Presentation on theme: "Secondary CLR Fellows Fall Semester. Day 1 Agenda 8:00-8:15Welcome and Opening 8:15-10:30 An Overview of Culturally and Linguistically Responsive Teaching."— Presentation transcript:
Day 1 Agenda 8:00-8:15Welcome and Opening 8:15-10:30 An Overview of Culturally and Linguistically Responsive Teaching and Learning (CLR) 10:30-12:00 An Overview of Standard English Learner Languages and a Focus on Linguistically Responsive Teaching 12:00-1:00 Lunch 1:00-2:00 An Overview of the Secondary CLR Fellows Project 2:00-2:30Materials Distribution and Overview 2:30-3:00 Homework Review, Reflection, Evaluation, and Dismissal
Interactivity: Lotería How to Steps: -Find a person who can answer the question in the lotería (bingo) square. 1.-Each participant must culturally appropriate (verbally/physically greet one another from a cultural perspective) one another prior to speaking to one another. 2.-When you are finished filling out your lotería card—yell LOTERIA and take your seat. 3.-When the song ends, please take your seat promptly 4.-We will debrief afterwards
“California is committed to equity and access for all learners.”
Continuum of English Proficiency English Learner: EL Standard English Learner: IFEP & EO Over ½ of all of California’s students are in the process of mastering Standard English Mastery of Academic English & Gateway to Higher Education Mastery of Standard English: EO IFEP, RFEP All of California’s students are in the process of mastering Academic English Long Term English Learner: LTEL Who do we serve?
We’re on the Radar!! Bulletin 5951 Instructional Minutes ELA / ELD Framework Chapters 2 and 9
Culturally and Linguistically Responsive Pedagogy
Guiding Principles for the Instruction of SELs SELs possess a variety of linguistic and cultural abilities that are viewed as assets. Focused instruction for these students builds on their cultural and linguistic strengths, and provides meaningful access to a curriculum that is standards- based, cognitively complex, rigorous and coherent. All teachers are teachers of both language and content Chapter 4 LAUSD Master Plan p. 83
Meaning Making Effective Expression Language Development Content Knowledge Foundational Skills
Culturally and Linguistically Responsive Pedagogy Defined “The use of cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to, and effective for, them. The pedagogy teaches to and through the strengths of these students.” Dr. Geneva Gay
Rings of Culture Ethnic Nationality Class Religion Gender Age Directions: Identify a potential behavior that is associated with each one of these rings of culture. -Whip Around
Culturally and Linguistically Responsive Pedagogy (CLR) CLR Informs the Instructional Context for Learning within the ELA/ELD Framework
Five CLR Pedagogical Areas When looking at instruction from the what and the how perspective there are five general areas that we have identified where CLR can have immediate impact by increasing student motivation and engagement. Infusing Situational Appropriateness with Language and Behavior (Responsive Language) Creating an Inviting Learning Environment for Student Success (Responsive Environment)
Four Areas for Infusing CLR Pedagogy Responsive Classroom Management Use of attention signals strategically: Use of movement activities strategically: Collaborative opportunities (extended beyond protocols) Responsive Academic Vocabulary Evidence of leveling vocabulary words (tier 2 and tier 3) Evidence of reinforcement/practice activities Use of vocabulary acquisition strategies (word structure, apposition, context clues, synonym replacement) Responsive Academic Literacy Use of CR text and media Connected to the standards and unit theme Use of engaging read-alouds Use of effective literacy strategies Responsive Academic Language Code-switching opportunities Sentence lifting/Retellings/Role playing/Teachable moments Revising (phonetics, markers, syntax, and vocabulary
CLR Instructional Areas Responsive Vocabulary Responsive Management Responsive Literacy Responsive Language Responsive Environment
New Ways of Talking About Language Language Diversity Language Deficit
Language Focus & Collaborative Learning Across the Curriculum The Common Core State Standards (CCSS) call upon all academic content teachers to focus on academic vocabulary, oral language, and discourse patterns that are essential for participation in academic work within their disciplines. The CCSS recognize that students need to develop skills to collaborate in academic work – skills for teamwork, active and skillful participation in discussions, and inquiry-based collaboration.
ELA/ELD Framework Access and Equity California’s Diversity -Standard English Learners (pp. 4-13) http://bit.ly/Access_Equity Planning for and Supporting the Range of Learners -Culturally and Linguistically Responsive Teaching (pp. 49-53) Instructional Practices for Supporting Students Experiencing Difficulty Reading CA ELA/ELD Framework Chapter 9
Who are Standard English Language Learners? Standard English Learners (SELs) are those students for whom Standard English is not native, and whose home languages differ in structure and form from the language of school. These students are generally classified as EO or IFEP but do not speak Standard English. In LAUSD, Standard English Learners include students from the following groups: African American speakers of African American English (AAL) Mexican American speakers of Chicano English (MxAL) Hawaiian American speakers of Hawaiian Pidgin (HAL) American Indian speakers of Rez English (NAL)
“Identification” of SELs Identification of SELs does not take place in the same manner as the identification of ELs. The identification of SELs is done for the purposes of intervention and enrichment, not for purposes of program placement. SELs participate in the Mainstream English Program or other parent choice To identify a probable SEL, educators must engage in two types of screenings. – Linguistic Screening – Academic Screening
Linguistic & Academic Screening Teachers identify the use of home language features in student speech with the Linguistic Screener and or other language assessment tools. Probable SEL Teachers identify academic areas of performance that are below proficient for each Probable SEL
New Ways of Talking About Language Language Difference = Language Deficiency Student writing samples that exhibit AAL or MxAL are examples produced by students who are following the grammatical patterns of their home language which are different from Standard English. They are going to Disneyland.They is going to Disneyland Linking Variable Is/are Miles swims everyday.swimPresent Tense Singular Verb It’s cold.(col)Consonant cluster and “L” Sound He doesn’t have any friends.don’t, noMultiple Negation Standard EnglishPossible AAL ResponsesLinguistic Features (Explicit) Standard EnglishPossible MxAL ResponsesLinguistic Features (Explicit) He doesn’t have any friends.don’t, noMultiple Negation Writing Sample #1 was written by an African-American SEL, and Writing Sample #2 was written by a Mexican-American SEL. 1)Highlight examples of language difference present in each of the writing samples. 2)Use the snapshots of the Language Screeners provided to identify ( ) the language patterns being followed in each writing sample.
In 2009, Kamkwamba shared his moving story of perseverance, curiosity, and ingenuity in the memoir The Boy Who Harnessed the Wind. What would we do without electricity?
Multiple Negation Let’s talk about the Patterns we see Concepts of Is / Are (Linking Variables Consonant Cluster ld moad = mold Multiple Negation
Professional Reading List Culturally and Linguistically Responsive Teaching and Learning, Sharroky Hollie, Publisher: Shell Education. Notice and Note: Strategies for Close Reading, Kylene Beers and Robert Probst, Publisher: Heinemann Notice and Note Literature Log Building Academic Language: Meeting Common Core Standards Across Disciplines, 2 nd Edition, Jeff Zwiers, Publisher Jossey Bass Reading for Their Lives, Alfred Tatum, Publisher: Heinemann
SEL Languages African American English (AAL) Chicano English (MxAL) Hawaiian Pidgin English (HAL) Native American English (NAL)
EL’s and SEL’s EL Limited to no comprehension of English vocabulary L1 is Spanish Categorical funding and systematic approach available SEL Comprehends English vocabulary L1 is AAL, MxAL, HAL, NAL) No categorical funding or systematic approach available to meet needs 2 nd Lang. Learners Live on same street Suffer cultural invasion
MxAL Phonology Vowel Pairs /I/ /i/ pin (pen), din (den), tin (ten) Syllable Stress tooday (today), deecide (decide), reefuse (refuse) Circumflex Intonation Doont be baaad (Don’t be bad)
AAL Grammar Past Tense Marker (ed) She visit us. Possessive Marker That my sister car Plural Marker (s) It only cost 99 cent
AAL Grammar Present Tense Copula Verb She pretty. Who dat? Multiple Negation He don’t have none. Habitual/Durative Be They be buggin. She be at church.
MxAL Grammar Prepositional Variation He was sitting in the couch. (He was sitting on the couch) Indefinite Article (Regularization) She has a umbrella (She has an umbrella)
MxAL Grammar Serial Negation I don’t know no stories (I don’t know any stories) Intensifiers (all & barely) She’s all mad (She’s very angry) I barely got $5 (I only have $5)
Interactivity: Linguistic Case Scenario Pick an elbow partner Please read the case scenario silently and discuss (5 minutes). After you have discussed the case scenario have one partner record the evidence (5 minutes). We will debrief whole group