ELL Training Module Slides

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ELL Training Module Slides

  1. 1. ELLs: Culture, Equity and Language Training Module 12 3 for Closing the Achievement Gaps
  2. 2. Day One Introduction/WelcomeTrainer’s Names ELLs: Culture, Equity and Language Training Module 2 for Closing the Achievement Gaps
  3. 3. Logistics• Training Materials• Parking Lot• Housekeeping ELLs: Culture, Equity and Language Training Module 3 for Closing the Achievement Gaps
  4. 4. Community Agreements• Everyone participates; no one dominates.• Start and end on time.• Limit side conversations.• Speak one at a time; be an active listener and listen respectfully as an ally.• Give freely of your experience (but remember one-minute rule…).• Cell phones off—or on silent.• Keep a sense of humor! ELLs: Culture, Equity and Language Training Module 4 for Closing the Achievement Gaps
  5. 5. Overview of Three-Day Training ModuleHandout #1-A• Day 1 – Demographics and Map – Culture and Equity Issues: • Implications for Classroom/School Practices – Language Acquisition: • Theories of Language Acquisition and the Relationship to ELL Student Achievement• Day 2 – Language Acquisition: • Stages of Language Acquisition and the Relationship to ELL Student Achievement – English Language Development: • Going from Theory to Practice to Close ELL Student Achievement Gaps; and Strategies for Classroom Conditions• Day 3 – English Language Development: • Theory to Instructional Practice and Application for Lesson Planning ELLs: Culture, Equity and Language Training Module 5 for Closing the Achievement Gaps
  6. 6. Day One OutcomesHandout #1-BParticipants will: • Explore culture and equity issues • Develop an understanding of how our beliefs, values, and behaviors related to culture, language, racial identity, and equity impact our practice with English language learners • Explore language acquisition theory/ Language development ELLs: Culture, Equity and Language Training Module 6 for Closing the Achievement Gaps
  7. 7. Day One Agenda• Please take out Handout #1-C.• Welcome/Trainer Introductions• Demographics: Why Are We Here?• Culture and Equity — Part I• Culture and Equity — Part II• Culture and Equity — Part III• Lunch• Language Acquisition• Theories of Language Acquisition: Instructional Understandings in Closing ELL Achievement Gaps• Closure ELLs: Culture, Equity and Language Training Module 7 for Closing the Achievement Gaps
  8. 8. Why Are We Here? Demographic Shift in U.S. Student PopulationHandout #1-D, Handout #1-E • Individually read handout on “Demographics” • Examine map • Share your reactions and insights with a table partner ELLs: Culture, Equity and Language Training Module 8 for Closing the Achievement Gaps
  9. 9. Demographics: Did You Know?• In table groups, take turns reading the list of statements regarding English language learners on your handout #1-F. Discuss possible answers.• After you have completed the Did You Know? list, the trainer will go over the correct answers.• Whole group discussion. ELLs: Culture, Equity and Language Training Module 9 for Closing the Achievement Gaps
  10. 10. What’s in My Name?Handout #1-GShare with a partner the story of your name: – What does it mean? – Who were you named for and who named you? – If you could choose any name, what would it be and why? ELLs: Culture, Equity and Language Training Module 10 for Closing the Achievement Gaps
  11. 11. T-Shirt PoemHandout #1-HTeacher? George, please call me “Mrs. Roberts.”Yes, teacher. George, please don’t call me “teacher.”Yes, T – You see, George, it’s a sign of respectI mean, Mrs. Roberts. to call me by my last name.Yes….Mrs. Roberts. Besides, when you say it, it sounds like “t-shirt.”` I don’t want to turn into a t-shirt!Mrs. Roberts? Yes, George?Please call me Jorge. - Jane Medina ELLs: Culture, Equity and Language Training Module 11 for Closing the Achievement Gaps
  12. 12. Two Very Different Views of the English Language LearnerDeficit View: Assets View:• Culturally and • Culturally and Linguistically Linguistically Deprived Enriched• Failing or Low • Unrecognized or Achieving Underdeveloped Abilities• At-risk • Resilient• Unmotivated • Engaged/Self-Motivated Culture, Abilities, Resilience, Effort (C.A.R.E.) ELLs: Culture, Equity and Language Training Module 12 for Closing the Achievement Gaps
  13. 13. BREAK!Be back in 15 minutesELLs: Culture, Equity and Language Training Module 13 for Closing the Achievement Gaps
  14. 14. Culture and EquityHandout #1-I “How can we become teachers who are committed to ensuring equity for all English language learners?” Toward Equity: Teaching and Learning in a Multicultural Society. McGinty, I. and Mendoza-Reis, 1998. ELLs: Culture, Equity and Language Training Module 14 for Closing the Achievement Gaps
  15. 15. Implications of Culture and Equity for English Language Learners: Classroom and School PracticeHandout #1-Ia As educators we need to continuously confront the issue of equity. We must recognize that power, wealth and status are unequally distributed among cultural groups in the U.S. We must reflect on how those unequal power relations affect our teaching and our interactions with students. ELLs: Culture, Equity and Language Training Module 15 for Closing the Achievement Gaps
  16. 16. Closing the English Language Learners Equity GapHandout #1-Ib Three Essential Factors of Our Common Commitment to Equity1. Raise achievement of all English language learner students.2. Narrow the gap between the lowest and highest performing English language learner students.3. Eliminate negative preconceptions about English language learners. ELLs: Culture, Equity and Language Training Module 16 for Closing the Achievement Gaps
  17. 17. Guiding Principle 1Teachers who are committed to Ensuring equity for English language learners continually examine how their own life experiences, perspectives, and behaviors regarding culture, language, racial identity and equity impact their teaching.In practice, it looks like: EQUITABLE, INCLUSIVE TEACHING WITH HIGH EXPECTATIONS ELLs: Culture, Equity and Language Training Module 17 for Closing the Achievement Gaps
  18. 18. Guiding Principle 2Implement a relevant and challenging curriculum that: • Draws upon and affirms the cultural knowledge, life experiences, interests and competencies of each student; • Expands students’ knowledge of diverse cultural perspectives within their communities and society as a whole.In practice, it looks like: ACCESSING PRIOR KNOWLEDGE AND DEVELOPING MULTIPLE PERSPECTIVES ELLs: Culture, Equity and Language Training Module 18 for Closing the Achievement Gaps
  19. 19. Guiding Principle 3Design and implement equitable opportunities that maximize student learning through full participation, interaction and empowerment.In practice, it looks like: A STUDENT CENTERED FRAMEWORK FOR INSTRUCTION ELLs: Culture, Equity and Language Training Module 19 for Closing the Achievement Gaps
  20. 20. Guiding Principle 4Explicitly teach in a meaningful context with academic and communication skills, strategies and conventions that are required for success in advanced learning and the larger society.In practice, it looks like: CLEAR STANDARDS FOR ACHIEVEMENT AND EXPLICIT SUPPORT FOR STUDENTS ELLs: Culture, Equity and Language Training Module 20 for Closing the Achievement Gaps
  21. 21. Guiding Principle 5Understand, value and build upon the dynamic cultures, knowledge, languages, experiences, and critical issues of families and other members of the school’s community.In practice, it looks like: FAMILY-SCHOOL-COMMUNITY PARTNERSHIPS ELLs: Culture, Equity and Language Training Module 21 for Closing the Achievement Gaps
  22. 22. Create a Visual Representation of Assigned PrincipleHandout #1-KIn your table group • Consider what the assigned principle would look like in practice • Create a visual representation of your principle (picture, poster, etc.) • Decide how to explain your representation to the whole group through a single statement • Write the statement at the bottom of your poster • Determine who will report your project to the other groups ELLs: Culture, Equity and Language Training Module 22 for Closing the Achievement Gaps
  23. 23. “What is Culture & Equity?”Handout #1-L Think - Pair - Share • Take a moment to think about your own family and community. What were/are shared beliefs, values and behaviors that support you in living a meaningful and successful life? Share your insights with a table partner. • Whole group share. • What commonalities and differences do you notice? ELLs: Culture, Equity and Language Training Module 23 for Closing the Achievement Gaps
  24. 24. “What is Culture and Equity?” Team Word Web Please refer to your Handout #1-M in your packet for instructions on developing a team word web addressing the following prompt:“What is Culture and Equity?” ELLs: Culture, Equity and Language Training Module 24 for Closing the Achievement Gaps
  25. 25. Lunch!ELLs: Culture, Equity and Language Training Module 25 for Closing the Achievement Gaps
  26. 26. Find Someone Who…Directions: • Locate “Find Someone Who…” in Handout Packet (#1-N). • Put your initials in those boxes that have meaning to you. • Find others who know the answers to the boxes that remain. • Others may sign only one square on your sheet. • Stop at signal and/or when you have completed your grid! ELLs: Culture, Equity and Language Training Module 26 for Closing the Achievement Gaps
  27. 27. Quick WriteHandout #1-O Take two minutes to write down your definition of LANGUAGE Food for thought: • Why do we need language? • What are some reasons people need to learn a second language? • What are some of the benefits of speaking more than one language? Share your definition with an elbow partner. ELLs: Culture, Equity and Language Training Module 27 for Closing the Achievement Gaps
  28. 28. Language Acquisition TheoryFoundational theories fromStephen Krashen and JimCummins — Are you ready? The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 28 for Closing the Achievement Gaps
  29. 29. Monitor and Model Krashen’s Hypotheses• Acquisition Learning• Natural Order• Monitor• Input• Affective Filter The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 29 for Closing the Achievement Gaps
  30. 30. Krashen’s Input Hypothesis (i+1)Input must be comprehensible – learnersmust be able to make meaning from whatthey hear, or they are just hearing noise.i = input + = plus 1 = one level slightly above ability levelThink – Comprehensible Input! ELLs: Culture, Equity and Language Training Module 30 for Closing the Achievement Gaps
  31. 31. Krashen’s Affective FilterA learner’s feelings/emotions (stress, anxiety,boredom) may block language input into the brain.Think – Classroom Environment! ELLs: Culture, Equity and Language Training Module 31 for Closing the Achievement Gaps
  32. 32. Language Learning TheoryResearch suggests that there are THREE differentdimensions of language required or learned: • BICS • CALP • CUPHmmm, let’s see? Gee, what dothese acronyms mean to meas an educator of ELLs? The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 32 for Closing the Achievement Gaps
  33. 33. Basic Interpersonal Communication Skills (BICS)• Conversations with family, friends and neighbors• Language used by children on a playground• Greetings that you exchange with others on the street or in the elevator The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 33 for Closing the Achievement Gaps
  34. 34. Cognitive Academic Language Proficiency (CALP) CALP includes listening, speaking, reading, and writing about subject area content material. CALP is more demanding.The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 34 for Closing the Achievement Gaps
  35. 35. Common Underlying Proficiency (CUP)In the course of learning one language, a childacquires a set of skills and implicitmetalinguistic knowledge that can be used whenworking with another language. The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 35 for Closing the Achievement Gaps
  36. 36. Language Acquisition TheoryHandout #1-R The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 36 for Closing the Achievement Gaps
  37. 37. Language AcquisitionThe Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 37 for Closing the Achievement Gaps
  38. 38. BREAK!Be Back in 15 MinutesELLs: Culture, Equity and Language Training Module 38 for Closing the Achievement Gaps
  39. 39. BICS and CALP Sampler ExamplesBICS• Cognitively undemanding – Context embedded – Playing a familiar game• Cognitively undemanding – Context reduced – A friendly phone conversationCALP• Cognitively demanding – Context embedded – Locating geographic features on a map• Cognitively demanding – Context reduced – A lecture on language acquisition theory You try it! ELLs: Culture, Equity and Language Training Module 39 for Closing the Achievement Gaps
  40. 40. Table Sort• At your table, sort the academic tasks into the appropriate quadrant based on Cummins’ criteria. (Handouts #1-S and #1-Sa)• We will compare the results to the table chart on the next slide when all participants are done.• How did you do?• How can an understanding of Cummins’ Quadrants help you improve instruction in your classroom? ELLs: Culture, Equity and Language Training Module 40 for Closing the Achievement Gaps
  41. 41. Handout #1-Sb Quadrants Sort Cognitively Undemanding • Developing survival vocabulary • Engaging in telephone conversations • Following demonstrated directions • Reading and writing for personal purposes: • Playing simple games notes, lists, sketches, etc. • Engaging in face-to-face interactions • Participating in art, music, and physical educationContext Embedded • Participating in hands-on science and mathematics • Understanding academic presentations Context Reduced activities without visuals or demonstrations: lectures • Making maps, models, charts, and graphs • Making formal oral presentations • Solving math computational problems • Solving math word problems without • Making brief oral presentations illustrations • Understanding academic presentations through • Writing compositions, essays, and research the use of visuals, demonstrations, active reports in content areas participation, realia, etc. • Taking standardized achievement tests • Understanding written texts through discussion, illustrations and visuals • Writing academic reports with the aid of outlines, structures, etc. Cognitively DemandingWalter, T. (1996). Amazing English. Addison-Wesley. p. 24. ELLs: Culture, Equity and Language Training Module 41 for Closing the Achievement Gaps
  42. 42. Language Acquisition TheoryHandout #1-T Common Underlying Proficiency (CUP) Cummins, 1980 The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 42 for Closing the Achievement Gaps
  43. 43. Language AcquisitionCommon Underlying Proficiency (CUP) Think – Transfer! Cognitive-academic skills learned in the first language will transfer to the new language (English) and such skills are interdependent across languages. ELLs: Culture, Equity and Language Training Module 43 for Closing the Achievement Gaps
  44. 44. Language Acquisition TheoryDiscuss how these elements of language transfer fromone language to another:Phonological Awareness • Intonation • Syllabication • Rhyme • BlendingCognate Vocabulary • Words that are similar in both languages (i.e., family – familia, study estudio, science - ciencias) ELLs: Culture, Equity and Language Training Module 44 for Closing the Achievement Gaps
  45. 45. Language Acquisition Theory Common Underlying Proficiency (CUP) Cummins, 1980The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 45 for Closing the Achievement Gaps
  46. 46. Training Outcomes – Day OneDid we meet our goals? • Explore culture and equity issues and implications for classroom/school practice when teaching English language learners. • Develop an understanding of how our beliefs, values, and behaviors related to culture, language, racial identity, and equity impact our practice with English language learners in the classroom and school. • Discuss fundamental concepts from the field of language acquisition theory and their relationship to language development for English language learners. ELLs: Culture, Equity and Language Training Module 46 for Closing the Achievement Gaps
  47. 47. Day One ReflectionHandout #1-USo What? Now What? • What are the key concepts from today’s training? • What did I learn that I can apply to my own practice? • What is one idea from today’s training that I can use in my classroom tomorrow? • Please leave at your table the handout sheet with your thoughts when you depart. ELLs: Culture, Equity and Language Training Module 47 for Closing the Achievement Gaps
  48. 48. Welcome to Day Two!• Community Agreements• Parking Lot• Logistics• Handout Packet ELLs: Culture, Equity and Language Training Module 48 for Closing the Achievement Gaps
  49. 49. Community AgreementsHandout #2 • Everyone participates; no one dominates. • Start and end on time. • Limit side conversations. • Speak one at a time; be an active listener and listen respectfully as an ally. • Give freely of your experience (but remember one-minute rule…). • Cell phones off—or on silent. • Keep a sense of humor! ELLs: Culture, Equity and Language Training Module 49 for Closing the Achievement Gaps
  50. 50. Day Two OutcomesHandout #2-AParticipants will review Culture and equity and explore: • Application of language acquisition stages to language development • Classroom conditions for optimal language learning • Bridging theory to practice—classroom conditions ELLs: Culture, Equity and Language Training Module 50 for Closing the Achievement Gaps
  51. 51. Day Two AgendaHandout #2-B • Welcome/Opening • Culture & Equity Review/Activity • Language Acquisition Theory: In Relationship to ELL Student Achievement • Stages of Language Acquisition: Introduction Activity • Stages of Language Acquisition: Overview • Lunch/After Lunch Energizer • English Language Development: Theory to Instructional Practice to Close ELL Achievement Gaps • Closure ELLs: Culture, Equity and Language Training Module 51 for Closing the Achievement Gaps
  52. 52. Educator Check-In Culture & EquityHandout #2-C • Complete the Educator Check-In—Culture & Equity • Discuss your responses with a table partner ELLs: Culture, Equity and Language Training Module 52 for Closing the Achievement Gaps
  53. 53. Match GameHandout #2-D and #2-E • Review the list of indicators of Teaching for Equity. • Compare the indicators to the Five Guiding Principles. • Match each indicator to one of the Five Guiding Principles, and write the number of the principle you have selected in the box provided. ELLs: Culture, Equity and Language Training Module 53 for Closing the Achievement Gaps
  54. 54. Reading on Language Acquisition• Please read the excerpt Overview of Second Language Acquisition Theory. (See Handout #2-G)• Tell your partner: – One thing from the reading that you found interesting; – One thing from the reading that you would like to know more about. ELLs: Culture, Equity and Language Training Module 54 for Closing the Achievement Gaps
  55. 55. Language Acquisition Theory Poster• In groups of four, create a poster or graphic organizer that illustrates/describes the key concepts of Language Acquisition Theory presented at this workshop.• Be prepared to explain your group’s poster to the rest of us. ELLs: Culture, Equity and Language Training Module 55 for Closing the Achievement Gaps
  56. 56. BREAK!Be Back in 15 MinutesELLs: Culture, Equity and Language Training Module 56 for Closing the Achievement Gaps
  57. 57. Language Acquisition Stages IntroductionAnticipation Guide • Please complete the Anticipation Guide in your packet. (Handout #2-H) • Share your responses with a partner. ELLs: Culture, Equity and Language Training Module 57 for Closing the Achievement Gaps
  58. 58. Stages of Language AcquisitionHandout #2-Ha • Predictable • May be compared to first language acquisition • Individual progress through stages varies as students develop at their own pace • Knowledge of instructional strategies and techniques to use at each stage will encourage the continuous growth of language ELLs: Culture, Equity and Language Training Module 58 for Closing the Achievement Gaps
  59. 59. Four Stages of Language AcquisitionStephen Krashen and Tracy Terrell identified fourstages of language acquisition:1. Pre-production2. Early production or early speech3. Speech emergence4. Intermediate fluency ELLs: Culture, Equity and Language Training Module 59 for Closing the Achievement Gaps
  60. 60. Language Acquisition Stages Suggested by TheoristsHandout #2-I 1. Silent/Receptive or Pre-production 2. Early Production 3. Speech Emergence 4. Intermediate Language Proficiency 5. Advanced Language Proficiency ELLs: Culture, Equity and Language Training Module 60 for Closing the Achievement Gaps
  61. 61. The Silent/Receptive or Pre-production StageHandout #2-I • This stage can last up to six months. • Characterized by a silent period during which the learner is unable to produce language but may respond with non-verbal gestures, (such as nodding, pointing, or responding with yes/no). • The learner is very receptive to language input as the learner may understand up to 500 words at this level. ELLs: Culture, Equity and Language Training Module 61 for Closing the Achievement Gaps
  62. 62. Stage 1: Pre-Production Minimal Comprehension with No Verbal ProductionHandout #2-I Student Behavior Teacher Strategies• Does not yet produce speech • Surrounds students with language• Listens and begins responding • Avoids forcing students to speak by using non-verbal signals prematurely• Participates through physical • Creates an environment that actions supports risk-taking• Relies on picture clues for • Provides abundant opportunities clear understanding for active listening using props, visuals and media ELLs: Culture, Equity and Language Training Module 62 for Closing the Achievement Gaps
  63. 63. Early Production/ Early Speech StageHandout #2-I • This stage can last six months to a year. • Characterized by production of one to two words or short phrase responses with increased comprehension. • Demonstrates an increased vocabulary development of about 1,000 words, both in the ability to comprehend input and produce speech. ELLs: Culture, Equity and Language Training Module 63 for Closing the Achievement Gaps
  64. 64. Stage 2: Early Production Limited Comprehension with One or Two ResponsesHandout #2-Ia and #2-Ib Student Behavior Teacher Strategies• Responds with one or two • Uses questioning strategies eliciting words. one- or two-word responses.• Repeats and recites • Uses predictable and/or patterned text. memorable language.• Identifies people, places • Asks yes/no, who, what and where and things. questions.• Understands the main idea • Implements shared reading with of the message but may not props, and builds on student prior understand each word. knowledge. ELLs: Culture, Equity and Language Training Module 64 for Closing the Achievement Gaps
  65. 65. Round Robin Review The First Two Stages of Language AcquisitionDirections for Round Robin Review: Handout #2-J ELLs: Culture, Equity and Language Training Module 65 for Closing the Achievement Gaps
  66. 66. The Speech Emergence Stage• This stage can last from one to two years.• Characterized by a considerable increase in verbal output with longer sentences, sprinkled with grammatical and syntactical errors that may interfere with communication.• Both receptive and productive vocabulary increase to about 3,000 words.• Please use Handout #2-I for note-taking. ELLs: Culture, Equity and Language Training Module 66 for Closing the Achievement Gaps
  67. 67. Stage 3: Speech EmergenceHas Good Comprehension and Makes Simple Sentences (with Errors)Handout #2-I and #2-Ic Student Behavior Teacher Strategies• Begins speaking in phrases • Asks questions requiring responses and short sentences. of phrases and short sentences.• Shifts the emphasis from • Models, restates, expands, and language reception to enriches student language. language production.• Errors in grammar and • Continues to model standard syntax are common. language structures.• Participates more fully in • Focuses on communication of discussions, including those meaningful contexts in both oral with academic content. and written forms. ELLs: Culture, Equity and Language Training Module 67 for Closing the Achievement Gaps
  68. 68. The Intermediate Language Proficiency StageHandout #2-I • This stage can last from one to two years. • Characterized by considerable increase in verbal and written output with more complex sentence structures. • Manipulates receptive and productive vocabulary of about 6,000 words with some syntactical and structural errors. ELLs: Culture, Equity and Language Training Module 68 for Closing the Achievement Gaps
  69. 69. Stage 4: Intermediate Language Proficiency Good to Excellent Comprehension with Grammatical ErrorsHandout #2-I and #2-IdStudent Behavior Teacher Strategies• Responds with a flow of related • Explicitly teaches more complex phrases and sentences. grammatical forms.• Uses more extensive vocabulary. • Introduces colloquialisms and idiomatic expressions.• Explores concepts in subject • Guides students’ use of reference matter more extensively. materials for research purposes. ELLs: Culture, Equity and Language Training Module 69 for Closing the Achievement Gaps
  70. 70. The Advanced Language Proficiency StageHandout #2-I • To get to this stage, it takes about five to seven years of English language learning (not to be confused with chronological age). • Characterized by near native proficiency in both verbal and written language application. • Successfully manipulates content area vocabulary and participates like a native speaker, but may need occasional support or clarification. ELLs: Culture, Equity and Language Training Module 70 for Closing the Achievement Gaps
  71. 71. Stage 5: Advanced Language Proficiency Excellent Comprehension with Complex Speech Patterns, Few Grammatical Errors Handout #2-I and #2-Ie Student Behavior Teacher Strategies • Near native speech fluency — • Allows students to lead group uses grammar and fluency discussions comparable to that of same-age • Encourages independent use of native speakers reference materials and technology • Expanded vocabulary to succeed • Provides explicit grammar academically instruction • Very good comprehension of • Provides opportunities for information student-generated presentations • Provides a variety of realistic writing opportunities in a variety of genre ELLs: Culture, Equity and Language Training Module 71 for Closing the Achievement Gaps
  72. 72. Case Study Activity • Please refer to the profiles in your Participants’ Packet. (Handout #2-K, #2-Ka-d, #2-L, #2-M, #2-N). • You will first identify the level of language acquisition of each student. • Next, you will select which teacher would best support each student in his or her language development. • Write your answers in the space provided in your packet.ELLs: Culture, Equity and Language Training Module 72 for Closing the Achievement Gaps
  73. 73. Lunch!ELLs: Culture, Equity and Language Training Module 73 for Closing the Achievement Gaps
  74. 74. Stand and Deliver • In table groups or groups of 4 or 5, brainstorm and list quotations, phrases, songs, and movie titles about education and teaching. • Please write this brainstorm list on Handout #2-O; assign a person to record on one chart paper for your group.ELLs: Culture, Equity and Language Training Module 74 for Closing the Achievement Gaps
  75. 75. English Language Development Theory to PracticeHandout #2-P Just Let Them Sit When I was a first year teacher, I received my first non-English speakers in May in the middle of state testing. When I asked what the best way to instruct them was, I was told by the ELL teacher that I should just let them sit. They will pick up English that way. I asked my mentor teachers at the school what they did. They said they let them sit and watch. Even as a new teacher that was not good enough for me. I started teaching them like I would teach a beginning reader… or how I assumed a beginning reader would be taught. Thankfully, I had students who could translate. Journal Excerpt Aricka – Graduate Student in Educational Leadership Dr. Noni Mendoza-Reis (2003) ELLs: Culture, Equity and Language Training Module 75 for Closing the Achievement Gaps
  76. 76. Classroom Conditions: The Overview• Referring back to the Five Guiding Principles of Culture, Guiding Principle Three stresses that it is important to understand that how we organize instruction influences who learns what in our classrooms. (Handout #1-J)• Educators need to pay attention to both the social organization of a classroom (grouping practices) and the physical organization of a classroom (rows or table groups).• Refer to the five charts on the wall describing the elements of Affective Filter. (McGinty, I. and Mendoza-Reis, 1998) ELLs: Culture, Equity and Language Training Module 76 for Closing the Achievement Gaps
  77. 77. Classroom Conditions: Things To Do• Create a supportive climate where it is safe to take risks.• Optimize opportunities to use language in meaningful, non- threatening ways.• Affirm students’ language and culture and equal/equitable access to learning. ELLs: Culture, Equity and Language Training Module 77 for Closing the Achievement Gaps
  78. 78. Classroom Conditions: Things To Do• Maintain high expectations.• Differentiate instruction for student’s level of language acquisition.• Develop opportunities for families to participate in the educational process in an equitable manner. ELLs: Culture, Equity and Language Training Module 78 for Closing the Achievement Gaps
  79. 79. Carousel ActivityHandout #2-Pa 1. Write a descriptor for the term positive classroom conditions. 2. Begin a list of strategies and ideas that teachers and schools can use to create positive classroom conditions for English language learners. 3. When you hear the signal to switch, bring your pen and move to the next poster. 4. Add your ideas and comments to the new poster. ELLs: Culture, Equity and Language Training Module 79 for Closing the Achievement Gaps
  80. 80. BREAK!Be Back in 15 MinutesELLs: Culture, Equity and Language Training Module 80 for Closing the Achievement Gaps
  81. 81. Classroom Conditions ReviewHandout #2-Pa I already do this!!! • Supportive climate • Opportunities to use language • Affirm language and culture • High expectations • Differentiate instruction for students’ levels of language proficiency • Opportunities for family involvement Consider what you are already doing and how you might refine your current practice to enhance the language learning environment in your classroom. ELLs: Culture, Equity and Language Training Module 81 for Closing the Achievement Gaps
  82. 82. Your Class ProfileHandout #2-R • Think about the students you work with every day. • Complete a Class Profile of your class. • Be sure to list students’ names, and make notes for yourself about their strengths and learning needs. • Base your profile on a variety of evidence: assessments, language proficiency measures, observations, class work, etc. • You will need this information tomorrow as you develop a lesson plan for your students. ELLs: Culture, Equity and Language Training Module 82 for Closing the Achievement Gaps
  83. 83. Training Outcomes – Day TwoDid we meet our goals? • Review culture and equity issues in the education of English language learners. • Discuss the application of language acquisition stages to language development for English language learners. • Examine the importance of Classroom Conditions for optimal language learning. • Bridging theory to practice as it relates to the critical attributes of classroom conditions. ELLs: Culture, Equity and Language Training Module 83 for Closing the Achievement Gaps
  84. 84. Day Two ReflectionHandout #2-SSo What? Now What? • What are the key concepts from today’s training? • What did I learn that I can apply to my own practice? • What is one idea from today’s training that I can use in my classroom tomorrow? ELLs: Culture, Equity and Language Training Module 84 for Closing the Achievement Gaps
  85. 85. Welcome to Day Three!• Community Agreements• Parking Lot• Logistics• Handout Packet ELLs: Culture, Equity and Language Training Module 85 for Closing the Achievement Gaps
  86. 86. Community AgreementsHandout #3 • Everyone participates; no one dominates. • Start and end on time. • Limit side conversations. • Speak one at a time; be an active listener and listen respectfully as an ally. • Give freely of your experience (but remember one-minute rule…). • Cell phones off—or on silent. • Keep a sense of humor! ELLs: Culture, Equity and Language Training Module 86 for Closing the Achievement Gaps
  87. 87. Day Three OutcomesHandout #3-AParticipants will: • Examine critical elements of instructional design to promote English language development. • Apply theories of second language acquisition to classroom practice. • Review and develop lesson plans for ELLs reflecting Culture, Equity and Language Acquisition. ELLs: Culture, Equity and Language Training Module 87 for Closing the Achievement Gaps
  88. 88. Day Three AgendaHandout #3-B • Welcome/Opening • English Language Development: ELL Student Achievement • English Language Development: Concepts in Closing ELL Achievement Gaps • Lunch • After Lunch Energizer • Theory To Instructional Practice • Closure ELLs: Culture, Equity and Language Training Module 88 for Closing the Achievement Gaps
  89. 89. The Third Language: Academic English• For English language learners, academic English is a third language — their second language being social English of the hallways, community and media.• This third language is full of new words, figurative expressions, grammatical structures, verb tenses, and concepts.• Many English learners, and many native speakers, even those with well-developed social language, struggle to master the complex language of school. ELLs: Culture, Equity and Language Training Module 89 for Closing the Achievement Gaps
  90. 90. Theory to PracticeHandout #3-CTopic Procedures Language Language Vocabulary Metacognitive Grouping (Comprehensible Input) Functions Structures Development Strategies StrategiesK-2 Demonstration – Describe Prefix non Personal Accessing Whole groupScience: list of characteristics of Third person dictionary or priorliving living and non-living s: grow-grows, Science Word knowledgevs. non- things with examples – move-moves, Wall: growliving visuals to include posters, reproduce- movethings video, and realia reproduces reproduce Venn diagram – Compare Monitoring Small group characteristics of living and non- Contrast Evaluating living things Sorting activity – Classify Monitoring Pairs photo cards with pictures of living & Evaluating Triads non-living things Science journal – Synthesize Defending an Remembering Individual Depending on opinion: (I stage of language think it is a acquisition: 1) label; non-living 2) cloze exercise; thing because 3)respond to prompt _________.) ELLs: Culture, Equity and Language Training Module 90 for Closing the Achievement Gaps
  91. 91. Theory to Practice• Look at the Procedures for Comprehensible Input column of the lesson planning template. (Handout #3-D)• List strategies that you think will make the content comprehensible for language learners.• Work with a partner to complete the analysis of the sample lesson template. ELLs: Culture, Equity and Language Training Module 91 for Closing the Achievement Gaps
  92. 92. Comprehensible InputHandout #1-P for review Concept 1 Comprehensible input must be provided to support optimal language development. ELLs: Culture, Equity and Language Training Module 92 for Closing the Achievement Gaps
  93. 93. Strategies for Comprehensible Input – I• Adjust rate of speech, level of vocabulary, and complexity of sentence structure to student’s level of language proficiency.• Monitor and explain use of idiomatic speech and figurative language. ELLs: Culture, Equity and Language Training Module 93 for Closing the Achievement Gaps
  94. 94. Strategies for Comprehensible Input – IIUse the following techniques to present concepts: Modeling Demonstrations Hands-on activities Gestures Visuals, graphics and realia ELLs: Culture, Equity and Language Training Module 94 for Closing the Achievement Gaps
  95. 95. Scaffolded InstructionConcept 2 Scaffolded instruction supports language development. ELLs: Culture, Equity and Language Training Module 95 for Closing the Achievement Gaps
  96. 96. Strategies for Scaffolded InstructionThis sequence is an example of activities that scaffold thewriting process for language learners: Graphic organizer/mind map Modeled writing Interactive writing Cloze sentences/passages Writing frames Independent writing ELLs: Culture, Equity and Language Training Module 96 for Closing the Achievement Gaps
  97. 97. Scaffolded InstructionWriting Activity – The activity in your handout packet follows the Scaffolded Writing sequence we just discussed. – Using this sequence as a model, develop a Scaffolded Writing activity you could use with English language learners. – Share your activity with a table partner. ELLs: Culture, Equity and Language Training Module 97 for Closing the Achievement Gaps
  98. 98. BREAK!Be Back in 15 MinutesELLs: Culture, Equity and Language Training Module 98 for Closing the Achievement Gaps
  99. 99. Language Structures and FunctionsConcept 3 Language structures and functions must be taught explicitly to support optimal language development. ELLs: Culture, Equity and Language Training Module 99 for Closing the Achievement Gaps
  100. 100. ActivityWorking in pairs or triads, choose five of the following languagefunctions, and write a corresponding language structure.• Seeking information • Hypothesizing• Informing • Justifying• Analyzing • Persuading• Comparing • Solving problems• Classifying • Synthesizing• Predicting • Evaluating Example: Seeking information Structures: What time is it? It’s _____ o’clock. ELLs: Culture, Equity and Language Training Module 100 for Closing the Achievement Gaps
  101. 101. English Language Development: Kindergarten Lesson AnalysisIn table groups, review lesson in Handout #3-F and checkout the next slide. • Discuss what is similar/different in this lesson from the way you usually plan for math lessons. • Table group share. • Discuss how this might be adapted for different grade levels. ELLs: Culture, Equity and Language Training Module 101 for Closing the Achievement Gaps
  102. 102. English Language Development Kindergarten Lesson - SortingHandout #3-F Planning for English language development in content lessonsTopic Activities Language Language Vocabulary Functions StructureShape Sorting Classifying Triangle They are all attributes by Describing Circle (shapes). shape Square RectangleSize Sorting Classifying Large These (shapes) are attribute blocks Describing Small all the same size. by size Comparing Medium This one is (smaller, Smaller Contrasting larger). Larger Bigger Littler Herrell, A. & Jordan, M., (2004). Fifty Strategies for Teaching English Language Learners (2nd edition). Pearson. ELLs: Culture, Equity and Language Training Module 102 for Closing the Achievement Gaps
  103. 103. Vocabulary Instruction Supports Language DevelopmentHandout #3-F Concept 4 Content Vocabulary Academic Vocabulary Functional Vocabulary ELLs: Culture, Equity and Language Training Module 103 for Closing the Achievement Gaps
  104. 104. Strategies for Vocabulary InstructionHere are two strategies for vocabulary development. • Thematic Instruction • Word Analysis and Content Integration ELLs: Culture, Equity and Language Training Module 104 for Closing the Achievement Gaps
  105. 105. Vocabulary Development StrategiesThematic instruction and Word analysis:content integration: Language learners need specificVocabulary must be taught in strategies for word analysis the context of students’ own in order to move toward independence in their speaking, reading and vocabulary development. writing. ELLs: Culture, Equity and Language Training Module 105 for Closing the Achievement Gaps
  106. 106. Give One, Get OneHandout #3-G Think about three vocabulary development activities that you do in your classroom. • List them separately in a box on your grid. • At presenter’s signal, move around the room exchanging one of your ideas for someone else’s ideas (Give One, Get One). • Repeat process until presenter signals to stop or you have filled in your boxes! ELLs: Culture, Equity and Language Training Module 106 for Closing the Achievement Gaps
  107. 107. Metacognitive StrategiesConcept 5 Metacognitive strategies support language development. ELLs: Culture, Equity and Language Training Module 107 for Closing the Achievement Gaps
  108. 108. Metacognitive StrategiesMetacognitive strategies must be explicitly taught andmodeled: • Planning • Accessing prior knowledge • Monitoring • Remembering • Evaluating • Imagining ELLs: Culture, Equity and Language Training Module 108 for Closing the Achievement Gaps
  109. 109. English Language Development Strategies Activity: Tree Diagram Tree DiagramI will assign one of the following concepts of effective Englishlanguage development to each table. At your table, discuss howthis concept might be translated into a tree diagram. Draw yourtree diagram on chart paper. Select a reporter to share out with thewhole group.Be creative!! • Comprehensible Input • Scaffolded Instruction • Language Structure and Functions • Vocabulary Development • Metacognitive Strategies ELLs: Culture, Equity and Language Training Module 109 for Closing the Achievement Gaps
  110. 110. Contributors to Academic English Language Development English Language Development LanguageComprehensible Scaffolded Structures Vocabulary Metacognitive Input Instruction And Development Strategies Functions ELLs: Culture, Equity and Language Training Module 110 for Closing the Achievement Gaps
  111. 111. Lunch!ELLs: Culture, Equity and Language Training Module 111 for Closing the Achievement Gaps
  112. 112. After Lunch Energizer- Traits of a Teacher/Educator• Each pair or small group of three needs one piece of chart paper.• Create a “model” teacher/educator whom you would admire for his or her care and skill in working with English language learners.• Illustrate, list, or describe in a story or scenario the traits, characteristics, and/or behaviors of this teacher/educator. ELLs: Culture, Equity and Language Training Module 112 for Closing the Achievement Gaps
  113. 113. English Language Development Lesson Planning Collect the following materials that you have worked on to assist you in planning your lesson: ELL Lesson Scaffolded Language Vocabulary LessonClass Profile Template Writing Structure and Development Planning Analysis Activity Functions Strategies Resources Handouts: #3-H, #3-I, 3-Ia-e, #3-J, #3-Ja, #3-K, #3-Ka-i, #3-L, #3-La-m ELLs: Culture, Equity and Language Training Module 113 for Closing the Achievement Gaps
  114. 114. English Language Development Lesson Sharing• Plan a lesson or series of lessons for English language development, using information and tools provided in this workshop.• Determine the needs of your students — look at the Class Profile you developed. ELLs: Culture, Equity and Language Training Module 114 for Closing the Achievement Gaps
  115. 115. Day Three OutcomesDid we meet our goals?Participants will: • Examine critical elements of instructional design to promote English language development. • Apply theories of second language acquisition to classroom practice. • Review and develop lesson plans for ELLs reflecting Culture, Equity, and Language Acquisition. ELLs: Culture, Equity and Language Training Module 115 for Closing the Achievement Gaps
  116. 116. Day Three ReflectionHandout #3-M So What? Now What? 3–2–1• Write 3 things you learned in this training!• Write 2 things that you will use!• Write 1 thing you still have a question about! ELLs: Culture, Equity and Language Training Module 116 for Closing the Achievement Gaps

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