program models) to ensure

    content learning and promote

    bilingualism & biliteracy

    Primary language support, as

    needed to improve

    comprehension of and meaningful

    participation in core instruction in

    English language instructional

    programs

  • 5

    Guiding Principles

    for Instructional

    Services for ELs

    and SELs

  • Guiding Principles

    ELs and SELs possess

    a variety of linguistic

    and cultural abilities

    viewed as assets.

    Focused instruction for these

    students builds on cultural

    and linguistic strengths and

    provides meaningful access

    to a curriculum that is

    standards-based, cognitively

    complex, rigorous and

    coherent.

    All teachers of ELs

    and SELs are teachers

    of both language and

    content.

  • Recalling Module 2

  • 9

    Instructional Program Options

    Elementary Programs (K-5/6)

    Structured English Immersion

    Mainstream English Instructional program for ELs

    Transitional Bilingual Education program (K-3)

    Maintenance Bilingual Education program

    Dual Language Two-Way Immersion

  • 10

    Instructional Program Options

    Secondary Programs (6-12)

    Structured English Immersion

    Mainstream English Instructional program for ELs

    Dual Language Two-Way Immersion

    Accelerated Learning Program for Long Term ELs

    (LTELs)

    English Learner Newcomer Program

  • 11

    What is

    ELD?

  • Close Reading Activity

    Read the 1st paragraph What is English

    Language Development? on page 52:

    1. First, highlight a sentence that you think is

    particularly significant.

    2. Next, underline a phrase that you think is

    particularly significant.

    3. Then circle a word that you think is

    particularly significant.

    4. Share out with your table. As a group, agree

    on one sentence, one phrase, and one word

    that are most meaningful.

  • 13

    ELD

    Component of all programs for ELs

    way to accelerate English language learning: listening, speaking, reading,

    and writing

    separate from but complimentary to English-language

    arts instruction

    core instruction for ELs and not elective or an instructional service from

    which students may opt out.

    meaningful language practice at an appropriate

    level

  • What is the purpose of ELD?

    The intent of the ELD component of

    instructional programs for ELs is for teachers

    to explicitly and intentionally teach English

    in order to develop a strong English language

    foundation in both social and academic

    settings.

    14 Pg. 52

  • 15

    Grouping and

    Instructional Time

  • ELD Time

    16

    Page 55

  • 17

    ELD Course Sequence

    ELD PATH

    Page 64, 65

  • 18

    ELD Course Sequence

  • Sample Schedule for a Secondary

    English Learner ELD 1A and 1B

    19

    Period

    Course

    1

    ELD 1A

    2

    ELD 1A

    3

    ELD Math

    Period

    Course

    1

    ELD 1B

    2

    ELD 1B

    3

    ELD Math

    1A 1B

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  • 20

    ELD Course Sequence

    Note that beginning with ELD 2A, students take grade-level

    SDAIE English concurrently with ELD.

  • Sample Schedule for a Secondary

    English Learner ELD 2A and 2B

    21

    Period

    Course

    1

    ELD 2A

    2

    ELD 2A

    3

    SDAIE

    English

    Period

    Course

    1

    ELD 2B

    2

    ELD 2B

    3

    SDAIE

    English

    2A 2B

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  • 22

    ELD Course Sequence

  • Sample Schedule for a Secondary

    English Learner ELD 3A and 3B

    23

    Period

    Course

    1

    ELD 3A

    2

    SDAIE English

    Period

    Course

    1

    ELD 3B

    2

    SDAIE English

    3A 3B

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  • 24

    ELD Course Sequence

  • Sample Schedule for a Secondary

    English Learner ELD 4A and 4B

    25

    Period

    Course

    1

    ELD 4A

    2

    English

    Period

    Course

    1

    ELD 4B

    2

    English

    4A 4B

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  • Newcomers

    Newcomers with prior schooling

    Newcomers with limited schooling 26

  • Newcomers

    New arriving ELs vary in

    their primary language

    literacy (level of English

    proficiency) and degree

    of prior formal schooling.

    What resources do

    you already have to

    find out a new arrivals

    primary language

    literacy background?

    Pre-LAS and LAS Links

    BINL

    27

    Pg. 56

  • Goals for Newcomers

    Develop English fluency

    Develop high levels of comprehension

    Develop academic language

    Support progress toward mastery of core academic

    standards

    Familiarize students with the U.S. culture and

    schools

    Facilitate their adaptation to their new environment

    28

  • ELD for Newcomers

    Middle School Newcomers with adequate

    former schooling:

    ELD 1A-1B

    SDAIE Courses

    Content-based ELD

    Middle School Newcomers with limited prior

    education:

    Newcomer program

    3 periods of ELD

    Newcomer Math, Newcomer Science, Newcomer

    Social Studies, etc. 29

  • Secondary Newcomers

    Three-hour minimum of ELD, including at

    least one content-based ELD course.

    Other program components

    Grade-level math

    Math support (if necessary)

    Physical Education

    30

  • A Variety of

    Secondary Newcomers

    31

    Student Period 1 Period 2 Period 3 Period 4 Period 5 Period 6

    Newcomer A

    (8th grader with

    adequate prior

    schooling and

    some prior English

    language

    instruction)

    ELD 1B ELD 1B 8th Grade

    SDAIE

    Math

    Newcomer

    Science

    Newcomer

    Social

    Studies

    Physical

    Education

    Newcomer B

    (6th grader with

    limited prior

    education)

    ELD 1A ELD 1A Newcomer

    Math

    Newcomer

    Science

    Newcomer

    Social

    Studies

    Physical

    Education

    Newcomer C

    (9th grader with

    limited prior

    education)

    ELD 1A ELD 1A SDAIE

    Algebra 1

    Algebra

    1Tutorial Lab

    Newcomer

    Social

    Studies

    Physical

    Education

  • 32

    Long Term

    English Learners

  • Long-Term English Learners

    Students who have not reclassified after

    completing either:

    The entire ELD course sequence (ELD

    Path), or

    5 full years in US schools

    Students have one of the following additional

    support classes for intensive ELD and

    literacy support.

    Advanced ELD

    Academic Literacy for English Learners 33 Pg. 62-68

  • Advanced ELD

    An elective developed to help LTELS reclassify by focusing

    on accelerating language development at the upper levels

    of ELD standards. This course provided to LTELs who are:

    Above the 3rd grade reading level in Middle School

    Above the 5th grade reading level in High School

    Emphasis on:

    Oral language development

    Academic vocabulary

    Expository writing

    Language development

    Opportunities to practice discourse related to the core

    content 34

    Page 65

  • Sample Schedule for an LTEL

    taking Advanced ELD

    35

    Period

    Course

    1

    Advanced ELD

    2

    English

    Period

    Course

    1

    English

    2

    Advanced ELD

  • Academic Literacy for English

    Learners

    An elective developed to assist LTELs reclassify who are:

    At or below the 3rd grade reading level in Middle School

    At or below the 5th grade reading level in High School

    Emphasis on:

    Developmental literacy skills

    The four language domains

    Daily practice in developing oral and written academic

    discourse through implemented interactive activities

    36

  • Sample Schedule for an LTEL

    taking Academic Literacy for ELs

    37

    Period

    Course

    1

    Academic

    Literacy

    2

    English

    Period

    Course

    1

    English

    2

    Academic

    Literacy

  • Support Network for LTELs

    All LTELs receive one of the following:

    Counselor

    Teacher specialist

    Faculty member

    The designee will monitor the LTELs:

    language status

    test results

    goals for meeting grade-level standards

    Reclassification

    38

  • 39

    English Learners

    with Disabilities

    Pg. 70-71

  • ELD for English Learners with

    Disabilities

    ELD instruction is mandatory for ELs with an IEP and

    will occur daily until they are reclassified.

    The same requirements for instructional time and

    grouping apply to ELs with disabilities.

    IEP team will:

    Develop ELD goals and PLPs

    Determine placement in general education

    classrooms

    Monitor progress of ELs with disabilities

    40

    Pg. 70

  • ELs with Disabilities

    ELs with an IEP are expected to make progress in

    English language proficiency and academic content

    mastery.

    To attain this, the instructional programs for ELs with

    IEPs will include ELD as a component of their core

    instruction.

    ELD instruction is mandatory for all ELs, including

    those with IEPs, and will occur daily until they are

    reclassified.

    ELs with disabilities should receive ELD in the

    mainstream classroom with students of like

    age/grade and language proficiency whenever

    possible. 41

  • Time out, talk about it!

    Turn to a partner.

    Highlight the main points discussed about

    Newcomers, LTELs, and ELs with disabilities.

    Guiding questions:

    What are the non-negotiables for these groups

    of students?

    What are the implications when scheduling

    these students?

    42

  • 43

    Accountability

  • Teacher Accountability

    Design a daily schedule that reflects a

    separate block of time devoted to ELD

    instruction.

    Ensure that ELD instruction is taking place at

    the identified times for the required number of

    minutes.

    Assess and monitor ELD progress over time to

    ensure students learn English within a

    reasonable amount of time.

    44

  • Principal Accountability

    Assess and monitor ELD progress over time to

    ensure students learn English within a

    reasonable amount of time.

    Ensure that all ELs are scheduled into ELD

    classes.

    Monitor that ELD Instruction follows the

    guidelines described in the Districts Master Plan.

    45

    Page 55

  • Principal Accountability

    Collect daily schedules at the elementary sites

    and conduct placement audits at the secondary

    level.

    Conduct periodic classroom visits using an ELD

    Observation protocol to ensure that ELD

    instruction at each ELD level is taking place at

    the identified times for required number of

    minutes.

    46

    Pages55-56

  • Upcoming Observation Tool

    47

  • 48

    Progress Monitoring

  • Progress Monitoring

    LAUSD monitors students EL development

    using:

    CELDT Scores

    Curricular assessments from adopted materials

    LAUSD Common Benchmark Assessments

    LAUSD ELD Assessments (ELD-PMA)

    Progress Monitoring Report(s)

    Diagnostic Assessments (e.g., Gates-MacGinitie) for EL

    students identified as making inadequate progress and/or

    incurring academic deficits in both language and literacy

    49

  • Secondary Progress Monitoring

    50

    Page 117

  • Intervention for ELs

    When students fail to make adequate progress, the

    following interventions can be applied:

    Additional ELD instruction

    Extended day with ELD tutoring

    Summer ELD Academy

    At least once yearly, a Language Appraisal Team

    (LAT) meets to review performance of each EL who

    is not making minimum progress expectations.

    51

  • 52

    Professional Development

  • Professional Development

    PD for:

    Administrators

    Counselors

    New teachers

    Experienced teachers

    ELD teachers by grade level

    Special Education

    GATE

    Ongoing support through:

    EL Coordinators

    Title III/Access to Core Coaches

    On-line (PD via Learning Zone)

    53

  • Reflection and Next Steps

    54

    Based on what I

    learned in this

    session, my

    tasks will be

    In order to get

    ready for the

    upcoming tasks,

    my next Steps

    are to

  • 55

    Objectives

    1. To articulate the guiding principles of instruction for

    English Learners

    2. To understand the required instructional services for

    ELs

    ELD

    Access to Core

    SDAIE

    Primary Language Support

  • 56

    Language shapes the way we think, and determines what we can think about.

    -Benjamin Lee Whorf, Linguist

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