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Equipping Your English Learners for Academic Success
Knowing your English Learners…
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That’s Me
I would consider myself a morning person. Getting up in the morning is difficult, especially on work days. I teach in the primary grades. I teach the upper grades. I am a secondary teacher. My role is that of administrator or teacher support. I have taught English Learners for many years. I have only been teaching English Learners for a short time. I want to know more about English learners so that I can better serve
them in the classroom.
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Norms
Be respectful of one another Cell phones off or on vibrate Avoid side conversations (jot notes instead?) Ask “we” questions. Save “me” questions.
Keep the focus on teaching and learning; that which is within our sphere of influence
Be a learner - actively participate in readings, discussions and activities
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Participation Processes
Parking Lot questions will be addressed after breaks and at the end of day.
During discussion time, please focus attention on the given task first, then discuss related topics of interest.
At the signal, finish your sentence (but not your paragraph) and rejoin the large group.
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Outcomes for the Day
Answer the Questions: Who are our English
Learners? What does it take to learn a
new language? How does knowing
students proficiency level help with instruction?
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Grendy PerezCountry of Origin: GuatemalaAge: 17
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Duy TranCountry of Origin: VietnamAge: 10
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Cesar CervantesCountry of Origin: United StatesAge: 9
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Emilio MujicoCountry of Origin: MexicoAge: 17
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Who are my English Learners? Think about the English learners in your class Choose 3 that stand out and write down their
names Bring your 3 focus students to life for others
in your group Background English use in the classroom and with peers Academic performance
Use Talking Stick to share in groups of 3 – 4
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DEMOGRAPHICS
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ELs Form a Large, Growing Population
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ELs and General School Population Growth
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Fastest Growing EL Populations
Students who immigrated before kindergarten U.S.-born children of immigrants (native-born)
76% of ELLs in grades K-8 56% of ELLs in grades 9-12
(Batalova, Fix, and Murray, 2007)
By 2015, second generation children of immigrants are expected to be 30% of the school-aged population.
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Numbers of EL Students
(U.S. Department of Education, NCELA, 2007)
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Density of EL Populations
(U.S. Department of Education, NCELA, 2007)
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Growth of EL Populations
(U.S. Department of Education, NCELA, 2007)
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The Most Common Languages ofEnglish Language Learners
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Differences Among ELs
Native language(s) Level of native language/literacy skills Level of English language/literacy skills Length of time family has lived in US Previous schooling experience Familiarity with school routines Content-area knowledge Parental education
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At School Entry
Identification Home survey Language
proficiency tests Other input (e.g.,
teachers)
Monitoring Language – Title
III Achievement –
Title I
ELs(or LEP)
IFEP
Langu
age P
rof.
Test
s
IFEP = Initially Fluent English Proficient
Slide courtesy of N. Lesaux and M. Kieffer, Harvard Graduate School of Education
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Over Time
RFEP = Reclassified Fluent English Proficient
ELs(or LEP)
RFEPLanguage Prof.
Tests
IFEP
Slide courtesy of N. Lesaux and M. Kieffer, Harvard Graduate School of Education
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Unique Learning Challenges
Develop content knowledge and skills defined by state standards while simultaneously acquiring a second (or third) language;
Demonstrate their learning on an assessment in English
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Performance Outcomes
CA looks at academic performance on CST after ELs are reclassified as fluent English proficient.
Although some reclassified ELs do well, many still struggle with: listening, speaking, reading, and writing that
involves academic language access to content-area knowledge
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Enjoy a 10 minute break
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The Demographic Imperative
“The population of children in immigrant families is growing faster than any other
group of children in the U.S.”
Use the strategy A/B Each Teach to read the article from Ed Leadership
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Learning a new Language Aspects of knowing a language Some myths and realities Need for acquisition and learning
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May Day…
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What must be taught?
Phonology
Rhythm &Cadence
VocabularySyntax
Grammatical Forms
Academic &Social Functions
Formal and InformalDiscourse Styles
Cultural Contexts
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Misconceptions…
1. Young children learn second languages quickly and easily.
2. Once a student is orally fluent, he or she is proficient.
3. Children all learn a second language the same way.
4. Students will learn English through exposure alone.
Working in groups of four, assign one myth per person.
1. Use article to find evidence to refute your myth.
2. Explain the evidence to your group
3. Be prepared to share in the larger group.
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Tongue TiedListen to Que dice? Que dice? Child Translate
and the Power of Language.
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Enjoy an hour for lunch
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Looking At Our English Learners
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Proficiency Levels
Beginning Early Intermediate Intermediate Early Advanced Advanced
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Common English Learner ProfilesCommon English Learner Profiles
Recent arrivals to U.S. - new to English
Long-term English learners
Strong literacy in home language
Strong English language and literacy, some gaps
Limited literacy in home language
Low literacy, seemingly strong oral English, many gaps
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In Depth Look.. If this student entered your class today, what
would you know about: his/her background support needed for his/her learning
Note your assigned proficiency level/profile. Create a graphic representation to bring this
student to life for the group. Be prepared to share.
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My focus students
Considering the students you identified this morning, what would you say was their proficiency level and profile and why. Use the frames below. Think: My student, ______, fits ______ profile because
_____________________. He/She would probably fall within the ______ proficiency level because__________.
Pair (A-B): Tell about your student and listen to your partner describe his or her student
Share: With the rest of your table
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Assessing English Proficiency
Understanding the purpose of the CELDT and the information it provides
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Assessment Challenges Assessments of content-area knowledge and
skills are also inherently tests of language proficiency. Test demands (CST, end of unit test, etc.) require
EL’s to focus on language and therefore restricts their ability to attend to the content.
Understanding students proficiency levels allows you to teach the language necessary for students to successfully demonstrate content knowledge
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Components of Language Proficiency
Oral (listening and speaking) skills Written (reading and writing) skills Academic and non-academic language
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Purpose of
Language Proficiency Tests for ELs
1. To determine placement in language programs
2. To monitor students’ progress while in these programs
3. To guide decisions about when students should exit the programs
(August & Hakuta, 1997)
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CELDT Parent Report Sheet
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Reading
Word Analysis: patterns and structures of words
Fluency and Vocabulary: Using a range of word meanings
Reading Comprehension: facts, inferences, and critical analysis of fiction and non-fiction writing
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Listening
Following Oral Directions: responding to instructions
Teacher Talk: understanding spoken information in academic settings
Extended Listening Comprehension: answering questions about a short story
Rhyming (K-2 only): producing words that rhyme with the words given
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Speaking
Oral Vocabulary: knowing how to use the names of nouns, actions
Speech functions: using language to respond to specific tasks
Choose and Give Reasons: stating a preference and giving two reasons
4 – Picture Narrative: telling a story based on a series of pictures
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Writing
Grammar and Structure: using Standard English grammatical structure and writing conventions
Writing Sentences: constructing sentences on specific topics
Writing Short Compositions: writing short compositions on specific topics
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How Rigorous is Your Instruction
Elbow Partner Now that you have seen what is expected of your
students, how well do you believe you are preparing them for English proficiency?
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Reflecting…
Keeping today’s learning and your focal students in mind, please note a couple: Recollections Insights Applications
Be prepared to share out
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Day 1 EvaluationReflect on Day 1 Learning (http://estaffroom.sccoe.org)
Day2: Supporting English Learners during Content Instruction