Working With Students Who are Learning to . . .

Presenter:

Julee Dredske, CESA 5 Title III Coordinator dredskej@cesa5.k12.wi.us 608-742-8814 X289 To obtain today’s presentation slides:

http://title-iii.pbworks.com (professional development)

ELL Foundations

An Overview for Teachers and Staff Working with ELLs

Defining English Language Learners:

Linguistically and culturally diverse students who have been identified through reliable and valid assessment as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade level content in English and, thereby, qualifying for support services.

ELL Facts:* In 2008-09, Wisconsin Schools have about 48,000

ELLs enrolled in our school district. This is about 5.5% of student population. Your school has ___. (DPI, WINSS)

By 2050 the number of students entering a public school speaking another language other than English is expected to reach 40%. (Lindholm-Leary, 2000)

Diverse populations no longer limited to large urban areas but extend to small towns.

Growth of ELLs in Wisconsin Schools

Languages in Wisconsin

14%

29%

57%SpanishHmongOther

Other = 220+ Languages

ELL ABC Quiz Do you know . . . ?

ELL or EL or ESL or LEPL1

ELP WIDA

AYP & AMAOACCESS for ELL® and W-APT™

BICs & CALP

How do Schools Identify ELLs:Home Language Survey—Every student should be asked about their home language.Student--Speak another language at school or home? How often? Native language?

Parents (or others in the household)-- Speak another language at home? How often? What language?

What does the law require? Annually complete a census to identify

language minority students; assess their language proficiency; and classify each by language, grade level, age, and English language proficiency level.

Provide “appropriate language assistance” services aimed both at developing proficiency in English and helping students master the same challenging academic material as all other students.

A few landmark cases . . .Lau v. Nichols, 1974 Same is not equal

Plyler v. Doe, 1982 Students cannot be denied access to

education based on their immigration status

Mandating agencies: DPI, NCLB, OCR, OELA

Response to Intervention/ELLs

Question 1:Children can learn another language rapidly and with no difficulties.

Fiction: It can take five to ten years for a child to learn a second (academic) language .

English Language Proficiency Levels

ENTERING

BEGINNING

DEVELOPING

EXPANDING

Never ELL

1

2

3

4

5

6

7

REACHING

BRIDGING

WIDA’s Performance Definitions

How do I know the ELL’s English language proficiency level?Two tools . . .

ACCESS for ELLs™--state-mandated test given once a year to ELLs (Dec. through mid-February)

W-APT™--screening test that can be used at any time an ELL arrives in your school

Question 2:ELLs bring their own past experiences and exposure to English.

Fact: A child’s background will have an impact on how well and how quickly they learn the English language.

Getting to Know the ELL

ImmigrantsRefugeesMigrantsEthnic MinoritiesSojourners

Snapshots (A Closer Look)

JoaquinKrystyna

Azlza

Question 3:Continuing to develop ELL’s native language will interfere with the acquisition of English.

Fiction: Developing the native language facilitates the process of learning English.

What We Know . . .Children who come to school with a solidfoundation in their mother tongue develop

stronger literacy abilities in the school language.

- Cummins, 2000It is estimated a new language is learned through . . .•20%--how literate you were in your L1•30%--language knowledge in L2—alphabet system, cognates•50%--other factors: adaptability, IQ, exposure, worldly experiences, etc.

CAL (Center for Applied Linguistics)“We only learn to read once.”

Jo Gusman, NHIE

Question 4:Young children learn to pronounce better than adults when learning a new language, but adults learn a new language faster than children.

FACT*

*Judie Haynes

http://everythingesl-everythingesl.blogspot.com/

The ideal time to learn English in School?

Longitudinal studies (Collier 1995) have shown that ELLs who enter U.S. schools between the ages of eight and twelve require less time to attain academic achievement (as measured by standardized test scores) because they have firmly acquired their home language for transfer of cognitive functioning to English.

Entering U.S. schools prior to age eight or after age twelve often results in slower language progress due to increased challenges in cognitive language transfer.

Question 5:If students can speak the language, they have mastered the language.

Fiction

Four Domains of Language Learning

Speaking

Listening

Reading

Writing

Understanding BICS & CALP

Source: Cummins, James. Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters. 1984Source:

BICS

CALP

Basic Interpersonal

Communication

5 to 7 ye

ars

6 months to 2 years

L1 L2

Krystyna (Immigrant with formal schooling)

L1

Azlza – Refugee – Limited Formal Schooling

L1

Joaquin (Primary grades)

L1 L2

Question 6:Errors demonstrate that an ELL is attempting new language skills.

Fact: Providing feedback is important in developing skills. Students and teachers need to be sensitive to this. Modeling the correct response (by teacher) can be useful.

Experiencing Too Much Negative Feedback?

Question 7:Students should be learning English in in the context of what is being learned in the academic classroom.

Fact: Students do not learn English any faster if they are placed in a pull out language learning program. (Haynes, Bolls)

The Success of Dual Language Programs

Research shows that ELLs in dual language programs, as a group, not only closed the achievement gap in terms of standardized test scores, but also surpassed native English speakers in academic achievement. (Gômez, 2006; Gômez, Freeman * Freeman, 2005)

SEI: Structured English Immersion Significant amounts of the school day are

dedicated to the explicit teaching of the English language and students are grouped by ELP

English language is the main content of SEI instruction, academic content plays a supporting role.

(Adopted in California, Arizona, Massachusetts, Educational Leadership, 2009)

SEI: Structured English Immersion Typical Schedule:

Pronunciation and listening, 20 min. Vocabulary, 30 min. Verb tense instruction, 20 min. Sentence Structure, 20 min. Integrated grammar skills application, 20 min. English reading and writing, 60 min. Math (SDAIE), 40 min. Science, Social Studies, P.E., 40 min.

How do I know an ELL’s English language proficiency level?Two tools . . .

ACCESS for ELLs™--state-mandated test given once a year to ELLs (Dec. through mid-February)

W-APT™--screening test that can be used at any time an ELL arrives in your school

Structure of the ACCESS for ELL®Grade level

K, 1-2, 3-5, 6-8, 9-12

Language Domains Listening, Speaking, Reading, Writing

Five Standards of English Language Proficiency Social Instructional, Language Arts, Math,

Science, Social Studies

Reading, 35%

Writing, 35%

Speaking, 15%

Listening, 15%

Overall Composite Score*

Reading + Writing = Literacy Score

Listening + Speaking = Oral Language Score

Listening + Reading = Comprehension Score

*Calculated with Scale Scores

WHAT DOES THE ACCESS FOR ELL® TEST LOOK LIKE?

T4 Grades 1-2Reading

T5 Grade 3-5 Speaking Test

Writing: Grades 6-8

What to see more samples?www.wida.us

What is the ELP Level of Our Students?

CESA 5 BLUE STAR tool

What do the results mean to me as a classroom teacher? The ACCESS for ELL® results show you the

student’s ELP level for each language domain. Answers the question—How well does this student know the English language?

So that . . .

You can answer the question—With a given set of language skills, what is this student capable of doing in my classroom? & What language skills can I help this student develop?

Accountability: Defining Annual Measurable Achievable Objectives

AMAO #1: ELLs in Levels 1-5 must be PROGRESSING

AMAO #2: ELLs in Levels 1-5 must be EXITING

AYP: Annual Yearly Progress--Satisfactory academic performance on the attainment of academic standards based on the results of the WKCE and the WAA-SwD

WIDA English Language Proficiency Tools

CAN DOs & Standards

WIDA homepage: www.wida.us

WIDA ELP Standards

What do the results mean to me as a classroom teacher? The ACCESS for ELL® results show you the

student’s ELP level for each language domain. Answers the question—How well does this student know the English language?

So that . . .

You can answer the question—With a given set of language skills, what is this student capable of doing in my classroom? & What language skills can I help this student develop?

Accountability: Defining Annual Measurable Achievable Objectives

AMAO #1: ELLs in Levels 1-5 must be PROGRESSING

AMAO #2: ELLs in Levels 1-5 must be EXITING

AYP: Annual Yearly Progress--Satisfactory academic performance on the attainment of academic standards based on the results of the WKCE and the WAA-SwD

WIDA English Language Proficiency Tools

CAN DOs & Standards

WIDA homepage: www.wida.us

WIDA ELP Standards

Relationship with WIDA Tools

Teacher Tools for Understanding How to Serve ELLs

of each ELP Level

Let’s examine

The WIDA “CAN DO”

Are general statements that describe what an ELL at proficiency level “X” Can Do

Are an intermediary level between the MPIs (specific) and the Performance Definitions

General Specific

MPIsPerformanc

e Definitions

CAN DO Descriptors

Grade-Level CAN DO

Descriptors

Language Domain

Level 1- Entering Level 2- Beginning Level 3- Developing Level 4- ExpandingLevel 5-Bridging

Listening

Point to stated pictures, words, phrasesFollow one-step oral directionsMatch oral statements to objects, figures, or illustrations

Sort pictures, objects according to oralinstructionsFollow two-step oral directionsMatch information from oral descriptions to objects, illustrations

Locate, select, order information from oral descriptionsFollow multi-step oral directionsCategorize or sequence oral information using pictures, objects

Compare and contrast functions, relationships from oral informationAnalyze and apply oral informationIdentify cause and effect from oral discourse

Draw conclusions from oral informationConstruct models based on oral discourseMake connections from oral discourse

Speaking

Name objects, people, picturesAnswer wh- questions

Ask wh- questionsDescribe pictures, events, objects, peopleRestate facts

Formulate hypotheses, make predictionsDescribe processes, proceduresRe/tell stories or events

Discuss stories, issues, conceptsGive speeches, oral reportsOffer creative solutions to issues, problems

Engage in debatesExplain phenomena, give examples, and justify responsesExpress and defend points of view

Reading

Match icons and symbols to words, phrases, or environmental printIdentify concepts about print and text features

Locate and classify informationIdentify facts and explicit messagesSelect language patterns associated with facts

Sequence pictures, events, processesIdentify main ideasUse context clues to determine meaning of words

Interpret information or dataFind details that support main ideasIdentify word families, figures of speech

Conduct research to glean information from multiple sourcesDraw conclusions from explicit and implicit text

Writing

Label objects, pictures, diagramsDraw in response to oral directionsProduce icons, symbols, words, phrases to convey message

Make listsProduce drawings, phrases, short sentences, notesGive information requested from oral or written directions

Produce bare-bones expository or narrative textsCompare/contrast informationDescribe events, people, processes, procedures

Summarize information from graphics or notesEdit and revise writingCreate original ideas or detailed responses

Apply information to new contextsReact to multiple genres and discoursesAuthor multiple forms of writing

WIDA’s “CAN DO” Descriptors for the Levels of English Language Proficiency

Relationship with WIDA Tools

Teacher Tools for Understanding How to Serve ELLs

of each ELP Level

Let’s examine

Why are English language proficiency (ELP) standards necessary? To facilitate ELL students’ English proficiency

attainment, access to content knowledge, and ultimately, their academic success

To provide a curriculum/assessment resource anchored in topics of academic content

To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing

To comply with federal law (No Child Left Behind Act of 2001) requiring ELP standards and ELP standards-based assessments

Language is the ticket to the academic content

WIDA ELP Standards

65

Overall Organization of WIDA ELP Standards

Frameworks for Summative & Formative Assessment (2)

English Language Proficiency Standards (5)

Grade Level Clusters (5)

Language Proficiency Levels (5)

MPIs are the lowest level ofexpression of the standards

Model Performance Indicators (>1000)

Language Domains (4)

Summative

Is amenable to large scale testing under standardized conditions

Includes visual and graphic supports

Contains Model Performance Indicators (MPIs) that are observable and measurable

Formative

Corresponds to everyday classroom instruction and assessment (mostly performance-based) practices

Includes visual, graphic, and interactive supports (e.g., grouping configurations)

Contains Model Performance Indicators (MPIs) that include strategies, technology, and long-term projects

Two Standards Frameworks

The Five WIDA ELP StandardsStandard 1: English language learners communicate for SOCIAL

AND INSTRUCTIONAL purposes within the school setting. (SIL)

Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. (LoLA)

Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. (LoMA)

Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. (LoSC)

Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES. (LoSS)

The Grade-Level Clusters

The WIDA ELP Standards are clustered:

Grades PreK−K

Grades 1−2

Grades 3−5

Grades 6−8

Grades 9−12

Pre-K: students entering Kindergarten

The Four Language DomainsListening ─ process, understand, interpret, and evaluate spoken language in a variety of situations  Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences

A “Strand” of MPIs within the standards

ELP Standard 4: The Language of Science (PreK-K)

Elements of MPIs

The MPIs consist of three elements:

The language function describes how students use language - the intent of the communication

The topic or content stem specifies the context or topic that is addressed - a “curricular kernel”

The type of support generates ideas for approaching instruction and assessment

Describe weather conditions based on information from photographs, charts, or graphs

Language Function

Elements of a MPIs (cont’d.)

Describe weather conditions based on information from photographs, charts, or graphs

The topic or content stem (derived from state academic content standards)

Elements of a MPIs (cont’d.)

Describe weather conditions based on information from photographs, charts, or graphs

Type of support

Elements of a MPIs (cont’d.)

Choose one or two sample topics from your handout.

Underline: SupportCircle: Language function

Squiggle: Topic

Examples of Support

Comprehensible Input

Specific Examples of Sensory Support

1.With your group, select a lesson Elementary or MS/HS

2.Using your CAN DO descriptors and language standards, discuss how you

could modify the existing lesson for an ELP at a level 2 or 3.

3.What supports could you utilize when presenting this lesson?

Practice modifying a lesson . . .

Questions What burning questions from our opening

K-W-L activity remaining unanswered for you?

Write down at least one new thing you learned from today’s discussion.