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KEY PRINCIPLES & DIGITAL TOOLS FOR ELL INSTRUCTION IN CCSS
MARTIN RICARDO CISNEROS Academic Technology Specialist
@TheTechProfe
KEY PRINCIPLES & DIGITAL TOOLS FOR ELL INSTRUCTION IN CCSS
MARTIN RICARDO CISNEROS Academic Technology Specialist
www.slideshare.net/TheTechProfe
DO YOU HAVE ELLS IN YOUR SCHOOL?
YOU WILL!
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WHAT’S THEIR STORY?
Who Are These ELLs You Speak Of?
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SOURCE: CA DEPARTMENT OF ED
THE # OF ELL IN OUR CLASS IS RISING
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SOURCE: CA DEPARTMENT OF ED
THERE ARE MORE MULTILINGUALS THAN THERE ARE MONOLINGUALS TODAY
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SOURCE: CA DEPARTMENT OF ED
1 IN 4 IN CALIFORNIA ARE FOREIGN BORN
8
Facts about ELLs
ELL’s in USA come from 400 different language backgrounds
Vietnamese and Chinese are the next two most common first languages
spoken among ELLs (accounting for 1.8% and 1.4%, respectively, of the
ELL population)80% of the ELL population enrolled in
our nation's schools are Spanish speakers
What Do All The Labels Mean?
9
ELL, or English language learner. ELL is the most current term used in the United States to describe students whose native language is not English, who are in various stages of acquiring English, and who require various levels of language support and development in order to become fully proficient in English.
ELL, ESL, ELD, LEP, EFL
What Do All The Labels Mean?
10
ESL, or English as a second language. The term ESL was formerly used as a designation for ELL students, but is more commonly used now to refer to “a program of instruction designed to support ELL students ” and is often still used at the postsecondary level to refer to multilingual students.
ELL, ESL, ELD, LEP, EFL
What Do All The Labels Mean?
11
ELD, or English language development. ELD is often used to describe instruction and programs for ELL students that focus on developing English language proficiency in the domains of reading, writing, listening, and. speaking.
ELL, ESL, ELD, LEP, EFL
What Do All The Labels Mean?
12
LEP, or limited English proficiency. LEP is used by the U.S. Department of Education for ELLs who have not yet demonstrated proficiency in English, according to state standards and assessments.
ELL, ESL, ELD, LEP, EFL
What Do All The Labels Mean?
13
EFL, or English as a foreign language. EFL refers to students who are “nonnative English speakers, but who are learning English in a country where English is not the primary language.”
ELL, ESL, ELD, LEP, EFL
14
Over 1/2 of ELLs in middle and high schools were born in the United States, are second- or even third-generation immigrants, and have been
enrolled in U.S. schools since kindergarten.
Long-term English language learners, or LT-ELLs
Stuck at the intermediate level. High levels of oral English
proficiency, but may lack the academic language and skills in reading and writing needed to
master subject matter
• Researchers and educators commonly use the term L1 to refer to a student's native language (also called primary language, home language, or heritage language ) and L2 to refer to the language a student is acquiring in addition to their native language, which in the United States is English. The next subsection, on ESL best practices, will discuss the important link between L1 and L2 in language learning.
15
L1 - Home Language
L2 - Acquiring Language
• also called communicative competence, refer to the listening and speaking skills that students tend to acquire quickly in a new language (within the first couple of years) in order to communicate in social situations. For example, BICS enable one to talk with friends on the soccer field or to ask someone for directions.
16
BICS: Basic Interpersonal Communicative Skills (1-2 Years)
CALP: Cognitive Academic Language Proficiency: (5-7 Years)
• refers to the academic language and more cognitively demanding skills that are required for academic success. CALP takes longer for students to develop, often between five to seven years, but can take longer for students with less proficiency in their native language. CALP is required in academic situations such as lectures, class discussions, and research projects, and includes skills such as summarizing, analyzing, extracting and interpreting meaning, evaluating evidence, composing, and editing.
DO CURRENT INSTRUCTIONAL PRACTICE MAKE THEM SUCCESSFUL IN THE REAL WORLD?
WHAT ABOUT STANDARDS?
COMMON CORE & ELD STANDARDS
WHERE ARE WE?
• `
21
PLD - Professional Learning DescriptorsEmerging: Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language.
Expanding: Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level. Bridging: Students at this level continue to learn and apply a range of high‐level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. The “bridge” alluded to is the transition to full engagement in grade‐level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction. However, ELs at all levels of English language proficiency fully participate in grade level tasks in all content areas with varying degrees of scaffolding in order to develop both content knowledge and English.
CALIFORNIA ELD STANDARDS
Interpretive
Productive
Collaborative
Part I: Interacting in Meaningful Ways
Part II: Learning About How English Works
Connecting &Condensing Ideas
Expanding & Enriching Ideas
StructuringCohesive Text
Part III: Using Foundational Literacy
NativeLanguage Emerging Expanding Bridging Lifelong Lang
Learning
27
The CA ELD Standards ARE NOT INTENDED TO REPLACE the Common Core State Standards for ELA but instead to amplify the language
knowledge, skills and abilities of those Common Core State Standards that are critical in order for ELs to simultaneously be successful in
school while they are developing English.
28
Fewer: Those standards that are necessary and essential for development and success
Clearer: A coherent body of standards that have clear links to curriculum and assessments
Higher: Correspondence with the elevated standards in the
CCSS.
29
Organization of the California English Language Development Standards
Section 1: Goal, Critical Principles, and Overview
An “at-a-glance” overview of Parts I–III of the CA ELD Standards, with
corresponding grade-level Common Core State Standards for ELA indicated
Critical Principles for Developing Language & Cognition in
Academic Contexts
A Goal statement for all English learners in California
30
Organization of the California English Language Development Standards
Section 2: Elaboration on Critical Principles for
Developing Language & Cognition in Academic
Contexts
Part III: Using Foundational Literacy Skills
Part I: Interacting in Meaningful Ways
Part II: Learning About How English Works
31
32
John Carr Educational Enterprise (JCEE)
jcarrmaa.com
The matrix shows all of the ELA standards corresponding to each ELD standard as
identified by the California Department of Education. The rows labeled “Link” identify
the strongest ELD-ELA links, as determined by the Link author and advisory panel. The
rows labeled “Other” list the remaining correspondences. The ELD numbers are
hyperlinks, allowing the user to move back and forth between the matrix and the text
statements of the standards.
All Linkable!
33
John Carr Educational Enterprise (JCEE)
jcarrmaa.com
The matrix shows all of the ELA standards corresponding to each ELD standard as
identified by the California Department of Education. The rows labeled “Link” identify
the strongest ELD-ELA links, as determined by the Link author and advisory panel. The
rows labeled “Other” list the remaining correspondences. The ELD numbers are
hyperlinks, allowing the user to move back and forth between the matrix and the text
statements of the standards.
All Linkable!
WHERE DO YOU BEGIN?
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BUT NO CURRICULUM !?!?!?!?!?!
You have English Language Learners in your class….
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WHAT ARE SOMESpeak slower, not louder.
Provide outlines, advanced organizer, or visual guides.
Write down key terms on the board.Integrate games.
Read written instructions. Repeat.Write key concept vocabulary on a Word Wall.
Integrate listening centers.Model new skills.Extend test time.
Don’t rescue ELLs when they struggle to speak - smile,
relax your feet, face, and hands, and wait (it’s hardto be tense when those body parts are loose).
Think-pair-share.Provide exemplars of successful projects.
Let students use their home language in the classroom
to solve work.Use pictures, sketches, and graphic organizers.
Make videos of presentations for ELLs to replay if needed.
Liberally use checks for understanding.Pair up ELLs with strong oral and written English
skills.Share a picture glossary.
Teach with cooperative learning.Provide opportunities for low-stakes writing.
STRATEGIES? Source: goo.gl/vsOjOD
MARTIN CISNEROS KEY PRINCIPALS 4 ELLS
CLASSROOM STRATEGIESQuick, you show up on Monday and you now have ELLs…..What do you do?
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MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
INCREASE ELL STUDENTS' ENGLISH LANGUAGE PRODUCTION AND PEER INTERACTION.
◼ Specific and measurable goal: ELL students will verbally demonstrate their English speaking abilities in classroom work at least three times a week.
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MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
EXPLICITLY TEACH ENGLISH LANGUAGE VOCABULARY AND STRUCTURES.
◼ Specific and measurable resolution: I will identify, teach, and post key academic vocabulary and structures for one content lesson each day.
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MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
BUILD ON ELLS' BACKGROUND KNOWLEDGE TO INCREASE COMPREHENSION
◼ Specific and measurable goal: I will elicit background knowledge from ELLs in one content area through a variety of activities, including questioning and graphic organizers.
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MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
INCREASE ELL PARENT INVOLVEMENT
◼ Specific and measurable goal: Teacher will contact one ELL parent each week to share information on his/her student or to inform the parent of a school event.
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MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
INCREASE WRITING OPPORTUNITIES
◼ Specific and measurable goal: Students will engage in a weekly writing activity that will focus on developing a certain skill such as creative vocabulary use, the correct format of an essay or the peer editing process.
44
Using Video & Multimedia with ELL’s
Get students moving, talking, writing and speaking!
Critical Pedagogy
• Describe what you see: Who is doing what? What do they look like? What objects do you see in the video? Summarize what they are saying.
• What is the problem in the video?
• Have you, your family, or friends ever experienced the problem? Describe what happened.
• What do you think might be the causes of the problem?
• What solutions could a person do on their own? What solutions could people do together? Would one be better than the other? Why or why not?
45
Learn through questioning & looking at real-world problems that they, their families, and their communities face.
Students could create simple posters and make presentations (including role-plays)
illustrating the problem, sharing their personal connection to it, listing potential solutions, and choosing which one they
think is best and why. As students became more advanced, they could even develop this outline into a Problem/Solution essay
using the same outline
goo.gl/KeXvMm
Back to the Screen
• The teacher picks a short engaging clip from a movie and then divides the class into pairs, with one group facing the TV and the other with their back to it. Then, after turning off the sound, the teacher begins playing the movie. The person who can see the screen tells the other person what is happening. Then, after a minute or a few minutes (depending upon the length of the video), the students switch places. Afterward, the pairs write a chronological sequence of what happened, which is shared with another group and discussed as a class. Finally, everyone watches the clip, with sound, together
46
Adapted from Zero Prep: Ready-to-Go Activities for the Language Classroom by Laurel Pollard, Natalie Hess, and
Jan Herron ( http://goo.gl/T5eXiX )
goo.gl/8SrR7S
Using Video & Multimedia with ELL’s
47
The approach describes the process of the entire class doing an activity, which could very well be watching a short video, and then discussing and writing about it.
Immediately following the activity, students are given a short time to write down notes about what they did (very early beginners can draw). Then, the teacher calls on students to share what the class did -- usually, though not always in chronological order. The teacher then writes down what is said on a document camera, overhead projector, or web tool.
AWWapp.com
goo.gl/ewJ2p5
Using Video & Multimedia with ELL’s
Language Experience Approach
Dubbing• Showing videos without the sound
and having students develop an imagined dialogue can be a great language lesson, and a lot of fun. You can even have students act out the scenes, too. In fact, you can use this idea even with videos that don't include humans! Have students imagine a galaxy far, far, away!48
goo.gl/ySUafv
Using Video & Multimedia with ELL’s
1. Choose your favorite sound on Dubsmash 2. Record yourself with the sound 3. Share the recorded Dub with your friends
DubSmash
Novelty• Our brains are wired to respond to something
new -- a survival legacy of our ancestors who had to be acutely aware of any change in their environment. You are more likely to grab students' attention by introducing information, a topic, or a lesson in a different way, and a video clip can "fit the bill." For example, you can begin a unit on Natural Disasters by showing a portion of this first report on the Japan earthquake and tsunami.
49goo.gl/Lhfd3H
Using Video & Multimedia with ELL’s
Video Clips and Questions
• Another way to use video to generate student thinking involves students watching a short video clip and then writing questions about the clip. Students divide into pairs, exchange their papers, and answer their partner's questions. Students then exchange papers again and ''grade'' their partner's answers. The fact that students are writing questions for a real audience (a classmate) tends to lead to better questions. Students may also take more time answering the questions because they know a classmate will be ''grading'' them
50
• This activity can be used when teaching students about different levels of thinking such as the difference between literal and interpretive questions.
• For example, students could use this worksheet (bit.ly/12qicbB) and generate some interesting predictions and questions about an undefeated professional mixed martial arts fighter who is also an amputee in the video titled "My Little Arm."
goo.gl/SqmIkf
Using Video & Multimedia with ELL’s
Video and Reading Strategies
• We focus a lot on helping our students develop and use various reading strategies such as predicting, summarizing, visualizing, questioning, connecting, evaluating, etc. Teachers can use video to give students further opportunities to practice these strategies in an engaging way. For example, students could practice predicting what will happen next and then summarize what actually happened in the video "Bike Thief."
51
goo.gl/xQY27z
Using Video & Multimedia with ELL’s
CLASSROOM IMPLICATIONS
Provide literature that is culturally relevant, age
appropriate, and accessible to ELs at their current level of English
acquisition
Use online writing to help students develop relationships and practice English with other
students. Make it part of a language and cultural exchange
where English-speaking students -- who often take foreign language
classes -- also practice the first language of the ESL student
Allow students to research topics of interest. If students are truly
interested in a topic, they will probably learn more language
Provide a space where all languages have equal power. Have
students work together to complete a service-learning task,
interview each other, or work on a project using both languages
Take advantage of professional learning opportunities
specifically to benefit English learners. For example, join a
professional organization such as TESOL or the National Association
for Bilingual Education (NABE)
Get to know students as human beings. Honor the resources they
bring to the classroom and recognize their multiple literacies
Provide literature that is culturally
relevant, age appropriate, and
accessible to ELs at their current level
of English acquisition
CLASSROOM IMPLICATIONS
newsela.com
Google Advanced Search
crafty184.com
CLASSROOM IMPLICATIONS
Use online writing to help students develop
relationships and practice English with other students.
Make it part of a language and cultural exchange where
English-speaking students -- who often take foreign language classes -- also
practice the first language of the ESL studentdocs.google.com
todaysmeet.com
padlet.com
CLASSROOM IMPLICATIONS
Allow students to research topics of
interest. If students are truly interested in
a topic, they will probably learn more
languageGoogle Search Education
Google App Search
agoogleaday.com
CLASSROOM IMPLICATIONS
Provide a space where all languages have equal
power. Have students work together to
complete a service-learning task, interview each other, or work on a
project using both languages
awwapp.com
Google DriveGoogle Translate Tools
CLASSROOM IMPLICATIONS
Take advantage of professional learning
opportunities specifically to benefit English learners.
For example, join a professional organization
such as TESOL or the National Association for
Bilingual Education (NABE)
TESOL.org
NABE.orgtwitter.com
CLASSROOM IMPLICATIONS
Get to know students as human beings.
Honor the resources they bring to the
classroom and recognize their
multiple literacies
Music
LiteratureGoogle Cultural Institute
WHAT ARE SOMESpeak slower, not louder.
Provide outlines, advanced organizer, or visual guides.
Write down key terms on the board.Integrate games.
Read written instructions. Repeat.Write key concept vocabulary on a Word Wall.
Integrate listening centers.Model new skills.Extend test time.
Don’t rescue ELLs when they struggle to speak - smile,
relax your feet, face, and hands, and wait (it’s hardto be tense when those body parts are loose).
Think-pair-share.Provide exemplars of successful projects.
Let students use their home language in the classroom
to solve work.Use pictures, sketches, and graphic organizers.
Make videos of presentations for ELLs to replay if needed.
Liberally use checks for understanding.Pair up ELLs with strong oral and written English
skills.Share a picture glossary.
Teach with cooperative learning.Provide opportunities for low-stakes writing.
STRATEGIES? Source: goo.gl/vsOjOD
CONCEPT CHECKING
Benefits of concept checking 3 C’s:
checks for students’ understanding.
clarifies difficult vocabulary for students who are too shy to ask
questions.
creates a supportive learning classroom, where students feel
that it’s okay to ask for help.
Source: goo.gl/bcTir3
Google Forms
GoFormative.com
GetKahoot.com
BOARD WORK & ERROR
CORRECTIONIn a non-ELL classroom using the
board and error correction is important, but in an ELL classroom it’s a must. Students need to hear
out and see instructions, new concepts, words, definitions on the board. Visuals in an ELL classroom
helps students with: memory, clarification, recognition,
understanding, reminding and error correction
Source: goo.gl/bcTir3
HaikuDeck.com
Cloud Generators
canva.com
goo.gl/auLfPi
SUPPORT ELL’S WITH SCANNABLE
TECHNOLOGYScannable technology provides
opportunities for students to quickly and easily interact with a
variety of content. In a differentiated classroom, children should have access to resources
and support materials that will push them toward success.
ELLs can be supported by a variety of tech tools. This includes
scannable technology like quick response (QR) codes and
augmented reality (AR) triggers
Source: goo.gl/m4nNQO
Interactive Word WallsScannable Vocabulary ListsBuild Background Knowledge
goo.gl/MeyAJq
goo.gl/nW0IQs
aurasma.com & App
WRITTEN VS. AUDIO VS. MOVIE
DIRECTIONSSome of your ELLs may be
conversationally fluent in English but struggle with reading in this language. In addition to giving them written directions
in English, you can provide an activity sheet or assignment that will link to a URL where they can hear the directions read aloud for them. You may decide to try
this strategy if your students are stronger readers and you want them to practice
their listening skills. Another option is to provide audio directions for students in their native language so that they can focus on the task at hand rather than
struggle with following written directions.
Source: goo.gl/m4nNQO
kaizena.com
SnagIt
ThingLink.com
WE ARE JUST BEGINNING
WE NEED TO GO FROM FISHING TO FLYING
MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
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T H A N K Y O U ! # D I G I TA L R O D E O 1 5 T H E T E C H P R O F E . C O M
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KEY PRINCIPLES & DIGITAL TOOLS FOR ELL INSTRUCTION IN CCSS
MARTIN RICARDO CISNEROS Academic Technology Specialist
www.slideshare.net/TheTechProfe
