Ellp staff2 2011

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English Language Learning Progression Staff meeting for Newmarket School. ESOL BICs & CALPs.

English Language Learning Progression Staff meeting for Newmarket School. ESOL BICs & CALPs.

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  • House keeping Next date – Term 3, Week 2, Thursday 11 August
  • Handout
  • Be aware that some stages are broken down into sub-stages – A = early and B = late part of the stage
  • What difficulties did you have ? Students are sometimes asked to do this all day, you did it for 3 minutes, how did you feel when you were doing the activity? What is the purpose of some writing tasks? Can do, but no comprehension.
  • Meaning of Korean proverbs you have just copied.
  • Agree and disagree
  • Matrix broad – ‘best fit’
  • Discuss next steps i.e. now we have identified stage learners are at and what their learning needs are what will teachers do in classroom to move learners to next stage. Introduce SELLIPS resource. Teachers choose their level book – browse; look at Pg 7or 9 to identify where use of SELLIPS comes in the planning and teaching cycle (contents page-to find text type) Refer to ELIP – texts and language features
  • Dictogloss- use paragraph from gibbons page 109 Verb story – in pack Combining task – ‘Water’
  • These principles are identified and the teaching sequence is linked to these in the DVD 3 ‘Making Language and Learning work’ Integrating Language and learning in Years 5 - 8
  • These principles are identified and the teaching sequence is linked to these in the DVD 3 ‘Making Language and Learning work’ Integrating Language and learning in Years 5 - 8

Transcript

  • 1. English Language Learning Progressions (ELLP) Workshop 2 Newmarket School 4 July 2011 1 hour Sonya Van Schaijik
  • 2. English Language Learners
    • Define BICS and CALPS
    • Identify how long it takes to learn a language
    • Have more than one idea about the SELLIPS and the ELLP
    • Complete the ESOL forms and and back by Monday 11th of July.
  • 3. How long does it take to learn a second language?
  • 4. Jim Cummins
  • 5. Interfering in the design
  • 6. BICS and CALPS
  • 7. How long does it take
  • 8. BICS & CALPS
  • 9. SELLIPS
  • 10. ELLP Stages
    • Foundation A
    • Foundation B
    • Stage 1
    • Stage 2 A
    • Stage 2 B
    • Stage 3
  • 11. Describe
  • 12.
    • Copy this: 아는 길도 물어가라 . 티끌모아 태산 . 호랑이굴에가야 호랑이를 잡는다 .
  • 13.
    • 아는 길도 물어가라 .
    • • Even if you know the way, ask one more time.
    • Meaning: It would be wise to ask and make sure before you take action.
    •   티끌모아 태산 .
    • • One can build a mountain by collecting specks of dust.
    • Meaning: You can build a mountain by collecting dust, even if it might take a long time, if you work hard, you might be able to obtain your goal.
    •   호랑이굴에가야 호랑이를 잡는다 .
    • • If you want to catch a tiger, you have to go to the tiger’s cave.
    • Meaning: If you want achieve a goal, you have to go to the source, work hard and overcome difficulties.
  • 14.
    • ELLP Writing
    • What do you know now?
  • 15. Writing Progression
    • Jigsaw Reading
    • This reading can be found in any of the ELLP books as follows: Introduction: p. 33-35; Year 1-4 : p. 36-38; Year 5-8 : p. 42-44
    • Get into groups of three and number yourselves 1, 2 or 3
    • Each person in the group reads 1 page and records key points.
    • Report back to your group of three.
  • 16.
    • ESOL Resources
    • SELLIPS
    • ELIP
    • ELLP
    • ESOL Online
  • 17.
    • Useful writing strategies Context embedded and cognitively demanding
    • Book me in for one syndicate meeting in term 3 and I will cover one strategy and take you through some TKI useful planning sites. (1-hour)
    • Dictogloss
    • Verb Story
    • Combining tasks
  • 18.
    • Principles
    • Know the Learner
    • Ensure a balance between receptive and productive language
    • Begin with context-embedded tasks which make the abstract concrete - use videos, lots of visuals, graphic organisers
    • Provide multiple opportunities for authentic language use with a focus on learners using academic language -SOLO HOT Maps -Verbs
    • Help students achieve the same explicit learning outcomes using differentiated levels of support - SOLO Rubrics
    • Include opportunities for monitoring and self-evaluation- The process
    • Identify the learning outcomes including the language demands of the topic - (LAC) Ask a colleague, ask me, ask google
  • 19.
    • Where to Next- It takes us all to educate one child- Sisifo
    • Complete the ESOL Forms and hand back by 11th of July.
    • Use the ELLP and the SELLIPS
    • Evidence based- reading decoding and comprehension - if they are reading at level PM 20- what are they like when using probe?
    • Writing, evidence based and OTJ- how would they do in 20 mins or in asTTles.
    • Check their history, check their school entry form.
  • 20.
    • Did you know that ELL children
    • -learn 2,000 words per year
    • -learn 25 new words per week (LAC)
    • -must make 18 months progress in one year to catch the moving target by year 6
    • -Need 2-3 years to master BICS
    • -Need 7-10 years to master CALPS
    • -At 12 years old have set Guttoral chords and their accent stays
    • -Need 20 hours of context embedded learning to learn a second language
    • -Need their first language strong to transfer knowledge
    A sense of urgency
  • 21.
    • The ideal second language learner is 9-10 years old and have a strong history of their written literacy in their language.
    • They can read and write in their first language.
    • Junior school children need extra support and ongoing scaffold right up to year 6.
    • Teachers provide context embedded and cognitively demanding tasks.
    Balanced Bilingual
  • 22.
    • Fa’afetai lava Malo Aupito Tika hoki, Ka pai Vinaka vaka levu 謝謝 감사합니다 Tak Salamat sa iyo Mauruuru
    • diolch yn fawr Thank you
    • Deeds speak louder than words
  • 23. References
    • Collier, V.P. (1987).  Age and rate of acquisition of second language for academicpurposes.  TESOL Quarterly , 21 , 617-641. See http://www. tesol . org/s_tesol/sec_document .asp?CID=209&DID=2582   (Pay for access)
    • http://www.thomasandcollier.com/Research%20Links.htm
    • Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society . Los Angeles: California Association for Bilingual Education.
    • http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty_Profiles/Jim_Cummins/index.html
    • Ministry of Education (2008). The English Language Learning Progressions (ELLP)
    • http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/English-Language-Learning-Progressions2
    • Ministry of Education (2009). Supporting English Language Learning in Primary School
    • http://esolonline.tki.org.nz/ESOL-Online/News/Supporting-English-Language-Learning-in-Primary-School-SELLIPS
    • Ministry of Education (2009). National Standards Illustrated
    • http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/National-Standards-Reading-and-Writing/National-Standards-illustrations