1 70. Supporting English Language Learners Systemwide and in the Classroom Norma Godina-Silva, Ph.D.(915)ICLE Consultant21th Annual Model Schools ConferenceWashington D.C. – GaylordJune 30-July 3, 2012
3 Objectives Content Objective Gain knowledge and understanding of… The Rigor/Relevance Framework to close the achievement gap and ensure the academic and linguistic success of ELLs.The connection between R/R Framework, sheltered instruction, CCSS/STAAR, and the ELPS.Language ObjectiveEngage in dialogue and write down reflective notes as next steps to an effective program of instruction for ELLs.
4 The Daggett System for Effective Instruction (DSEI) Identify the component that best describes your current role and/or responsibilities.How do you contribute to the overall success of ELL Student Achievement?
8 Rigor/Relevance Framework How can it support the linguistic and academic instruction of English Language Learners?
9 Resources to identify priorities, establish and implement policies, and build capacity for a more rigorous and relevant curriculum for ELLs.ICLE Resources to support ELLs
10 Rigor/Relevance Framework for Cultural Responsive Systemic Education Reform (p.2) Linguistic, Cognitive, and Academic RigorCStudents learn academic English for standardized tests. Some instruction may be differentiated by language proficiency. High level literacy achievement is the goal, but meaningful linguistic and cultural (teaching for transfer) connections are lacking.DStudents actively learn standards-based grade-level content. They reach high levels of literacy achievement through systematic differentiated instruction across language proficiency levels. Teaching for transfer is achieved through connections to students’ literacy in their native language and their prior knowledge. Cultural and linguistic diversity is celebrated within the school and community.AStudents learn social language and basic communication. Content instruction tends to focus on low-level skills and is not differentiated with respect to language proficiency. Little attention is given to students’ linguistic and cultural backgrounds.BStudents learn basic academic skills in isolation, possibly with bilingual support and culturally relevant connections. Some instruction is differentiated by language proficiency. Students are not fully accountable for grade-level curricula and high-level literacy achievement.Cultural Responsiveness and RelevanceCheck on these two.
11 Quadrant A Social language and basic communication Content focused on low-level skillsNo differentiation with respect to language proficiencyLittle attention to linguistic and cultural backgrounds..
12 Quadrant BSkills in isolation, possibly with bilingual support and culturally relevant connections.Some instruction differentiated by language proficiency.Students are not fully accountable for grade-level curricula
13 Quadrant C Academic English for standardized tests. Some differentiation by language proficiency.Meaningful linguistic and cultural (teaching for transfer) connections still lacking.
14 Quadrant D Actively learn grade-level content. Reach high levels of literacy achievementDifferentiated instructionTeaching for transfer through connections in native language and their prior knowledge.Cultural and linguistic diversity in school and community
41 D C A B Understands Knowledge Application Rigor/Relevance Framework 6KnowledgeC5Understands43AB2Knows1Application12345Source: International Center for Leadership in Education (ICLE)
42 A Relevant Lesson Asks Students to: USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTIONSource: International Center for Leadership in Education (ICLE)
43 A Relevant Lesson Answers: What am I Learning?Why am I learning it?How will I use it?43
44 Adding Relevancy to Any Learning Relate Learning to …Use Real World ExamplesStudent’s lifeSports, Arts, HobbiesFamily’s lifeStudent’s community and friendsOur world, nation, stateWorld of work / serviceWorld of business that we interact withStudents’ experiences as they continue to integrate into their new system of education and to the United States.Moral, ethical, political, cultural points of view and dilemmasReal world materialsInternet resourcesVideo and other mediaScenarios, real life storiesNews - periodicals, mediaLots of visuals, hands-on, concrete real world itemsResource44
46 How would you define rigor for ELLs? What makes a lesson rigorous for ELL students?
47 EVALUATION SYNTHESIS YES, IT IS! ANALYSIS APPLICATION KNOWLEDGE RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY.Is RIGOR for ELLs?YES, IT IS!EVALUATIONSYNTHESISANALYSISAPPLICATIONCOMPREHENSIONKNOWLEDGE47
56 The Daggett System for Effective Instruction (DSEI) Let’s Reflect…How do my current instructional practices support ELLs and their acquisition ofthe knowledge and skills required to successfully meet the CCSS/STAAR?
57 Exit Slip Reflect and Share STEP 1Self-question: What do I need to do now to effectively integrate sheltered instruction strategies into daily instruction?Complete the sentence frame:The first three steps I should take are _____, 2. _____, and 3. _____.Share ideas with the group.STEP 2STEP 3
58 Objectives Content Objective Gain knowledge and understanding of… The Rigor/Relevance Framework to close the achievement gap and ensure the academic and linguistic success of ELLs.The connection between R/R Framework, sheltered instruction, CCSS/STAAR, and the ELPS.Language ObjectiveEngage in dialogue and write down reflective notes as next steps to an effective program of instruction for ELLs.