1. Setting a powerful early foundation of language and literacy for English Learners Laurie Olsen, Ph.D. Alameda County Office of Education English Learner Institute

2. Definition Six or more years (cumulatively or continuously) in U.S. schools Not yet reclassified Stuck in progressing towards English proficiency Tend to be orally fluent in social English Reading and writing below grade level Insufficient development of primary language Struggling academically

3. Resulting in typical profile High functioning socially with weak language Often English dominant – think they are fluent Discouraged and struggling in classes Don’t ask for help Don’t complete homework Are not readers Either stay under the radar, invisible and silent or act out Non-engaged and non-participants in class

4. The continuum: learning English as a second language _______________________________________________________________________ No English Oral, social English CELDT Proficient CST Basic Proficient for Academic work  1 – 3 years 7 – 10 years I II III IV V

5. Review: Contributing conditions Weaker forms of English Learner programs No ELD Just ELD and no other special instruction or services Mainstream placement Reliance on core E.L.A. program for language development Supposed to be “SDAIE” but doesn’t really happen Inconsistent program placements Inconsistent program implementation Narrowed curriculum Use of interventions that aren’t designed for ELs

6. Review: Need to ensure…. Clearly defined EL program models (ELD plus access), consistently implemented Consistency in placement and EL language approach (no ping-pong) Full academic curriculum Strategies that promote student engagement as active learners Scaffolding instruction No more “Interventions = EL Program” – especially interventions designed for native English speakers

7. From the research….. Begin with preschool programs Active outreach/recruitment to English Learner communities Attention to supporting the transition from preschool into kindergarten Articulation, alignment between the two systems (preschool and K-12)

8. From the research….. Multiple and frequent structured opportunities for students to be engaged in producing oral language Emphasize complex vocabulary development Model rich, expressive, amplified oral language Identify key academic vocabulary and discourse patterns – and explicitly teach them Monitor the rigor and complexity of the language used in text and instruction Set a high bar for sophisticated, complex, precise language in both social and academic domains

9. From the research…… Intentional language development across the curriculum Full curriculum Language objectives for content lessons based on analyzing the linguistic demands Identify key academic vocabulary and discourse patterns and explicitly teach them Home language support Home language instruction when possible

10. Echoing Common Core More focus on structured, rich oral language More focus on writing More emphasis on language in and through social studies and science – a full academic curriculum More focus on interaction, collaboration, discussion More focus on academic vocabulary and discourse More engagement with complex, rigorous text

11. The SEAL Model Sobrato Early Academic Language PreK-3 A Case Example

12. The Sobrato Early Academic Language (SEAL) model is…… A PreK-3 model – piloted for Spanish-speaking English Learner children Research-based Age-appropriate, coherent and articulated preschool through third grade approach that prepares children for academic success in elementary school and beyond. The vision is children with high level cognitive, language and literacy skills – and who are confident, motivated, engaged learners

13. FOUR PILLARS Alignment of PreK and K-3 systems Focus on Academic Language & Discourse Oral language Biliteracy Language development through enriched thematic curriculum Text Engagement Parents and Teachers Working Together: Parent Engagement Affirming Environment

14. FIRST PILLAR Alignment of PreK and K-3 systems Summer Bridge programs Joint professional development Articulation of instructional strategies Observation and classroom visits Transition activities for students and families Outreach from elementary campus to preschool families Pre LAS/LAS assessments

15. SECOND PILLAR Focus on academic language and discourse Development of rich and complex oral language Simultaneous development of English and home language whenever possible Text-rich curriculum and environments Academic language developed through an enriched and full thematic curriculum

16. Language development throughout an integrated curriculum High leverage strategies  Academic vocabulary  Core ELA Math ELD Sci & SS Arts  Thematic Connection 

17. Thematic planning Begin with core program themes Sort the grade level Science and Social Studies standards Develop a yearly thematic plan

18. High Leverage Instructional Strategies Complex, precise, academic vocabulary development Structured oral interactions (e.g., Think Pair Share) Read Alouds Narrative/Story Retell Children as Readers Checks for Comprehension – Adapting Instruction Graphic Organizers and visuals Dramatic Play Children as Writers/Authors Collaborative practice/ skills of teamwork Language through Arts Infusion

19. THIRD PILLAR Parents and Teachers working together Environment bridges home and school Home-school connection in the curriculum Family Science and Literacy Nights Parent education Book bag/book loan program Cadre of parent volunteers focused on language and literacy

20. FOURTH PILLAR Affirming Environme nt Environment reflects children and families Parents in the classroom Bilingual authors/illustrators Focus on building community within classroom – and the language to talk about feelings and experience Climate supportive of bilingualism and cultural diversity

21. 21 SEAL has had a significant impact on parents and on literacy activities in the home Majority of SEAL parents participate in literacy-related activities at least a couple of times a week – and read books with their child on a daily basis. SEAL parents as or more likely to engage in literacy- related activities than a national study of parents (including Hispanic parents and college-educated parents). SEAL parents were more likely than Non-PreK (“Partial”) SEAL parents to participate frequently in parent-teacher conferences SEAL parent involvement was highly correlated with various measures of children’s language development.

22. STUDENT IMPACTS Statistically significant achievement gains in all academic, cognitive and social areas High gains in language and literacy Significant rate of progress towards English proficiency (34% moved two levels; 79% one) Significantly greater growth than comparison groups of demographically similar in district and state Close gap (equal or higher) achievement outcomes One year of SEAL provides benefits; benefits are cumulative 22

23. English CELDT first grade entry 23 ListeningSpeakingReadingWritingTotal Bilingual318.9295.7278.8357.0307.9 English/S EI 310.8292.5272.2338.9301.4 Transfer from L1 to English, and benefit of strong foundation of home language shows by end of kindergarten year

24. Spanish PreLAS First Grade Entry Level 1 Not fluent Level 2-3 limited Level 4-5 fluent Bilingual2%33%65% English/S EI 18%82%0% 24 L1 language loss/gap significant by end of kindergarten

25. English (CELDT) correlated to proficiency in Spanish 25

26. Infrastructure of support is essential Professional development Planning and collaboration time Two years per grade level Materials to supplement (e.g., informational, hands-on, enrichment, bilingual)

27. The Common Core and SEAL – the match Language addressed across the curriculum Emphasis on building rigorous, complex academic language Oral language skills are important Active engagement in discourse, and collaborative/team academic tasks Career ready emphasis Standards based planning

28. Take your photo to the “corner” that best represents what you see Divide into groups of 4-6 people Discuss how your pictures represent research on effective EL practices; discuss how they represent what we know about preventing LTELs; discuss how they represent implementation of the Common Core standards

29. Steps Put definitions, expectations, data and identification system in place Program definition and coherence Select a few high-leverage strategies to go school- wide Support professional development and data- based collaborative planning Build by grade-level Link CCS and EL work

30. Lennox After School A case study of project-based, differentiated ELD intervention program during after-school hours designed to prevent the creation of LTELs

31. Lennox District serves 7,200 K-12 95% are Latino, 78% receive free and reduced lunch, 61% are English Learners Large number of LTELs Decided to focus on emerging LTELs (English Learners in grades 3 – 7, been in district at least four years, at CELDT Levels I, II or III) Afterschool intervention program

32. Project-based, student centered curriculum focusing on speaking/listening, collaborative practices and authentic writing – integrating language learning with content learning Journalism: focused writing and technology – and genre specific syntax Community partnerships: real word application/fieldwork Active engagement Strong language models Authentic opportunities to connect language with students communities and social realities

33. Eleven week cycle Two days a week for two hours each day Small groups (4-7 students per teacher) Community business/location for fieldwork Culminating project: publication of Lennox Voices newspaper

34. Professional development ELD Standards Strategies for vocabulary development, oral language development in context of journalism (questioning, interviewing, paraphrasing, synthesizing information, collaborative planning), lesson planning, journalism as a genre Selecting expository reading materials to support research and inquiry Differentiating ELD instruction Use of varied grouping strategies

35. Impacts Pre and post CELDT: higher % attain 1 or more levels of English proficiency CST: higher % of growth on CST/ELA Teacher surveys: heightened awareness and implementation of effective practices for LTELs in school day Parent program satisfaction surveys: high level of satisfaction (4.1 on 5 pt. Likert scale) Increased student motivation, confidence, willingness to speak, read and write in English

36. Basic Principles Attention oral language, engagement – moving into writing Hands-on, authentic, project-based (for young children play-based) Intentional, rigorous, expressive language Science, social studies standards-based curriculum Investment in teacher p.d. and collaboration