1. IMPLEMENTING STRATEGIES FOR ENGLISH TO SPEAKERS OF OTHER LANGUAGES (ESOL) STUDENTS IN THE CLASSROOM Overview of Presentation: 1)Explanation of some basic ESOL concepts & strategies  research-based recommendations 2)What does this look like in your classroom? Workshop activity & presentation http://www.readinghorizons.com /research/teaching-esl-students- reading-phonemic-awareness http://mesdesol.wordpress.com

2. Common ESOL-Related Acronyms  ELL: English Language Learner  EL: English Learner (more commonly used since ~ 2012)  ESOL: English to Speakers of Other Languages  ESL: English as a Second Language

3. Four Domains of Language  Listening  Speaking  Reading  Writing

4. Types of Language Acquisition: BICS and CALP  BICS: Basic interpersonal communicative skills  Conversational fluency—“the ability to carry on conversations on everyday topics” (Freeman & Freeman, 2009, p. 28)  Typically develop ~ 6 months to 2 years after becoming immersed in English language setting  CALP: Cognitive academic language proficiency  Language needed to “comprehend, talk, read, and write about school subjects” (Freeman & Freeman, 2009, p. 28)  Typically develops in ~ 5 to 7 years but may take longer, depending on students’ cognitive, emotional, and social demands, environments, and exposure Why is this important?

5. CALP  “Academic language acquisition isn't just the understanding of content area vocabulary. It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring” as well as the understanding of academic skills-related vocabulary (which the bold words are examples of).  Reference: http://www.everythingesl.net/inservices/bics_calp.php

6. Silent Period  Preproduction and the silent period (Stephen Krashen): English learners (ELs) experience a “silent” period when first acquiring English. It may seem as though they aren’t participating or learning, but according to Krashen, this period is a normal part of the process—and they are learning.  This period could last a few days to around a year, depending on many factors.  Factors determining the silent period:  Student’s personality—quiet students are more likely to remain in the silent period for a longer period of time. Rushing them through it will not be beneficial, but demonstrating understanding, patience, and encouragement, as well as the ability to “make mistakes” without being penalized, will.  Native culture—this may dictate roles for children and/or genders Reference: http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php

7. ELPA Performance-Level Descriptors  http://www.ode.state.or.us/teachlearn/standards/cont entperformance/elpaperfleveldescriptors1213.pdf http://www.ode.state.or.us/teachlearn/standards/cont entperformance/elpaperfleveldescriptors1213.pdf  Also super helpful resource: ELPA score interpretation from the Arkansas Department of Education: http://www.arkansased.org/public/userfiles/Learning_ Services/Student%20Assessment/2007/ELDA_07/elpa _score_interp_092607-1.ppt http://www.arkansased.org/public/userfiles/Learning_ Services/Student%20Assessment/2007/ELDA_07/elpa _score_interp_092607-1.ppt

8. Important Components of SIOP  SIOP … stands for Sheltered Instruction Observation Protocol  Research-based educational philosophy + strategies  Provide equitable access to education  enhancing students’ understanding of content (providing meaningful access to content) while providing explicit language instruction

9. SIOP Continued  SIOP is an organizational framework of best pr actices.  The SIOP model works well for native English speakers – it is “just good teaching” – however, the best practices are necessary for English learners to have equitable education.  SIOP is increasingly considered the gold standard for ESOL practices.

10. SIOP Model  8 domains: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, review/assessment  30 components  Lesson plan checklist based on the SIOP model (with excellent strategies!): http://www.homedaleschools.org/Teacher_Resources/S IOP/docs/Lesson_Plan_Checklist.pdf

11. Two Types of Objectives in SIOP  Content objectives Common Core standards Example: 5 th grade language arts CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). CCSS.ELA-LITERACY.RL.5.3

12. Two Types of Objectives in SIOP  Language objectives ELPA21 standards: http://www.ode.state.or.us/opportunities/grants /nclb/title_iii/final-4_30-elpa21-standards.pdf Level 3 (Grades 4-5): Explain how the theme is s upported by specific details http://www.ode.state.or.us/opportunities/grants /nclb/title_iii/final-4_30-elpa21-standards.pdf  Example of scaffolding: Some students may need to know what explain means. Introduce vocabulary + give authentic opportunities for them to use that vocabulary in the lessons connected to the vocabulary.

13. Krashen’s 6 Hypotheses in Second [Third, Fourth, etc.] Language Learning  The acquisition-learning hypothesis  The monitor hypothesis  The natural order hypothesis  The input hypothesis  The affective filter hypothesis  The reading hypothesis  Information: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html *Overview: Review information at your leisure. We’ll focus on a) comprehensive input, and b) the affective filter hypothesis due to the nature of your students’ needs.

14. Acquisition-learning hypothesis  Two ways to develop language:  Acquisition: “Acquisition involves the subconscious acceptance of knowledge where information is stored in the brain through the use of communication; this is the process used for developing native languages.”  Learning: “Conscious accepting of knowledge “about” a language (i.e., the grammar or form)”  (http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html)http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html

15. Monitor hypothesis  (Drawing from previous hypothesis):  Acquisition system: Makes an utterance  Language system: “Monitors” the utterance of the acquisition system “to inspect and correct errors” (http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html)

16. Natural order hypothesis  Language acquisition occurs in a predictable, natural order independently of explicit teaching.  Implication: Language teaching should be scaffolded from easier-to-learn concepts to more challenging ones.

17. Input hypothesis  Comprehensible input + output (on next slides)  Input should be one step ahead of the student’s current ability  i + 1  What does this look like in your classroom?  Giving pre-tests to assess students’ current language levels + building up from there  Example: Start with writing complete sentences; next, move on to writing two or more sentences together; then paragraphs; then essays…  Scaffolding even further (for younger students & beginning English learners): Start with cloze activities. (See next slide.)

18. Examples of Cloze Activities  http://www.esl- galaxy.com/quizzes/hobbiescloze.pdf http://www.esl- galaxy.com/quizzes/hobbiescloze.pdf  http://www.esl- galaxy.com/quizzes/schoolquiz%20- %20Quiz%20Press.pdf http://www.esl- galaxy.com/quizzes/schoolquiz%20- %20Quiz%20Press.pdf

19. Comprehensible Input  Proposed by Stephen Krashen: Students do not learn an additional language by sitting in the classroom; they need comprehensible input.  Requires scaffolding:  Example: Teaching the student the command “Put the paper on my desk,” then teaching the student “Put the paper in the trash can.”  Building on what the student already knows  Collaboration among the content areas

20. Comprehensible Output  “Learners need opportunities to practice language at their level of English language competency.” http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php  Small group settings = ideal (teacher can adapt lessons to needs of students)  Oral practice  Feedback = nonjudgmental, immediate, welcoming to practice & try again when necessary  Repetition of content information  Students teaching one another  Small collaborative learning groups

21. *Affective filter* hypothesis  Learning occurs when students are emotionally comfortable and in an environment where they are welcome to take academic risks + make mistakes.  Building warm, collaborative relationships is essential.

22. Reading hypothesis  The more the student reads in the new language, the greater his/her vocabulary will be.  *It’s important to also remember that the student should continue reading/speaking in his/her native language!  Literacy in L1 (first language) is necessary for literacy in L2, L3, etc.

23. Reading hypothesis strategies in the classroom  Silent reading – promote a culture of reading in the classroom  Let students choose their own books to read  Teacher modeling: teacher reads in the classroom ~ still strategically monitoring students but show students a culture that values reading  Reading workshops – student and teacher work together one-on-one in the classroom (5-10 minutes) while teacher records student read-aloud progress. Other students are silently reading during this time until they are called into the “workshop” with the teacher.

24. Sustained silent reading  Focus: turning students into lifelong readers who develop a genuine love + interest in reading  Helps to create a sense of community when readers share what they are reading (this includes students + teacher)  Intention: reading in the classroom  reading outside of the classroom

25. Activity Time!  List at least 3 visual ways to create a warm environment mindful of students’ affective filter.

26. Activity Time!  List at least 3 visual ways to create a warm environment mindful of students’ affective filter.  List at least 3 auditory ways to create a warm environment mindful of students’ affective filter.

27. Activity Time!  List at least 3 visual ways to create a warm environment mindful of students’ affective filter.  List at least 3 auditory ways to create a warm environment mindful of students’ affective filter.  Draw one of these ideas (visual or auditory).

28. Activity Time!  List at least 3 visual ways to create a warm environment mindful of students’ affective filter.  List at least 3 auditory ways to create a warm environment mindful of students’ affective filter.  Draw one of these ideas (visual or auditory).  Share with a partner next to you!

29. Activity Time!  List at least 3 visual ways to create a warm environment mindful of students’ affective filter.  List at least 3 auditory ways to create a warm environment mindful of students’ affective filter.  Draw one of these ideas (visual or auditory).  Share with a partner next to you!  Come back together to share with the group what your partner’s idea was.

30. Reflect  What strategies did we utilize in this activity?

31. Reflect  What strategies did we utilize in this activity?  How could you implement this in your classroom? What could you add?

32. Helpful References  Freeman, Y. S., & Freeman, D. E. (2009). Academic language for English language learners and struggling readers: How to help students succeed across content areas. Portsmouth, NH: Heinemann.  https://prezi.com/7i3ktlpkgh1p/ell-learners/ https://prezi.com/7i3ktlpkgh1p/ell-learners/  Miller, D. (2009). The book whisperer. San Francisco: Jossey-Bass.

33. My Contact Information  Kaci Schmitt ESOL Teacher: Multnomah Education Service District kschmitt@mesd.k12.or.us kschmitt@mesd.k12.or.us