Presentation is loading. Please wait.

Presentation is loading. Please wait.

Presenters: Dr. Ann Snow & Dr. Anne Katz December 7, 2010

Similar presentations

Presentation on theme: "Presenters: Dr. Ann Snow & Dr. Anne Katz December 7, 2010"— Presentation transcript:

1 English Language Development: Foundations & Implementation in Kindergarten Through Grade 5
Presenters: Dr. Ann Snow & Dr. Anne Katz December 7, 2010 California Department of Education: Accountability Leadership Institute for English Learner and Immigrant Students

2 Agenda Preparing teachers through Professional Development
Designing ELD instruction Examining instructed ELD Example of ELD instruction Activity

3 What is your role? English Language Learner Teacher/School Site Coach
School Site Administrator District Administrator County Office or Support Provider Technical Assistance Provider College/University Instructors Other

4 Preparing teachers through Professional Development
Scope: school wide approaches Collaborative sessions In-house coaching Calendared planning time Depth: knowledge, skills and dispositions to teach ELs

5 ELD in Elementary Classrooms
Goal: to ensure students succeed academically Academic language development Social and pragmatic language development Means: through instructed ELD Systematic, explicit instruction during designated time periods

6 Designing ELD instruction
Questions: What aspects of language do I teach? How do I know if students are learning? Answer: Standards-based instruction and assessment

7 Planning, enacting and evaluating Instructed ELD
Step 1: Identify the learner’s language proficiency level Step 2: Select standards-based language objectives for instructed ELD Step 3: Design and enact activities Step 4: Assess learning through standards- referenced assessments

8 Step 1: Identify the learner’s language proficiency level
Use multiple sources to collect information Collect information across all four domains: listening, speaking, reading, and writing Focus on student performances on authentic tasks

9 Step 2: Select standards-based language objectives for instructed ELD
Draw on ELD and ELA standards to identify targets for learning Frame learning outcomes suited to students’ proficiency level and language learning needs Design language objectives

10 California ELD Standards
Skill Areas Listening and Speaking Reading Writing Grade-Level Spans K-2, 3-5, 6-8, and 9-12 Five Proficiency Levels

11 Example from ELD Standards, grades K-2, beginning level
ELD standard: Read aloud simple words (e.g., nouns and adjectives) in stories or poems ELA content standards, K - 2 Identify and sort common words in basic categories (e.g., colors, shapes, foods). ELD stndard at begin level—read aloud simple word; more challening—identify and sort

12 Step 3: Design and enact activities
Design learning activities in light of learning aims Utilize a range of resources Differentiate instruction based on language proficiency levels

13 Step 4: Assess learning through standards-referenced assessments
Gather information frequently within the classroom Keep a written record of information collected and link the information to targeted standards Review the data to see patterns Engage students in monitoring their own learning

14 Questions?

15 What is Instructed ELD? The systematic, explicit instruction of the English language during scheduled blocks of ELD time. In instructed ELD, ELs learn the English language skills needed to transition to English Language Arts and mainstream content instruction.

16 What are the goals of Instructed ELD?
1. To teach young ELs (grades K-5) to use English for all communicative purposes both inside and outside of the classroom. 2. To teach Listening, Speaking, Reading, and Writing skills related to the given ELD standards.

17 3. To teach syntax, phonology, morphology
(e.g., plural endings, past tense –ed, prefixes/suffixes), and pragmatic uses of language (e.g., politeness features, indirect requests) 4. To teach text-level structures (e.g., genre in oral & written domains)

18 5. To teach everyday language functions (e. g
5. To teach everyday language functions (e.g., ask for information, give directions) and academic language functions (e.g., define, request clarification) 6. To teach vocabulary systematically: a) everyday vocabulary b) non-specialized academic vocabulary

19 Question: Are you familiar with this linguistic terminology?

20 Four examples of academic language functions from science:
Description: “A sunflower has bright yellow petals and a long green stem.” Explanation: “Clownfish will actually protect sea anemone. That’s a mutualistic relationship.”

21 Comparison: “Flowers have mechanisms of attraction like whales have echolocation.” Questioning: “What did we learn in our last unit on water properties?”

22 Academic language functions: Other examples from science
analyze, classify, demonstrate, formulate, hypothesize, infer, measure, observe, predict, provide evidence, record, report, strategize, summarize, etc.

23 Common Function Words: Examples from Science
Definition: refers to, is the same as, consists of, in other words Providing an example: for instance, including, such as, like Sequencing: first…second, next, finally, following, not long after Showing cause and effect: because, as a result of, if…then, for this reason

24 Explicit language objectives
“Students will use adjectives to describe the characters in the story.” “Ss will use the sentence starters to express a conclusion: In my opinion, I believe that, I agree with… “ “Ss will listen for main ideas and supporting details.” “Ss will use context clues (i.e., grammar, punctuation, logic, antonyms, appositives) to understand the meaning of unfamiliar words)

25 Example of ELD instruction
Fifth-Grade Interdisciplinary ELD Lesson: Immigration Unit


27 Lesson: Immigration Unit

28 Lesson: Immigration Unit

29 Lesson: Immigration Unit

30 Work Sheet: Biographical Essay

31 Work Sheet: Biographical Essay

32 Biographical Essay Rubric

33 Activity In groups, take a look at the excerpts taken from California Science, a grade 2 textbook. Considering the various goals of instructed ELD discussed in the presentation, analyze the texts for embedded language demands, develop language objectives, and consider ways of assessing student learning.

34 Activity: Part 1 Discuss the language demands from the point of view of: syntax; morphology, genre and text features; academic language functions; the four skills (R, W, L, S); and, vocabulary (everyday, non-specialized, and specialized);

35 Examples of language demands

36 Activity: Part 2 Develop language objectives for an instructed ELD lesson which cover some of the language demands identified in the first part of the task.

37 Examples of language objectives

38 Activity: Part 3 Design an assessment task that you could use after you have taught the lesson to examine student learning of the language demands.

39 Examples of assessment tasks

40 Thank you for attending.
This powerpoint will be posted online at:

Download ppt "Presenters: Dr. Ann Snow & Dr. Anne Katz December 7, 2010"

Similar presentations

Ads by Google