Eradicating English Learner Lethargy:

1. Eradicating English Learner Lethargy:Bolstering Engagement and Language Development Through Accountable Student Responses

2. In this session, we will explore: Common English language challenges of long-term ELs Prevalent 6-12 program placements and their limitations in meeting the acute language needs of long-term ELs Research-informed ELD principles and practices A practical tool for lesson observation and feedback Development of accurate oral fluency Structured, accountable responses with language targets Use of response frames to bolster accurate oral fluency Orchestrated verbal rehearsals and student interactions Consistent instructional routines

3. Session Guiding Question

4. Definition: Long-term English Learners (LTEL) Enrolled in U.S. schools for 6+ years Plateaued at intermediate to early advanced proficiency levels; relative fluency in everyday English Struggle or merely get by academically (classroom performance, grades, standardized tests) Exhibit fossilized errors and striking gaps in oral and written English (Swiss cheese ELD)

5. Long-term Adolescent ELs Are Concentrated at CELDT 3-4

6. Long-term English LearnersLooking at Language Use An extended oral response to a question about a familiar topic An extended writing response to a formal writing prompt

7. Two-Minute ActivityPartner Discussion Task Make eye contact with an elbow partner. Determine partner one and partner two. Think about this question:What are differences between a cell phone and a landline phone? At the signal, partner one will share first. Continue sharing until I call time. Briefly record 2-3 differences you discuss.

8. Brainstorming List:Cell Phone & Landline Phone Differences ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

9. Example #1 - Long-term Adolescent English Learner Clip of Extended Oral Response Listen for the vocabulary this student uses to respond to the question: What are differences between a cell phone and a landline phone? What differences did she identify? What language did she use to discuss them?

10. Example #1 - Long-term Adolescent English LearnerWhat do we notice about this student�s English language use? We would characterize her __ (syntax, vocabulary, register ) as __ Everyday Adjectives Precise Adjectives basic limited casual conversational weak imprecise

11. Example #2 - Long-term Adolescent English Learner Formal Writing Prompt Evaluate your current study place and determine whether you should make any changes to create a more productive work environment. Write a detailed expository paragraph, including a clearly-stated topic sentence, transitions, and supporting details.

12. Example #2 - Long-term Adolescent English Learner Extended Written Response Well actually I study in my livingroom almost sometime. Because I don�t usually do my homeworks. Every time when I pick up my pen to work on my homeworks. I got disturb from my little bros., and sister. They come into the livingroom and chasing each other aroun. Man I was like sitting in hell with a demon. In my living room I had a desk. Which it is about 6 ft. by 3, a lamp, dictionary, pens and school stuff. I had a 27 inch TV in front of me. 9th grade (7 years in U.S., CELDT 3 for 5 years)

13. Imprecise vocabulary use: school stuff Inconsistent and inaccurate use of habitual present tense: I study; I got disturb; I had a desk Errors with: Adverbs of frequency: almost sometime Count/non-count nouns: homeworks Sentence fragments: Because I don�t usually do my homeworks. Inappropriate register: Well actually; Man I was like Example #2 - Long-term Adolescent English LearnerWhat do we notice about this student�s English language use?

14. These oral language proficiency errors� Are not unusual among long-term ELs Are not simply performance mistakes, but rather reflect a lack of linguistic knowledge Are often fossilized errors resulting from years of benign instructional neglect Can be addressed through explicit and sustained language instruction Susana � Julie help can click on �preview button� 11_11:02 Susana � Julie help can click on �preview button� 11_11:02

15. In addition to literacy instruction, LTELs needInstructed ELD in order to� Develop accurate fluency in oral and written English Gain agility using vocabulary, syntax, grammatical features, and appropriate register Move beyond current assessed proficiency level Instructed ELD may be taught within a dedicated course (Advanced ELD) or as an essential component of a Strategic English course or Literacy Intervention course.

16. The Goal for Instructed ELD:Accurate Oral Fluency Oral Fluency Ease of target language production and listening comprehension Accurate Oral Fluency Ease of producing accurate target language forms (vocabulary, syntax, grammar) and ability to comprehend while listening to more sophisticated language

17. What Does the Research Say? ELD Instruction should: Explicitly teach elements of English Be form-focused with meaningful applications Include respectful and timely error-corrections Emphasize oral language development, to support academic literacy and interactions Infuse meaningful, accountable, and structured interactions with clear language targets (Saunders & Goldenberg, 2010)

18. Language instruction is essential, but� Where can it be integrated into an impacted secondary schedule? Maximize existing placements for LTELs to include explicit language instruction Most likely contexts for LTEL ELD: Strategic English Language Arts (Tier 2) Intensive Literacy Intervention (Tier 3)

19. Where is English language development for LTELs addressed in your school system? A dedicated advanced ELD course Incorporated within a double block of English Language Arts Incorporated within a single period of English Language Arts Incorporated within an intensive literacy intervention program After school program/tutorial Not explicitly addressed Susana � Julie help can click on �preview button� 11_11:02 Susana � Julie help can click on �preview button� 11_11:02

20. Common ELA Placements for Adolescent Long-Term English Learners Strategic English Language Arts Placement: Basic & Below Basic, Tier Two (EL, EO) Time: Double block Curricula: Core program, ancillary materials Intensive Intervention English Language Arts Placement: Far Below Basic, Tier Three (EL, EO) Time: Double block Curricula: Intervention program; 2009 CA Intensive adoptions include some ELD support

21. Strategic English Far Outnumbers Intensive English In grades 6-11, approximately 40% of the students are assessed as Tier 2, candidates for Strategic English coursework, three to five times as many learners as those assessed as Tier 3 Intensive Intervention candidates.

22. Intensive Literacy Intervention Traditionally focused on: Intensive literacy instruction for struggling readers (3+ years below) Decoding, reading fluency, and basic reading comprehension skills

23. Intensive Literacy Intervention For LTELs, must also: Develop English by proficiency level Provide structured oral rehearsals to support written applications Teach vocabulary, sentence patterns, and text structures for both narrative and expository text

24. Strategic English Language Arts Intended to: Target instruction for students struggling with grade-level ELA competencies Focus on text - comprehension of narrative (primarily) and expository (secondarily) Focus on writing - response to literature and writing genres

25. Strategic English Language Arts For LTELs, must also: Develop academic oral language proficiency Teach high-leverage vocabulary, sentence patterns, and academic text structures Teach distinctive linguistic features of genres Frontload precise language students will need to read, discuss and write about lesson topics

26. Strategic English students commonly spend their tandem �support� hour: Completing assignments from the first hour Independently tackling a random array of reproducible worksheets (especially on the mechanics of writing: spelling, punctuation) Engaging in limited or no explicit instruction and structured, accountable verbal rehearsals in the vocabulary, syntax and grammar required to read and write about assigned ELA topics

27. The grim ELD reality for many secondary LTELs? Placement in a Strategic double block of English with a teacher lacking adequate or appropriate training, curricula, coaching and accountability for implementation of explicit language instruction to help students succeed on ELA assignments or advance on CELDT.

28. Video Clip 2Grade 8 Strategic English How many students participated in the lesson task? How accountable were students for participating on some level? Does this appear to be an established instructional routine?

29. Vocabulary Knowledge Rating Chart

30. Video Clip 2Observed Elements of Effective Instruction A posted agenda An established instructional routine A clearly communicated task A purposeful handout to scaffold the process Effective management and use of proximity Conscientious monitoring of written responses Recognition of whole-class focus on task

31. Video Clip 3Grade 8 Strategic English What percentage of the students spoke during this phase of the lesson? What linguistic register did students use in their verbal responses? How accountable were students for participating on some level? What was the primary strategy for eliciting student responses?

32. Pervasive Evidence Missed Opportunities to Develop Language Competence

33. The Neglected �R� in Instruction for 21st Century Learners Which �R� is frequently missing from lessons for long-term English Learners? Rigor Relevance Relationships Responses

34. Structured and Accountable Student Engagement

35. Examples of Structured,Accountable Student Responses Physical Responses Point at the key word� Verbal Responses Report using the sentence frame� Written Responses Record 2 examples on the visual organizer�

36. Structured Accountable Responses: Feedback & Monitoring Tool

37. Indicators: Low Engagement teacher talks too much few/no accountable student responses little/no visible structured peer interaction a high percentage of passive students lethargic pacing suggesting insufficient lesson preparation and random activities versus consistent instructional routines

38. Positive Outcomes of a Viable Instructional Routine Efficient lesson delivery and use of time Clear, dynamic student and teacher roles Both students and teachers devote �cognitive capital� to the lesson content rather than the instructional process Maximized engagement and learning

39. What would have made this lesson more productive? A well-articulated task and modeled process Structured peer collaboration/interaction Individual accountability for participation Language targets for the partner/group process Explicit instruction of the target language Modeled verbal and written responses Conscientious monitoring of student responses

40. The Limitations of EL Student Interactions Lacking Structure and Language Targets

41. Vocabulary Knowledge Rating Group Process Number off at your table, 1-4. Number 1 asks the question about the first word. Everyone responds, going clockwise. Number 1 shares last. Decide together on what the word could mean and all write the agreed upon word meaning. Number 2 asks the question about the next word, etc. The lead student for each word prepares to report the group�s word knowledge.

42. Vocabulary Knowledge Rating Frames for Group Questions To elicit contributions from each group member: Do you know what __ means? Are you familiar with the word __? Do you have any idea of what __ means? After everyone has contributed, lead student asks: What should be our definition? What shall we write for our definition?

43. Vocabulary Knowledge RatingFrames for Individual Contributions 4 I am familiar with the word __. It means __. 3 I am somewhat familiar with the word __. I think it means __. 2 I recognize the word __, but I don�t remember what it means. 1 I am not familiar with the word __. I am unfamiliar with the word __.

44. Vocabulary Knowledge Rating Frames for Group Reporting We agreed that __ has something to do with __. We decided that __ could mean __. We determined that __ means __. Elbow Partner Task: What are other high-leverage, portable frames that could be used when students are expected to report a group decision or consensus?

45. Instructional Advantages of Sentence Frames

46. How might an English Learner complete this sentence starter?

47. A Sentence Frame with Embedded Grammatical targets

48. What are the language objectives for this instructional routine? Students will ask present tense questions using do or are. Students will qualify their word knowledge using precise vocabulary: recognize, familiar, somewhat familiar, unfamiliar. Students will report their group�s word knowledge using past tense citation verbs + that: agreed that, decided that, determined that.

50. Improving Education for English Learners: Research-Based Approaches Carlos Rivera of CDE to speak for 1-2 min.Carlos Rivera of CDE to speak for 1-2 min.

51. Contact Information Kate Kinsella, Ed.D. San Francisco State University, Center for Teacher Efficacy katek@sfsu.edu (707) 473-9030