Presentation on theme: "Focus on English Learners: Improving EL student achievement in every class, everyday!"— Presentation transcript:
Focus on English Learners: Improving EL student achievement in every class, everyday!
academic language English literacy 1.) Develop academic language proficiency in English, higher-level thinking skills, and advanced literacy skills. (Rapidly and effectively) content 2.) Provide access to grade-level content curriculum. (Achieve at the same level of proficiency as English-only)
communicatedemonstrate content Literacy defined: “the ability to communicate and demonstrate knowledge in all content areas” Literacy
Language Fluency LEP/EL = 3 Limited English Proficient/English Learner1170 LTEL’s – Long Term English Learners 6 or more years of education in the US907/1170 RFEP = 4 Reclassified Fluent English Proficient Were EL and met Reclassification Criteria FEP = 2 Fluent English Proficient Tested fluent on their first CELDT EO = 1 English Only
MUHSD SchoolEnglish Learners Golden Valley High School267/2103 13% Livingston High School184/1128 16% Buhach Colony High School 157/1785 9% Merced High School216/2793 8% Atwater High School203/1826 11% Yosemite High School68/403 17% Sequoia High School21/155 14% Independence High School48/224 21%
Annual Measurable Achievement Objectives Target 2010-11 MUHSD 2010-11 Target 2011-12 MUHSD Projected 2011-12BCHSProjected AMAO 1 Making progress in learning English 54%42.2% No 56%63.10% Yes75.00%Yes AMAO 2 Attaining English proficiency Less than 5 yrs 18.7%13.9% No 20.1%23.00% Yes28.00%Yes AMAO 2 Attaining English proficiency 5yrs or more 43.2%29.5 No 45.%52.10% Yes61.70%Yes CELDT
Focus on English Learners 1.Who are my English Learners? 2.What are their English proficiency levels? 3.Where are they seated in my classroom? 4.What is my plan for them today? Ask yourself these four easy questions Ask yourself these four easy questions. Quickwrite –Rate 1-5 and justify. AV
Check your Rosters! 1.Who are my English Learners? 3 = LEP/EL We have three English Learners!
1.Who are my English Learners? (Continued) Take a closer look at each EL student profile. Home Language is Hmong. Student is an English Learner. Check test scores!
2. What are their English proficiency levels? Learn their CELDT Scores. CELDT Levels are located under “Other”.
CELDTCELDT California English Language Development Test - CELDT Overall ListeningSpeakingReadingWriting Advanced Level 5 EarlyAdvanced Level 4 Intermediate Level 3 Early Intermediate Level 2 Beginning Level 1 CELDT results include 1 Overall Proficiency Level and 4 Subtests Scores. C4 This student is an Overall C4 with Reading as the lowest Subtest. 2. What are their English proficiency levels? Check CELDT Scores.
EdithBillyDan BillCindyNicoleMichaelTiffanyDoug W. JennaVueAbbyTylerSammyKaty Doug B.Marcia Marie Jalal C3 - L HossamMarcRafael YerNatalieDebbieAlejandroJulieRay JohnnyOscarJosePabloKenGerardo Harpreet C3 - S MandyMaria C4 - W MarkHoua C3 - S Sue Use Your Seating Charts EL/LEP CELDT Use a color to represent EL/LEP and/or label by Overall CELDT Level. CELDT(“S” Speaking) You might use a letter to represent the lowest CELDT subtest level. (“S” for Speaking) You might consider pre-selecting this student to share out on a frequent basis. 3. Where are they seated in my classroom?
Jalal 4. What is my plan for them today? Elbow Partner/Share
CELDT Levels Teacher BehaviorsStudents Behaviors C3 Intermediate Lots of modeling Lots of practice opportunities Key vocabulary emphasized Not independent learners Treat/teach as if the students are C4’s Provide guidance, assistance to ensure fossilized errors do not occur Explicit instruction for idiomatic expressions Explicit instruction for academic vocabulary Instruction in phonemic awareness, decoding, spelling and grammar Model, expand, restate and use standard English Ask how and why open-ended questions, help students respond by using sentence stems Ask higher level thinking questions “I Do,” “I Do,” “We Do,” “We Do,” “You Do” Speaks in sentences Errors made that impede reading, writing and verbal communication Ownership of the language occurs at this level Describe people, places and events Recall and state facts Define and explain vocabulary Read and retell from a variety of texts with scaffolding when appropriate Begin to identify main idea and details Demonstrate strong verbal communication skills, but these skills are not reliable indicators of their ability to comprehend academic material Notes from DAIT – T4S Presentation C3
Teacher Behaviors Lots of modeling Lots of practice opportunities Key vocabulary emphasized Not independent learners Treat/teach as if the students are C4’s Provide guidance, assistance to ensure fossilized errors do not occur Explicit instruction for idiomatic expressions Explicit instruction for academic vocabulary Instruction in phonemic awareness, decoding, spelling and grammar Model, expand, restate and use standard English Ask how and why open-ended questions, help students respond by using sentence stems Ask higher level thinking questions “I Do,” “I Do,” “We Do,” “We Do,” “You Do” C3
Students Behaviors Speaks in sentences Errors made that impede reading, writing and verbal communication Ownership of the language occurs at this level Describe people, places and events Recall and state facts Define and explain vocabulary Read and retell from a variety of texts with scaffolding when appropriate Begin to identify main idea and details Demonstrate strong verbal communication skills, but these skills are not reliable indicators of their ability to comprehend academic material C3
Independent (“Known”) Instructional (“With help”) Beyond the Zone (“Can’t do”)
CELDT LevelsTeacher BehaviorsStudents Behaviors C5 Advanced Treat students as proficient/independent learners, “You do” Instructing using grade level materials Facilitating the learning process Using collaborative grouping Treating students as independent learners Allowing students to lead group discussions Encouraging independent use of reference materials and technology Providing explicit grammar instruction Providing opportunities for student generated presentations Providing a variety of realistic/technical writing opportunities “I Do,” “We Do,” “You Do” Independent learners Note-taking (not copying) Writing with few errors Demonstrate fluency with content topics Read and comprehend grade level texts Initiate and negotiate social conversations Prepare and deliver presentations/reports across grade level content areas that use a variety of sources Comprehend and generate discussions and presentations in social as well as academic settings Respond to and use figurative language and idiomatic expressions appropriately C4 Early Advanced Treat students as proficient, but understand that they make mistakes Instructing using grade level materials Allow students to work independently Consistently monitor students to catch errors early Focus heavily on academic language and literacy Structure group discussions Include grammar instruction Ask questions at higher levels of thinking “I Do,” “We Do,” “You Do” Proficient English speakers, but make mistakes Use discourse with some errors Errors do not interfere with understanding Speak in more than one sentence Give opinions and reasons, make comparisons, justify views and summarize Demonstrate ability to use higher order language Identify main idea and details Use expanded vocabulary Engage in conversation and produce sequential narrative Develop literacy skills with increased comprehension 4. What is my plan for them today? (CELD Book)
CELDT LevelsTeacher BehaviorsStudents Behaviors C2 Early Intermediate Consistent use of language frames Read to students Expand student’s understanding of concrete words Learn vocabulary and sentence structure from patterned books Expand student’s responses by asking who, what, where (literal questions) Expect short answers Ask questions requiring simple comparisons and descriptions “I Do,” “I Do,” “I Do” - Little “You Do” Speaks in phrases Struggling, grappling with the language Makes major errors in writing/reading and speaking that impede thinking List and categorize Attempt to talk, making extensive pronunciation and grammatical errors Begin to acquire some grammatical elements Give short answers to simple questions Read some basic vocabulary and write simple sentences C1 Beginning Teacher modeling Provides language/sentence frames Teach vocabulary using movement and drawing/pictures. Best taught thematically. Demonstrate personal interest and genuine caring for students Provide ample listening activities with a listening objective Read aloud predictable and patterned books Provide opportunities for students to label and manipulate pictures and objects Provide one-on-one time with students Use out-of-grade-level texts “I Do,” “I Do,” “I Do” Speaks in words Nods and shakes head to answer questions Points to objects or print Sorts objects into categories Pantomime Draw pictures and label drawings and diagrams Gesture to show understanding Match objects or pictures Give yes/no answers to simple questions Reproduce what they hear, repeat and recite Difficulty with all areas of literacy
Radiate possibilities Enthusiasm is contagious! Expect positive outcomes Believe in your students and have faith in your instruction. Hope is not a strategy Have a plan for your EL student every class, everyday.
Ideas… Modify Speech, enunciate clearly, use authentic natural speech (intonation, pauses, and volume aid meaning), use shorter less complex sentences when appropriate Repeat, rephrase, and/or paraphrase key concepts and directions (CFU) Minimize use of slang Define/explain idioms when used
more ideas… Provide contextual definitions – explain the word, write after saying it Meaningful contextualization – make it relevant to their world, real-life, make the connection, make it understandable Tap into prior knowledge, use what they know, to teach what they need to know Model and demonstrate
Frontload Vocabulary – Explicitly teach the words, have a system, use multiple contacts with word, connect a visual or symbol to the term, games Use graphic organizers, foldables, connect a writing and speaking opportunity to the organizer Utilize Realia, video clips, color photos, black and white photos, drawings, sketches to create meaning more ideas…
even more ideas… Act out the meaning, provide relevant examples, use gestures, facial expressions, and body language Design step –by- step lessons and CFU directions Mini-lessons – Target specific skill or concept I do, we do, you do Bridging, cross them over Scaffolding, training wheels, provide supports, remove as need decreases
a few more… Word banks Sentence starters, put academic words in their mouths Thematic bulletin boards, theme word walls Highlight text, use font size and bold print to convey importance or organization Have students circle, highlight, underline, and yes pronounce new key words Allow student to prepare and practice response before sharing out, Pair-share
finally Pre-select EL students to share out so that they may prepare Call on EL students when selecting authentic volunteers Random call gives EL’s a fighting chance of being involved Allow plenty of wait time, no rescue Do not allow blurt outs Provide reading support: anticipation guide, direct reading activity
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