Presentation on theme: "THE BEST OF SAMUELS. SAMUEL I Myths and Realities Second Language Acquisition Classroom Strategies in Content Teaching Assessing in Proficiency Levels."— Presentation transcript:
THE BEST OF SAMUELS
SAMUEL I Myths and Realities Second Language Acquisition Classroom Strategies in Content Teaching Assessing in Proficiency Levels
Do you agree or disagree with the following statements? AgreeDisagree 1 When an EL has acquired communicative fluency, he will be able to handle academic assignments with little difficulty. 2 Oral fluency is a strong indicator that an EL will succeed in the classroom. 3 Placing a child learning English in a mainstream classroom will ensure that he/she will succeed in learning English quickly.
Social Language Academic Language
DEVELOPMENTAL STAGES OF SECOND LANGUAGE ACQUISITION PREPRODUCTION WIDA→ ENTERING EARLY PRODUCTION BEGINNING SPEECH EMERGENCE DEVELOPING INTERMEDIATE FLUENCY EXPANDING ADVANCED FLUENCY BRIDGING
WHICH OF THE FOLLOWING WILL AN EL EXPERIENCE IN ALL OF THE STAGES OF LANGUAGE ACQUISITION? Silent stage Begins to produce words they have heard and understood repeatedly Develops receptive vocabulary Entering/Preproduction Beginning/Early Production ALL
STRATEGIES FOR TEACHING ELS IN THE CONTENT AREA ELs experience challenges specific to content areas. A multitude of strategies can be used to help meet these challenges. (hands-on activities, graphic organizers, group activities, step by step directions, etc) Every content area has a vocabulary specific to that content area (even Math).
IDEAS FOR ASSESSING ELS Entering/BeginningAdvanced Beginners-Intermediate Yes/no or single word responses Pointing/gesturing cloze activities Hands-on tasks Class projects Group work Portfolios KWL charts Role playing Completion of graphic organizers Simplified study guides Limit assessment to key vocabulary of concepts Allow students use of notes or texts. Answer essay questions orally Simply essay questions into manageable parts Use larger type, more white space Fill in modified outline, story web
SAMUEL II Exploring Culture Importance of Parental Involvement
STAND UP AND BE COUNTED This activity is designed to demonstrate how we are all members of a minority Stand Up If…
QuestionAgreeDisagree 1. You arrive at dinner an hour late in Costa Rica. Your hosts will be insulted. 2. The parents of your student from Brazil show that they don’t care how their child is doing in school when they arrive 45 minutes late for a conference with you. 3. Your Mexican parents keep their children out of school on the flimsiest of pretexts. They don’t care about their children’s education. 4. Your new student from Argentina stares at you all the time. The student is belligerent and wasn’t taught any manners. CULTURAL TRUTHS OR STEREOTYPES
CULTURE PRIDE SHIELD
9 TRUTHS ABOUT PARENTAL INVOLVEMENT (TERY MEDINA) Parents have hopes and dreams for their children. The home is the primary of several domains that simultaneously influence a child’s education. The parent is the central contributor to a child’s formal and informal education. Parental involvement requires a vision, a policy and a structure for support and action.
9 TRUTHS ABOUT PARENTAL INVOLVEMENT (TERY MEDINA) CONT. Parental involvement is a process, not a program of activities. Parents’ interaction with their own children is the cornerstone of involvement. Barriers to Parental Involvement are found within school policies and practices. Any parent can be “hard to reach”. Successful Parental involvement nurtures relationships and partnerships.
DID YOU KNOW? “The way schools care about children is reflected in the way schools care about the children’s families” (Epstein, 1995)
DID YOU KNOW? ACCORDING TO A REVIEW OF RECENT RESEARCH PUBLISHED BY THE SOUTHWEST EDUCATIONAL DEVELOPMENT LABORATORY (2002), STUDENTS WHOSE PARENTS ARE ACTIVELY INVOLVED IN THEIR EDUCATION, NO MATTER WHAT THEIR INCOME OR BACKGROUND, ARE MORE LIKELY TO: EARN HIGHER GRADES AND TEST SCORES AND ENROLL IN HIGHER-LEVEL PROGRAMS. BE PROMOTED, PASS THEIR CLASSES, AND EARN CREDITS. ATTEND SCHOOL REGULARLY. HAVE BETTER SOCIAL SKILLS, SHOW IMPROVED BEHAVIORS, AND ADAPT WELL TO SCHOOL. GRADUATE AND GO ON TO POST-SECONDARY EDUCATION.
REDEFINING PARENTAL INVOLVEMENT Investing in families You’ve got to remove the barriers in order to build the bridge Be proactive do not expect the parents to just enter your school on their own Create a welcoming environment for parents by building on their cultural values Parent liaisons who not only understand the culture and the language but also have “shared experiences” are better able to act as intermediaries between families and school staff
WE CAN ALSO HOLD… Family Literacy Nights Family Math Nights Family Night Dinners Multicultural Day: Families share their country crafts, foods, arts. Music, dance to entire school. Adopt a student- EL parent helps an EL child with school work. Parents read in their first language a story book to regular classroom.
WE CAN ALSO… WHEN STUDYING EL’S COUNTRY/CULTURE WE CAN INVITE PARENTS IN THE CLASSROOM TO SHARE CULTURE AND ARTIFACTS. IF PARENT DOES NOT SPEAK THEIR CHILD CAN SPEAK WHILE THE PARENT SHOWS ARTIFACTS. ASK PARENTS TO TRANSLATE BOOKS WRITTEN BY STUDENTS TO CREATE BILINGUAL BOOKS. EL STUDENTS CAN TELL PARENTS WHAT THE PAGE SAYS AND PARENTS CAN WRITE IT IN THEIR FIRST LANGUAGE. ASK STUDENTS TO INTERVIEW PARENTS ABOUT A SPECIFIC TOPIC TO SHARE WITH THE CLASSROOM. IN THE EL CLASSROOM ALLOW STUDENTS TO PLAN A FAMILY RECEPTION AND PUT ON A SHOW FOR PARENTS.
SAMUEL III WIDA Standards Standards Based Assessment
Social Language Academic Language
LANGUAGE VS. CONTENT language Language proficiency involves the language associated with the content areas. content Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.
BOTTOM LINE... MUST For students to achieve academically and demonstrate learning on a larger scale, such as high stakes assessments, they MUST master Academic Language.
FIVE WIDA ELP STANDARDS WIDA Consortium / CAL / MetriTech Standard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2 – LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3 – LoMA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4 – LoSC: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5 – LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.
ELP STANDARD 1 ELs communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting
Examples of Standard 1 Social and Instructional Language Classroom language (ex. “Put your glue and scissors on the table”.) Routines (ex. “It is time to line up for P.E.”) Instructions /assignments (ex. “Turn to page 143 in your Social Studies book and read the first two paragraphs”.) School behavior (ex. “Always walk in the hallway”.) Recreational objects and activities (Let’s play kickball on the playground”.)
ELP STANDARD 2 ELs communicate information, ideas and concepts necessary for academic success in the content area of LANGUAGE ARTS
STANDARD 2 THE LANGUAGE OF LANGUAGE ARTS Writing a book report Giving a personal narrative Acting in a play Discussing a story or poem
ELP STANDARD 3 ELs communicate information, ideas and concepts necessary for academic success in the content area of MATHEMATICS
STANDARD 3 LANGUAGE OF MATHEMATICS Patterns Geometry Algebraic Equations Describing strategies for solving problems Units of measure Time Discussion of basic operations
ELP STANDARD 4 ELs communicate information, ideas and concepts for academic success in the content area of SCIENCE.
STANDARD 4 LANGUAGE OF SCIENCE Completing an experiment Photosynthesis Simple Machines Genetics Cell Astronomy Meteorology
ELP STANDARD 5 ELs communicate information, ideas and concepts for academic success in the content area of SOCIAL STUDIES
STANDARD 5 LANGUAGE OF SOCIAL STUDIES Geography Community/Neighborhoods Government Economics
FOUR LANGUAGE DOMAINS Listening ─ process, understand, interpret, and evaluate spoken language in a variety of situations Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences
WIDA Consortium / CAL / MetriTech LEVELS OF ENGLISH LANGUAGE PROFICIENCY 6 1 2 3 4 5 REACHINGREACHING
CRITERIA FOR PERFORMANCE DEFINITIONS (REVIEW) WIDA Consortium 54321 6 REACHINGREACHING Linguistic Complexity: The amount and quality of speech or writing for a given situation Vocabulary Usage: The specificity of words or phrases for a given context Language Control: The comprehensibility of the communication based on the amount and type of errors
PERFORMANCE LEVEL EXPECTATIONS AT DIFFERENT PROFICIENCY LEVELS WIDA Consortium Language Proficiency (Performance Level Descriptions) 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging PIs L 1 L 2 L 3 L4 L 5 Linguistic Complexity Vocabulary Usage Language Control
MODEL PERFORMANCE INDICATORS An MPI is a language objective that contains 3 parts: describe 1.A language function word such as describe, labelcritique label, critique. 2.The content of the lesson 3.Support or scaffolding to help the EL obtain the content.
THE MODEL PERFORMANCE INDICATOR LANGUAGE FUNCTION WIDA Consortium / CAL / MetriTech
THE MODEL PERFORMANCE INDICATOR LANGUAGE FUNCTION WIDA Consortium / CAL / MetriTech Language Function = “Describe” Content Stem = “objects of the earth or sky” Support = “from observation, photographs or models”
Planning: Can Do Descriptors Use with ELP scores from each language domain. More specific than Performance Definitions. Describes the language functions an EL “CAN DO” with support at a given ELP level. Built upon the Performance Definitions. Most useful tool for teachers in planning. Can you identify the “CAN DO” level in each domain for the native English speakers in your classroom?
ASSESSMENT FOR ELS
EFFECTIVE ASSESSMENT FOR ELS: ELs MAY NOT RECEIVE FAILING GRADES or BE RETAINED AS A RESULT OF ANY LANGUAGE BARRIER. *Is an I-ELP in place? *Was appropriate instruction used to increase comprehension and develop CALP according to the student’s EPL? *Were authentic assessment methods used to evaluate EL student learning of content? *Were all content objectives included in student’s instruction? *What level of mastery on content objectives did student demonstrate? ELs MAY NOT RECEIVE FAILING GRADES or BE RETAINED AS A RESULT OF ANY LANGUAGE BARRIER. *Is an I-ELP in place? *Was appropriate instruction used to increase comprehension and develop CALP according to the student’s EPL? *Were authentic assessment methods used to evaluate EL student learning of content? *Were all content objectives included in student’s instruction? *What level of mastery on content objectives did student demonstrate?
FAILING GRADES & RETENTION Documentation to support action Develop a protocol Possible components: Samples of regular and accommodated documents Samples of graded and/or accommodated student work Brief narrative of teacher behaviors accommodations made teacher observations of student behavior contact with EL specialist contact with parents
GRADES AND RETENTION CONTINUED Grades and retention should be determined through support of evidence. ASK YOURSELF Were accommodations provided? Was consideration made of student’s level of language proficiency? Were progress monitoring and intervention strategies implemented?
INSTRUCTION AND GRADING Individual English Language Plan(I-ELP) Establish language development goals Classroom Accommodations Lower the language barrier Provide access to curriculum Assessment accommodations Grading ELs may not receive failing grades or be retained as a function of language proficiency. Individual English Language Plan(I-ELP) Establish language development goals Classroom Accommodations Lower the language barrier Provide access to curriculum Assessment accommodations Grading ELs may not receive failing grades or be retained as a function of language proficiency.
WIDA Consortium / CAL / MetriTech WHERE TO GO FOR WIDA RESOURCES Access and download the sample ACCESS for ELLs test items and the W-APT test materials Take Online ACCESS for ELLs Test Administrator Training Course Read FAQs about WIDA and ACCESS for ELLs Access your state’s page with contact information, important dates, state policies, and local training opportunities Purchase and/or download the WIDA ELP Standards and Resource Guide Learn more about WIDA staff, products, and services www.wida.us
CONTACT INFORMATION Heidi Goertzen– Title III/ESL Specialist email@example.com firstname.lastname@example.org Dely V. Roberts – Title III/ESL Specialist email@example.com firstname.lastname@example.org Dr. Tammy Hallman Starnes– Title III/ESL Coordinator email@example.com firstname.lastname@example.org 5348 Gordon Persons Building--50 North Ripley Street Montgomery, AL--334-242-8199