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Equipping Your English Learners for Academic Success. Knowing your English Learners…. That’s Me. I would consider myself a morning person. Getting up in the morning is difficult, especially on work days. I teach in the primary grades. I teach the upper grades. I am a secondary teacher.
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Equipping Your English Learners for Academic Success Knowing your English Learners…
That’s Me I would consider myself a morning person. Getting up in the morning is difficult, especially on work days. I teach in the primary grades. I teach the upper grades. I am a secondary teacher. My role is that of administrator or teacher support. I have taught English Learners for many years. I have only been teaching English Learners for a short time. I want to know more about English learners so that I can better serve them in the classroom. 2 2
Norms Be respectful of one another Cell phones off or on vibrate Avoid side conversations (jot notes instead?) Ask “we” questions. Save “me” questions. Keep the focus on teaching and learning; that which is within our sphere of influence Be a learner - actively participate in readings, discussions and activities 3 3
Participation Processes Parking Lot questions will be addressed after breaks and at the end of day. During discussion time, please focus attention on the given task first, then discuss related topics of interest. At the signal, finish your sentence (but not your paragraph) and rejoin the large group. 4 4
Outcomes for the Day Answer the Questions: Who are our English Learners? What does it take to learn a new language? How does knowing students proficiency level help with instruction? 5 5
Who are my English Learners? • Think about the English learners in your class • Choose 3 that stand out and write down their names • Bring your 3 focus students to life for others in your group • Background • English use in the classroom and with peers • Academic performance • Use Talking Stick to share in groups of 3 – 4
Fastest Growing EL Populations • Students who immigrated before kindergarten • U.S.-born children of immigrants (native-born) • 76% of ELLs in grades K-8 • 56% of ELLs in grades 9-12 (Batalova, Fix, and Murray, 2007) By 2015, second generation children of immigrants are expected to be 30% of the school-aged population.
Numbers of EL Students (U.S. Department of Education, NCELA, 2007)
Density of EL Populations (U.S. Department of Education, NCELA, 2007)
Growth of EL Populations (U.S. Department of Education, NCELA, 2007)
Differences Among ELs Native language(s) Level of native language/literacy skills Level of English language/literacy skills Length of time family has lived in US Previous schooling experience Familiarity with school routines Content-area knowledge Parental education
At School Entry Identification Home survey Language proficiency tests Other input (e.g., teachers) Monitoring Language – Title III Achievement – Title I Language Minority Learners ELs (or LEP) IFEP Language Prof. Tests Slide courtesy of N. Lesaux and M. Kieffer, Harvard Graduate School of Education IFEP = Initially Fluent English Proficient
Over Time Language Minority Learners RFEP Language Prof. Tests ELs (or LEP) IFEP Slide courtesy of N. Lesaux and M. Kieffer, Harvard Graduate School of Education RFEP = Reclassified Fluent English Proficient
Unique Learning Challenges Develop content knowledge and skills defined by state standards while simultaneously acquiringa second (or third)language; Demonstrate their learning on an assessment in English
Performance Outcomes • CA looks at academic performance on CST after ELs are reclassified as fluent English proficient. • Although some reclassified ELs do well, many still struggle with: • listening, speaking, reading, and writing that involves academic language • access to content-area knowledge
The Demographic Imperative “The population of children in immigrant families is growing faster than any other group of children in the U.S.” • Use the strategy A/B Each Teach to read the article from Ed Leadership
Learning a new Language Aspects of knowing a language Some myths and realities Need for acquisition and learning
Grammatical Forms Phonology Academic & Social Functions What must be taught? Rhythm & Cadence Cultural Contexts Syntax Vocabulary Formal and Informal Discourse Styles September 14 28 28
Misconceptions… Young children learn second languages quickly and easily. Once a student is orally fluent, he or she is proficient. Children all learn a second language the same way. Students will learn English through exposure alone. Working in groups of four, assign one myth per person. Use article to find evidence to refute your myth. Explain the evidence to your group Be prepared to share in the larger group. 29 29
Tongue Tied Listen to Que dice? Que dice? Child Translate and the Power of Language.
Proficiency Levels • Beginning • Early Intermediate • Intermediate • Early Advanced • Advanced
In Depth Look.. • If this student entered your class today, what would you know about: • his/her background • support needed for his/her learning • Note your assigned proficiency level/profile. • Create a graphic representation to bring this student to life for the group. • Be prepared to share.
My focus students Considering the students you identified this morning, what would you say was their proficiency level and profile and why. Use the frames below. • Think:My student, ______, fits ______ profile because _____________________. He/She would probably fall within the ______ proficiency level because__________. • Pair(A-B): Tell about your student and listen to your partner describe his or her student • Share: With the rest of your table
Assessing English Proficiency Understanding the purpose of the CELDT and the information it provides
Assessment Challenges • Assessments of content-area knowledge and skills are also inherently tests of language proficiency. • Test demands (CST, end of unit test, etc.) require EL’s to focus on language and therefore restricts their ability to attend to the content. • Understanding students proficiency levels allows you to teach the language necessary for students to successfully demonstrate content knowledge
Components of Language Proficiency • Oral (listening and speaking) skills • Written (reading and writing) skills • Academic and non-academic language
Purpose ofLanguage Proficiency Tests for ELs • To determine placement in language programs • To monitor students’ progress while in these programs • To guide decisions about when students should exit the programs (August & Hakuta, 1997)
CELDT • Parent Report Sheet
Reading • Word Analysis: patterns and structures of words • Fluency and Vocabulary: Using a range of word meanings • Reading Comprehension: facts, inferences, and critical analysis of fiction and non-fiction writing
Listening • Following Oral Directions: responding to instructions • Teacher Talk: understanding spoken information in academic settings • Extended Listening Comprehension: answering questions about a short story • Rhyming (K-2 only): producing words that rhyme with the words given
Speaking • Oral Vocabulary: knowing how to use the names of nouns, actions • Speech functions: using language to respond to specific tasks • Choose and Give Reasons: stating a preference and giving two reasons • 4 – Picture Narrative: telling a story based on a series of pictures
Writing • Grammar and Structure: using Standard English grammatical structure and writing conventions • Writing Sentences: constructing sentences on specific topics • Writing Short Compositions: writing short compositions on specific topics
How Rigorous is Your Instruction • Elbow Partner • Now that you have seen what is expected of your students, how well do you believe you are preparing them for English proficiency?
Reflecting… • Keeping today’s learning and your focal students in mind, please note a couple: • Recollections • Insights • Applications • Be prepared to share out
Day 1 Evaluation Reflect on Day 1 Learning (http://estaffroom.sccoe.org) Day2: Supporting English Learners during Content Instruction
