Instructional Strategies for Integrating Content and ELD

for English Language Learners

Student Teaching Seminar October 20, 2011

Presented byFay Shin, Ph.D.

ProfessorCalifornia State University, Long Beach

Department of Teacher Educationfshin@csulb.edu

In California, the English language In California, the English language learner population is now estimated at learner population is now estimated at almost 1.6 million students or 33 percent almost 1.6 million students or 33 percent of the entire school age populationof the entire school age population

These numbers are resulting in a K-12 These numbers are resulting in a K-12 population in which one in every four population in which one in every four public school students speaks a language public school students speaks a language other than English as their primary other than English as their primary language language

(The National Center for Educational Statistics, 2006).(The National Center for Educational Statistics, 2006).

Characteristics of English language Characteristics of English language learnerslearners

ELL is used to refer to a portion of the English language ELL is used to refer to a portion of the English language learner population that is unable to successfully participate learner population that is unable to successfully participate in mainstream classrooms when English is the only in mainstream classrooms when English is the only language of instruction. language of instruction.

The National Assessment of Educational Progress (NAEP) The National Assessment of Educational Progress (NAEP) has more elaborated definitions for this populationhas more elaborated definitions for this population which which highlights their accomplishments rather than deficits, highlights their accomplishments rather than deficits, describing “students who are in the process of acquiring describing “students who are in the process of acquiring English language skills and knowledge” (The National English language skills and knowledge” (The National Center for Educational Statistics, 2006). Center for Educational Statistics, 2006).

English language learners tend to have many difficulties English language learners tend to have many difficulties becoming competent and fluent readers in their second becoming competent and fluent readers in their second language. language.

Many struggle with literacy in general, as well as Many struggle with literacy in general, as well as vocabulary, which is one of the key components in vocabulary, which is one of the key components in academic language in content areas and reading academic language in content areas and reading comprehension. comprehension.

Additionally, many contextual influences such as prior Additionally, many contextual influences such as prior schooling, home literacy practices, and print access are schooling, home literacy practices, and print access are strongly associated with the facility with which English strongly associated with the facility with which English language learners meet the challenging demands of language learners meet the challenging demands of learning to read.learning to read.

Definition of Terms Definition of Terms

LEP- Limited English ProficientLEP- Limited English Proficient EL- English LearnerEL- English Learner ELL- English Language LearnerELL- English Language Learner ELD- English Language Development ELD- English Language Development ESL – English as a Second LanguageESL – English as a Second Language SDAIE- Specially Designed Academic Instruction SDAIE- Specially Designed Academic Instruction

in English (sheltered)in English (sheltered) CELDT – California English Language CELDT – California English Language

Development TestDevelopment Test

Identify students’ English proficiency levels Identify students’ English proficiency levels according to the state ELD standardsaccording to the state ELD standards

California English Language Development StandardsCalifornia English Language Development Standards

– Beginning (Level 1)Beginning (Level 1)– Early Intermediate (Level 2)Early Intermediate (Level 2)– Intermediate (Level 3)Intermediate (Level 3)– Early Advanced (Level 4)Early Advanced (Level 4)– Advanced (Level 5)Advanced (Level 5)

English Language Development StandardsEnglish Language Development Standards

Adopted by the California State Board of Education, July 1999Adopted by the California State Board of Education, July 1999

What is the purpose of the ELD Standards?What is the purpose of the ELD Standards?

They are designed to assist teachers in moving English They are designed to assist teachers in moving English Learners (or LEP students) to fluency in English and Learners (or LEP students) to fluency in English and proficiency on the California English Language Arts proficiency on the California English Language Arts (ELA) Content Standards(ELA) Content Standards

They were used to develop the CELDT (California They were used to develop the CELDT (California English Language Development Test).English Language Development Test).

They are designed to supplement the ELA standards to They are designed to supplement the ELA standards to ensure that ELs develop proficiency in both the English ensure that ELs develop proficiency in both the English language and the concepts and skills contained in the language and the concepts and skills contained in the ELA standardsELA standards

Summarizes the suggestions of the Summarizes the suggestions of the Reading/Language Arts Framework by explicitly Reading/Language Arts Framework by explicitly stating what it is that all ELs need to know and stating what it is that all ELs need to know and be able to do as they learn English and also be able to do as they learn English and also move toward mastery of the ELA standards for move toward mastery of the ELA standards for their grades.their grades.

Integrate listening, speaking, reading and writing Integrate listening, speaking, reading and writing and create a distinct pathway to reading in and create a distinct pathway to reading in English rather than delaying the introduction of English rather than delaying the introduction of English reading.English reading.

(ELD Standards, 1999)(ELD Standards, 1999)

The California English Language The California English Language Development Test Development Test (CELDT)(CELDT)

1. What is the purpose of the CELDT?1. What is the purpose of the CELDT?

Initial identificationInitial identification for program placement based on English proficiency level for program placement based on English proficiency level Annual assessmentAnnual assessment of students’ language progress in English of students’ language progress in English RedesignationRedesignation to reclassify a student to Fluent English Proficient to reclassify a student to Fluent English Proficient

2. Who will be taking the CELDT ?2. Who will be taking the CELDT ? Students whose language on the Home language Survey (HLS) is other than Students whose language on the Home language Survey (HLS) is other than

English in grades K-12.English in grades K-12.

3. 4. Who administers the test?3. 4. Who administers the test? a. Proficient English speakers, certificated and classified.a. Proficient English speakers, certificated and classified. b. Site coordinators are responsible for the collection and returning of all test b. Site coordinators are responsible for the collection and returning of all test

materialsmaterials

5. What is on the test and how is it administered?5. What is on the test and how is it administered?

a. There are four sections of the test:a. There are four sections of the test:Listening & SpeakingListening & SpeakingReading & WritingReading & Writing

b. The test booklets are divided into grade levelsb. The test booklets are divided into grade levels Grades: Grades: K-2K-2

3-53-56-86-89-129-12

The California English Language The California English Language Development TestDevelopment Test (CELDT)(CELDT)

Listening/Speaking Listening/Speaking Grades K-12Grades K-12– This section is given independently one-on-one.This section is given independently one-on-one.– Following oral directionsFollowing oral directions– Phonemic awarenessPhonemic awareness– Oral vocabularyOral vocabulary– Phonemic control (pronunciationPhonemic control (pronunciation– Story retellingStory retelling

ReadingReading Grades 2-12Grades 2-12– This section may be group administered. This section may be group administered. – Word analysisWord analysis– Reading vocabularyReading vocabulary– SynonymsSynonyms– AntonymsAntonyms– FluencyFluency– Reading comprehensionReading comprehension– Literacy analysisLiteracy analysis– StructuresStructures

WritingWriting Grades 2-12Grades 2-12– This section may be group administered. This section may be group administered. – Writing a story/essayWriting a story/essay– Writing sentencesWriting sentences

Second language acquisition

• A. Language is acquired when it is meaningful.

• B. Comprehensible input is required.

“ We acquire language when we understand the messages or obtain Comprehensible Input”

(Krashen, 1988)

• Sa gua

Order for ESL Instructional Medium

• *Realia- real objects Most effective

• *Model of the object

• *Photos

• *Drawings

• *Written Word• *Oral Word Least

effective

“ We acquire language when we understand the messages or obtain Comprehensible Input”

(Krashen, 1988)

• Primary language vs. second language as a medium of instruction?

• “time on task” theory

Affective variables relate to the success in second language

acquistion.• 1. Affective variables:

– Motivation– Self-confidence– Anxiety

• 2. When teaching English language learners, teachers need to remember to keep the learner’s affective filter low

Academic Language• 1. Cognitively demanding and complex

concepts need to be taught through sheltered instruction or SDAIE (Specially Designed Academic Instruction in English)

• 2. Content area instruction provides challenging vocabulary and gives ELLs the opportunity to keep up in subject matter. Instruction must be comprehensible.

Important components for an ESL program

• ESL “time” must occur daily• Includes instruction focusing on needs for specific

English proficiency levels: – Students are grouped according to English

proficiency levels and needs

• Minimum 45 minutes• Encourages oral participation• Builds on student’s prior knowledge and

experiences

SDAIE Strategies for the ESL Classroom

• Speak slowly

• Lots of visuals and realia

• Context embedded

• Manipulatives and hands-on

• Build on prior knowledge

• Limit teacher-centered lectures

• TPR (total physical response)

• Use grouping strategies

• Focus on the meaning, not the form

• Graphic organizers• Preview-review• Alternative assessment• Make the text comprehensible

(Give ELLs access to the content)

• Make home-school connections (connect home language and culture with school)

• Independent reading opportunities

Differentiated instructional Differentiated instructional planning and lesson planning and lesson

delivery is recommended delivery is recommended because it considers because it considers WHOWHO is being taught, not just is being taught, not just WHATWHAT is being taught is being taught

• Each lesson should have at least one or more SDAIE strategy listed for each component of the lesson.

• Lesson topic or theme:

• Grade and English Language proficiency level:

• Language objective: Content objective:• ELD Standards

• Key vocabulary:

• Supplementary materials:

• Introduction or motivation strategies for ESL Lessons:• (Build background and connect prior knowledge)• Realia, Graphic organizers: clusters, mapping, charts, tables• Ask questions about what they know, Share personal experiences, KWL , reflective journals or charts• Picture cards, Photos, Literature, Field trip, Games, Poem, Music and songs

• Guided Instruction/teaching:• (presentation, teaching sequence)

• Independent activity, Practice, Application:• Oral Practice• Reading and Writing

• Assessment/evaluation:• Extended Activities:

•Components for ELD Lessons

• Lesson topic or theme:

• Grade and English language proficiency level:

• Language objectives: Content objective:

• Key vocabulary:

• Supplementary materials:

• Introduction or motivation strategies:

• Guided Instruction/teaching:• • Independent activity, Practice, Application:• • Assessment/evaluation:

• Extended Activities

ESL Lesson Plan Template

Integrating poetry/language arts in the content area

• ACROSTIC POEMS

Volatile explosion

Occasionally erupts

Lava over rocks

Can we get out of the way?

Ash can come out too

Not safe

Oh my! By Randy Drumm

Acrostic Poems

Generates differences

sEquence of DNA

No two alike

chromosomE by Vicente Perez

WarmExtreme weather

Air pressure

Thunder storm

Heat wave

Evaporate

Rain storms by Steve Vang

I AM Poems• I am ________• I feel _______• I think ________• I like ________• I don’t like ______• I have _________________• I ___________

– Example: I am (a lion, the sun, an apple, winter)» I am (the sun)» I feel  (hot )» I think  (people like me)» I like  (to make the earth warm)» I am (made of hydrogen and helium)» I provide energy» I provide heat» I provide light

BIOPOEM• Square• Polygon, four equal sides, 4 equal angles, and quadrilateral• Relative of rectangle, rhombus, and parallelogram• Lover of equality, parallel ideas, and being closed• Who feels strict, obedient and distinct• Who need “four’s” , accuracy, and understanding• Who fears sloppiness, being out of shape, and being

unbalanced• Who gives structure, graphing paper, and definition of area• Who would like to see triangles inside, Des Cartes, and

being used in architecture• Resident of geometry• Pants

WORD What I think it means Definition What it means to me

definition

characteristicspolygon

Non-examples

Frayer Model (for vocabulary development or concept development)Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word.(Adapted from Frayer, Frederick, & Klausmeier, 1969)

A mathematical shape that is a closed plane figure bounded by 3 or more line segments

•Closed•Plane figure•More than 2 straight lines•Made of segments•2 dimensional

•Circle•Cone•Arrow•cylinder

Examples

•Pentagon •Square•Trapezoid•Hexagon•rhombus

definition

characteristics

earthNon-examples

Frayer Model (for vocabulary development or concept development)Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word.(Adapted from Frayer, Frederick, & Klausmeier, 1969)

The third planet in order from the sun with an orbital period of 365 days

5th largest planetHas life71% covered in waterAtmosphere: 77% nitrogen

21% oxygen

StarMoonNo life

Examples

QAR (Question – Answer – Relationship) Strategy (Raphael, 1982, 1986)

• This strategy is designed to connect reading purpose to text and to the reader’s personal experiences and information sources. QAR can be used to help children understand the thinking demands of questions.

• There are four categories of information sources:

• Right There – the information is stated explicitly in the text.

• Think and Search – The information is still in the text, but must be inferred or concluded from various statements in the text. This involves the interpretive level of thinking (explanation, compare/contrast, cause/effect, list/example).

• Author and You – The information is a combination from the text and the students’ background knowledge. This level requires use of the interpretive, applicative, or transactive , level of thinking.

• On My Own – this information is primarily from the readers’ background knowledge. Uses the transactive or applicative level of thinking.

Differentiated Writing Activities

The following examples are differentiated writing activities for the solarsystem. These writing activities can be adapted for the three to five English proficiency levels for each theme.

Theme: Solar System

ESL Level: Beginning (Level 1)Students will write (or copy) simple sentences about the solar system, sun,and planets. Students will create a Step Book with one fact (sentence) per page.There will be a total of five pages in the step book. Have students illustrate theirsentences.

Write the first sentence for them: The sun is large.Have students illustrate the sun.

ESL Level: Early Intermediate (Level 2)

•Students will complete the same writing assignment as the Beginning Level (write five sentences and create a Step Book). •Students will include another sentence or two about what the sun and planets are like. •Students will write an increasing number of words and simple sentences.

Write the first sentence for them: The sun is the central part of the solar system. Have students illustrate the sun in the middle of the planets for the first page.

ESL Level: Intermediate (Level 3)Students will produce independent writing that may include some

inconsistent use of capitalization, periods, and correct spelling. Students willcreate an “I AM” poem describing themselves if they were the sun, Earth, any

planet, or the solar system.I am the sun.I feel _______I see _______I like ________

I don’t like _______I wonder ________

I am _________Students will write an essay or short story about why they wrote

how/what the sun feels, sees, likes, wonders, etc.

ESL Level 4 Early Advanced:

•Students will write a multiple-paragraph expository composition for the solar system. •Have students create a graphic organizer with “solar system”

in the middle. •Students will write two to three subtopics (e.g., sun, planets).

Brainstorm with students and write sample topic sentences on the board.•Students will independently form, revise, and articulate their

understanding of the solar system in three to four paragraphs.

ESL Level 5 Advanced:

•Students will write and publish a persuasive essay about why the sun is important to Earth and the solar system. Students should use standard grammatical forms.•Begin the essay with the title: “Why the Sun Is Important to Earth and the Solar System.”

•Review and confirm that students include the following:Students will use opinions with supportive facts about the solar system.Students provide a series of arguments or reasons to support why the sun is important.Facts about the sun are organized in logical order.Students will include a concluding statement or summary

about the sun.

DIALOGUE DIALOGUE JOURNALSJOURNALS

Dialogue journals benefit children because:

• Students receive an individual reply from their teacher (Hae Joon)

• Students experiment with writing in English or the second language in a meaningful context (Elena)

• Build communication skills

• Build authentic literacy skills

• Students choose their own topics

Dialogue journals benefit teachers because:

• It provides a weekly developmental record of the child’s writing

• Models writing in an authentic context

• Helps children make the connection between oral and written language

• Learn about the child and his/her interests

Dialogue journals as a tool for writing instruction for English

Language Learners• ELLs need more guidance and collaborative

writing opportunities

• ELLs need to have an opportunity to feel free to write and express themselves without their writing (spelling, grammar) being corrected

• Writing process, writer’s workshop, composing process (brainstorming/pre-write, draft, edit, revise, publish) is a separate component of writing instruction.

“Vietnamese was my first language and it was tough trying to learn English.

An instrumental person that helped develop my literacy is my sixth grade teacher Mr. Jones. Although I was only his student for a year, we built a friendship that grew outside of the classroom. He became a caring friend and a person I deeply admired. He helped me with my reading and writing abilities through the process of daily journal assignments. We had to write in our journal every day after lunchtime for approximately 10 minutes. Mr. Jones allowed us to free write about anything that we felt a desire for.

I would write about what happened outside of school the previous day. Then Mr. Jones would read our entries and comment on them. Usually, he replied with thoughtful feedback and encouragement. This gave me the impression that he really did care about his students because some of my early grade teachers never responded to our writings.

This activity made me feel like I was having my own little conversations with Mr. Jones. I was so comfortable with Mr. Jones that I started to write about many things. I really enjoyed that journal assignment because it allowed me to express my feelings and thoughts without having any restrictions or barriers. I often found myself not having enough time to write everything that I wanted to put on paper.

I was also excited to see how Mr. Jones would respond to my entry each day. This assignment improved my literacy skills because I was eager to read and write.

For the first time in my childhood, I wanted to read and write more than hanging out with my friends.”

• Bobby Nguyen• College student• Long Beach, California September 2005