Presentation on theme: "BEST PRACTICES FOR TEACHING LEP STUDENTS Title III Professional Development."— Presentation transcript:
BEST PRACTICES FOR TEACHING LEP STUDENTS Title III Professional Development
Q & A minus A (Activity) Brainstorm questions/issues that need to be addressed Overview of Legal Requirements Effective Strategies to boost language learning (Sheltered Instruction) Other
OVERVIEW Legal Requirements Instructional Strategies –Content ESL –Sheltered Instruction Writing Strategies for ELLs Other
LEGAL STANDARDS Title VI of the Civil Rights Act of 1964 Lau v. Nichols Castañeda Castañeda Standards OCR Policy No Child Left Behind WV Policy
WV Policy 2417 Adopted in May 2003 Outlines Standards for English Language Proficiency Framework for Professional Development
IDENTIFICATION AND ASSESSMENT District has procedures in place for identifying and assessing all language-minority students who are in need of an alternative language services in order to participate meaningfully in the recipient's educational program. Possible elements: Timeframes Person(s) responsible & qualifications Criteria for eligibility
PLACEMENT & PARTICIPATION Educational Model includes goals to provide English Language Development/Acquisition Services Opportunity to learn English in a timely manner Provides for meaningful access to the districts academic curriculum Opportunity to gain academic knowledge and skills
(Effective Implementation) STAFFING District ensures that the staff serving ELL students are appropriately trained and available in sufficient numbers to effectively implement the districts educational approach.
(Effective Implementation) RESOURCES District ensures timely availability of adequate resources, such as equipment and instructional materials, to effectively implement its instructional approach.
SPECIAL EDUCATION District ensures that ELL students are not inappropriately placed in special education services because of their inability to speak and understand English. District considers ELL student's proficiency in the primary or home language and in English to determine the proper evaluation. ELL students are provided with opportunities to access other district programs: Gifted and Talented Services Honors and Advanced Placement
Parent Involvement Supporting the Home Language Communicating with parents Cultural Awareness
EXITING ELL STUDENTS District provides ELL Students services until they are proficient enough in English to participate meaningfully in the regular education program. Exit criteria is defined in Policy 2417: 2 years of Level 5 on WESTELL 1 year of Mastery or above on RLA WESTEST Students should continue to receive services until they can read, write, speak and comprehend English well enough to participate meaningfully in the districts program.
Content ESL and Sheltered Instruction
How will LEP Students catch up? Research indicates the average LEP student will require: 6 months to 2 years to acquire social language and 3-5 years to learn academic language Average 3-year learning curve LEP 3-year learning curve Beginning skills gap Year 1Year 2Year 3
Key Strategies for Accelerating Learning Content ESL Goal: Language through Content Vocabulary Instruction Activating Prior Knowledge Sheltered Instruction Goal: Content with Language Supports Scaffolded Instruction Advance Organizers
Role of ESL teachers/programs Stage 1- Survival Stage 2- Pre Teaching Vocabulary, Modifying Instruction/Assessment Stage 3- Scaffolding Content Stage 4 – Reducing support Scaffolding Content/Study SkillsChunking Content Content Themes
Activity Read the following sentence. I went to the toshokan yesterday to pay my fines. What is a toshokan? Have you determined the meaning of the word? Why or why not? If this is regular occurrence in the classroom, what is the cumulative effect on student learning? LEP students need both types of Vocabulary Instruction: –Teaching the concept/meaning of English words that the student already understands in his/her native language –Teaching the concept/meaning of English words that the student does not understand in his/her native language
Cloze –when words are omitted according to a category (e.g. all nouns, or words with the long a sound, or all uses of the present participle), it exercises higher level thinking skills as students work to identify the commonalities between the omitted words. Cognates –Cognates are words in different languages related to the same root, e.g., education (English) and educación (Spanish). Using cognates whenever possible in speech and writing with ELLs has several benefits: activates prior language knowledge along with other visual information, may help students understand the meaning of a passage Word Maps –word map is a graphic organizer that is helps students think about new words and concepts in a variety of ways. Some word maps expand on definitions, while others focus on uses of the word or other forms and parts of speech
ACTIVATING PRIOR KNOWLEDGE Think-Pair-Share Activity Describe three things you would expect to see or experience in a communist country. Why was this task difficult or easy? How did your prior knowledge of the concept assist your ability to articulate your responses? ACTIVATING PRIOR Knowledge –Help students remember information they already have about a particular topic. –Help students discover and frame what they already know about a particular topic. –Assist the teacher in determining instructional starting points based on students existing knowledge.
Types of Sheltering Strategies Pacing Presentation of Material Materials Assignments Environment Reinforcement Classroom Assessment Grading
Learning skills and knowledge cannot occur in isolation. Learning is dependant on the context in which it is learned, and what is learned in one context may not always transfer to another. Good assessments appropriately reflect the learning context. Also, the more authentic or real life the purpose, materials, content, and assessment, the more meaning it will have to the student. Alternatives to Classroom tests Portfolios Projects Performance-based testing Working in small groups, LEP students can demonstrate their knowledge of the content by: applying skills to real world problems critiquing small group presentations presenting a chronology of written and taped work Modifications for Classroom assessment allowing extra time to complete or respond to the test simplifying directions in English limiting the number of items assessed also providing additional clarification during or after the test allowing the students to use dictionaries or word lists allowing the students to respond orally to the test questions Tips to consider for Classroom assessment using primary sources from classroom materials such as charts, graphics, cartoons, and works of art including questions from small group discussions in class including teacher observations, student self-reflections, and parent judgments of their own childs progress designing assessment task that require different ways of demonstrating knowledge or skill like, exhibits, dramatic renditions, interviews, observations, self-reflections, and a variety of writing samples.
Thanks for your support of students with limited English proficiency in West Virginia! Amelia Davis Courts W.V. Dept.of Education Bldg. 6 Room 318, 1900 Kanawha Blvd. Charleston, WV (304)