Presentation on theme: "Presenters: Dr. Ann Snow & Dr. Anne Katz December 7, 2010"— Presentation transcript:
1English Language Development: Foundations & Implementation in Kindergarten Through Grade 5 Presenters: Dr. Ann Snow &Dr. Anne KatzDecember 7, 2010California Department of Education: Accountability Leadership Institute for English Learner and Immigrant Students
2Agenda Preparing teachers through Professional Development Designing ELD instructionExamining instructed ELDExample of ELD instructionActivity
3What is your role? English Language Learner Teacher/School Site Coach School Site AdministratorDistrict AdministratorCounty Office or Support ProviderTechnical Assistance ProviderCollege/University InstructorsOther
4Preparing teachers through Professional Development Scope: school wide approachesCollaborative sessionsIn-house coachingCalendared planning timeDepth: knowledge, skills and dispositions to teach ELs
5ELD in Elementary Classrooms Goal: to ensure students succeed academicallyAcademic language developmentSocial and pragmatic language developmentMeans: through instructed ELDSystematic, explicit instruction during designated time periods
6Designing ELD instruction Questions: What aspects of language do I teach? How do I know if students are learning? Answer: Standards-based instruction and assessment
7Planning, 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
8Step 1: Identify the learner’s language proficiency level Use multiple sources to collect informationCollect information across all four domains: listening, speaking, reading, and writingFocus on student performances on authentic tasks
9Step 2: Select standards-based language objectives for instructed ELD Draw on ELD and ELA standards to identify targets for learningFrame learning outcomes suited to students’ proficiency level and language learning needsDesign language objectives
10California ELD Standards Skill AreasListening and SpeakingReadingWritingGrade-Level SpansK-2, 3-5, 6-8, and 9-12Five Proficiency Levels
11Example 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
12Step 3: Design and enact activities Design learning activities in light of learning aimsUtilize a range of resourcesDifferentiate instruction based on language proficiency levels
13Step 4: Assess learning through standards-referenced assessments Gather information frequently within the classroomKeep a written record of information collected and link the information to targeted standardsReview the data to see patternsEngage students in monitoring their own learning
15What 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.
16What 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.
173. 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)
185. 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
19Question:Are you familiar with this linguistic terminology?
20Four 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.”
21Comparison: “Flowers have mechanisms of attraction like whales have echolocation.” Questioning: “What did we learn in our last unit on water properties?”
22Academic language functions: Other examples from science analyze, classify, demonstrate, formulate, hypothesize, infer, measure, observe, predict, provide evidence, record, report, strategize, summarize, etc.
23Common 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
24Explicit language objectives “Students will use adjectives to describe the characters in the story.”“Ss will use the sentence starters to expressa 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)
25Example of ELD instruction Fifth-Grade Interdisciplinary ELD Lesson: Immigration Unit
33ActivityIn 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.
34Activity: Part 1Discuss 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);