Embed Size (px)
Citation preview
The State of the
State of NC
Presented by:
Lindsey Fults
ESL/Title III Consultant
Objectives1. Overview
A. Demographics
B. WIDA English Language Development Standards
C. DPI Initiatives For ELLs
i. SIOP
ii. ExC-ELL
iii. LinguaFolio
LEP Students in NC
0
20000
40000
60000
80000
100000
120000
20
02
-03
20
03
-04
20
04
-05
20
05
-06
20
06
-07
20
07
-08
20
08
-09
20
09
-10
20
10
-11
20
11
-12
20
12
-13
LEP
LEP Students in NC
• 300 Languages
• Top 5 Languages
– Spanish
– Arabic
– Vietnamese
– Hmong
– Chinese
Type of Program Other Language
Dual language Spanish, Chinese
(Mandarin)
Transitional bilingual programs Spanish
Developmental bilingual Spanish
Heritage language Spanish, French
Sheltered English instruction
Content-based ESL
Pull-out ESL
Programs in NC
Federal Update
• LIEP Continuum of Services
• Title III Monitoring
• Supplement not Supplant
Carolina TESOL November, 2013
Carolina TESOL November, 2013
Consolidated Federal Data
Collection (CFDC) / Power School
ACCESS for ELLs • Sixth Year in NC: Spring 2014
• Exit Standards: (COC) (K &Tier B or C grades 1-12)
Comprehensive Objective Composite
A minimum score of 4.8 Composite
AND 4.0 Reading
AND 4.0 Writing
Race to the Top
2011 - 2014
*Summer CC/ES Training
* RESA Training
* Webinars
* Teacher Effectiveness
Standard 6
IntroductionsTell us about yourself!
• Name• LEA• Position
What have been the teaching practices for ELLs?
• Simplification of the L2 learning process
– Comprehension is all that matters
– Students should feel no anxiety in learning
– Scaffolding means “front-loading” all information
– Use of simplified texts which were created for struggling
readers, not ELLs
– Students have had no exposure to other, more formal registers
of language (oral and written)
(Based on the work of Lily Wong Fillmore and Charles Fillmore)
The Result for ELLs
• Too many years in segregated ESL classes (Valdés,
2001)
• ESL classes focused on the newly arrived
• No real curriculum for ELLs (scope and sequence)
• Little progress in the register needed for school
• Long-term ELLs! (Menken & Kleyn, 2010)
…it takes a village1. Well-prepared & qualified school/district personnel
2. Explicit instruction to develop academic language
3. Coursework that prepares ELLs for postsecondary education or the
workplace
4. Ample opportunities for interaction
5. Constructive feedback
6. Native English speakers as models and support
7. Teacher PD – coaching - PLCs
8. Parent & family support
Whole – school approach
Focus on ELLs’ Abilities
• Curricula and instruction must be
– Cognitively challenging
– Relevant
– Engaging
• Set high expectations
• Address socio-cultural factors
• Scaffold according to students’ English language proficiency levels
VisionServing ALL learners in North Carolina
Links of Interest
NC DPI Title III/ESL Website
http://esl.ncwiseowl.org/
ELD Resources
http://eldnces.ncdpi.wikispaces.net/ELD+Home
WIDA Consortium
ELD & State Standards
State Content
Standards
• Academic achievement
• Content-based
• Reflective of conceptual
development
• Representative of the school’s
academic curriculum
ELD Standards
• Academic language
development
• Language-based
• Reflective of the varying
stages of second language
acquisition
• Representative of social and
academic language contexts
WIDA’s ELD Standards
Social & Instructional Language
Language of Language
Arts
Language of Mathematics
Language of Science
Language of Social
Studies
Academic Language
ELD Curriculum Resources
English Language Development
• ELD Standards
• Can Do Statements
• Model Performance Indicators
• Features of Academic Language
– Discourse Complexity
– Language Forms and Conventions
– Vocabulary Usage
GRADE 8
ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy
Organization of MPIs within the
2012 Standards
STRAND
MPI
Standards Connection
• Provides a direct connection to grade-level content
standards, including:
• The Common Core State Standards (CCSS)
• The Next Generation Science Standards
• Other state standards
• The example below draws from the CCSS:
The Elements of the MPI
The Language
Function
The Content
Stem/Example
Topic
The Support
Elements of MPIs
Follow oral directions to design area
maps using manipulatives and
illustrated examples in small groups
Content
Stem/Example TopicLanguage
Function
Instructional
Support
Language Functions
Across Proficiency Levels
Use words or phrases related to
weather from pictures or photographs
Grade level cluster 1-2
Language Functions
Across Proficiency Levels
Make statements about weather
from pictures or photographs
Grade level cluster 1-2
Language Functions
Across Proficiency Levels
Ask questions about weather
from pictures or photographs
Grade level cluster 1-2
Language Functions
Across Proficiency Levels
Forecast weather and provide
reasons from pictures or photographs
Grade level cluster 1-2
Transform Multiple MPI Elements
Example
Topics
Level 1
Entering
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Le
ve
l 6-
Rea
ch
ing
Sp
ea
kin
g
2008 USA
Presidenti
al
Election
Identify
historical
figures or
events
associated
with the
2008
Presidential
Election
from
photograph
s or
illustrations
in small
groups
Describe
historical
figures or
events
associated
with the 2008
Presidential
Election from
photographs,
illustrations,
or videos in
small groups
Role-play
scenes from
historical
events or
lives of
figures
associated
with the 2008
Presidential
Election in
small groups
Re-enact
historical
events or
lives of
figures
associated
with the 2008
Presidential
Election from
varied
perspectives
with peers
(e.g.,
presidential
debates)
Give
monologues
simulating
historical
events or
figures
associated
with the 2008
Presidential
Election (e.g.,
scenes in
plays)
WIDA Consortium
Language
Function
Content
Stem
Supports
Support Examples
Language Domains
WIDA Online Training Modules
“Our hope is that all teachers, not just
ESL teachers, will embed explicit
language instruction in their teaching.
The WIDA standards and the processes
described in this training are designed
to provide teachers with specific
strategies to support instruction and to
introduce resources that support
student acquisition of academic
language.”
NCDPI Training Module Course Manual
State Led Initiatives
ExC-ELLExC-ELL
43
A one-day workshop?
• Can teachers learn all about vocabulary, syntax, reading and writing in one day?
• In 5 days in the summer and 3-4 during the year?
• With expert coaching once a month?
• With site-based coaches once a month?
• With peer-coaching once a month?
• With Teachers Learning Communities (TLCs) once a week for 30 minutes.
The SIOP®
Model
Sheltered Instruction Observation Protocol
What is Sheltered Instruction?
36
An approach for teaching grade-level academic content
to English learners in strategic ways that make the
subject matter concepts comprehensible while
promoting the students’ English language development.
Why do we need it?
The SIOP Model
• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment
ExC-ELL Seven Steps for Vocabulary
1. Say the word. Students repeat the word 3 times.
2. State the word in context from the text.
3. Provide the dictionary definition(s).
4. Explain meaning with student-friendly definitions.
5. Highlight grammar, spelling, polysemy, etc.
6. Engage students in activities to develop word/concept knowledge.
7. Remind students how/when to use the word.
ExC-ELLExC-ELL
43
A one-day workshop?
• Can teachers learn all about vocabulary, syntax, reading and writing in one day?
• In 5 days in the summer and 3-4 during the year?
• With expert coaching once a month?
• With site-based coaches once a month?
• With peer-coaching once a month?
• With Teachers Learning Communities (TLCs) once a week for 30 minutes.
ESL LinguaFolioReading Excerpt from a Self-Assessment Checklist
Self-Assessment Checklist For: ___________________________________ Developing-Level 3
Reading EXCERPT
I ca
n d
o
this
ea
sily
an
d w
ell
Th
is i
s o
ne
of
my
go
als
I can follow written instructions to complete assignments and tests.
I can understand information from charts, tables and graphs.
I can use context clues to understand the meaning of words.
I can find information I need for assignments in simple nonfiction texts or reference materials.
I can understand main ideas and some details in paragraphs, if there are pictures, illustrations, or
familiar words to help me.
I can put pictures and/or sentences in order to show the main idea of a story
I can read and understand a book that I choose.
Source: Reading Section from an ESL LinguaFolio Self-Assessment Checklist
http://tinyurl.com/ESLLinguafolio
The North Carolina
Perspective “The final, resounding message North
Carolina sends is that we are all language
teachers. Up-to-date, standards-based, data-
driven approaches to initiatives are essential
for accelerated academic language acquisition.
English learners are members of our
communities and schools, and we have
profound ethical and legal responsibilities to
ensure equity and equality for all students in
our state….North Carolina is proud of its
initiatives. We hold fast to the notion that
public K-12 education is for all. As we
continue to grow and change, we aim to hold
ourselves to the highest of state and national
standards for best-practices in English learner
education.”
(Lachance & Marino, 2012, p. 22)
NABE Perspectives, (2012). 34(3).
The NCDPI ELL Support Team offers a
variety of assistance for NC initiatives
• Face-to-face and virtual training/follow-up
• Implementation guidance and sustained
support
• Coaching
• The golden WIDA piece
The ELL Support Team…Gems
Our GemsThe ELL Support Team
ELL Support Team Goals
• Build site capacity
• Provide consistent
support with
individualized
approach
• Strategic focus on
student outcomes
• 21st Century Skills
• CCSS/NC
Essential
Standards
• WIDA Standards
EMBEDDED in ALL we do
Understanding Language• Piloting the Units Statewide (ELA and Math)
• ELA (Middle Grades)
– Persuasion across Time and Space: Analyzing and
Producing Complex Texts
• Math (Elementary Grades)
– A set of resources that discuss relevant language
and supports the participation of ELLs in
Mathematical discussions
Common Core ELA &
ELL Task Force
• To develop curriculum resources aligned to
Common Core ELA and ELL Standards
• To provide appropriate professional learning
opportunities for content teachers and ELL
educators.
• To be created by LEA ELL Specialists/Teachers
and English Language Arts/Reading Teachers
We are not creating a parallel
universe for ELLs
Question and Answer
Lindsey Fults
ESL/ Title III Consultant
NC DPI
919-807-3844
Ivanna (Mann Thrower) Anderson
ESL/Title III Consultant
NC DPI
919-807-3860
Charlotte “Nadja” Trez
ESL/Title III Consultant
NC DPI
919-807-3866
Contact Information:
Classroom Example of Teaching
Complex Text: Butterfly
http://vimeo.com/47315992
Process Check
What
worked well? What could
be done
differently!
