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Improving Education for English Learners: Research-Based Approaches

Improving Education for English Learners: Research-Based Approaches. San Diego County Office of Education Tony Mora, Director Terry Barron, Coordinator English Learner and Support Services.

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Improving Education for English Learners: Research-Based Approaches

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  1. Improving Education for English Learners: Research-Based Approaches San Diego County Office of Education Tony Mora, Director Terry Barron, Coordinator English Learner and Support Services

  2. Chapter 2 (pp. 83-148)“English Language Development: Foundationsand Implementation Kindergarten Through Grade Five” by Marguerite Ann Snow and Anne Katz

  3. Based on a presentation by Yee Wan, Region 5 COE Lead and Denise Giacomini, Region 4 COE Co-Lead

  4. Please post District: Impact: How will the information from this chapter impact your district?

  5. Main Goal of ELD Ensure students develop the levels of English proficiency required to succeedacademically 5

  6. What is instructed ELD? (p. 84) • S_____________ • E________ I_______ of English • Takes place during d_________ ELD time periods in organized, r_______ scheduled time blocks

  7. What are some ways ELD instruction can be configured? (pp. 84-85)3 minutes

  8. “Regardless of the instructional configuration, • a specified ELD time allows teachers to deliver explicit English instruction designed specifically for English learners’ levels of proficiency.” (p. 85)

  9. Chapter Organization 1. Foundations of ELD Instruction for Young Learners 2. Designing ELD Instruction and Assessment 3. Examples of Effective ELD Instruction 4. Implications for Professional Development 9

  10. 1. Foundations for ELD Instruction for Young Learners • Primary Language • Sociocultural Considerations and Parental and Community Support • Second-Language Acquisition Processes

  11. Foundations for ELD Instruction for Young Learners • Coffee Klatch Did you know in the area of …?

  12. 2. Designing ELD Instruction and Assessment (pp. 98-122 12

  13. 2. Designing ELD Instruction and Assessment (p. 98) Key questions in designing practice to meet the needs of ELs 13

  14. 2. Designing ELDInstruction and Assessment Standards-Based Instruction and Assessment (pp. 98-99) Plan for instruction must take into account relevant standards because they outline core content of instruction Components of standards-based reform model Standards Assessments Accountability 14

  15. Planning, Enacting, and Evaluating Instructed ELD (p. 103) 15

  16. Designing ELD Instruction and Assessment, continued Role of Academic Language (p. 105) “Since learning the language of school is the primary purpose of ELD K-5, teachers need to have a thorough understanding of the notion of academic language.” 16

  17. Designing ELD Instruction and Assessment, continued Role of Academic Language • Academic language includes: grammar, vocabulary, discourse structures, conventions, and language for various functions • Teachers plan instruction that will help students develop the decontexualized language skills they need for cognitively demanding academic subjects in upper grades

  18. Designing ELD Instruction and Assessment , continued Role of Academic Language Students need to be able to transition from ELD to ELA Teachers should teach the academic language in a directed but interactive manner One researcher (Gibbons) suggests that teachers create a “language inventory” or list of academic language features found in a unit of instruction 18

  19. How Do I Teach Effectively?Strategies (pp. 108) Well-designed plan that integrates standards, appropriate instructional materials, and effective instruction and assessment strategies that focus on second-language development. Plan must address (a) dedicated ELD instruction in a specific time block and (b) instruction during the rest of the day. 19

  20. How Do I Teach Effectively? Six Components of Language Learning (p. 108) Crabbe, 2003 20

  21. Strategies for ELD Instruction Match the title of the strategy to its description.

  22. Applying Instructional Strategies for Listening, Speaking, Reading & Writing pp. 112-122 • Importance of utilizing protracted language events, situated within a context and for the construction of meaning • ELD instruction includes a focus on particular forms and patterns of their construction and use

  23. Applying Instructional Strategies for Listening and Speaking pp. 112-115 Find a “Golden Line” on these pages and share with a partner. Discuss why you selected the line. 6 minutes

  24. Applying Instructional Strategies for Reading p. 115 • ELs who have some literacy development in their first language tend to transfer those skills to reading in English

  25. Applying Instructional Strategies for Reading p. 116 • Teachers should provide as many authentic sources and purposes for reading as possible in addition to the required reading text. • Label items in classroom • Students read lists, announcements, notes to parents, etc.

  26. Applying Instructional Strategies for Reading pp. 116-117 • Introduce academic reading skills to prepare ELs for reading in the content area • Prereading • During reading • Postreading

  27. Applying Instructional Strategies for Reading p. 118 • Introduce students to common discourse patterns in content areas. • Discourse Patterns in Science • Analyze • Classify • Demonstrate • Measure • Predict • Report • Summarize

  28. Applying Instructional Strategies for Writing • Explicitly draw attention to common discourse patterns and function words when teaching academic writing skills • Provide sentence-starters • Introduce a variety of genre writing • Focus on writing as a way to express meaning and also develop syntactic skills • Process writing -prewrite, write, share, revise, edit and evaluate

  29. Applying Instructional Strategies for Teaching Vocabulary pp. 120-122 Underlying proficiency in listening, speaking, reading and writing is vocabulary. The three categories of words are: • High-frequency general words used regularly in everyday contexts • Nonspecialized academic words that are used across content areas and not specific to any content area • Specialized content-area words that are unique to specific disciplines Stevens, Butler, and Castellon-Wellington, 2000

  30. Applying Instructional Strategies for Teaching Vocabulary • Use direct vocabulary learning strategies ● Word and wall charts ● Vocabulary flash cards ● Vocabulary journals and notebooks ● Work sheets on prefixes, roots and suffixes • Use indirect vocabulary learning strategies ● Extensive and narrow reading ● Listening activities ● Strategies for guessing the meaning from context • Capitalize on students’ native language, for example, Spanish-speaking students can benefit from highlighting cognates

  31. 3. Examples of Effective ELD Instruction 10 Elements of Effective ELD Instruction Pg. 122 and handout Identify one that you believe teachers do well and one that teachers find challenging. 8 minutes

  32. 3. Examples of Effective ELD InstructionElements of Lesson Plan pp. 123-132 • ELA and ELD Standards • Content and Language Objectives • Learning Strategy Objective • Materials/Resources • Assessment (self-evaluation) • Explicit Instruction in four language skills • Practice • Grouping Patterns • Closure • Homework/Extension

  33. 4. Professional Development Five functions in preservice development for teachers p. 134 Match the functions and their descriptions and discuss with a partner

  34. 4. Professional Development FAULTY ASSUMPTIONS in teacher preparation programs, pp. 134-135, Harper and deJong (2004) 1. Needs of English learners do not differ significantly from those of other diverse learners 2. Discipline of ESL is primarily a menu of pedagogical adaptations appropriate for a variety of diverse learners How are these FAULTY ASSUMPTIONS manifested in classrooms?

  35. 4. Professional Development Ten competencies to equip teachers in both preservice and in-service training pp. 136-137 and handout

  36. Implications for Practice • To develop lessons for instructed ELD, teachers need to draw on a variety of resources to deliberately plan for instruction that incorporates components to ensure they maximize student learning. • Districts need to build a comprehensive system that promotes and sustains high quality ELD instruction.

  37. Whip Around What is your reaction to the information in this chapter? ONE WORD ONLY

  38. Please post District: Impact: How will the information from this chapter impact your district?

  39. “Perhaps most important, it is our hope that teachers of ELD K-5 will become passionate advocates for English learners in their school communities.” p. 137

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