Yakima School District English Language Learners What, Why, and How Megan Anderson Reilly ELL PD Specialist

We are here to support you! Megan Anderson Reilly (YSD) 573-2632 andersonreilly.megan@yakimaschools.org Christine Champie (ESD 105) 853-2041 christine.champie@esd105.org Bridget Dale (ESD 105) 853-1102 bridget.dale@esd105.org

Favorite thing you did over summer vacation Share with your partner for two minutes When you share, don’t use the letter n! When you listen, mark every time you hear your partner use the letter n. Switch partners

How did your experience relate to English Language Learners?

Yakima School District English Language Learners 32% 5,000 Diverse At risk for Long Term ELL 32%- approximate student population Diverse: economically, educational background, length of time they have been considered an ELL, native language fluency

Yakima School District = Sheltered Instruction District What does that mean?

Danielson Connection 1b: Knowledge of Student 2a: Creating an Environment of Respect and Rapport 3b: Using Questions and Discussions 4b: Maintaining Accurate Records 4a: Reflecting on Teaching

Content Objectives Define Sheltered Instruction. Make connections between ELL research to implications for daily instruction: Stages of Language Acquisition Oral Academic Language LANGUAGE OBJECTIVES While writing and speaking, use new terms.

Building Background/ Activating In groups, create and complete Inquiry Chart When completed, highlight 2 statements from each column to share with whole group WHAT DO YOU KNOW ABOUT Sheltered Instruction? WHAT DO YOU WANT TO KNOW ABOUT Sheltered Instruction?

Washington State Transitional Bilingual Instructional Programs Bilingual Programs 1) Dual Language (Two-Way Immersion or Two-Way Bilingual Education) 2) Developmental Bilingual Education (DBE or Late-Exit) 3) Transitional Bilingual Education (TBE or Early-Exit) Alternative Instructional Programs (AIP) 4) Content-Based Instruction (CBI) or Sheltered Instruction (SI) 5) Supportive Mainstream 6) Newcomer Program

Yakima TBIP Programs Annotation Read through excerpt, marking Makes sense Questions Be prepared to share Process previous poster with new information and record Questions, on “Sheltered Instruction Questions” poster, pre-created

Share out Use one of the following sentence stems to share: ___________________ resonated with me because_______________________________. I have a question about ____________________ because ________________________________. I want more information about ____________________ because ___________________________________.

Sheltered Instruction English Language Development and Academic Content Learning English as a language of instruction

Strategy discussion Think, Pair, Share How can Sentence Stems and Annotation be effective strategies in a Sheltered Instruction classroom?

Stages of Language Acquisition Theorists: Stephen Krashen and Tracy Terrell Anticipation Guide Anticipation Guide

WELPA: Washington English Language Proficiency Assessment Currently used to identify ELLs 4 levels of proficiency 2014-2015 Last year for WELPA

ELPA-21: English Language Proficiency Assessment New Language Assessment New English Language Proficiency Standards (ELPS) 5 levels of proficiency More information to come 

What do these stages mean for instruction?

YSD 5

Strategy discussion Think, Pair, Share How can Annotation Guides, Graphic Organizers, and Numbered Heads be effective strategies in a Sheltered Instruction classroom?

Importance of Oral Language “The National Literacy Panel concluded that high-quality reading instruction alone will be ‘insufficient to support equal academic success’ for ELLs, and that ‘simultaneous efforts to increase the scope and sophistication of these students’ oral language proficiency’ is also required.” –Claude Goldenberg, 2008

“Oral language functions as a foundation for literacy and as the means of learning in school and out. However, despite its importance for learning, many teachers know much less about oral language than they need to know.” –Fillmore & Snow, 2002

Evidence of the Dire Need for Explicit Vocabulary Instruction & Structured Verbal Engagement in Linguistically Diverse Classrooms Only 4% of English Learners’ school day is spent engaging in student talk. Only 2% of English Learners’ day is spent discussing focal lesson content, rarely speaking in complete sentences or applying relevant academic language. Arreaga-Mayer & Perdomo-Rivera (1996) Presented by: Dr. Kate Kinsella – TESOL Conference Requirements: Slide required; may use NTC original or customize quotes. Research: Dr. Kate Kinsella Arreaga-Mayer & Perdomo-Rivera Presenter Notes: -Provide a meaningful 10/2 prompt for A/B partnership or table talk. 10/2

Authentic Dialogue

10/2 How would this video relate to our ELLs?

Teaches the art of conversation: eye contact, social skills

Reflective Write Based on the research about Stages of Language Acquisition and Importance of Oral Academic language, what are some ways you will support your ELLs this year? Use the following paragraph frame: Based on ___________________, I want to incorporate ____________________ because ______________________. Circle one key word from your paragraph Write a six-word story describing what you will do to support your ELLs this year.

Conversation Lines and Circles How will you support your ELLs this year? Prompting: Can you elaborate on…? How does that connect to…? Can you add to this idea? Responding: It’s similar to when… I would add that… Then again, I think that… Call out 6 numbers. Ask participants to stand up.

Strategy discussion What were some scaffolds for ELLs that we used throughout out time?

Academic Conversations https://www.teachingchannel.org/videos/improve-conversation-skills-ells-ousd

We are here to support you! Megan Anderson Reilly (YSD) 573-2632 andersonreilly.megan@yakimaschools.org Christine Champie (ESD 105) 853-2041 christine.champie@esd105.org Bridget Dale (ESD 105) 853-1102 bridget.dale@esd105.org

Conclusion GOTS + WANTS Please include your name if you would like me to get back to you! Thank you!