Need to enhance your workflow with English learners? Explore a set of key principles, workflows, and digital resources to support ELs in meeting the Common Core and beyond!The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
Techniques, Tactics, & Tools that support English Language LearnersMartin Cisneros
Learn helpful strategies & unhelpful practices for English language learners. This session will show examples of teacher tried and tested apps, extensions and add-ons as well as built in tools in Google and beyond that support English-language learning in the classroom!
Need to enhance your workflow with EL's? Explore a set of key principles, workflows, and digital resources to support ELs in meeting the Common Core and beyond!
Looking to create great online/blended classroom? What web tools would you use? What learning management system would be best? How do would you manage and build the online textbook? What does the workflow look like? How does it all come together? Join us to learn answers to these questions and more!
This workshop will present digital pathways to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These innovative resources are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance education across the K-12 grade span. We will also address workflow solutions, to make the review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking.
Teacher Tech Tools in CCSS Instruction for ELl Students & 4CsMartin Cisneros
This workshop will present technology tools to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These tech tools are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance instruction across the K-12 grade span. The presenters will also address workflow solutions, to make review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking. Project G.L.A.D. instruction and strategies for English learners, while addressing the domains of the CCSS.
The presenters are district- and county office-level specialists with expertise in instructional technology and EL instruction. They work supporting teachers on a daily basis to transform instructional practice. Mr. Cisneros will focus on tools that teachers already have at their disposal, or can easily get, including teacher-tried and tested applications, extensions, and add-ons and demonstrate how they can be used to differentiate and enhance reading and writing instruction. Ms. Campos and Ms. Baroldi will present on high-leverage applications, including Padlet, Aurasma, and ThingLink.
Techniques, Tactics, & Tools that support English Language LearnersMartin Cisneros
Learn helpful strategies & unhelpful practices for English language learners. This session will show examples of teacher tried and tested apps, extensions and add-ons as well as built in tools in Google and beyond that support English-language learning in the classroom!
Need to enhance your workflow with EL's? Explore a set of key principles, workflows, and digital resources to support ELs in meeting the Common Core and beyond!
Looking to create great online/blended classroom? What web tools would you use? What learning management system would be best? How do would you manage and build the online textbook? What does the workflow look like? How does it all come together? Join us to learn answers to these questions and more!
This workshop will present digital pathways to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These innovative resources are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance education across the K-12 grade span. We will also address workflow solutions, to make the review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking.
Teacher Tech Tools in CCSS Instruction for ELl Students & 4CsMartin Cisneros
This workshop will present technology tools to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These tech tools are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance instruction across the K-12 grade span. The presenters will also address workflow solutions, to make review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking. Project G.L.A.D. instruction and strategies for English learners, while addressing the domains of the CCSS.
The presenters are district- and county office-level specialists with expertise in instructional technology and EL instruction. They work supporting teachers on a daily basis to transform instructional practice. Mr. Cisneros will focus on tools that teachers already have at their disposal, or can easily get, including teacher-tried and tested applications, extensions, and add-ons and demonstrate how they can be used to differentiate and enhance reading and writing instruction. Ms. Campos and Ms. Baroldi will present on high-leverage applications, including Padlet, Aurasma, and ThingLink.
This presentation, given on March 11, 2009, by Pearson Curriculum's Debbie Nix at the 2009 Pearson Digital Pacific District Executive Forum, explored the importance of integrating the development of new lieracies and 21st century skills into core literacy instruction.
Developing Listening and Speaking Skills with TechnologyFer De Vega
The internet provides many examples of spoken language and opportunities for practicing L2 speaking and listening skills.
Here's a presentation of sites that exploit these skills
In most European countries, students begin learning second languages early on in school and most individuals, child or adult, are able to effectively communicate in their second language if not also in a third and fourth. In Canada, almost all of the provinces have total immersion programs set-up. Most people realize at this point that learning a second language is crucial, but for some reason, the United States has yet to significantly increase language programs.
Eil implications for policy and pedagogycjeremysykes
English as an International Language: Implications for Policy and Pedagogy address the issue of how we need to change our overall thinking as English Instructors in a world where more Non-native speakers use English between themselves than native speakers do.
This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.
Code switching between peers in a project-based English for science course at...cahafner
This is a presentation that was given at The 18th Annual Conference of the International Association for World Englishes, held in Hong Kong and Guangzhou, China.
This presentation, given on March 11, 2009, by Pearson Curriculum's Debbie Nix at the 2009 Pearson Digital Pacific District Executive Forum, explored the importance of integrating the development of new lieracies and 21st century skills into core literacy instruction.
Developing Listening and Speaking Skills with TechnologyFer De Vega
The internet provides many examples of spoken language and opportunities for practicing L2 speaking and listening skills.
Here's a presentation of sites that exploit these skills
In most European countries, students begin learning second languages early on in school and most individuals, child or adult, are able to effectively communicate in their second language if not also in a third and fourth. In Canada, almost all of the provinces have total immersion programs set-up. Most people realize at this point that learning a second language is crucial, but for some reason, the United States has yet to significantly increase language programs.
Eil implications for policy and pedagogycjeremysykes
English as an International Language: Implications for Policy and Pedagogy address the issue of how we need to change our overall thinking as English Instructors in a world where more Non-native speakers use English between themselves than native speakers do.
This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.
Code switching between peers in a project-based English for science course at...cahafner
This is a presentation that was given at The 18th Annual Conference of the International Association for World Englishes, held in Hong Kong and Guangzhou, China.
This video outlines some of the best ways to use technology in the ESL classroom. It explains the flipped classroom and a variety of ways to bring the classroom to life with technology.
Technology and English Learners: A New Language, or Universal?kristinlems
presentation by Kristin Lems and Jason Stegemoller, professors at National Louis University, at the 2014 STEMTech conference in Denver, Colorado organized by theleague.org.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELLs in meeting the Common Core State Standards.
Educating learners with special needs is often the most challenging task of a teacher yet also the most neglected by policy makers and politicians. In most developing countries there is little relevant data to identify the number of disabled children, making it impossible to carry out appropriate interventions
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015Martin Cisneros
Are your EL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELs in meeting the Common Core State Standards.
EDF2085 ESOL MODULE
ESOL PERFORMANCE STANDARDS
Activity 1 Standard #3.1.
(c)
Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)
Standard 1: ESL/ESOL Research and History: Teachers will demonstrate knowledge of
history, public policy, research and current practices in the field of ESL/ESOL teaching
and apply this knowledge to improve teaching and learning for ELLs.
3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession,
including program models for ELL instruction.
Activity 2 Standard #1.1
(a,b,d)
Domain 1: Culture (Cross-Cultural Communications)
Standard 1: Culture as a Factor in ELLs’ Learning
Teachers will know and apply understanding of theories related to the effect of culture in
language learning and school achievement for ELLs from diverse backgrounds.
Teachers will identify and understand the nature and role of culture, cultural groups, and
individual cultural identities.
1.1. a. Understand and apply knowledge about cultural values and beliefs in the context
of teaching and learning of ELLs, from diverse backgrounds and at varying English
proficiency levels.
1.1.b. Understand and apply knowledge of concepts of cultural competence, particularly
knowledge about how cultural identities affect learning and academic progress for
students from diverse backgrounds and at varying English proficiency levels.
1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and
discrimination in teaching and learning of ELLs from diverse backgrounds and at
varying English proficiency levels.
Activity 3 Standard #2.2.
(b,c)
Domain 2: Language and Literacy
Standard 2: Language Acquisition and Development: Teachers will understand and
apply theories and research on second language acquisition and development to
support ELLs’ learning.
2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and
build on these skills as a foundation for learning English.
2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and
psychological variables to facilitate ELLs’ learning of English.
ACTIVITY #1
The Consent Decree and ESOL Competencies
As a new student in the College of Education, you will face many challenging situations in your profession. To help
prepare you for many of these challenges, certain competencies are being instilled throughout your coursework. Of
immediate concern is a court action known as the Florida Consent Degree that deals with ESOL (English for Speakers of
Other Languages). As this will have application throughout your career, learn what the court has decreed.
Visit the following online resources to complete this activity.
Site # 1: Consult the College of Education ESOL site and review the ESOL Infusion Model used in courses:
http://education.ucf.edu/esol
Site # 2: Consent Decree http://www.fldoe.org/aala/cdpage2.asp
Site # 3: Timelines ...
Beginner Adult ESL Education in the Age of Technology ijait
The interconnectedness of technology and education is visible in all disciplines, especially in language learning. English as a Second Language (ESL) has long made use of technology to create meaning and deepen understanding for English Language Learners. Technology is also used as a means to further learning through language programs and multimodal assignments. However, adult refugee and immigrant
students at community colleges often have had little to no exposure to technology. Yet, these students face the challenge of acclimating to life as a student, while learning a new language. Instructors of ESL can help these students with their language needs and development as students by introducing technology instruction into the curriculum. It is the author’s claim that technology instruction should be incorporated into ESL instruction at the beginner level. This paper outlines the need for technology in ESL instruction and provides a paradigm for carrying out such instruction.
Tools for Access to Multimedia in the Classroom & HomeYue-Ting Siu, TVI
The shift to digital classrooms brings new challenges in accessibility to multimedia content such as images and videos. This workshop introduces tools for creating embedded image and video descriptions for independent and immediate access to digital content by students who are blind or visually impaired.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
8. Martin Cisneros @TheTechProfe# 8
What will it take to
ensure that THIS
reform era does not
leave ELLs behind?
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
15. # Martin Cisneros @TheTechProfe15
ELL’s in USA come from 400 different
language backgrounds
Vietnamese and
Chinese are the next
two most common first
languages spoken
among ELLs
(accounting for 1.8%
and 1.4%, respectively,
of the ELL population)
80% of the ELL population
enrolled in our nation's schools
SOURCE: CA DEPARTMENT OF ED
16. # Martin Cisneros @TheTechProfe
What Do All The
Labels Mean?
ELL, or English language learner. ELL is the most
current term used in the United States to describe
students whose native language is not
English, who are in various stages of acquiring
English, and who require various levels of language
support and development in order to become fully
proficient in English.
16
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
17. # Martin Cisneros @TheTechProfe
What Do All The
Labels Mean?
ESL, or English as a second language. The term
ESL was formerly used as a designation for ELL
students, but is more commonly used now to refer
to “a program of instruction designed to
support ELL students ” and is often still used at
the postsecondary level to refer to multilingual
students.
17
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
18. # Martin Cisneros @TheTechProfe
What Do All The
Labels Mean?
ELD, or English language development. ELD
is often used to describe instruction and
programs for ELL students that focus on
developing English language proficiency in
the domains of reading, writing, listening,
and. speaking.
18
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
19. # Martin Cisneros @TheTechProfe
What Do All The
Labels Mean?
LEP, or limited English proficiency. LEP is
used by the U.S. Department of Education
for ELLs who have not yet
demonstrated proficiency in English,
according to state standards and
assessments.
19
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
20. # Martin Cisneros @TheTechProfe
What Do All The
Labels Mean?
EFL, or English as a foreign language.
EFL refers to students who are
“nonnative English speakers, but who
are learning English in a country where
English is not the primary language.”
20
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
21. # Martin Cisneros @TheTechProfe21
Over 1/2 of ELLs in middle and high schools were born in the
United States, are second- or even third-generation immigrants,
and have been enrolled in U.S. schools since kindergarten.
Long-term English language learners, or LT-ELLs
Stuck at the intermediate level.
High levels of oral English
proficiency, but may lack the
academic language and skills
in reading and writing needed
to master subject matter
22. # Martin Cisneros @TheTechProfe22
Researchers and educators
commonly use the term L1
to refer to a student's native
language (also called
primary language, home
language, or heritage
language ) and L2 to refer to
the language a student is
acquiring in addition to their
native language, which in
the United States is English.
L1 - Home Language
L2 - Acquiring Language
24. # Martin Cisneros @TheTechProfe24
COMMON CORE & ELD STANDARDS
WHERE ARE WE?
25. # Martin Cisneros @TheTechProfe25
Interpretive
Productive
Collaborative
Part I:
Interacting in Meaningful Ways
Part II:
Learning About How English Works
Connecting &
Condensing Ideas
Expanding &
Enriching Ideas
Structuring
Cohesive Text
Part III:
Using Foundational Literacy
Native
Language
Emerging Expanding Bridging
Lifelong Lang
Learning
California ELD Standards
26. # Martin Cisneros @TheTechProfe
How is it Different Than What We did
Before?
26
27. # Martin Cisneros @TheTechProfe
The Big Shift
FROM
27
Separate , self contained
Sequential, set of rules, grammar based
Grade span
Simplified text - content after English
Integrated with academic content: both
integrated & designated
Spiraling, social, meaning and context
based
Grade level
Complex text - content doesn’t wait for
English
TO
28. # Martin Cisneros @TheTechProfe
Access to Content
28
Three Components of what ELLs Need
Visuals
TPR Total Physical
Response
Relia
Labeling
Repetition, review
SDAIE - Specially Design
Academic Instruction in
English
Language to Participate &
Process
How English Works
Language Functions
Graphic Organizers
Differentiated Sentence
Frames
Designated ELD
Oral Practice
Explicit Instruction
Contrastive analysis
Unpacking
29. # Martin Cisneros @TheTechProfe29
Math Social Studies
Langage Arts Science
ELD
Separate
Self - contained
Program defined
Minutes defined
ELD/ESL
Sequential
Grammar &
Rules Based
How we were doing ELD & Content
Teach
English
Access to
Curriculum
AM
RU
TS
I
C
30. # Martin Cisneros @TheTechProfe30
Language
Science
2010 Common Core ELA Adopted
Math Social Studies
Langage Arts
Language is central to all academic areas
31. # Martin Cisneros @TheTechProfe31
Integrated ELD
Science
Integrated & Designated ELD*
Math Social Studies
Langage Arts
*PernewCAELDStandardsandELA/ELDFramework
Integrated ELD
Designated
ELD
32. # Martin Cisneros @TheTechProfe
What are the language
demands for accessing
and participating in this
content?
• Integrated ELD is provided to EL’s
throughout the school day and
across all subjects by all teachers of
ELs. The CA ELD Standards are use
in tandem with the CA CCSS for
ELA/Literacy and other current
standards to ensure students
strengthen their abilities to use
English as they simultaneously learn
content through English.
32
33. # Martin Cisneros @TheTechProfe
What are the opportunities
presented by the content
for teaching language?
• Designated ELD is provided by skilled
teachers during the regular school
day. Teachers use the CA ELD
Standards as the focal standards in
ways that build into and from content
instruction in order to develop critical
language Els need for content in
learning English.
33
34. Martin Cisneros @TheTechProfe
So Where Do We Begin?
Acquaint administrators and teachers with the “Big Picture” of the shifts, and notion of integrated
and designated ELD
Overview of the new ELD standards
# 34
36. # Martin Cisneros @TheTechProfe36
Era of Building Programs, Practices,
Approaches
Lau
V.Nichols
42 31
1 9 7 4 1 9 9 0 ’ S 2 0 0 1 2 0 0 6
5
2 0 1 0
6 7
2 0 1 2 2 0 1 4
English
Only
Movement
Prop 227,
etc
No Child
Left
Behind
National
Literacy
Panel on
Language
Minority
Children
and Youth
Common
Core
Standards
adopted
New ELD
Standards
Adopted
The new
EA/ELD
Framework
is adopted!
ELD
37. # Martin Cisneros @TheTechProfe
NCLB Unintended
Consequences
• Narrowed curriculum
• Mandated minutes in curriculum not designed
• adequately to meet needs of English Learners
• Disappearance of bilingual programs under
• pressure of an English only assessment and
accountability system
• Gap largely remained, long Term English
• Learners identified
37
38. # Martin Cisneros @TheTechProfe38
Language Development Throughout an Integrated
Curriculum
Thematic Connection
Science & Social Studies Based Units
Core ELA Math ELD Science Social
Studies
High Leverage Strategies
Academic Language
40. # Martin Cisneros @TheTechProfe
Awareness of English Learners
40
Are educators aware there are English Learners in their schools|classes? Are they aware of the
magnitude?
41. # Martin Cisneros @TheTechProfe
Understanding of all ELL Needs
41
Do educators understand English Learner needs? The meaning of proficiency levels? The
process of first and second language development? The various typologies of English Learners
(e.g., newcomers, Long Term English Learners, RFEPs)? The implications of all of the above for
instruction and services?
42. # Martin Cisneros @TheTechProfe
Knowledge of How to Dress Needs
42
Do educators know what needs to be done in order to address English Learner needs? Do they
know the research on effective program design and instructional practices that address English
Learner needs?
43. # Martin Cisneros @TheTechProfe
Capacity (Skills, Strategies) to
Implement Knowledge
43
Do teachers and administrators have a toolkit of skills and strategies to use in addressing the
needs of their English Learners?
44. # Martin Cisneros @TheTechProfe
Conditions (Resources, Time,
Permission, Policy)
44
Are educators provided the conditions needed in order implement the strategies, programs and
services needed by English Learners? Do they have the time, resources, permission, policy,
class-size, etc. that make it possible to implement what is needed?
45. # Martin Cisneros @TheTechProfe
Data (Valid and Reliable)
45
Are assessments valid and reliable, timely and relevant for English Learners? Is data analyzed,
shared and discussed regarding implications for addressing needs of English Learners? Is data
disaggregated by English Learner profile/typology?
46. # Martin Cisneros @TheTechProfe
Will and Belief and Sense of Urgency
46
Do decision-makers care about English Learners and choose to focus on ELL needs? Do
educators believe that English Learners can achieve to high levels with appropriate scaffolds
provided? Is there a sense of urgency and focus on addressing English Learner needs?
47. # Martin Cisneros @TheTechProfe
Accountability
47
Are there clear goals and indicators focusing on English Learners in the LCAP? is there
leadership focus on what is happening with your English Learners?
49. # Martin Cisneros @TheTechProfe
SEAL
Model
49
Prevent
Long Term
English
Learners
Enact rigor &
21st Century
vision of
education in the
Common Core &
new generation
standards
Implement new
convergent English
Learner Research
SEAL
X
Source: goo.gl/uSfbTm
50. # Martin Cisneros @TheTechProfe
Begin with
Content
• What are we teaching?
• What analytic task are we asking Ss to do?
• What is the CONTEXT for using language?
• What is the NEED & PURPOSE for using
language?
PICTURE NAME
50
51. # Martin Cisneros @TheTechProfe
TASK
51
For All Students
What do
you want
your
students
to do?
SUBJECT LANGUAGE
RESOURCES
What is the
content
they are
engaging
with?
What language
resources do
they need in
order to do the
task with thes
content?
52. # Martin Cisneros @TheTechProfe
Example
• Students will deliver an
oral presentation on how
force effects the motion of an
object using the language of
cause and effect and
academic vocabulary.
52
53. Martin Cisneros @TheTechProfe# 53
“Scaffolding does not change the intellectual
challenge of the task, but instead allows the
learners to successfully participate in or
complete the task in order to build the
knowledge and skills to be able to perform
similar tasks independently in the future.”
Source: CA ELA/ELD Framework
54. # Martin Cisneros @TheTechProfe
TASK
54
What do
you want
your
students
to do?
SUBJECT LANGUAGE
RESOURCES
What is the
content
they are
engaging
with?
What language
resources do
they need in
order to do the
task with thes
content?
ELD Standards Part 1
Interacting in meaningful ways
Content standards & language
function
ELD Standards Part 2
How English works
55. # Martin Cisneros @TheTechProfe
Find the ELD Standards
Look in the ELD standards Part I
(“Interacting in Meaningful Ways") to find
the type of INTERACTION this task
requires
writing, listening actively, exchanging
ideas and information, interacting with
others, offering opinions, reading
closely, presenting, selecting and
applying precise vocabulary and
language structures
55
56. # Martin Cisneros @TheTechProfe
Find the ELD Standards
Look in the ELD Standards Part II (“How
English Works”) to locate the aspects of
language students will need to carry out this
task
Understanding text structure and cohesion,
using verbs and verb phrases, using nouns
and noun phrases, modifying to add details,
connecting ideas and condensing ideas
* Note the suggested scaffolds and
modifications by English proficiency level
56
57. # Martin Cisneros @TheTechProfe
Example
• Students will deliver an
oral presentation on how
force effects the motion of an
object using the language of
cause and effect and
academic vocabulary.
57
• ELD Standard Part 1.C.9 Interacting
in Meaningful Ways, Productive
Language, Presenting
• ** ELD Standards Part II, B 3, 4 and 5
Learning about how English works,
expanding and enriching ideas,
verbs, nouns and modifying to add
details.
58. # Martin Cisneros @TheTechProfe
TASK
58
And the ELD standards then delineate how to
differentiate by ELL levels
SUBJECT LANGUAGE
RESOURCES
Scaffolds
Scaffolds might include: using visuals or
manipulatives, charts and graphic organizers,
sentence frames and supports and sentence
starters, working in pairs or small groups, with
teacher support and prompting, gestures and
drawing, briefness or extendedness of product
The ELD Standards provide a
continuum of supports and
scaffolds that will help with
this!
+ + +
59. # Martin Cisneros @TheTechProfe
Example of differentiated
language objective with
scaffolds specified
• * My Emerging Level ELL students.....
will deliver a brief oral presentation
as part of a small group using a
collaboratively developed poster on
how force effects the motion of an
object using a basic
“_____because_____ ” cause and
effect frame and academic vocabulary.
59
60. # Martin Cisneros @TheTechProfe
Example
• Students will deliver an
oral presentation on how
force effects the motion of an
object using the language of
cause and effect and
academic vocabulary.
60
• * My Emerging Level ELL students.....
will deliver a brief oral presentation
as part of a small group using a
collaboratively developed poster on
how force effects the motion of an
object using a basic
“_____because_____ ” cause and
effect frame and academic vocabulary.
All Students ELL Students
61. Martin Cisneros @TheTechProfe# 61
So how can
blending tech
enhance this
process?
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
62. Martin Cisneros @TheTechProfe# 62
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
Using a toolkit of scaffolding strategies
Draw and Label (pictorials) Shared research projects
Graphic organizers Cooperative writing and editing
Structured oral interaction &
collaborative conversations
Interactive dialogic read alouds
Narrative retell Structured team tasks
Content based chants Barrier Games
Vocabulary in Context Researcher centers with hands-on materials
Visuals Total Physical Response And more
63. # Martin Cisneros @TheTechProfe
Integrated ELD
• When: While you’re teaching the
regular curriculum
• How: You support and scaffold
ELs to be active participants in
and successful with the content
• Standards: Content standards
rule, ELD standards used to
guide scaffolding
63
64. # Martin Cisneros @TheTechProfe
Designated
ELD
• When: It's own dedicated time during
the day AND also in small differentiated
groups throughout the day
• How: “In preparation for" or “In
response to” what is happening in the
regular curriculum and what you notice
about their language needs
• Standards: ELD standards rule, the
language function implied in the
content standards used to guide focus
64
65. # Martin Cisneros @TheTechProfe
The BIG Idea
• This takes professional development (in
strategies, in understanding the standards,
in understanding the process of planning)
• This takes teacher planning and
collaboration time * This requires clear
messages about expectations regarding
when and how ELD will occur – and how
students should be grouped
• Because it is complex and a major shift from
prior practice, it requires a TRANSITION
65
66. # Martin Cisneros @TheTechProfe
Caution! • Don’t lose the focus on ELD. We
have to be sure it is happening!
• Don’t lose the intent of CONTENT-
based ELD and basing ELD on
student need because of the relative
ease of just purchasing a program
• Use this as an opportunity to really
deepen teacher understanding of
language and language
development!
66
67. # Martin Cisneros @TheTechProfe
Transition
• Recognize it will take time.
• Work in increments: e.g., begin using graphic
organizers and language function support
during “integrated ELD", and front loading and
practicing that language function during 2 days
a week of “designated ELD” — continue with
prior ELD approach the other 3 days.
• Encourage teachers to NOTICE language –
use ELD resources to address language needs
• Provide coaching, planning time and
collaboration time
PICTURE NAME
67
74. CLASSROOM IMPLICATIONS
Provide literature that is
culturally relevant, age
appropriate, and accessible to ELs
at their current level of English
acquisition
Use online writing to help
students develop relationships
and practice English with other
students. Make it part of a
language and cultural exchange
where English-speaking students
-- who often take foreign language
classes -- also practice the first
language of the ESL student
Allow students to research topics
of interest. If students are truly
interested in a topic, they will
probably learn more language
Provide a space where all
languages have equal power. Have
students work together to
complete a service-learning task,
interview each other, or work on a
project using both languages
Take advantage of professional
learning opportunities
specifically to benefit English
learners. For example, join a
professional organization such as
TESOL or the National Association
for Bilingual Education (NABE)
Get to know students as human
beings. Honor the resources they
bring to the classroom and
recognize their multiple literacies
75. Provide literature
that is culturally
relevant, age
appropriate, and
accessible to ELs at
their current level
of English
acquisition
CLASSROOM IMPLICATIONS
newsela.com
Google Advanced Search
crafty184.com
76. CLASSROOM IMPLICATIONS
Use online writing to help
students develop
relationships and practice
English with other students.
Make it part of a language and
cultural exchange where
English-speaking students --
who often take foreign
language classes -- also
practice the first language of
the ESL studentdocs.google.com
todaysmeet.com
padlet.com
77. CLASSROOM IMPLICATIONS
Allow students to
research topics of
interest. If students
are truly interested in
a topic, they will
probably learn more
language
Google Search Education
Google App Search
agoogleaday.com
78. CLASSROOM IMPLICATIONS
Provide a space where all
languages have equal
power. Have students
work together to
complete a service-
learning task, interview
each other, or work on a
project using both
languages
awwapp.com
Google Drive
Google Translate Tools
79. CLASSROOM IMPLICATIONS
Take advantage of
professional learning
opportunities specifically
to benefit English learners.
For example, join a
professional organization
such as TESOL or the
National Association for
Bilingual Education (NABE)
TESOL.org
NABE.org
twitter.com
80. CLASSROOM IMPLICATIONS
Get to know students
as human beings.
Honor the resources
they bring to the
classroom and
recognize their
multiple literacies
Music
Literature
Google Cultural Institute
81. CONCEPT
CHECKING
Benefits of concept checking 3
C’s:
checks for students’
understanding.
clarifies difficult vocabulary for
students who are too shy to ask
questions.
creates a supportive learning
classroom, where students feel
that it’s okay to ask for help.
Source: goo.gl/bcTir3
Google Forms
GoFormative.com
GetKahoot.com
82. BOARD WORK &
ERROR
CORRECTION
In a non-ELL classroom using the
board and error correction is
important, but in an ELL classroom
it’s a must. Students need to hear
out and see instructions, new
concepts, words, definitions on the
board. Visuals in an ELL classroom
helps students with: memory,
clarification, recognition,
understanding, reminding and
error correction
Source: goo.gl/bcTir3
HaikuDeck.com
Cloud Generators
canva.com
goo.gl/auLfPi
83. SUPPORT ELL’S
WITH SCANNABLE
TECHNOLOGY
Scannable technology provides
opportunities for students to
quickly and easily interact with a
variety of content. In a
differentiated classroom, children
should have access to resources
and support materials that will push
them toward success.
ELLs can be supported by a variety
of tech tools. This includes
scannable technology like quick
response (QR) codes and
augmented reality (AR) triggers
Source: goo.gl/m4nNQO
Interactive Word Walls
Scannable Vocabulary Lists
Build Background Knowledge
goo.gl/MeyAJq
goo.gl/nW0IQs
aurasma.com & App
84. WRITTEN VS.
AUDIO VS. MOVIE
DIRECTIONS
Some of your ELLs may be
conversationally fluent in English but
struggle with reading in this language. In
addition to giving them written directions
in English, you can provide an activity
sheet or assignment that will link to a URL
where they can hear the directions read
aloud for them. You may decide to try
this strategy if your students are stronger
readers and you want them to practice
their listening skills. Another option is to
provide audio directions for students in
their native language so that they can
focus on the task at hand rather than
struggle with following written directions.
Source: goo.gl/m4nNQO
kaizena.com
SnagIt
ThingLink.com
85. Martin Cisneros @TheTechProfe# 85
Leadership Please!
Protect the space for
teachers to
implement!
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
86. Martin Cisneros @TheTechProfe# 86
Administrators Need
Clarity about implications of
new standards
Resources
Models
Skills, tools
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
87. Martin Cisneros @TheTechProfe# 87
Intentional Deep
Shift to make
this happen!
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST