Date post: | 17-Feb-2017 |
Category: |
Education |
Upload: | martin-cisneros |
View: | 864 times |
Download: | 2 times |
Martin Cisneros @TheTechProfe# 1
Key Principles & Digital Tools for ELL Instruction in CCSS
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
Martin Cisneros @TheTechProfe#
Source: http://goo.gl/0BPFDa
2
# Martin Cisneros @TheTechProfe3
Source: http://goo.gl/0BPFDa
# Martin Cisneros @TheTechProfe4
Source: http://goo.gl/0BPFDa
# Martin Cisneros @TheTechProfe5
Source: http://goo.gl/0BPFDa
# Martin Cisneros @TheTechProfe6
Source: http://goo.gl/0BPFDa
ESL Ghetto
# Martin Cisneros @TheTechProfe7 The CCS ELA/ELD Framework 2014
Martin Cisneros @TheTechProfe# 8
What will it take to ensure that THIS reform era does not leave ELLs behind?
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
Martin Cisneros @TheTechProfe
Misconception #1Exposure and Immersion Are the Answer
# 9
Martin Cisneros @TheTechProfe
Misconception #2One Size Fits All
# 10
Martin Cisneros @TheTechProfe
Misconception #3Specially Adapted Instruction in English is “Just Good Teaching”
# 11
# Martin Cisneros @TheTechProfe
English Learners
SOURCE: CA DEPARTMENT OF ED
12
Demographic Trends
Martin Cisneros @TheTechProfe# 13
THERE ARE MORE MULTILINGUALS THAN THERE ARE MONOLINGUALS TODAY
SOURCE: CA DEPARTMENT OF ED
Martin Cisneros @TheTechProfe# 14
1 IN 4 IN CALIFORNIA ARE FOREIGN BORN
SOURCE: CA DEPARTMENT OF ED
# Martin Cisneros @TheTechProfe15
ELL’s in USA come from 400 different language backgrounds
Vietnamese and Chinese are the next
two most common first languages spoken
among ELLs (accounting for 1.8%
and 1.4%, respectively, of the ELL population)
80% of the ELL population enrolled in our nation's schools
SOURCE: CA DEPARTMENT OF ED
# Martin Cisneros @TheTechProfe
What Do All The Labels Mean?ELL, or English language learner. ELL is the most current term used in the United States to describe students whose native language is not English, who are in various stages of acquiring English, and who require various levels of language support and development in order to become fully proficient in English.
16
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
# Martin Cisneros @TheTechProfe
What Do All The Labels Mean?ESL, or English as a second language. The term ESL was formerly used as a designation for ELL students, but is more commonly used now to refer to “a program of instruction designed to support ELL students ” and is often still used at the postsecondary level to refer to multilingual students.
17
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
# Martin Cisneros @TheTechProfe
What Do All The Labels Mean?ELD, or English language development. ELD is often used to describe instruction and programs for ELL students that focus on developing English language proficiency in the domains of reading, writing, listening, and. speaking.
18
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
# Martin Cisneros @TheTechProfe
What Do All The Labels Mean?LEP, or limited English proficiency. LEP is used by the U.S. Department of Education for ELLs who have not yet demonstrated proficiency in English, according to state standards and assessments.
19
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
# Martin Cisneros @TheTechProfe
What Do All The Labels Mean?EFL, or English as a foreign language. EFL refers to students who are “nonnative English speakers, but who are learning English in a country where English is not the primary language.”
20
ELL, ESL, ELD, LEP, EFL
SOURCE: CA DEPARTMENT OF ED
# Martin Cisneros @TheTechProfe21
Over 1/2 of ELLs in middle and high schools were born in the United States, are second- or even third-generation immigrants,
and have been enrolled in U.S. schools since kindergarten.
Long-term English language learners, or LT-ELLs
Stuck at the intermediate level. High levels of oral English
proficiency, but may lack the academic language and skills in reading and writing needed
to master subject matter
# Martin Cisneros @TheTechProfe22
Researchers and educators commonly use the term L1 to refer to a student's native language (also called primary language, home language, or heritage language ) and L2 to refer to the language a student is acquiring in addition to their native language, which in the United States is English.
L1 - Home Language
L2 - Acquiring Language
# Martin Cisneros @TheTechProfe
What if…
23
# Martin Cisneros @TheTechProfe24
COMMON CORE & ELD STANDARDS
WHERE ARE WE?
# Martin Cisneros @TheTechProfe25
Interpretive
Productive
Collaborative
Part I: Interacting in Meaningful Ways
Part II: Learning About How English Works
Connecting &Condensing Ideas
Expanding & Enriching Ideas
StructuringCohesive Text
Part III: Using Foundational Literacy
NativeLanguage Emerging Expanding Bridging Lifelong Lang
Learning
California ELD Standards
# Martin Cisneros @TheTechProfe
How is it Different Than What We did Before?
26
# Martin Cisneros @TheTechProfe
The Big ShiftFROM
27
Separate , self contained
Sequential, set of rules, grammar based
Grade span
Simplified text - content after English
Integrated with academic content: both integrated & designated
Spiraling, social, meaning and context based
Grade level
Complex text - content doesn’t wait for English
TO
# Martin Cisneros @TheTechProfe
Access to Content
28
Three Components of what ELLs Need
Visuals
TPR Total Physical Response
Relia
Labeling
Repetition, review
SDAIE - Specially Design Academic Instruction in English
Language to Participate & Process
How English Works
Language Functions
Graphic Organizers
Differentiated Sentence Frames
Designated ELD
Oral Practice
Explicit Instruction
Contrastive analysis
Unpacking
# Martin Cisneros @TheTechProfe29
Math Social Studies
Langage Arts Science
ELDSeparate
Self - contained
Program defined
Minutes defined
ELD/ESL
Sequential
Grammar & Rules Based
How we were doing ELD & Content
Teach
English
Access to
Curriculum
AMRU TS I C
# Martin Cisneros @TheTechProfe30
Language
Science
2010 Common Core ELA Adopted
Math Social Studies
Langage Arts
Language is central to all academic areas
# Martin Cisneros @TheTechProfe31
Integrated ELD
Science
Integrated & Designated ELD*
Math Social Studies
Langage Arts
*Per
new
CA
ELD
Sta
ndar
ds a
nd E
LA/E
LD F
ram
ewor
k
Integrated ELD
Designated ELD
# Martin Cisneros @TheTechProfe
What are the language demands for accessing and participating in this content?• Integrated ELD is provided to EL’s
throughout the school day and across all subjects by all teachers of ELs. The CA ELD Standards are use in tandem with the CA CCSS for ELA/Literacy and other current standards to ensure students strengthen their abilities to use English as they simultaneously learn content through English.
32
# Martin Cisneros @TheTechProfe
What are the opportunities presented by the content for teaching language?
• Designated ELD is provided by skilled teachers during the regular school day. Teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical language Els need for content in learning English.
33
Martin Cisneros @TheTechProfe
So Where Do We Begin?Acquaint administrators and teachers with the “Big Picture” of the shifts, and notion of integrated and designated ELD
Overview of the new ELD standards
# 34
Martin Cisneros @TheTechProfe#
Source: goo.gl/VOCWWt
35
ELD Then & Now
# Martin Cisneros @TheTechProfe36
Era of Building Programs, Practices, Approaches
Lau V.Nichols
42 31
1 9 7 4 1 9 9 0 ’ S 2 0 0 1 2 0 0 6
5
2 0 1 0
6 7
2 0 1 2 2 0 1 4
English Only Movement Prop 227, etc
No Child Left Behind
National Literacy Panel on Language Minority Children and Youth
Common Core Standards adopted
New ELD Standards Adopted
The new EA/ELD Framework is adopted!
ELD
# Martin Cisneros @TheTechProfe
NCLB Unintended Consequences• Narrowed curriculum
• Mandated minutes in curriculum not designed
• adequately to meet needs of English Learners
• Disappearance of bilingual programs under
• pressure of an English only assessment and accountability system
• Gap largely remained, long Term English
• Learners identified
37
# Martin Cisneros @TheTechProfe38
Language Development Throughout an Integrated Curriculum
Thematic Connection Science & Social Studies Based Units
Core ELA Math ELD Science Social Studies
High Leverage Strategies
Academic Language
Martin Cisneros @TheTechProfe# 39
# Martin Cisneros @TheTechProfe
Awareness of English Learners
40
Are educators aware there are English Learners in their schools|classes? Are they aware of the magnitude?
# Martin Cisneros @TheTechProfe
Understanding of all ELL Needs41
Do educators understand English Learner needs? The meaning of proficiency levels? The process of first and second language development? The various typologies of English Learners (e.g., newcomers, Long Term English Learners, RFEPs)? The implications of all of the above for instruction and services?
# Martin Cisneros @TheTechProfe
Knowledge of How to Dress Needs42
Do educators know what needs to be done in order to address English Learner needs? Do they know the research on effective program design and instructional practices that address English Learner needs?
# Martin Cisneros @TheTechProfe
Capacity (Skills, Strategies) to Implement Knowledge
43
Do teachers and administrators have a toolkit of skills and strategies to use in addressing the needs of their English Learners?
# Martin Cisneros @TheTechProfe
Conditions (Resources, Time, Permission, Policy)
44
Are educators provided the conditions needed in order implement the strategies, programs and services needed by English Learners? Do they have the time, resources, permission, policy, class-size, etc. that make it possible to implement what is needed?
# Martin Cisneros @TheTechProfe
Data (Valid and Reliable) 45
Are assessments valid and reliable, timely and relevant for English Learners? Is data analyzed, shared and discussed regarding implications for addressing needs of English Learners? Is data disaggregated by English Learner profile/typology?
# Martin Cisneros @TheTechProfe
Will and Belief and Sense of Urgency46
Do decision-makers care about English Learners and choose to focus on ELL needs? Do educators believe that English Learners can achieve to high levels with appropriate scaffolds provided? Is there a sense of urgency and focus on addressing English Learner needs?
# Martin Cisneros @TheTechProfe
Accountability47
Are there clear goals and indicators focusing on English Learners in the LCAP? is there leadership focus on what is happening with your English Learners?
Martin Cisneros @TheTechProfe# 48
# Martin Cisneros @TheTechProfe
SEAL Model
49
Prevent Long TermEnglishLearners
Enact rigor &21st Centuryvision ofeducation in theCommon Core &new generationstandards
Implement newconvergent EnglishLearner ResearchSEAL
X
Source: goo.gl/uSfbTm
# Martin Cisneros @TheTechProfe
Begin with Content• What are we teaching?
• What analytic task are we asking Ss to do?
• What is the CONTEXT for using language?
• What is the NEED & PURPOSE for using language?
PICTURE NAME
50
# Martin Cisneros @TheTechProfe
TASK
51
For All Students
What do you want your students to do?
SUBJECT LANGUAGE RESOURCESWhat is the
content they are engaging with?
What language resources do they need in order to do the task with thes content?
# Martin Cisneros @TheTechProfe
Example• Students will deliver an
oral presentation on how force effects the motion of an object using the language of cause and effect and academic vocabulary.
52
Martin Cisneros @TheTechProfe# 53
“Scaffolding does not change the intellectual challenge of the task, but instead allows the learners to successfully participate in or complete the task in order to build the knowledge and skills to be able to perform similar tasks independently in the future.”
Source: CA ELA/ELD Framework
# Martin Cisneros @TheTechProfe
TASK
54
What do you want your students to do?
SUBJECT LANGUAGE RESOURCESWhat is the
content they are engaging with?
What language resources do they need in order to do the task with thes content?
ELD Standards Part 1 Interacting in meaningful ways
Content standards & language function
ELD Standards Part 2How English works
# Martin Cisneros @TheTechProfe
Find the ELD StandardsLook in the ELD standards Part I (“Interacting in Meaningful Ways") to find the type of INTERACTION this task requires
writing, listening actively, exchanging ideas and information, interacting with others, offering opinions, reading closely, presenting, selecting and applying precise vocabulary and language structures
55
# Martin Cisneros @TheTechProfe
Find the ELD StandardsLook in the ELD Standards Part II (“How English Works”) to locate the aspects of language students will need to carry out this task
Understanding text structure and cohesion, using verbs and verb phrases, using nouns and noun phrases, modifying to add details, connecting ideas and condensing ideas
* Note the suggested scaffolds and modifications by English proficiency level
56
# Martin Cisneros @TheTechProfe
Example• Students will deliver an
oral presentation on how force effects the motion of an object using the language of cause and effect and academic vocabulary.
57
• ELD Standard Part 1.C.9 Interacting in Meaningful Ways, Productive Language, Presenting
• ** ELD Standards Part II, B 3, 4 and 5 Learning about how English works, expanding and enriching ideas, verbs, nouns and modifying to add details.
# Martin Cisneros @TheTechProfe
TASK
58
And the ELD standards then delineate how to differentiate by ELL levels
SUBJECT LANGUAGE RESOURCES
Scaffolds
Scaffolds might include: using visuals or manipulatives, charts and graphic organizers, sentence frames and supports and sentence starters, working in pairs or small groups, with teacher support and prompting, gestures and drawing, briefness or extendedness of product
The ELD Standards provide a continuum of supports and scaffolds that will help with this!
+ + +
# Martin Cisneros @TheTechProfe
Example of differentiated language objective with scaffolds specified• * My Emerging Level ELL students.....
will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.
59
# Martin Cisneros @TheTechProfe
Example• Students will deliver an
oral presentation on how force effects the motion of an object using the language of cause and effect and academic vocabulary.
60
• * My Emerging Level ELL students..... will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.
All Students ELL Students
Martin Cisneros @TheTechProfe# 61
So how can blending tech enhance this process?
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
Martin Cisneros @TheTechProfe# 62
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
Using a toolkit of scaffolding strategies
Draw and Label (pictorials) Shared research projects
Graphic organizers Cooperative writing and editing
Structured oral interaction & collaborative conversations Interactive dialogic read alouds
Narrative retell Structured team tasksContent based chants Barrier Games
Vocabulary in Context Researcher centers with hands-on materials
Visuals Total Physical Response And more
# Martin Cisneros @TheTechProfe
Integrated ELD• When: While you’re teaching the
regular curriculum
• How: You support and scaffold ELs to be active participants in and successful with the content
• Standards: Content standards rule, ELD standards used to guide scaffolding
63
# Martin Cisneros @TheTechProfe
Designated ELD• When: It's own dedicated time during
the day AND also in small differentiated groups throughout the day
• How: “In preparation for" or “In response to” what is happening in the regular curriculum and what you notice about their language needs
• Standards: ELD standards rule, the language function implied in the content standards used to guide focus
64
# Martin Cisneros @TheTechProfe
The BIG Idea• This takes professional development (in
strategies, in understanding the standards, in understanding the process of planning)
• This takes teacher planning and collaboration time * This requires clear messages about expectations regarding when and how ELD will occur – and how students should be grouped
• Because it is complex and a major shift from prior practice, it requires a TRANSITION
65
# Martin Cisneros @TheTechProfe
Caution! • Don’t lose the focus on ELD. We have to be sure it is happening!
• Don’t lose the intent of CONTENT-based ELD and basing ELD on student need because of the relative ease of just purchasing a program
• Use this as an opportunity to really deepen teacher understanding of language and language development!
66
# Martin Cisneros @TheTechProfe
Transition
• Recognize it will take time.
• Work in increments: e.g., begin using graphic organizers and language function support during “integrated ELD", and front loading and practicing that language function during 2 days a week of “designated ELD” — continue with prior ELD approach the other 3 days.
• Encourage teachers to NOTICE language – use ELD resources to address language needs
• Provide coaching, planning time and collaboration time
PICTURE NAME
67
Martin Cisneros @TheTechProfe#
1. DISCUSS PRACTICAL
APPLICATIONS
68
Martin Cisneros @TheTechProfe#
2. MAKE EXPLICIT CONNECTIONS TO STANDARDS
69
Martin Cisneros @TheTechProfe#
3. DON’T IGNORE ASSESSMENT
70
Martin Cisneros @TheTechProfe#
4. INTEGRATE RESEARCH TO BUILD CREDIBILITY
71
Martin Cisneros @TheTechProfe#
5. BUILD CAPACITY
72
Martin Cisneros @TheTechProfe
Oracy, Literacy, & TechnologyIT MUST BLEND!
# 73
CLASSROOM IMPLICATIONS
Provide literature that is culturally relevant, age
appropriate, and accessible to ELs at their current level of English
acquisition
Use online writing to help students develop relationships and practice English with other
students. Make it part of a language and cultural exchange
where English-speaking students -- who often take foreign language
classes -- also practice the first language of the ESL student
Allow students to research topics of interest. If students are truly
interested in a topic, they will probably learn more language
Provide a space where all languages have equal power. Have
students work together to complete a service-learning task,
interview each other, or work on a project using both languages
Take advantage of professional learning opportunities
specifically to benefit English learners. For example, join a
professional organization such as TESOL or the National Association
for Bilingual Education (NABE)
Get to know students as human beings. Honor the resources they
bring to the classroom and recognize their multiple literacies
Provide literature that is culturally
relevant, age appropriate, and
accessible to ELs at their current level
of English acquisition
CLASSROOM IMPLICATIONS
newsela.com
Google Advanced Search
crafty184.com
CLASSROOM IMPLICATIONS
Use online writing to help students develop
relationships and practice English with other students.
Make it part of a language and cultural exchange where
English-speaking students -- who often take foreign language classes -- also
practice the first language of the ESL studentdocs.google.com
todaysmeet.com
padlet.com
CLASSROOM IMPLICATIONS
Allow students to research topics of
interest. If students are truly interested in
a topic, they will probably learn more
languageGoogle Search Education
Google App Search
agoogleaday.com
CLASSROOM IMPLICATIONS
Provide a space where all languages have equal
power. Have students work together to
complete a service-learning task, interview each other, or work on a
project using both languages
awwapp.com
Google DriveGoogle Translate Tools
CLASSROOM IMPLICATIONS
Take advantage of professional learning
opportunities specifically to benefit English learners.
For example, join a professional organization
such as TESOL or the National Association for
Bilingual Education (NABE)
TESOL.org
NABE.orgtwitter.com
CLASSROOM IMPLICATIONS
Get to know students as human beings.
Honor the resources they bring to the
classroom and recognize their
multiple literacies
Music
LiteratureGoogle Cultural Institute
CONCEPT CHECKING
Benefits of concept checking 3 C’s:
checks for students’ understanding.
clarifies difficult vocabulary for students who are too shy to ask
questions.
creates a supportive learning classroom, where students feel
that it’s okay to ask for help.
Source: goo.gl/bcTir3
Google Forms
GoFormative.com
GetKahoot.com
BOARD WORK & ERROR
CORRECTIONIn a non-ELL classroom using the
board and error correction is important, but in an ELL classroom it’s a must. Students need to hear
out and see instructions, new concepts, words, definitions on the board. Visuals in an ELL classroom
helps students with: memory, clarification, recognition,
understanding, reminding and error correction
Source: goo.gl/bcTir3
HaikuDeck.com
Cloud Generators
canva.com
goo.gl/auLfPi
SUPPORT ELL’S WITH SCANNABLE
TECHNOLOGYScannable technology provides
opportunities for students to quickly and easily interact with a
variety of content. In a differentiated classroom, children should have access to resources
and support materials that will push them toward success.
ELLs can be supported by a variety of tech tools. This includes
scannable technology like quick response (QR) codes and
augmented reality (AR) triggers
Source: goo.gl/m4nNQO
Interactive Word WallsScannable Vocabulary ListsBuild Background Knowledge
goo.gl/MeyAJq
goo.gl/nW0IQs
aurasma.com & App
WRITTEN VS. AUDIO VS. MOVIE
DIRECTIONSSome of your ELLs may be
conversationally fluent in English but struggle with reading in this language. In addition to giving them written directions
in English, you can provide an activity sheet or assignment that will link to a URL where they can hear the directions read aloud for them. You may decide to try
this strategy if your students are stronger readers and you want them to practice
their listening skills. Another option is to provide audio directions for students in their native language so that they can focus on the task at hand rather than
struggle with following written directions.
Source: goo.gl/m4nNQO
kaizena.com
SnagIt
ThingLink.com
Martin Cisneros @TheTechProfe# 85
Leadership Please! Protect the space for teachers to implement!
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
Martin Cisneros @TheTechProfe# 86
Administrators Need
Clarity about implications of new standards Resources Models Skills, tools
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
Martin Cisneros @TheTechProfe# 87
Intentional Deep Shift to make this happen!
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST
T H A N K Y O U !