1. Effective Tier I Instruction for English Language Learners (ELLs)

2. Norms Be an engaged participant Respect the opinions of others
Cell phones to vibrate

3. PURPOSE:
To assist educators in providing high-quality Tier I instruction for English Language Learners.
GOAL:
By the end of day II, participants will be able to provide systematic instructional practices to meet the academic and linguistic needs of ELLs and provide support to colleagues through data teams and/or trainings to improve instruction for ELLs.
EXPECTATIONS:
By the end of day I of training, participants will be familiar with the foundations of language learning, learning expectations for ELLs, and some instructional practices that are most effective with ELLs.
By the end of day II training, participants will deepen their knowledge of instructional strategies for ELLs in order to enhance instruction for ELLs and support colleagues through data teams and/or trainings.
Facilitator:
Go through the purpose, goal and expectations of the day.
Be sure to tie presentation in to other CALI modules – especially Tier 1 of SRBI.
Explain to participants that these modules are about providing quality instruction at Tier 1, and is not an intervention.
Make sure it’s understood that ESL instruction is Tier 1-- quality instruction which may happen in or outside the classroom (e.g. pull-out programs).
If needed, you may need to provide more upfront clarification of what Tier 1 means for ELLs so there is no confusion over the purpose of this presentation. If this question comes up here, maybe say that it will be addressed early on (see Module 1) in the slides that focus on Tier 1 instruction.
Be sure teachers understand that Tier 1 instruction should not be taken away to provide Tier 2 interventions. Explain that ELL students need language development as their core instruction, but may ALSO need other interventions, which is Tier 2. First step, really has to be quality Tier 1 basic, core instruction. Cannot infringe on this basic instruction first to provide Tier 2.
Be sure to mention the importance of integrating ELL issues into the considerations of data teams.

4. Agenda – Day 1
Module 1: Best Practices for All Students – Effective Tier I Instruction
Module 2: Foundations in Second Language
Learning
Module 3: Getting to Know Your ELLs – Implications for
Teaching and Learning
Module 4: Instructional Strategies for ELLs
Facilitator:
Explain that Module 3 is about data, but named “Getting to Know Your ELLs” because that’s is what data really does for us

5. What is CALI?

6. Module 1: Best Practices for All Students –
Effective Tier I Instruction
Facilitator:
Explain that Module 1 will hopefully provide teachers with a clearer understanding of what the SRBI framework looks like and where instruction for ELLs falls.
Connecticut Common Core of Teaching is a framework to show skills of an effective teacher. We will look at this during this module as we examine good Tier I instruction
Common core domains with regard to ELL are:
Determine appropriate content and skills for and ELL (Domain 1)
Create a class climate conducive to learning (Domain 2),
Plan, instruct and assess appropriately for an ELL, (Domains 2-5) –
First teachers need some foundational knowledge about English Language development.
So now, we are going to look at some common myths and realities and Second language acquisition theory.

7. SRBI Framework for Student Achievement
Instruction
Assessment
Strategic Decision-Making
Facilitator:
Go over the SRBI framework with the teachers
Explain: SRBI Framework is a systems approach for improved student achievement and the effective implementation of CALI (Connecticut Accountability for Learning Initiative) practices. CALI is a comprehensive initiative to accelerate the learning of all students. Among other practices, CALI highlights the assessment of all students’ on a regular basis, using assessments that inform instruction (common formative assessments); effective teaching strategies; data driven decision making; clear, specific measurable goals for student learning; improving school climate to increase connectedness of students and the use of data teams to collect, analyze and use data to improve instruction and curriculum. 7 7

8. SRBI Tier 1 Instruction Overview
Focus
For ALL students (including bilingual and English language learners, special education students)
Curriculum and Instruction
Scientifically and evidence based curriculums that are culturally relevant and implemented with fidelity
Grouping
Multiple grouping formats to meet student needs (whole group, flexible grouping for differentiated instruction, individualized instruction)
Facilitator:
Looking closer at Tier 1, explain each of the sections:
Focus - We place emphasis on ALL to indicate that all students should receive instruction during the core curriculum block. That is, ELL instruction is not an “add on” or extra help. It is required during tier I as part of general education practices.
Curriculum and instruction – we must insure that the critical elements of instruction for math, reading, writing, etc. are included and delivered in a systematic manner. For ELLs, this also includes language development. Culturally relevant is underlined because it is important to get teachers to start thinking about how the materials they use are culturally relevant.
Grouping-Another part of Tier 1 instruction to consider, it is especially important for ELLs. Multiple grouping formats can help meet students needs. 8
Northeast Regional Resource Center 8

9. SRBI Tier 1 Instruction Cont’d
Instructional Time
Appropriate to the content area and developmental level of the student
Assessments
Universal Common Assessments, benchmark assessments, common formative assessments, summative assessments, Curriculum Based Measures
Interventionist
General education teacher with collaboration from school specialists
Setting
General education classroom
Facilitator:
Instructional Time- Discuss what this means to general education teachers. Is this possible? How do we compensate?
Assessments- Discuss what assessments would be appropriate. What assessments are teachers using?
Interventionist – The idea here is during tier I, the classroom teacher must provide small group instruction and differentiated instruction; the teacher must have access to appropriate materials.
Teachers must be prepared to move beyond the “One size fits all” instructional practices – they need support in order to do so.
Compared to tier II, small group instruction during tier I may not be as homogenous nor provide instruction that is as focused.
Northeast Regional Resource Center 9 9

10. Tier I Instruction and ELLs
“The first step in following the RTI [SRBI] model is ensuring that general education instruction reflects best practice and meets the students’ academic and linguistic needs. For ELLs who struggle, we need to consider what instructional accommodations are necessary for them to succeed academically.”
- Center for Research on the Educational Achievement and Teaching of English Language Learners

11. Best Practices in CT What is good teaching?
1. Individually examine the Common Core of Teaching.
2. Which indicators of each domain do you think are most important for ELLs?
3. Small Group Discussion: Groups discuss and select 6 that they feel are most relevant to ELLs.
Handout: Pass out Common Core of Teaching –
Go over the handout – what is included? Explain that these are the expectations for everyone!
Activity:
1. Participants individually read the Common Core of Teaching. Ask participants to think about, “What do you think are most important for ELLs?” (You might want to explain your process: why do it individually first? A kind of wait time which ELLs need.)
Group discussion at each table – individuals share with the small group. Group should come to consensus which are most relevant for ELLS for each domain.
Teams will choose most relevant 6 and give 3-5 minutes summary of their conversation. Ask them to think about what it would look like in the classroom.
4. Ask groups to report out and write their responses on chart paper by group. They should include the key ideas from each domain point.
5. As a whole group, look at points of similarity and differences in choices. Discuss where there could be complementariness. An extended discussion could be done around difference in choices by groups.
Some examples of previous responses:
Good point: that developmentally appropriate is not just about age but also about language development in English (1.3)
Point: culturally responsive – what does it look like, feel like (2.1)
Point: differentiated and specialized (3.7) ; prior knowledge (3.1)
Point: monitoring and adjusting (4.6)
Point: lack of opportunity to learn (5.7); communication on progress including with family (5.6)
Point: communicate with families proactively (6.6); collaborating across for individual students(6.10)
You might want to explain the purpose of exercise:
To identify themes – could be used for developing improvement goals; what do we do well, where do we need to improve
Help teachers see that we are not asking for something different but to extend what they are doing (using a general document that applies to everyone)

12. Module 2: Foundations in Second Language Learning
Myths and Realities
Second Language Acquisition Theory
Facilitator:
Explain to participants that in order to most effectively:
Determine appropriate content and skills for and ELL (Domain 1)
Create a class climate conducive to learning (Domain 2),
Plan, instruct and assess appropriately for an ELL, (Domains 2-5) –
First teachers need some foundational knowledge about English Language development.
So now, we are going to look at some common myths and realities and second language acquisition theory.

13. True or False False False False True
The younger students are, the easier it is to pick up a second language.
False
Once ELLs can converse comfortably in English, they no longer need ESL support.
False
Parents should speak English at home with their (ELL) children so they can learn English faster.
This slide is to be used after participants complete the consensogram upon entering.
Facilitator:
Say: Lets look at the statements that you responded to this morning when you first came in.
Activity: Participants should have responded to the list of statements as they entered the room. As you go through the different myths, ask participants to share why they answered the way they did and have other participants help debunk the myths. This will be better then the facilitator providing all the answers. Ask the teachers to share what they know (and don’t know) about the topic. Below is some additional information you might want to be familiar with.
First statement: point out that early exit in the early grades may be based on acquisition of social language but not necessarily the academic language that is needed for later grades; so be careful with early exits.
Second statement: (Note to facilitator) The following are issues that came up at one of the trainings you might want to be familiar with:
Reclassification – exit at the early grades but when the rigor increases say “oh well we can reclassify” – this is not an alternative that CT SDE recommends;
Accommodations – when the accommodations are taken away, students often get lower scores; so teachers should be “weaning” students from accommodations when they are coming close to being exited.
Third statement: Explain that this is especially important when you have teachers from low incidence districts; more important that parents build the home language; stress to parents the importance of building rich oral language even if they cannot read in their own language; telling parents to speak only in English could impact the relationship between parent and child because communication becomes stilted and limited.
Fourth statement: Explain that research (you may want to cite examples here) has found that teaching practices for ELLs benefit ALL students in the classroom.
True
Effective teaching practices for ELLs also benefit native speaking students.

14. True or False (cont.) True False True False
Students that can speak more than one language have cognitive advantages.
False
You cannot learn to read in two languages
simultaneously.
True
Oral language development is important for developing literacy skills.
First statement: You can reference brain research and research that shows that cognitive development is enhanced in students who speak well in more than one language. Formerly identified ELLs, actually outperform monolingual students in CT – there is evidence of this.
Fourth statement: immersion in English: schools do this whether they should or not. Discuss what do we mean by immerse?
You might want to ask participants, “What does immersion mean to you?” One definition is that immersion is the “sink or swim” approach as opposed to sheltered instruction with support and scaffolding.
Some comments about why immersion is “good” or “bad” that might come up:
“Back in my day, my grandparents….” Explain to participants that back then, with less English individuals could still be successful because of the kind of jobs that were available; today there are different demands for success in education and jobs.
“But the test is in English.” One response: You must separate instruction from the assessment; it’s important to understand that the student needs to learn not just English, but also in the content which can be done in their native language. There may also misconceptions about the fact that there is transfer of knowledge and skills from one language to another.
Make a point that we are building a common language with a common definition around ELLs and that they need to do the same at their school.
False
Schools should immerse students in English.

15. Two Types of Language Conversational Language Academic Language
Conversational Language also referred to as BICS – Basic Interpersonal Conversational Skills
Academic language also referred to as CALP – Cognitive Academic Language Proficiency –
Teachers need to explicitly help all ELL stuednts to develop academic language
Students may appear to be fluent, ie.e they have stroing conversational language, but have not developed enough academic language
Source: Jim Cummins

16. Examples of Conversational vs. Academic Language
My idea is like ___’s idea.
Academic:
My idea is similar to ____’s idea.
I agree with ______’s perspective. I also think that ….
Facilitator:
Explain that this is an example of the different between conversational language and Academic language.

17. Stages of Second Language Acquisition
General Time Frame
Characteristics
Teacher prompts
Pre-production
0-6 Months
Student understands very little English. May be in silent period or only give one or two word responses.
Show me..
Draw..
Point to…
Early production
6 months –
1 year
Student has limited understanding of English and produces 1 or two word responses. May understand more than he/she can express
Yes or no questions
Either/or questions
Lists
Labels
Speech Emergence
1-3 years
Student understands most conversational English, but not academic language and idioms. Can produce simple sentences, but makes grammar and pronunciation errors. Still has limited vocabulary.
Why..?
How..?
Explain..
Short answer questions
Intermediate Fluency and Advanced Fluency
3-5 years and 5-7 years
Speaks in fluent sentences using standard grammar. May have difficulty understanding complex content area materials. Limited understanding of less commonly used words and subtleties in language.
What do you think would happen if..?
Why do you think..?
Highlight differences between conversation and academic language
Hand out desk cards – this is a place to start. Participants should understand that they should try to encourage higher-level thinking and questioning at ALL levels.
Make mention as we go along we will address different instructional strategies for these different levels
SLA stages and LAS Links proficiency levels are related BUT NOT equated of the two (e.g., Stage 3 does not EQUAL level 3).
Handouts:
Desk Cards
BICS/CALP chart on cardstock
Facilitator:
Point participants to the BICS/CALP chart they have in their folders on card stock.
Highlight differences between conversation and academic language.
Make mention as you go along that you will address different instructional strategies for these different levels later (see Module 4).
Make sure participants understand that they should be flexible when using the strategies/prompts in the chart with students. Students might show different characteristics at different times (they won’t always be in one stage- it’s fluid), so teachers should use strategies at different stages.
Have participants look briefly at the Desk Cards. Explain that you will look at these more closely later in the training.

18. How do you use L1 to build L2?

19. Foundations of Language
Try to figure out this math problem:
Tuusin and suma ng lahat ng numero sa
ibaba at kalkulahin ang promedyo. 14 18 27 25 33
How were you able figure it out?
Facilitator:
Activity:
Explain that this is an example of a Tagalog math problem and ask participants to try and solve the problem.
After you have given them a few minutes, highlight the cognates in the problem and give them another chance to figure out what the question is asking them.
Discuss what words helped them to figure it out (suma, numero, promedyo). Also if you say “kalkulahin”, out loud, the cognate is “calculate”.
Promedyo - Medius – from Latin
Suma - Summa – from Latin

20. Prefixes, Suffixes, and Word Roots Layers of Language
Facilitator:
Look at chart on slide and explain that students with a native language rooted in Latin and Greek will be better able to more make connections between English and native language.
Tell participants about Omniglot.com- where they can go to find out the roots of words that might connect to student’s languages.
Point out to participants (see chart above) that English roots are not primarily from Anglo-Saxon words but from Latin.
Refer back to the previous example and discuss how the cognates from the Tagalog word problem helped participants figure out how to solve the problem (suma, numero, promedyo).
Discuss why it is helpful to teach students about cognates, but warn them to be careful (e.g. Spanish pregunta (question) and the English word pregnant sound like cognates, but are not).

21. Implications
Teaching word patterns can help students decode and connecting these patterns to prefixes, suffixes and root words with meaning can help students better comprehend text.
Students with a Latin or Greek-based L1 can benefit from explicit instruction on using cognates.
Note – The National Literacy Panel on Language Minority Children and Youth found that students need extensive oral language development and practice using rich, oral language in addition to instruction on the 5 components of reading (phonological awareness, phonics, fluency, comprehesion and vocabulary)
Facilitator:
Explain to participants that teachers cannot just have ELLs decode with no meaning. There’s no sense in having students do phonic worksheets- they have no meaning for students if they don’t know the vocabulary. Teachers should try to focus on the big picture first- which is helping students to build vocabulary and comprehension. Decoding with no meaning is just reciting words – it’s the same as fluency without comprehension.
Hand out prefix and suffix list
Discuss what the findings of the National Literacy Panel mean for general education teachers. (insert explanation of oral language development here).
There was also a “second report.” First report (2006)– five major components of literacy were identified but did not put them in sequence.
For English Language Learners, teaching phonemic awareness and phonics first and APART from meaning (i.e., vocabulary and comprehension) is arbitrary, unnatural, less effective, and even – many times – unnecessary (revisit point made in early slide and on which you will elaborate in next slides….) If there is any “order” of the five components for an ELL, it is: Comprehension, Vocabulary, Phonemic Awareness, Decoding/Encoding, Fluency. Meaning the first two need/require the most attention first…. They are CRITICAL to the linguistic and academic development of an ELL. Without meaning, certain “rules” of the English language are completely arbitrary. You might put your first point on the slide here….. about decoding words via word patterns, morphemes, etc… Students at lower levels of proficiency in English are still building their oral proficiency. And for SOME students from Latin or Greek-based L1s, certain phonics rules will not need to be taught.

22. What other vocabulary might a newcomer know?
Start with what they know – International Vocabulary
Activity:
Ask participants what English vocabulary a newcomer might already know. Allow participants to brainstorm a few ideas. Show examples. Explain why it helps students to make connections to what they already know.
Facilitator:
Explain to participants that if they are going to teach phonics to newcomers that they can start with the sounds students already know. Discuss with them why the symbols from the slide would help students with phonics.
For elementary teachers- they should rethink using an alphabet chart and use words that students already know- as explained above.
For secondary teachers, point out that “students who need word-reading instruction should also receive vocabulary and comprehension instruction—it should NOT be postponed until they have learned to decode. Small-group or one-to-one instruction would provide appropriate intensity for instruction in and practice with letter-sound correspondence, accompanied by comprehension and vocabulary exercises.” (Book 2: Serving Adolescent Newcomers, COI, 2006)
Explain that the ultimate goal for all students in reading in comprehension.
Find ways to make connections to what they know.
If teaching the word “Cold” can reference “Coke” is cold
If teaching phonics, especially for students whose native language alphabet is not similar to English, can use words they know to connect phonics, not isolated words that have no meaning.
Can you name some more?

23. If you do need to teach phonics,
rethink
the
alphabet
Facilitator:
Point out to participants that we often use what we know about research and reading with native English speakers with ELLs. This may not be appropriate for ELLs. For example: It would not be wise to teach nonsense words to ELL students since they may not even know that these are nonsense words.
Another example is understanding how to use what teachers know about phonics. Unlike native English speakers, phonics should not be the first thing to teach – however, when phonics is taught, the teacher should adjust to what students already know (e.g. M = McDonalds). Teachers should also work at integrating phonics into the teaching of content (e.g. in a science class, m = mouse) and help ELL students make those connections.
Tied to this, elementary teachers should also rethink teaching the alphabet to ELLs using vocabulary pictures (see slide). ELL students may not know the names of the pictures provided so they cannot make the connection. If familiar with the program, the facilitator can cite the example of Danbury schools using a kinesthetic alphabet to explain the sounds (e.g. crying baby says “ah ah” for ‘a’).
For older learners they need more instruction in vocabulary- explicit, systematic, extensive and intensive. Secondary learners should be taught high frequency words, how to identify words in context, using cognates, affixes and roots.

24. What sound does make? You are a Japanese Language Learner.
Does this picture help you?
What sound does make?
This picture does not help you because you do not know the word for vinegar in Japanese.

25. What sound does make? =
This picture helps you to recognize that the first symbol is “su” because you know the word “sushi” in Japanese and can connect the sound to the Japanese word, not the English word.

26. 15 Minute Break

27. Getting to Know Your Students – Implications for Teaching and Learning
Module 3:
Getting to Know Your Students –
Implications for Teaching and Learning
Facilitator:
Explain to participants that this module is about looking at the data. However, it’s not just about knowing your students through numbers, but what else we can learn about them that might help them in the classroom.

28. Scenario - Two new students
Ahmed is from Pakistan.
Etleva is from Serbia
What else do you want to know about them?
Facilitator:
Make the point with participants that qualitative data is as important as quantitative data. The numbers only tell us one story.
To collect this qualitative data it is important to find out what the protocol is at the school for collecting this type of information. Before the classroom teacher begins collecting information him/herself, it would be wise to ask around to find out if certain information has already been gathered so the students and their parents are not being asked the same questions multiple times.
Suggest that if the school does not already do so, it could make a list of questions to ask students when they first enroll. The school also needs to consider who would administer these questions.
The school should also think about what basic information that students and families need to have (maybe through an interpreter). For example: Families need information about snow days and early release days. It is not a good idea to just send a paper home without having a conversation with the parent.

29. What do you want to know? What language do they speak at home?
How much English do they know?
How much prior schooling do they have?
When did they come to U.S.?
Do their parents speak English?
What is the education level of their parents?
Activity:
Show participants the question “What do you want to know?” without the bullets from the slide and ask them to brainstorm some questions with a partner they would ask a new ELL in their classroom. The facilitator should write these questions on chart paper and post around the room.
Facilitator:
Explain that sometime it takes time to gather data, so what do you do in meantime to learn more about your ELL student(s)?
Meanwhile, as the teacher collects this information, how can we create comfortable environment for the ELLs? (Domain 2 of CCT) This is especially important for ELLs who may have very different cultural experiences in school.
Compare the participants responses to the answers on the PPT slide.

30. How to Create a Welcoming Environment (CCT Domain 2)
Survival cards
Tour of the school (nurse, principal, cafeteria, gym)
Labeling the classroom and school
Buddy
Map and pictures of native country
Teach entire class about culture and language
Pronounce their name correctly
Connect parents to someone in the community who speaks the same home language
Find cultural resources in neighboring towns
Activity:
Ask participants to again work in pairs to come up with ideas of how to create a welcoming environment. Ask them “What are some things you can do to create a welcoming environment in your classroom?”
Facilitator:
Ask participants to share their ideas and write them on chart paper to write up and give back later.
Discuss where else they can go for ideas (online resources, school, district, RESC, CAPELL, etc.)
Also discuss who is responsible for doing the things? Who will advocate for the ELLs in the school? What does this look like at the elementary level? The secondary level?
Share the responses from the slide.

31. Back to Our Data Search - Resources
Home language survey
Knowledge about native language and cultural background ( How are L1 and L2 similar and different?
LAS Links/English language proficiency test results
Standardized test results DRA, CMT, CAPT
Prior services and schooling (in and outside of U.S)
Attendance data
Literacy in their first language
Parents’ literacy and educational level
CAPPELL
Activity:
Again, ask participants to work with a partner to discuss where they can get quantitative data. What academic data can you get? What data should be available to you from the school?
Facilitator:
Share responses from slide.
Discuss how finding out more about the ELL’s first language can help (i.e. – Is it latin/greek based? Is it alphabet similar to English? What sounds are similar/different?). This would be a good place to show and what it does.
Home language survey – first language, language of the home, language child speaks at home. If the parent answers any of these questions with a language other than English, the child will be sent to be tested.
Explain that teachers can request testing if they suspect child is ELL, even if home survey responses for all 3 questions are English.
Explain that teachers should look at LAS Links results before CMT/CAPT/DRA. More information on these tests follow.
Home language survey – first language, language of the home, language child speaks at home. If any answer is not and child is sent for testing.
Teachers can request testing if they suspect child is ELL, even if home survey responses for all 3 questions are English.
Need to look at LAS Links before CMT/CAPT/DRA.

32. LAS Links What does the LAS Links assess? Speaking Listening Reading
Writing
Facilitator:
Ask if anyone knows what LAS stands for (Language Assessment Scales).
Explain that one way teachers can learn more about their ELLs is to look at their LAS Links scores.
Show them the LAS Links information on the CBT website. The teachers can see the scope and sequence and sample items if they want. (
Explain that the teacher should look at not just the overall score, but the scores in each of the domains (speaking, listening, reading and writing) and the profile sheet.
Note that tutors may administer the LAS Links, but cannot score it.

33. What do LAS Links Levels mean?
Handout: Desk Cards
Facilitator:
Explain the different levels to the participants.
Explain to participants that for Levels 4 and 5 – the teacher can see a lot more of what students can do. Scores at this level are a jumping off point for the student to start taking the CMT.
Explain to participants that on the second day of training they will look at matching the LAS Links scores to the BICS/CALP levels.
Reiterate that the composite score is “meaningless” – the teacher really needs to know the student’s levels in each domain.
If the school has an ESL teacher, his/her job could be to develop detailed reports for the general education teachers. As a general education teacher, you may want to advocate for someone in the district to be responsible for doing it, especially in low incidence districts.
Look at Desk Cards with the participants to correlate to Language Proficiency Level Connect LAS Links scores to the stages of language development and the desk cards. Will also go back to this in Day 2.
Go over the LAS Links cut scores with participants.

34. Understanding the LAS Links
Who has them? How are they shared?
How do you use LAS Links results?
Facilitator:
Tell participants that finding out who has the LAS Links scores in the building is often one of the biggest mysteries. If it doesn’t come to them with the new ELL student, they should know who to ask for the data.
If the school has an ESL teacher, his/her job could be to develop detailed reports for the general education teachers. As a general education teacher, you may want to advocate for someone in the district to be responsible for doing it, especially in low incidence districts.
What would the scores tell them about the ELL student? What are the implication for the classroom (The scores can help the teacher differentiate instruction)? Stress the importance that data drives instruction, i.e. LAS Links needs to drive instruction. Make the point that teachers need to ask for this data and to look at the student’s work on the test – not to teach to it but to know what the strengths and weaknesses of the student are.

35. What did we find out about Ahmed and Etleva?

36. Ahmed New to the U.S. Never attended a U.S. school
Parents don’t speak English. Family speaks Urdu
No records from school in Pakistan (suspect interrupted schooling)
LAS Links – Level 1 on all 4 domains
Ahmed is a newcomer

37. Etleva Transferred from neighboring district
Has been in U.S. for 3 years
Speaks Serbian at home
Parents are professionals and speak some English
LAS Links – 3 Overall (4-Speaking, 4- Listening, 3-Reading, 2-Writing)
CMT/CAPT- Basic in all areas

38. We will return to this on Day 2
How do we plan, instruct, and assess (domains 3-5 of CCT) for learning for Ahmed and Etleva?
We will return to this on Day 2
Facilitator:
Explain that we see that Ahmed and Etleva have very different instructional needs.
Now the BIG question is how do we plan, instruct and assess… for Ahmed and Etleva

39. Quick Write What are the important ideas from today?
What can you do differently and/or implement after today?
What questions do you have that you would like addressed during Day 2?

40. Homework for Day 2 Using what you’ve learned today, you will:
Create or revise a lesson plan using sheltered instructional strategies.
Implement the lesson plan.
Reflect on the lesson.
Bring copies of the lesson plan and an electronic copy and be prepared to present to the group.

41. Day 2 Module 4: Instructional Strategies for ELLs

42. Effective ELL Instruction: 2 Things to Think About
Comprehensible Input
Opportunities for Output
Facilitator:
Explain graphics on slide- without comprehensible input (the bouncing balls), information is just bouncing out. However, to make it stick, we need to provide input to students that is slightly beyond the current level of competence of the language learner.
“Comprehensible input is that input which is slightly beyond the current level of competence of the language learner.” – Krashen
A critical concept for second-language development for students with and without learning difficulties is comprehensible input. Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. This does not mean, however, that teachers must use only words students understand. In fact, instruction can be incomprehensible even when students know all of the words. Students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using.

43. Ahmed- A Word about Newcomers
“Special populations such as newcomer students may need a specialized program to accelerate their learning of English, their acculturation to U.S. schooling practices and basic content information.”
Source: Debora Short and Shannon Fitzsimmons. Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent ELLs, 2007
Facilitator:
Explain that there is a lot of the research on effective practices for ELLs and much of it points to the need for specialized programs for newcomers who have almost no English language proficiency. The question for us is; “Without these types of programs, where do you place such newcomers?”
May need double periods of ESL
May need one period to front load vocabulary for the rest of the day
May need tutors to provide one on one instruction
Emphasize that newcomers cannot be plopped into a content (or elective such as pottery) class because there is no other place to put them.

44. How do we help Ahmed instructionally? Primary Focus on Language
1. Develop an individualized plan which includes explicit ESL instruction
2. Focus on oral language development and BICS: According to the the National Literacy Panel on Language Minority Children and Youth, oral proficiency is critical but is often overlooked in instruction for ELLs
3. Use the CT ELL Frameworks to develop language goals, for example:
Learn basic directions
Develop basic vocabulary
Use visuals and content to develop vocabulary
Begin to ask questions to get needs met
4. Develop appropriate assessments to monitor his language progress
Handout: CT ELL Frameworks in packet
Facilitator:
Explain that the main goal for Ahmed, who is a newcomer, is to increase language proficiency and improve his language skills through content.
Emphasize that the PRIMARY GOAL IS LANGUAGE (Acquisition? Proficiency?).
Direct participants to the CT ELL Frameworks in the handouts. Discuss how teachers can use the framework.
For bullet #4, explain that you will be looking at progress monitoring resources in just a minute. There is another handout they have in their packets.

45. How do we help Etleva instructionally? Focus on Language and Content
Develop language and grade level content skills
Tailor instruction based on her language proficiency levels focusing on what she needs in each domain
Monitor both language and content proficiency using appropriate assessments. Modify content-based assessments based on language proficiency
Facilitator:
Explain that the focus for Etleva is very different from Ahmed. For Etlevea, the teacher will want to focus on language and content .
Leading to the next slide: Ask participant how they would monitor language and content proficiency with assessments? How would they make modifications? Explain that they have a handout in their packet that will help them with this.

46. How can you monitor students’ language development?
Observation checklists
Language assessments
LAS Links Benchmarks
Handout: Progress Monitoring Resources for English Language Acquisition
Facilitator:
Direct participants to take a look at the Handout Progress monitoring tool for English language acquisition and the LAS Links rubrics included in the packet.
Ask participants to talk about how they could use the report and rubrics.

47. Activate Your Prior Knowldge
Using the graphic organizer, think about effective teaching strategies you use and why they are effective and jot them down.
Now work with a partner and share the instructional strategies you selected.
Now work in groups of 4 or 5 as a table to further share out the instructional strategies you used.
First assign roles: Facilitator, Notetaker, Summarizer
and Presenter.
Facilitator:
Explain that in a few minutes, participants will watch two videos of good instruction to see how they can be improved to meet the needs of ELL students. One is for elementary students and the other for secondary students.
Handout: Effective Tier I Instruction for ELLs: Supplemental Materials Packet
Activity: Activating your Prior Knowledge (p. 2 of packet): Before watching the video ask participants brainstorm two teaching practices that they think/know are effective. Ask them to think about what are good teaching practices and what do we need to do to extend those practices to better meet the needs of ELL students. Have them follow the direction in the slide using p. 2 of the Supplemental Materials Packet.
Explain the participants that you know that many of them may already be using effective strategies; stress that while this may be the case, the focus today will be to look at all the strategies from the lens of what ELL students need. They should think about how to make sure that the strategies are further adapted to meet the needs of ELL students in the general education classroom; in particular, how the strategy needs to be adjusted to meet the linguistic needs (English language development) of ELL students.
**You may want to link this activity to one of the ELL students presented earlier in the presentation (Etleva would be an easier choice). You could ask participant to think of good strategies to use to help Etleva in the classroom.

48. Video #1: Math – Grade 3 Division
What instructional strategies does the teacher use?
How would you modify/enhance the instructional strategies to make content comprehensible and increase opportunities for output?
Handouts:
p. 3 of Supplemental Materials Packet (3 column chart)
Desk cards
Activity:
Ask participants to watch the elementary video and take notes of what they see, filling in the chart on page 3 of the materials packet. Ask them to take notes on the effective strategies they see the teacher using.
Ask them to pull out the desk cards. They could use these for additional ideas.
Ask them to form small groups and continue answering the questions from the slide.
Have the small group share out to the whole group.
Look at p. 4 of the materials packet and compare the teachers’ responses to what is provided.
Go over the suggested adaptations from the packet.
Use graphic organizer (Supplemental Materials Packet, p.3) to take notes

49. Summary of Effective ELL Strategies
Use of visuals, gestures, realia, hands-on tasks
Frontloading/explicit instruction for concepts and vocabulary (including academic language)
Scaffolding information – modified text, graphic organizers, sentence frames and stems, modified and alternate text, note taking, listening guides, info gap activities
Adjusting teacher speech - shorter sentences, use of idioms, pace and clarity of speech, saying many different ways
Frequent opportunities for language practice (small group cooperative learning, think-pair-share, numbered heads)
Safe environment for speaking (think-pair-share, whisper to me, etc.)
Handout:
Desk Cards
Facilitator:
Go over the summary slide.
Ask participants to look at the desk cards for additional strategies.

50. Video #2: English What instructional strategies does the teacher use?
How would you modify/enhance the instructional strategies to make content comprehensible and increase opportunities for output?
Handouts:
P. 10 of Supplemental Materials Packet: Video #2: Interpreting Literature
Desk Card
Activity:
Ask participants to watch the secondary video and take notes of what they see, filling in the chart on page 10 of the materials packet. Ask them to take notes on the effective strategies they see the teacher using.
Ask them to pull out the desk cards. They could use these for additional ideas.
Ask them to form small groups and continue answering the questions from the slide.
Have the small group share out to the whole group.
Look at pages of the materials packet and compare the teachers’ responses to what is provided.
Go over the suggested adaptations from the packet. You may want to have participants looks through the adaptations and with a partner or in small groups of similar grades or content choose one or two adaptations they can apply in their classroom.
Use graphic organizer (Supplemental Materials Packet, p.10) to take notes

51. Resources
August, D. & Shanahan, T. Eds. (2006). Executive Summary: Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Retrieved from
Connecticut RESC Alliance. (2010). CT State PowerPoint for Boards of Education and ELL Strategy Cards. Retrieved from
Echevarria, Short & Vogt. (2000). Making Content Comprehensible for English Language Learners: the SIOP Model.
Marzano, R. (2001). Classroom Instruction that Works.
Marzano,R. & Pickering, D. (2005). Building Academic Vocabulary.
U.S. Department of Education Institute of Education Sciences. (2007). What Works Clearinghouse: Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. Retrieved from

52. Useful websites www.omniglot.com www.capellct.org