ELLs at Hall

• I CAN –Dazzle people with mind-boggling

statistics about ELLs.–Impress people by outlining mind-

numbing legal requirements re ELLs.–Envision mind-blowing instruction in

collaboration with the ELL teacher.

Learning Targets

What is an English Language Learner?

• Students who come from an environment where a language other than English has had significant impact on English proficiency.

• Students whose language prevents their success in the classroom and on standardized tests.

“High poverty students can be compared to ELLs when it comes to vocabulary development.” (Echevarria, 1998)

“When it comes to risk factors for vocabulary development, poverty trumps race, urban v. rural…, limited English proficiency, and language impairments.” (Marulis & Neuman, 2011)

Mind-Boggling Statistics

SOURCE: Migration Policy Institute, http://www.migrationinformation.org/integration/media/video1.cfm

SOURCE: Migration Policy Institute, http://www.migrationinformation.org/integration/media/video1.cfm

Projected ELL % of Total Student Population

2007 2015 20300

5

10

15

20

25

30

35

40

45

10.7

20

40

ELLs are EVERYONE’s responsibilty!

Mind-Numbing Legal Requirements

Step 1: Identification

Step 2: Initial Placement

• W-APT/K W-APT• Multiple Measures• Notify parents – right to waive services

Step 3: Instruction

An IDEAL ELL program would have:

1. Scaffolded content instruction2. Literacy instruction

3. English language instruction4. First language support

MORE ABOUT THIS LATER!

Step 4: Annual Assessment• Must take MCA Math and Science, but don’t

have to include scores in first 12 months.• Can waive MCA reading in first 12 months.

• WIDA Access – Tests progress in listening, speaking, reading, and

writing

Step 5: Exit• MN rules: – If student achieves overall score of 5.0 on Access

test, with no domain less than 4.0, Title III funds end.

– Teachers determine whether students should exit based on multiple measures.

Step 6: Monitoring

• Students must be monitored for 2 years after exiting.

• Continue to take Access test.• MCA scores are part of LEP group for AYP

purposes.

Mind-BlowingInstruction

First, some clarification:

“Language through Content” – primary goal is teaching content. Secondary goal is teaching English.

“English Language Development” – primary goal is teaching English. BEST if tied to content, but not necessary.

Step 3: Instruction

An IDEAL ELL program would have:

1. Scaffolded content instruction2. Literacy instruction

3. English Language Development (ELD)***.

4. First language support

MPS ELL Framework

The 6 Models• One Teaching,

One Drifting• Team Teaching• Parallel Teaching• Alternative

Teaching—Small Group

• One Teaching, One Observing

• Station Teaching

Benefits of Collaboration• Shared responsibility for

student achievement• Transfer of teacher expertise• Shared understanding and

use of standards, curriculum, & assessment data

• Opportunity for a variety of activities

Limitations

• Extra planning time required• Personality and work style

differences• ESL Teachers put into teaching

assistant role• Change can be difficult!

Where do we go from here?

Keep It Simple!

An IDEAL ELL program would have….

1. Scaffolded content instruction2. Literacy instruction

3. English Language Development (ELD) 4. First language support

Latest research shows…..

• Separate ELD block better for teaching English skills than “language through content”.

• ELD block should – focus on vocabulary, morphology, grammar – tied

to content if possible.– emphasize listening and speaking over reading

and writing.– provide corrective feedback on form.

So, in practice….• Co-teaching which includes ELD• Listening and speaking (discussions, read-alouds,

speeches, Reader’s Theater…)• “Chunkable” activities:– VOCABULARY, morphology, grammar– shared reading– mini-lessons– technology

• Small groups

In practice (cont’d.)• Every classroom/lesson

will look different• Brains, heart, and

courage• Communication/planning• An OPPORTUNITY!