This document provides an overview of Module 6 which addresses English Language Learners (ELLs). The objectives are to orient readers to legal mandates regarding ELL services, describe ESL instructional models in NYC schools, provide an overview of types of ELLs teachers may encounter, discuss myths and realities of second language learning, and point to strategies for supporting ELLs' academic access. It summarizes key aspects of identifying and testing ELLs, the legal history around ELL rights/services, national ELL population trends including a high poverty rate, the persistent achievement gap faced by ELLs, and the need to make academic content accessible for ELLs.

1. 1
Module
6:
Addressing
English
Language
Learners
Hunter
College
School
of
Education


2. 2
Objectives
for
this
Learning
Module

Orient
you
to
the
legal
mandates
for
English
as
a
second
language
services
in
the
US
and
New
York
State

Situate
ELL
academic
achievement
na=onally
and
locally

Describe
the
types
of
ESL
instruc=onal
models
which
exist
in
New
York
City
public
schools

Provide
an
overview
of
the
types
of
ESL
learners
you
might
encounter
in
your
classrooms

Discuss
basic
myths
and
reali=es
of
second
language
teaching
and
learning

Point
you
to
key
strategies
for
providing
learning
supports
for
ELLs
to
access
content

Review
principles
of
English
language
development
as
you
design
your
language
func=on
for
your
learning
segment
with
explicit
aEen=on
to
craFing
language
objec=ves;
and

Direct
you
to
key
readings
and
resources
for
further
learning.

3. 3
What
linguistic
and
cultural
awareness
is
needed
to
begin
to
work
effectively
with
ELLs?
Imagine
spending
every
class
at
Hunter
struggling
to
understand
the
content
while
instruction
is
delivered
in
a
foreign
language.
• hat
strategies
or
resources
would
you
call
W
upon?
• hat
effect
would
it
have
on
your
motivation?
W
Now
imagine
that
you
were
able
to
make
some
sense
of
what
was
being
taught...but
the
only
way
to
demonstrate
that
understanding
was
through
extended
essay
responses,
in
the
foreign
language.

4. 4
What
does
the
term
“ELL”
mean?
An
English
Language
Learner
(ELL)
is
a
student
that
speaks
a
language
other
than
English
at
home
and
scores
below
a
state-­‐designated
level
of
proficiency
in
English
upon
entering
the
New
York
City
public
school
system.
While
New
York
City
refers
to
these
students
as
ELLs,
New
York
state
refers
to
them
as
Limited
English
Proficient
(LEP).
They
are
legally
entitled
to
specialized
English
language
development
services.

5. 5
Identification
and
Testing
of
ELLs
• How
are
ELLs
identified?
• Where
can
I
find
information
on
my
ELLs
such
as
level
of
proficiency,
prior
education,
and
biographical
information?
• How
are
ELLs
designated
as
English
Proficient?
• What
about
accommodations
for
ELLs
on
state
exams?

6. 6
A
brief
legal
history
 Civil
Rights
Act
of
1964,
especially
Title
VI
 Elementary
and
Secondary
Education
Act
(ESEA)
 The
Bilingual
Education
Act
of
1968
(Title
VII
of
the
ESEA)
 Lau
v.
Nichols,
1974
 Aspira
Consent
Decree,
1975
 New
York
State
CR
Part
154
All school districts and therefore all teachers have a dual obligation in the law to serve English learners
by:
Developing students’ English proficiency
• English Language Development (ELD)
Providing meaningful access to academic content instruction
• Sheltered Instruction

7. 7
What
is
the
US
ELL
population?
① About
5
million
students
in
the
United
States
—
1
in
10
of
all
those
enrolled
in
public
schools
—
is
an
ELL,
a
60%
increase
from
1996
to
2006
(versus
a
3%
overall
increase).
② States
with
the
largest
percentages
of
ELLs:
California
(24.7%),
Texas
(14.8%),
Arizona
(13.8%),
Colorado
(10.6%),
Illinois
(9.0%),
Florida
(8.7%)
and
New
York
(7.6%)
③ The
highest
growth
has
been
in
the
Southeastern
U.S.,
where
the
ELL
population
has
experienced
a
200%
increase
over
the
past
15
years.

8. 8
Poverty
and
ELLs
① The
majority
of
ELLs
in
the
U.S.
come
from
families
in
poverty
(below
the
poverty
threshold)
or
families
with
low
income
(below
200%
of
the
poverty
threshold).
② ELLs
are
more
likely
to
have
parents
with
less
than
a
high
school
education,
and
in
2007
over
25%
of
immigrant
children
lived
in
households
in
which
parents
did
not
have
a
high
school
diploma.
③ 21%
of
children
in
immigrant
families
lived
in
poverty
in
2007,
and
49%
lived
in
families
with
low
incomes.

9. 9
The
ELL
Achievement
Gap
① An
early
and
persistent
achievement
gap
exists
between
ELLs
and
their
non-­‐ELL
peers.
② The
achievement
gap
between
ELLs
and
their
non-­‐ELL
peers
in
NYC
has
been
evident
for
many
years
in
the
state’s
grade
3-­‐8
math
and
ELA
tests.
③ In
2011,
only
12.4%
of
ELLs
in
grades
3-­‐8
were
proficient
(scoring
a
3
or
4)
on
the
state
ELA
test.
④ In
2011,
only
34.5%
of
ELLs
in
grades
3-­‐8
were
proficient
(scoring
a
3
or
4)
on
the
state
math
test.

10. 10
The
Need
for
Content
to
be
Made
Accessible
Persistent
gap
in
academic
achievement
for
those
from
culturally
and
linguistically
diverse
groups:
" Many
teachers
are
underprepared
to
make
content
comprehensible
for
ELLs.
" Few
teachers
trained
to
teach
initial
literacy
or
content-­‐area
literacy
to
secondary
ELLs.
" ELLs
are
tested
in
all
subject
areas
well
before
they
reach
proficiency
in
English
" ELLs
take
6-­‐8
years
to
develop
academic
English
and
during
that
time
cannot
lose
years
of
content-­‐area
learning

11. 11
Who
are
ELLs
in
New
York
City?

12. 12
What
are
the
characteristics
of
different
types
of
ELLs?
Student
Subpopulation
Type
Key
Characteristics
of
the
Subpopulation
① The
accelerated
student
•
•
•
In
U.S.
4
years
or
fewer
Schooling
in
native
country
excellent
Highly
literate
in
L1
② The
newcomer
•
•
•
In
U.S.
3
years
or
fewer
May
be
on
or
behind
grade
level
Difficulty
achieving
proficiency
milestones
③ Students
with
Interrupted
Formal
Education
(SIFE)
•
•
•
•
In
U.S.
4
years
of
fewer
Schooling
in
native
country
was
disjointed
or
has
no
formal
schooling
3
or
more
grade
levels
behind
in
math
Slow
acquisition
of
English
④ The
long-­‐term
ELL
(LTELL)
•
•
•
•
In
U.S.
7
or
more
years
Usually
orally
proficient
but
struggle
in
reading/writing
Low
literacy
in
L1
Lack
of
credits
earned
per
age
(over-­‐age
student)
⑤ The
ELL
in
special
education
(ELLSE)
•
•
May
or
may
not
be
born
in
US
May
receive
special
education
for
physical,
social,
emotional,
or
learning
differences
May
have
difficulties
with
social
interaction,
speech
and
hearing,
or
cognitive
processing
•

13. 13
Bilingual
Ed
and
Dual
Language:
Subtractive
vs.
Additive
Bilingual
Education
Programs
Transitional
or
1-­‐3
years
of
native
language
instruction
for
a
small
percentage
of
the
One-­‐way
Bilingual
school
day.
Fairly
rapid
phase-­‐out
of
student’s
native
language.
Education
(TBE)
Studies
have
shown
that
English
is
the
effective
medium
of
instruction
from
72
to
92%
of
the
time
in
TBE.
Maintenance
or
Native
language
instruction
continues
alongside
English
50-­‐50
Two-­‐way
Bilingual
throughout
grades
K-­‐5
and
occasionally
continues
on
to
secondary
Education
(BLE)
school.
Goal
is
full
bilingualism/biliteracy.
BLE
is
an
additive
model.
Dual
Language
Education
(DL)
or
Two-­‐way
Immersion
Language
majority
and
minority
students
learn
together
as
both
languages
alternate
as
the
medium
of
instruction
in
the
content
areas.
May
be
implemented
as
alternate
days
or
as
a
greater
percentage
in
early
years
and
decreasing
to
50-­‐50.
Additive
model.

14. 14
ESL
Programs
English
Language
Development
(ELD)
Programs
(ESL/ESOL
Programs)
Pull-­‐out
ESL
ELLs
attend
classes
with
mainstream
students
except
for
designated
periods
of
English
language
instruction.
ELLs
are
removed
from
their
general
education/
mainstream
classroom
to
work
with
the
ESL
teacher.
Communication
between
mainstream
and
ESL
teacher
is
essential.
Push-­‐in
ESL
Same
as
pull-­‐out,
except
that
the
ESL
lesson
occurs
in
the
mainstream
classroom.
Collaboration
with
class
teacher
may
follow
several
models.
Co-­‐
teaching
ELLs
receive
lessons
alongside
mainstream/general
education
peers
as
classroom/
content
teacher
and
ESL
teacher
team
teach.
ESL
stand-­‐
alone/self-­‐
contained
In
elementary
schools,
ELLs
may
be
grouped
together
and
receive
all
of
their
instruction
from
a
dually
certified
teacher.
In
secondary
schools,
ELLs
may
receive
a
period
of
ELD
a
day
from
an
ESL
teacher,
often
as
their
ELA
(English
Language
Arts)
class.

15. Mandated
State
Services
 Students
in
bilingual
programs
or
free-­‐standing
ESL
programs
must
receive
a
certain
number
of
periods
of
ESL
a
week
based
on
their
language
and
grade
level
as
follows:
 K-­‐8
Beginner—2
periods
a
day
(360
minutes
per
week)
Intermediate—2
periods
a
day
(360
minutes
per
week)
Advanced—1
period
a
day
(180
minutes
per
week)
 9-­‐12
Beginner—3
periods
a
day
(540
minutes
per
week)
Intermediate—2
periods
a
day
(360
minutes
per
week)
Advanced—1
period
a
day
(180
minutes
per
week)
 Students
in
bilingual
programs
must
also
receive
1
period
of
Na=ve
Language
Arts
(NLA)
per
day.
However,
students
in
many
elementary
se^ngs
do
not
receive
their
mandated
minutes
due
to
ESL
teachers
being
pulled
into
tes=ng
and
serving
as
covering
teachers.
15

16. 16
Agree
or
Disagree?
1. Learning
two
languages
during
the
early
childhood
years
is
confusing
to
young
children
and
should
be
avoided.
2. Children
are
faster
language
learners
than
adolescents
or
adults.
3. A
great
way
for
parents
to
support
their
ELL
children
is
to
try
to
use
English
at
home
as
much
as
possible.
4. Teachers
need
to
know
the
native
language
of
students
in
order
to
be
able
to
effectively
instruct
them.
5. Students
being
able
to
speak
in
English
is
a
good
indication
of
their
proficiency
level
in
English.
6. English
is
one
of
the
easier
languages
to
learn.
7. Teachers
should
avoid
simplifying
reading
materials
for
ELLs
since
the
state
tests
will
have
very
challenging
reading
passages.
8. Effective
teaching
of
ELLs
is
really
just
good
teaching.

17. 17
These
are
all
common
myths
that
can
lead
to
unsound
instructional
decisions
1. Learning
two
languages
during
the
early
childhood
years
is
confusing
to
young
children
and
should
be
avoided.
2. Children
are
faster
language
learners
than
adolescents
or
adults.
3. A
great
way
for
parents
to
support
their
ELL
children
is
to
try
to
use
English
at
home
as
much
as
possible.
4. Teachers
need
to
know
the
native
language
of
students
in
order
to
be
able
to
effectively
instruct
them.
5. Students
being
able
to
speak
in
English
is
a
good
indication
of
their
proficiency
level
in
English.
6. English
is
one
of
the
easier
languages
to
learn.
7. Teachers
should
avoid
simplifying
reading
materials
for
ELLs
since
the
state
tests
will
have
very
challenging
reading
passages.
8. Effective
teaching
of
ELLs
is
really
just
good
teaching.

18. 18
Access
to
Content
and
Language
Learning
Sheltering
opens
the
door
for
ELLs
to
content
learning.
Language
teaching
gets
students
through
the
door
and
beyond.
Sheltering
Involves:
• ontent
objectives
C
• nowledge
of
the
linguistic
K
demands
of
the
content
• iscourse
adaptations
D
• ext
modifications
T
Language
Teaching
involves:
• anguage
objectives
L
• nowledge
of
the
linguistic
K
demands
of
the
required
student
activity
• nstruction
in
grammar,
I
vocabulary,
L-­‐S-­‐R-­‐W
as
they
relate
to
the
content
demands

19. 19
Sheltered
Content
Instruction
1) Understanding
the
linguistic
and
background
knowledge
2)
3)
4)
5)
demands
of
the
content
Adapting
Materials
Modifying
Teacher
Talk
Building
Background
Knowledge
Seeking
Cultural
Connections

20. 20
Sheltered
Content
Instruction
1.
Understanding
the
demands
of
content-­‐area
materials
and
tasks
Each
content
area
has
unique
discourse
features
that
make
comprehension
challenging
 Effective
presentation
of
content
to
ELLs
requires
teachers
to
consider
what
will
be
challenging
about
the
content
area
materials
and
task

Be
aware
of
common
patterns
that
make
learning
difficulty
for
ELLs
in
this
content
area:




Social
Studies:
rushing
through
material
to
“cover”
large
time
bands
Science:
extensive
use
of
“definitions”
copied
down
but
not
used
in
student
language
production
Math:
requests
to
solve
word
problems
without
recognition
of
multiple
meanings
of
words
Literature:
lexical
density
of
readings
which
make
texts
incomprehensible
The
language
of
the
content
area
is
often
invisible
to
those
who
live
in
it.

21. 21

In
social
studies,
long
sentences
with
multiple
embedded
clauses
are
common.

Frequent
use
of
pronouns
it
and
they
as
referents.

Use
of
non-­‐referential
“There
are”

Cause
and
effect
statements
are
frequent.
 Because
there
will
be
more
people
in
the
world
in
the
future,
we
will
need
more
land
on
which
to
build
towns
and
cities.
Discourse
Features

Various
verb
forms
are
used:
 “I
found
Rome
a
city
of
bricks
and
left
it
a
city
of
marble.”
Augustus
is
supposed
to
have
spoken
these
words
as
he
lay
dying.
He
was
Rome’s
first
emperor,
and
started
the
first
of
its
great
building
programs.
He
claimed
that
he
had
had
over
80
temples
rebuilt.
Social
Studies
C
o
n
t
e
n
t
Consideration:
ELLs
may
have
no
background
“schema”
to
draw
on
to
make
sense
of
topics,
such
as
the
American
Revolution
Asset:
ELLs
may
bring
personal
geographical,
political,
and
societal
experiences
that
can
be
related
to
the
topic
being
taught

22. 22
 Use
of
passive
voice
 Nominaliza=on
(turning
ac=ons
into
noun
forms,
e.g.
the???
Discourse
Features
 Long
noun
phrases
serving
as
subjects
or
Science
objects
 If…then
construc=ons
and
logical
connectors
(if,
because,
however,
consequently)

The
Calvin
cycle
is
some=mes
referred
to
as
the
“light-­‐independent
reac=ons”
because,
unlike
the
light
reac=ons,
it
does
not
require
light
to
begin.
However,
this
does
not
mean
that
the
Calvin
cycle
can
con=nue
running
in
a
plant
kept
in
the
dark.
The
Calvin
cycle
requires
two
inputs
supplied
by
the
light
reac=ons,
ATP
and
NADPH."
C
o
n
t
e
n
t
Consideration:
ELLs
greatly
benefit
from
experiments
and
demonstrations
that
are
witnessed
and
then
transposed
into
writing,
and
the
opportunity
to
talk
with
partners

23. 23


Compara=ves:
 6
is
greater
than
4
 María
earns
six
=mes
as
much
as
Peter
 Lin
is
as
old
as
Roberto
Preposi=ons:
 (divided)
into,
divided
by,
 2
mul=plied
by
6
and
X
exceeds
2
by
7

Passive
voice:
 X
is
defined
as
a
number
greater
than
7.

Reversals:
The
number
a
is
five
less
than
b.

Logical
connectors:
if…then
 If
a
is
posi=ve
then
-­‐a
is
nega=ve.
Discourse
Features
Mathematics
C
o
n
t
e
n
t
Students
are
taught
different
ways
of
setting
up
and
solving
problems
around
the
world—look
out
for
opportunities
for
your
ELLs
to
share
the
ways
they’ve
learned
to
approach
problems

24. 24

Less-­‐used
Vocabulary

Use
of
dialects
and
regional
voice

Discourse
Features
Heavy
use
of
idiomatic
expressions,
cliches,
aphorisms

Time
and
voice
shifts,
differing
points
of
view

Direct
and
reported
speech
Literature
C
o
n
t
e
n
t
ELLs
comprehend
more
readily
when
the
story
is
culturally
familiar
or
relevant

25. 25
Sheltered
Content
Instruction
2.
Modifying
Materials
Making
reading
and
listening
materials
comprehensible
so
that
ELLs
gain
access
to
the
core
content
concepts
is
essential
to
promoting
ELLs
academic
progress.
Some
modifications
include:









Adding
a
glossary
Adding
visuals
Reducing
text
length
(Abridging)
Editing
out
portions
of
the
text
Creating
a
summary
of
key
points
Shortening
sentence
length
Expanding
in
sections
which
require
more
explanation
Providing
native
language
translation
Audio
versions
of
text

26. 26
Sheltered
Content
Instruction
3.
Adapting
Teacher
Talk
It’s
always
clear
when
a
content
teacher
makes
their
talk
comprehensible
to
their
ELL
audience.
Ques8ons
to
ask
yourself
Considera8ons
What
will
I
do
when
I
speak
to
make
my
speech
more
easily
understood
and
meaningful
for
my
learners?
Modify
your
speech
through
text
support,
visual
aids,
gestures,
expressions,
body
language,
slower
rate,
repe==on,
re-­‐
phrasing,
facing
students
rather
than
the
board,
and
word
choice.
How
will
I
know
my
input
is
comprehensible?
Assessment
checks
such
as
circula=ng,
thumbs
up/down,
pencils
up,
response
boards.

27. 27
Sheltered
Content
Instruction
4.
Building
Background
Knowledge
Sejong is a well known
Daewang in Korea. Every
Korean school child
knows about him.

28. 28
Rather
than
assume
prior
knowledge,
build
it
Sejong
is
a
well
known
Daewang
in
Korea.
Every
Korean
school
child
knows
about
him.
Henry
the
VIII
is
a
well
known
Daewang
in
England.
Every
British
school
child
knows
about
him.
Questions
to
ask
yourself
Considerations
What
do
my
students
already
know
about
this
topic?
Do
they
have
cultural
knowledge
or
experiences
that
can
bridge
this
content?
Look
into
and
learn
cultural
references
that
can
bridge
your
students’
learning.
What
visual,
graphic,
video,
music,
map,
drawing,
etc.
can
convey
important
background
information
without
words?
Always
have
visuals!

29. 29
Sheltered
Content
Instruction
5.
Seeking
Cultural
Connections
How
can
students’
cultural
“funds
of
knowledge”
be
accessed
for
student
learning?
Consider:






Finding
out
the
home
countries
and
language
heritage
of
your
ELLs
Learning
to
pronounce
names
and
asking
to
be
taught
some
expressions
in
students’
home
languages
Posting
word
walls
and
classroom
signage
in
multiple
languages
Finding
materials/websites/dictionaries/translations
of
materials
in
students’
home
languages
Drawing
students
into
conversations
about
cultural
practices
that
differ
(beyond
food
and
holidays),
to
include
notions
of
time,
politeness,
attitudes
towards
the
elderly,
family
obligations,
male/female
role
expectations
Purposefully
finding
authors,
stories,
and
texts
that
feature
the
home
countries
and
neighborhoods
of
your
ELLs

30. 30
English
Language
Development
English
Language
Development
1) Understanding
the
linguistic
demands
of
the
performance
tasks
2) Targeting
a
language
function
3) Developing
Language
Objectives
4) Structuring
activities
for
student
output
5) Designing
vocabulary
instruction

31. 31
English
Language
Development:
1.
Understanding
the
linguistic
demands
of
the
performance
task
Consider
the
oral
and
wriEen
language
by
which
students
develop
and
express
content
understandings.
“Bricks
and
Mortar”
Bricks
are
the
nouns,
verbs,
adverbs
and
adjec=ves
that
are
rela=vely
easy
to
explain
to
language
learners.
They
convey
most
of
the
mee=ng
of
a
text,
we
can
usually
show
pictures
or
ac=ons
that
illustrate
them,
and
they
are
the
most
easily
learned.
However,
a
text
cannot
be
comprehended
without
mastery
of
the
mortar,
the
language
that
holds
the
brick
together
and
conveys
the
message.

32. 32
English
Language
Development:
2.
Targeting
a
Language
Function
Savignon
(1983)
describes
a
language
function
as
“the
use
to
which
language
is
put”.

Most
of
what
we
say
is
for
a
specific
purpose.
Whether
we
are
apologizing,
expressing
a
wish
or
asking
permission,
we
use
language
in
order
to
fulfill
that
purpose.
Each
purpose
can
be
known
as
a
language
function.

These
functions
require
particular
language
forms
to
be
enacted.
For
example,
what
language
is
involved
in
the
function
of
“Making
suggestions”?

In
addition
to
creating
situations
that
demand
the
function
be
used,
teachers
must
also
be
prepared
to
explain
and
show
students
that
there
may
be
a
large
number
of
possible
ways
to
fulfill
each
function
of
language.

33. 33
Language
Function
chosen
for
the
unit
Could
be
drawn
from:
 the
task
(what
language
will
kids
need
to
use
when
they
do
the
ac=vity
in
this
lesson?)
 student
language
learning
needs
(what
language
have
I
been
no=cing
kids
need
to
work
on?)
 the
language
func=on
targeted
in
Common
Core
(what
language
will
kids
need
to
work
towards
the
specified
language
demand?)
 Bloom’s
Taxonomy
and
Webb’s
Depth
of
Knowledge
are
good
places
to
find
Language
Func=ons

34. 34
English
Language
Development:
3.
Identifying
Language
Objectives
Imagine
the
content
objective
is
for
students
to
understand
the
differences
between
two:
Characters
(English),
Problem-­‐solving
approaches
(Math),
Plant
forms
(Science),
or
Governments
(Social
Studies).
Then
think
about
the
language
students
will
need
to
use
in
order
to
express
that
understanding.
The
best
thing
is
to
try
to
do
the
performance
task
yourself
and
then
look
back
at
the
language
there.
Language
Objec8ves
are
not
“created”
but
EXTRACTED
from
the
tasks
students
need
to
perform
in
the
lesson.
Language
Objec8ves:

Used
to
help
focus
the
instruc=on
and
assessment
on
students’
understanding
or
produc=on
of
language.

Breaks
down
the
language
func=on
and
makes
it
concrete
for
the
teacher
and
the
students.

Useful
for
clarity
around
what
language
the
teacher
wants
to
see
kids
using
in
the
lesson

Useful
for
clarity
around
what
language
the
teacher
should
be
modeling
and
promo=ng
in
the
lesson
Receptive
language
goals
(listening
or
reading):
Students
will
(listen
or
read)
to
identify
X
(language
structure)
such
as
Z
(vocabulary)
in
Y
(language
function).
Example:
Students
will
read
to
identify
transition
words
of
contrast
such
as
whereas,
on
the
other
hand
in
a
descriptive
paragraph.
Expressive
language
(speaking
or
writing
goal):
Students
will
(speak
or
write)
using
X
(language
structure)
to
Y
(language
function)
using
Z
(vocabulary).
Example:
Students
will
write
using
transition
words
of
contrast
to
describe
using
whereas
and
on
the
other
hand.

35. 35
Language
Objective
Examples
Problema8c
Language
Objec8ves:
 Students
will
listen,
speak,
read
and
write
for
informa4on.
(too
broad)
 Students
will
apply
their
knowledge
of
the
reading.
(not
developed
enough)
 Students
will
write
a
persuasive
essay.
(too
large
for
a
lesson)
 Students
will
write
down
four
interes4ng
facts
on
post-­‐its.
(an
ac4vity
not
a
learning
goal)
 Students
will
analyze
characteriza4on
in
two
short
stories.
(ELA
not
ESL)
 Students
will
learn
the
difference
between
famous
and
infamous.
(vocab
only)
Examples
of
Language
Objec8ves:
 SWBAT
to
tell
a
friend
they
like
their
ouoit
using
a
variety
of
compliments
such
as
“I
love
that
sweater”
“that
color
looks
great
on
you”.
 SWBAT
use
their
knowledge
of
word
roots
to
guess
meaning
of
a
group
of
words
all
star=ng
with
“inter”
in
a
reading
passage.
 SWBAT
talk
to
a
partner
about
their
predic=ons
for
a
story
using
the
phrases
“I
predict
that…”
and
“I
think
that…”
and
the
future
“will”
tense.
 SWBAT
write
in
the
condi=onal
form/
If
then
statements
of
“If
I
were
the
_____
then
I
would________
”
and
“If
I
were
the
_____
then
I
would
not_____”
in
order
to
develop
a
persuasive
speech.
 SWBAT
use
listening
skills
to
iden=fy
the
quali=es
of
tenement
apartments
such
as
“dank”,
“cramped”
and
“crowded”.
 SWBAT
read
in
order
to
define
the
steps
of
how
sound
is
produced
using
the
words:
waves,
vibra=on,
loud,
soF.

36. 36
English
Language
Development:
4.
Structuring
activities
for
student
output
of
target
language
 Once
you
are
clear
about
the
language
forms
you
wish
to
hear
students
using
in
their
talk
or
see
students
using
in
their
wri=ng,
you
will
beEer
be
able
to
model
those
forms
in
your
examples,
and
require
their
use
in
students’
ac=vi=es.
 Sentence
starters,
vocabulary
banks,
prompts,
and
models
are
ways
to
make
your
expecta=ons
about
language
use
explicit
to
students
and
to
support
them
 You
will
then
be
able
to
assess
their
use
and
provide
correc=ve
feedback
on
not
just
content
but
language
as
well.

37. 37
English
Language
Development:
5.
Designing
Vocabulary
Instruction
Why
do
so
many
ELLs
struggle
to
acquire
academic
language?
• Lack
of
opportunity
to
develop
literacy
in
their
first
language
• Lack
of
opportunity
to
learn
and
develop
academic
language
in
classrooms
due
to
insufficient:
School
“reverence”
for
instructional
time
for
ELLs
Collaboration
between
ESL
and
classroom
teachers
Discourse
adaptations
made
by
classroom
teachers
Development
of
language
objectives
within
lessons
Text
modifications
for
ELLs
Attention
to
vocabulary

38. 38
Why
focus
on
vocabulary
In
order
for
teachers
to
make
principled
choices
about
teaching
vocabulary,
we
need
to
understand:
 what
“vocabulary”
is
 how
words
are
learned
 what
“knowing”
a
word
means
 how
to
select
vocabulary
to
teach
 ways
to
provide
vocabulary
instruc=on

39. 39
What
is
“a
vocabulary”?
Vocabulary
can
consist
of:
 Variable
phrases:
It
has
come
to
___attention
that…
 Phrasal
verbs:
throw
+
up
 Idioms:
let
the
cat
out
of
the
bag,
kind
of
 Single
words:
tablecloth
–
coffee
cup
 Set
phrases:
ladies
and
gentlemen

40. 40
How
words
are
learned
 Multiple
neural
pathways
to
“retrieve”
the
word
must
be
constructed-­‐the
more
different
pathways,
the
better
 These
neural
pathways
are
deeply
connected
to
personal
encounters
and
experiences
with
the
words
 Multiple
neural
pathways
to
“retrieve”
the
word
must
be
traveled
frequently.
10-­‐12
active
retrievals
are
necessary
for
word
learning.

41. 41
Why
“knowing”
a
word
in
English
is
so
complex
Knowing
a
word
means
knowing
its:
• ultiple
meanings
M
• onnotations
C
• pelling
S
• ronunciation
P
• art
of
speech
P
• requency
F
• sage
U
• ollocations
C
And
it
needs
to
function
in
receptive
and
productive
skills
(listening,
speaking,
reading
and
writing)

42. 42
Thinking
about
your
ELLs
in
your
edTPA:
Writing
the
Instructional
Context
①
Make
sure
to
find
out
about
which
students
in
your
class
are
currently
receiving
ESL
services,
and
which
ones
have
recently
exited
ESL.
②
For
those
receiving
services,
find
out
their
language
proficiency
profile:
emergent
through
advanced.
Determine
whether
they
are
stronger
in
speaking
or
writing
skills.
Find
out
their
native
language
proficiency
levels.
③
For
each
ELL,
find
out
what
type
of
ELL
profile
they
fit:
accelerated,
newcomer,
SLIFE,
LTELL,
ELLSE,
etc.
④
Find
out
about
the
linguistic,
cultural,
and
community
“funds
of
knowledge”
of
your
ELLs.
Your
ELLs
bring
in
a
wealth
of
knowledge
you
can
draw
out
for
the
benefit
of
your
curriculum
and
the
class
community.
⑤
Complete
the
chart
with
rich
contextual
and
biographical
information
on
your
ELL
students.
This
will
convey
to
the
scorers
that
you
are
committed
to
knowing
and
supporting
these
students
in
your
instruction.

43. 43
Thinking
about
your
ELLs
in
your
edTPA
Task
1-­‐Planning
①
Use
a
lesson
planning
template
that
clearly
shows
your
content
AND
language
objectives
as
they
fit
within
a
single
language
function.
②
Make
sure
that
your
language
objectives
do
not
simply
present
single
words
used
only
in
your
content
area.
Situate
the
vocabulary
in
usable
chunks
based
on
which
statements
students
will
need
to
make
in
speech
or
writing.
③
Look
across
your
3-­‐5
lessons
and
make
sure
all
of
your
language
objectives
move
students
towards
a
particular
language
function,
and
recycle
rather
than
overload
vocabulary
that
doesn’t
get
used.
④
Clearly
identify
the
modifications
and
supports
you
will
use
to
differentiate
the
learning
tasks
for
your
ELLs
in
your
plan—these
scaffolds
are
how
you
provide
language
supports
for
the
language
demands
placed
on
students
by
the
materials
and
tasks.
⑤
Provide
access
to
ELLs
with
beginning
levels
of
English
proficiency
with
modified
materials,
especially
including
visuals
to
ensure
their
comprehension
of
the
content.
⑥
Plan
assessments
that
can
enable
you
to
assess
your
ELLs’
understanding
of
your
content-­‐area
goals
as
well
as
moving
towards
the
language
function.
⑦
In
your
planning
commentary,
be
prepared
to
cite
literature
on
the
teaching
of
your
content
area
to
ELLs
to
support
your
instructional
decisions.

44. 44
Thinking
about
your
ELLs
in
your
edTPA:
Task
2-­‐Instruction
①
Think
about
intentional
grouping
or
pairing
to
make
sure
you
can
circulate
to
support
your
ELLs
with
beginning
or
intermediate
English
proficiency.
②
Ensure
that
the
language
you
want
your
ELLs
to
practice
using
is
modeled,
and
required
during
the
student
learning
tasks.
③
Capture
how
you
encourage
the
development
of
content
ideas
as
well
as
language
skills.
④
Try
to
get
video
of
student-­‐to-­‐student
talk
using
the
target
language
forms.
⑤
Plan
to
provide
targeted
feedback
to
your
ELLs
as
they
are
engaged
in
the
learning
tasks
and
capture
that
on
your
video.
⑥
In
your
Instruction
commentary,
be
prepared
to
cite
literature
on
the
teaching
of
your
content
area
to
ELLs
to
support
your
instructional
decisions.

45. 45
Thinking
about
your
ELLs
in
your
edTPA:
Task
3-­‐Assessment
①
Think
ahead
about
how
you
will
monitor
your
ELLs
progress
in
the
lesson
and
use
of
the
targeted
language
forms
during
the
lesson.
②
Determine
what
evidence
of
both
content
learning
and
language
use
you
can
collect
at
the
end
of
your
learning
segment
for
analysis—remember
you
can
capture
written
as
well
as
spoken
artifacts
by
video
or
audio
recording
your
students.
③
Ensure
that
you
include
ELL
learning
objectives
in
your
analysis
of
overall
class
performance
and
of
any
ELLs
that
you’ve
chosen
to
focus
on
as
your
target
learners.
④
Remember
that
differentiated
assessments
(products)
are
sound
practice
for
ELLs
at
all
proficiency
levels.
⑤
In
your
assessment
commentary,
be
prepared
to
cite
literature
on
the
assessment
of
your
content
area
to
ELLs
to
support
your
instructional
decisions.

46. 46
Resources
for
English
Language
Learners
 Up://schools.nyc.gov/Academics/ELL/default.htm
h
 YC
DoE
Informa=on
and
resources
for
teaching
ELLs
N
 ww.colorincolorado.org
w
 ite
for
teachers
and
parents
in
English
and
Spanish
S
 Up://wida.us
h
 ome
of
“Can-­‐Do”
English
language
development
standards
and
PD
materials
H
 hUp://www.teachthought.com/learning/50-­‐incredibly-­‐useful-­‐links-­‐for-­‐ell-­‐
educators/

helpful
list
of
many
ESL
teaching
resources
sites
A
 Up://translate.google.com
h
 ot
like
human
transla=on
but
great
for
a
start
and
easy
to
copy/paste
English
text
N
into,
then
choose
an
output
language-­‐almost
all
NYC
languages
represented

47. 47
Final
Tips
and
Take
Aways:
 Collaborate
with
colleagues-­‐How
can
ESL
teachers
work
alongside
classroom
and
content
teachers?
 Operate
from
a
strengths-­‐based
perspec=ve-­‐What
are
ELLs
bringing
to
the
classroom
and
what
are
they
able
to
do
in
more
than
one
language?
 Consider
the
linguis=c
challenges
of
content-­‐area
materials—what
can
you
do
to
make
content
more
accessible?
 Think
of
vocabulary
as
word
chunks
rather
than
single
words.
Plan
for
repeated
exposure
to
and
required
use
of
targeted
vocabulary/language
 Integrate
language
goals
with
content
area
tasks—what
do
students
need
to
do
with
language
to
express
their
learning
of
your
content?
How
can
those
performance
tasks
shape
your
language
supports?