1. 70. Supporting English Language Learners Systemwide and in the Classroom
Norma Godina-Silva, Ph.D.
(915)
ICLE Consultant
21th Annual Model Schools Conference
Washington D.C. – Gaylord
June 30-July 3, 2012

2. What’s in the Name?
Terms used to refer to the same student population:
English Language Learners (ELLs)
English Learners (ELs)
English-as-a-Second Language (ESL) Students
English for Speakers of Other Languages (ESOL) Students
©Norma Godina-Silva, Jan. 2013

3. Objectives Content Objective Gain knowledge and understanding of…
The Rigor/Relevance Framework to close the achievement gap and ensure the academic and linguistic success of ELLs.
The connection between R/R Framework, sheltered instruction, CCSS/STAAR, and the ELPS.
Language Objective
Engage in dialogue and write down reflective notes as next steps to an effective program of instruction for ELLs.

4. The Daggett System for Effective Instruction (DSEI)
Identify the component that best describes your current role and/or responsibilities.
How do you contribute to the overall success of ELL Student Achievement?

5. Focusing on Relationships

6. Good News...
Take a minute to think about something that has occurred in your life in the past few months that is wonderful.
Create a headline for that event/occurrence.
Be ready to share!

7. Relationships Know Your Students Know What They Know
Know What They Don’t Know
Personal Experiences
Previous Academic Background
Culture and Community
©Norma Godina-Silva, Jan. 2013

8. Rigor/Relevance Framework
How can it support the linguistic and academic instruction of English Language Learners?

9. Resources to identify priorities, establish and implement policies, and build capacity for a more rigorous and relevant curriculum for ELLs.
ICLE Resources to support ELLs

10. Rigor/Relevance Framework for Cultural Responsive Systemic Education Reform (p.2)
Linguistic, Cognitive, and Academic Rigor C
Students learn academic English for standardized tests. Some instruction may be differentiated by language proficiency. High level literacy achievement is the goal, but meaningful linguistic and cultural (teaching for transfer) connections are lacking. D
Students actively learn standards-based grade-level content. They reach high levels of literacy achievement through systematic differentiated instruction across language proficiency levels. Teaching for transfer is achieved through connections to students’ literacy in their native language and their prior knowledge. Cultural and linguistic diversity is celebrated within the school and community. A
Students learn social language and basic communication. Content instruction tends to focus on low-level skills and is not differentiated with respect to language proficiency. Little attention is given to students’ linguistic and cultural backgrounds. B
Students learn basic academic skills in isolation, possibly with bilingual support and culturally relevant connections. Some instruction is differentiated by language proficiency. Students are not fully accountable for grade-level curricula and high-level literacy achievement.
Cultural Responsiveness and Relevance
Check on these two.

11. Quadrant A Social language and basic communication
Content focused on low-level skills
No differentiation with respect to language proficiency
Little attention to linguistic and cultural backgrounds. .

12. Quadrant B
Skills in isolation, possibly with bilingual support and culturally relevant connections.
Some instruction differentiated by language proficiency.
Students are not fully accountable for grade-level curricula

13. Quadrant C Academic English for standardized tests.
Some differentiation by language proficiency.
Meaningful linguistic and cultural (teaching for transfer) connections still lacking.

14. Quadrant D Actively learn grade-level content.
Reach high levels of literacy achievement
Differentiated instruction
Teaching for transfer through connections in native language and their prior knowledge.
Cultural and linguistic diversity in school and community

15. ELL Instruction “Must Have”
High Expectations
Differentiated Instruction Across Language Proficiency Levels
Connections to Prior Knowledge
Building Academic Background
Vocabulary Development
Oral Language Development Opportunities
Honoring and Celebrating Cultural and Linguistic Diversity
©Norma Godina-Silva, Jan. 2013

16. Increasing Text Complexity
PG page 8
Increasing Text Complexity
Text Complexity Grade Band
Previous Lexile Ranges
Lexile Ranges Aligned to CCR
K–1
N/A
2–3
450L–725L
450L–790L
4–5
645L–845L
770L–980L
6–8
860L–1010L
955L–1155L
9–10
960L–1115L
1080L–1305L
11–College and Career Readiness
1070L–1220L
1215L–1355L
Purpose of slide is to reflect on the increase of lexile range and how this impacts ELLs. 16
TM ® & © Scholastic Inc. All rights reserved. 11/08/11. LEXILE and LEXILE FRAMEWORK are registered trademarks of MetaMetrics, Inc. 16

17. What is Sheltered Instruction?

18. What is Sheltered Instruction?
It’s a process for making grade-level content more accessible to ELLs while also promoting English language development.
Combines second language acquisition strategies with content area instruction.
©Norma Godina-Silva, Jan. 2013

19. Create an ELL Class List
Create a class list for each of your class periods.
10th Grade
LANGUAGE PROFICIENCY ASSESSEMENT RESULTS
Student’s Name
Date of Entry in US Schools
2012
Rating
2013 Rating
Progress Measure
Goal
Godina, N.
2002
Intermediate/ Emerging
1 level higher
Advance / Developing
©Norma Godina-Silva, Jan. 2013

20. Language Domains and Language Proficiency Levels
Listening
Speaking
Reading
Writing
Level 1 (Beginning/Entering)
Level 2 (Intermediate/Emerging)
Level 3 (Advanced/Developing)
Level 4 (Advanced High/ Expanding)
Level 5(Bridging)
©Norma Godina-Silva, Jan. 2013

21. Team Activity Steps: Think about one of your ELLs.
What was a challenge you faced in meeting his/her academic needs?
Write the challenge on the index card.
When cued, be ready to share with your elbow partner.
©ngodinasilva,6/12. Rev. 7/12
©Norma Godina-Silva, Jan. 2013

22. Sample Mathematics Word Problem (Grade 7)
What will students need to know to be able to solve this test question (Measurement)?
“Talk among yourselves.”
A DVD player is in the shape of a rectangular prism. It has a length of 17 inches, a width of inches, and a height of 2 inches. What is the volume of the DVD player in cubic inches?
Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.
©Norma Godina-Silva, Jan. 2013

23. Focusing on Language

24. Understanding Language Proficiency in Social and Academic Settings
BICS: Basic Interpersonal Communicative Skills
CALP: Cognitive Academic Language Proficiency
BICS
CALP
©ngodinasilva,6/12. Rev. 7/12
©Norma Godina-Silva, Jan. 2013

25. Understanding CALP Cummins’s Framework for Evaluating Language Demand in Content Activities
Cognitively
Undemanding +
Context-embedded II
Context-reduced
III
Demanding IV
BICS
Norma, reprint this with example, i.e. print p. 19 and replace in kits. Have participants do own analysis and arrive at own conclusions
CALP
©Norma Godina-Silva, Jan. 2013 25

26. Understanding CALP: Cummins’s Framework for Evaluating Language Demand in Content Activities
Cognitively
Undemanding +
Context-embedded
Example:
Engaging in face-to-face social conversation with friends. II
Context-reduced
Engaging in social conversation on the telephone.
III
Demanding
Solving math word problems using manipulatives and/or pictures. IV
Solving math word problems without manipulatives and/or pictures
BICS
CALP
©ngodina-silva, ESC R19, Aug. 2010 26
©Norma Godina-Silva, Jan. 2013 26

27. Compare/Contrast Quadrant I and Quadrant II
What Changed?
Talk to Your Partner/Team
Whole Group Discussion I
Cognitively
Undemanding +
Context-embedded
Example:
Engaging in face-to-face social conversation with friends. II
Context-reduced
Engaging in social conversation on the telephone.
III
Demanding
Solving math word problems using manipulatives and/or pictures IV
Solving math word problems without manipulatives and/or pictures
©Norma Godina-Silva, Jan. 2013

28. Compare/Contrast Quadrant III and Quadrant IV
Cognitively
Undemanding +
Context-embedded
Example:
Engaging in face-to-face social conversation with friends. II
Context-reduced
Engaging in social conversation on the telephone.
III
Demanding
Solving math word problems using manipulatives and/or pictures IV
Solving math word problems without manipulatives and/or pictures
Compare/Contrast Quadrant III and Quadrant IV
What changed?
Talk to Your Partner/Team
Whole Group Discussion
©Norma Godina-Silva, Jan. 2013

29. I Scenario/Activity Quadrant?
Selecting a movie from a picture menu at a Redbox.
Quadrant?
Quadrant I I
Cognitively
Undemanding +
Context-embedded
Example:
Engaging in face-to-face social conversation with friends. II
Context-reduced
Engaging in social conversation on the telephone.
III
Demanding
Solving math word problems using manipulatives and/or pictures IV
Solving math word problems without manipulatives and/or pictures
Cognitively Undemanding + Context Embedded
©Norma Godina-Silva, Jan. 2013

30. IV Scenario/Activity Quadrant? Cognitively Demanding + Context Reduced
Answering history questions at the end of the chapter in the textbook.
Quadrant?
Quadrant IV I
Cognitively
Undemanding +
Context-embedded
Example:
Engaging in face-to-face social conversation with friends. II
Context-reduced
Engaging in social conversation on the telephone.
III
Demanding
Solving math word problems using manipulatives and/or pictures IV
Solving math word problems without manipulatives and/or pictures
Cognitively Demanding + Context Reduced
©Norma Godina-Silva, Jan. 2013

31. III Scenario/Activity Quadrant?
Answering history questions using a sentence frame.
Quadrant?
Quadrant
III I
Cognitively
Undemanding +
Context-embedded
Example:
Engaging in face-to-face social conversation with friends. II
Context-reduced
Engaging in social conversation on the telephone.
III
Demanding
Solving math word problems using manipulatives and/or pictures IV
Solving math word problems without manipulatives and/or pictures
Cognitively Demanding + Context Embedded
©Norma Godina-Silva, Jan. 2013

32. II Scenario/Activity Quadrant?
Selecting a movie from a list of movies.
Quadrant?
Quadrant II I
Cognitively
Undemanding +
Context-embedded
Example:
Engaging in face-to-face social conversation with friends. II
Context-reduced
Engaging in social conversation on the telephone.
III
Demanding
Solving math word problems using manipulatives and/or pictures IV
Solving math word problems without manipulatives and/or pictures
Cognitively Undemanding + Context Reduced
©Norma Godina-Silva, Jan. 2013

33. Classifying Tasks by Language Demand
Team Activity
Locate activities at your table.
In your teams, classify the student assigned tasks into the appropriate Quadrant.
Be ready to share!
©ngodinasilva,6/12. Rev. 7/12
©Norma Godina-Silva, Jan. 2013

34. Which Quadrant is Best for ELLs. Why
Which Quadrant is Best for ELLs? Why? Are the Rest of the Quadrants Important? I
Cognitively
Undemanding +
Context-embedded
Example:
Engaging in face-to-face social conversation with friends. II
Context-reduced
Engaging in social conversation on the telephone.
III
Demanding
Solving math word problems using manipulatives and/or pictures. IV
Solving math word problems without manipulatives and/or pictures
BICS
CALP
Source: Jodi Reiss, 2005
©ngodina-silva, ESC R19, Aug. 2010 34 34

35. Applying Sheltered Instruction to Quadrant IV Activities
Select a Quadrant IV Activity.
In your teams, decide how you will turn it into a Quadrant III activity.
Be ready to share!
Put activities back in envelopes/bags.
©Norma Godina-Silva, Jan. 2013

36. Tools and Resources to Help You Implement Sheltered Instruction

37. Focusing on Relevance

38. Resource for planning 38 38

39. What does relevant instruction look like in the classroom?
Think – Pair – Share
Essential Question
What does relevant instruction look like in the classroom? 39

40. Relevance… for ELLs is key!
Build the necessary academic background in order for ELLs to understand the concepts and make connections!
Many concepts are irrelevant to ELLs unless you create relevance!
Unique to American System of Education
Content Specific
Procedural
CCSS and NGA
STAAR (Texas)
American Revolution
share 40 40
©Norma Godina-Silva, Jan. 2013

41. D C A B Understands Knowledge Application Rigor/Relevance Framework6
Knowledge C 5
Understands 4 3 A B 2
Knows 1
Application 1 2 3 4 5
Source: International Center for Leadership in Education (ICLE)

42. A Relevant Lesson Asks Students to:
USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION
Source: International Center for Leadership in Education (ICLE)

43. A Relevant Lesson Answers:
What am I Learning?
Why am I learning it?
How will I use it? 43

44. Adding Relevancy to Any Learning
Relate Learning to …
Use Real World Examples
Student’s life
Sports, Arts, Hobbies
Family’s life
Student’s community and friends
Our world, nation, state
World of work / service
World of business that we interact with
Students’ experiences as they continue to integrate into their new system of education and to the United States.
Moral, ethical, political, cultural points of view and dilemmas
Real world materials
Internet resources
Video and other media
Scenarios, real life stories
News - periodicals, media
Lots of visuals, hands-on, concrete real world items
Resource 44

45. Focusing on Rigor

46. How would you define rigor for ELLs?
What makes a lesson rigorous for ELL students?

47. EVALUATION SYNTHESIS YES, IT IS! ANALYSIS APPLICATION KNOWLEDGE
RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY.
Is RIGOR for ELLs?
YES, IT IS!
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE 47

48. Verbs by Quadrant
p. 5 Using R/R Handbook

49. Span/Eng Cognate Verbs by Quadrants
discriminate descriminar
categorize – categorizar
evaluate - evaluar
classify – clasificar
adapt – adaptar
compose – componer
conclude – concluir
create – crear
calculate – calcular
name – nombrar
count – contar
recite – recitar
adjust – ajustar
interpret – interpretar
apply – aplicar
maintain – mantener
©Norma Godina-Silva, Jan. 2013

50. Spanish/Eng Cognate Verb List
Quadrant A
calculate- calcular name - nombrar
count contar
recite – recitar
define definir describe-
describir
identify –
identificar
list-hacer una
lista
memorize –
memorizar
view – ver
select –
seleccionar
Quadrant B
adjust – ajustar interpret –
interpretar
apply – aplicar maintain–
mantener
collect – colectar
model – modelar
construct –
construir
operate – operar
dramatize –
damatizar
practice –
practicar
demonstrate –
demonstrar
resolve - resolver
Quadrant C
analyze -analizar discriminate –
descriminar
categorize –
categorizar evaluate -evaluar
classify -
clasificar examine -
examinar
compare –
comparar explain - explicar
conclude-
concluir express -expresar
contrast –
contrastar debate – debate
infer – inferir
defend –defender
Quadrant D
adapt – adaptar formulate –
formular
compose –
componer invent – inventar
conclude-concluir modify –
modificar
create – crear
plan – planear
design – diseñar predict – predicir
explore – explorar propose –
proponer
recommend –
recomendar revise – revisar
prioritize-
dar prioridad
©Norma Godina-Silva, Jan. 2013

51. Rigor for ELLs is… Rigor for ELLs is not… More or easier worksheets
Speaking louder
Believing they can’t think because they don’t have the language
More homework
Scaffolding thinking
Planning for thinking
Assessing thinking about content
Recognizing the level of thinking students demonstrate
Managing the teaching/learning level for the desired thinking level
©Norma Godina-Silva, Jan Adapted from International Center for Leadership in Education (ICLE)

52. PLDs (Proficiency Level Descriptors)
Determined by language proficiency assessment
Help determine degree of linguistic support and accommodations based on students’ level of English proficiency.
©Norma Godina-Silva, Jan. 2013

53. Content and Language Objectives
Post, Announce, Review, Assess
Content Objective:
Which CCSS will you target?
This becomes your Content Objective.
Language Objective:
Deciding how you will promote listening, speaking, reading, and writing during content area instruction.
©Norma Godina-Silva, Jan. 2013

54. Vocabulary Essential to the Lesson
Key Vocabulary
Academic Vocabulary
Content Words
Process/Function Words
Word or Word Parts That Teach English Structure
Vocabulary Essential to the Lesson
©Norma Godina-Silva, Jan. 2013

55. Let’s Build the Background!
Know Your Students
Know What They Know
Know What They Don’t Know
Build the Necessary Academic and Personal Background Knowledge
Create Relevance!
What do you need to do? How will you do it?
©Norma Godina-Silva, Jan. 2013

56. The Daggett System for Effective Instruction (DSEI)
Let’s Reflect…
How do my current instructional practices support ELLs and their acquisition of
the knowledge and skills required to successfully meet the CCSS/STAAR?

57. Exit Slip Reflect and Share
STEP 1
Self-question: What do I need to do now to effectively integrate sheltered instruction strategies into daily instruction?
Complete the sentence frame:
The first three steps I should take are _____, 2. _____, and 3. _____.
Share ideas with the group.
STEP 2
STEP 3

58. Objectives Content Objective Gain knowledge and understanding of…
The Rigor/Relevance Framework to close the achievement gap and ensure the academic and linguistic success of ELLs.
The connection between R/R Framework, sheltered instruction, CCSS/STAAR, and the ELPS.
Language Objective
Engage in dialogue and write down reflective notes as next steps to an effective program of instruction for ELLs.