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ESL & APPR: where do they meet? DR. ANNETTE SHIDELER AUGUST 23, 2013 1
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ESL & APPR: where do they meet?DR. ANNETTE SHIDELER
AUGUST 23, 2013
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Goals of Workshop Provide a very general overview of the field of ESL…
Review latest data from NYSED regarding standardized test results of ELLs across New York…
What should you see when you walk into an ESL classroom and why…
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True or False? Turn to your neighbor
Take 3 minutes to answer the following --
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How did you do?1. Adults learn second languages more quickly and easily than young children. _______
2. Students in ESL only programs, with no schooling in their native language, take 7-10 years to reach grade level norm. ____________
3. A lot of immigrant children have learning disabilities, not language problems. They speak English just fine but they are still failing academically. _______________
4. Older generations of immigrants learned without all the special language programs that immigrant children receive now. It was “sink or swim” and they did fine! _________
5. Second language learners will acquire academic English faster if their parents speak English at home. _________
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What should an ESL classroom look like?
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6. The more time students spend soaking up English in the mainstream classroom, the more quickly they will learn the language. ___________
7. Once Students can speak English, they are ready to undertake the academic tasks of the mainstream classroom. __________
8. Cognitive and academic development in native language has an important and positive effect on second language acquisition. ____________
9. The culture of students doesn’t affect how long it takes them to acquire English. All students learn language the same way. _______________
10. All children learn a second language in the same way. ___________
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Stages of Language Acquisition Pre-Production/Silent Period -- Entering
Early Production -- Emerging
Speech Emergence -- Transitioning
Intermediate Fluency – Expanding
Proficient -- Commanding
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Apply what we have just learned to APPR
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77.4%
53.2% 55.1%52.8%
31.1%
Grades 3-8
2009 2010 2011 2012 2013
The vertical lines indicate years where changes were implemented. In 2010, cut scores changed, but the standards and scale remained the same. In 2013, the standards, scale, and cut scores changed to measure the Common Core.
In ELA, 31.1 percent of students in grades 3-8 across the State met or exceeded the proficiency standard (NYS Levels 3 or 4), reflecting a new baseline relative to the Common Core Standards
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12
36
86.4
%
61.0
%
63.3
%
64.8
%
31.0
%
Grades 3-8 Math
2009 2010 2011 2012 2013
The vertical lines indicate years where changes where implemented. In 2010, cut scores changed, but the standards and scale remained the same. In 2013, the standards, scale, and cut scores changed to measure the Common Core.
In math, 31 percent of grades 3-8 students across the State met or exceeded the proficiency standard (NYS Levels 3 or 4) in math, reflecting a new baseline relative to the Common Core Standards
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38
32.3
%
65.9
%
34.4
%
67.2
%
9.8%
32.7
%
67.1
%
87.9
%
30.7
%
63.5
%
English Language Learners Not English Language Learners
2009 2010 2011 2012 2013
9.8 percent of English language learners met or exceeded the math proficiency standard (NYS Levels 3 or 4) in grades 3-8
Beginning in 2013-14, data will be available for students who received ELL services at any time prior to test administration.
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Bilingual Common Core Progressions
• Analysis of the main academic demand of each standard
• Performance indicators that demonstrate how students at each level of language progression meet the standard using grade-level text
EngageNY.org 51
• Analysis of the linguistic demand of each standard
• Scaffolds and supports that guide teachers for each proficiency level
Bilingual Common Core Initiativehttp://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative
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What should you see in ESL lesson plans…
ESL Standards to be addressed
Content area standards to be addressed
Essential question for unit/Higher Order question for lesson
Learning/content objective
Language objectivecommon everyday wordsacademic wordspossible multiple meaning words
Syntax to be mastered
Differentiation for language levels
Listening, Speaking, Reading, Writing Components identified for every lesson
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What you should see in an ESL classroom…
Form a group with someone you haven’t seen before
In 3 minutes, create a list of what you think you should see based on our discussion thus far…
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You should see… Support for different cultures
A strong sense of acceptance and safety
A great deal of talking and small group work
An atmosphere of respectful collegiality
Clear procedures so that beginners can perceive behavioral & procedural expectations
Words, words, words – pictures, pictures, graphic organizers – play with words & word sorts
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What an ESL teacher should sound like…
Different levels of questioning for students of different language abilities
Support for L1 -- it is acceptable for students to negotiate meaning between themselves in their own language
Accepting different levels of responses from students based on their language abilities
Long wait time…
Informal assessment – touch the green crayon; touch the angry character
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How an ESL teacher should behave…
A strong working relationship with mainstream teachers is essential for students’ success
Outreach to parents and follow through with them
Maintain student records and assures accuracy of on-line records
What else should be added to this list???????????????????????????????
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Questions?????????????????
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“Elena” by Pat MoraMy Spanish isn’t enough.I remember how I’d smilelistening to my little ones,understanding every word they’d say,their jokes, their songs, their plots. Vamos a pedirle dulces a mama. Vamos.But that was in Mexico.Now my children to go American high schools.They speak English. At night they sit aroundthe kitchen table, laugh with one another.I stand by the stove and feel dumb, alone.I bought a book to learn English.My husband frowned, drank more beer.My oldest said, “Mama, he doesn’t want youto be smarter than he is. “I’m forty,embarrassed at mispronouncing words,embarrassed at the laughter of my children,the grocer, the mailman. Sometimes I takemy English book and lock myself in the bathroom,say the thick words softly,for if I stop trying, I will be deafwhen my children need my help.
