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Teaching ELLs: An Overview. October 21, 2009. Good Morning!. Please note the grade levels for each table and sit accordingly We will begin with sharing your Reading Responses. Please choose one word from each reading to share with your group. Agenda Proficiency Levels of ELLs

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Teaching ells an overview l.jpg

Teaching ELLs: An Overview

October 21, 2009

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Good Morning!

  • Please note the grade levels for each table and sit accordingly

  • We will begin with sharing your Reading Responses. Please choose one word from each reading to share with your group.

  • Agenda

    • Proficiency Levels of ELLs

    • Review Individual Profiles Assignment

    • SDAIE

    • Content and Language Objectives

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English Language Development Standards

  • Skim the ELD Standards for all domains of your grade level cluster

  • Each of you will become more familiar with one proficiency level in Listening and Speaking to explain to others

  • As a table group, divide the levels of proficiency among you as evenly as possible and be prepared to share 2-3 main points about that proficiency level:

    A. Beginning

    B. Early Intermediate

    C. Intermediate

    D. Early Advanced

    E. Advanced

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Scope & Sequence of Language Skills ELD Matrix of Grammatical Forms

Tab 2.14

  • Describing actions & states of being:VERBS

    Tab 2.15

  • Naming people, places & things: NOUNS & ARTICLES

  • Re-naming people, places & things: PRONOUNS

  • Connecting ideas: PREPOSITIONS

    Tab 2.16

  • Connecting ideas: CONJUNCTIONS

  • Describing what kind, how many, how much, which one: ADJECTIVES

  • Describing when, where, how, why: ADVERBS

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ELD Matrix of Grammatical Forms

Layout of Tool:

  • Note proficiency levels across the top.

  • Note parts of speech along the left side.

    Getting to know this tool:

  • Skim entire ELD Matrix.

  • Read one level “vertically”.

  • Read one part of speech “horizontally”.

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Scenarios for Levels of Proficiency

  • Use the ELD Matrix and evidence from the scenarios to determine the level of proficiency

  • You may work with a partner to determine the levels

  • Be sure to note evidence to support your conclusions

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Express ELD Placement Assessment

  • Review the purpose of the Express Placement assessment in comparison to other ELD assessments

  • Thoroughly read the protocol for administering the Express

  • Practice with a partner. Alternate taking the role of test administrator and student

  • You will use the Express results in your Learning Record Assignment

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Individual Profile Assignment

  • What assessment data will you be collecting on the two students?

  • What other evidence will you gather that will help you determine the level of English proficiency that your students are at?

  • What tools might you use to analyze their levels of language proficiency in listening and speaking?

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What is SDAIE?Specially Designed Academic Instruction in English

  • Grade level instruction in English in all content areas

  • Specialized strategies to achieve understanding

  • Best suited for students with at least intermediate fluency in English

  • Bridge between primary language instruction and mainstream instruction in English

  • Provides access to grade-level core curriculum for students of varying levels of English language proficiency

  • Also referred to as Sheltered English

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A SDAIE Example

Read the vignette of the kindergarten literature lesson (pp. 82 - 83)

Look at Figure 3.6 on pg. 81 and identify the SDAIE strategies the teacher used to provide access to the curriculum

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Language Objectives

English learners develop receptive and productive language skills at different rates

Oral language practice is critical in language development

The absence of planned speaking practice in a classroom is detrimental to the development of academic English (Guthrie & Ozgungor, 2002)

Only 4% of ELLs’ school day is spent engaging in talk (Arreaga-Mayer & Perdomo-Rivera, 1996)

Key Points to Remember about ELLs and academic language development

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Comparing Content and Language Objectives

Content Objectives

Language Objectives

  • Identify what students know and must be able to do

  • Based on content standards

  • Differentiated by grade levels

  • Identify both the receptive and productive language demands of a lesson

  • Based on the language required in a lesson and the ELD standards

  • Differentiated by proficiency levels

  • Includes all domains – listening, speaking, reading and writing

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Verbs for Content Objectives

Verbs for Language Objectives

  • Identify

  • Solve

  • Investigate

  • Distinguish

  • Hypothesize

  • Create

  • Select

  • Draw conclusions

  • Listen for

  • Retell

  • Define

  • Compare

  • Explain

  • Sequence

  • Summarize

  • Describe

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Determining the language objective

  • Language objectives evolve from the lesson topic

  • Include vocabulary and sentence or text structures

  • Key question:

    • What language will students need to be able to understand and produce in order to fully participate in the lesson?

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Practice Identifying Language Demands (Language Objectives)

  • Read the examples of language objectives on Figure 2.2

  • Do the exercise on pg. 30 identifying content and language objectives

  • Let’s practice!