The BIG 5 in ESL

(What English Learners Need) A Synthesis of the Syntheses of

Research-Based RecommendationsJohn Wolfe,

MPS Multilingual Departmentjohn.wolfe@mpls.k12.mn.us

Rita Platt,St. Croix Falls SD

ritaplatt@hotmail.com

An invitation to a

conversation!

ConversationalCollaborativeContinuing

http://www.mplsesl.wikispaces.com/• Para los despapelados … sin handouts

•http://www.mplsesl.wikispaces.com/

The Wikihttp://www.mplsesl.wikispaces.com/

Questions to be Answered

What are the “Big 5”? Why are they the “Big 5”? What are some easy-to-use

resources to help with implementation of the “Big 5”?

The Big 5• Assessment Data • Achievement Focus • Systematic/Common Approach • Standards-Based Instruction • English Language Development (ELD)

A Sampler!

Why These 5?

• Synthesized the syntheses—based on our understanding of the research

• Focused on Ed Source Research• We made some hard choices!

An invitation to a conversation!

The Research Base• Ed Source Similar

ELs (Hakuta)• What Works

Clearinghouse (US DOE)

• Saunders & Dutro• Hattie

Ed Source (Hakuta)

From WestEd’s 2007 “Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based upon a large-scale survey of California elementary schools serving low-income and EL students.” [http://www.ewa.org/docs/edsource_findings_ell.pdf]

Factors that Contribute to the Success with Elementary EL Learners of Higher Performing

California Schools

The Study. A collaborative team of researchers from EdSource, Stanford University (with Kenji Hakuta as principal investigator), and the American Institutes of Research (AIR), aided by consultation with WestEd, took a look at the first EL–API scores for elementary schools in the 25th to 35th percentile band of California’s School Characteristics Index (SCI). They identified the schools that were having the greatest success with English Learners based on a California standardized test (the Academic Performance Index). They then used a survey to identify the practices that correlated with successful programs, identifying seven factors in the chart below.

Predicted variation in API (Academic Performance Index) scores (based on standard deviations) for each domain in order of importance Domain (#) Predicted variation in

EL–API Predicted variation in schoolwide API*

Using assessment data 20.4 16.7

Availability of resources (with “teachers” seen as the #1 resource)

17.9 16.9

Coherent standards-based instruction 17.3 17.6

Prioritizing student achievement 14.7 16.3

High expectations for student behavior 10.3 12.3

Involving and supporting parents 10.1 9.9

Teacher collaboration 9.4 11.0

School Sample (N) 237

(high EL)

257 (original sample)

*Based on Findings published in Similar Students, Different Results, 2005

Caveat: The numbers in the table show the standard deviations of these predicted API distributions. They are in units of API points, and can be interpreted roughly as the difference between a school at the 30th versus the 70th percentiles with respect to practices in the studied domain, everything else held constant. It is important to emphasize that these numbers cannot be added together. Because practices in different domains are correlated, the net effect of more effective practices across all domains would be considerably less than the sum of the separate predicted domain effects.

Domain (#) Predicted variation in EL–API Predicted variation in schoolwide API*

Using assessment data 20.4 16.7

Availability of resources (with “teachers” seen as the #1 resource)

17.9 16.9

Coherent standards-based instruction 17.3 17.6

Prioritizing student achievement 14.7 16.3

High expectations for student behavior 10.3 12.3

Involving and supporting parents 10.1 9.9

Teacher collaboration 9.4 11.0

School Sample (N)237

(high EL)257

(original sample)

What Works Clearinghouse

According to the Research …

What Do English Learners Need? From Effective Literacy and English Language Instruction for English Learners in the Elementary Grades (December 2007), US Department of Education Institute of Educational Sciences (What Works Clearinghouse), http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf.

QuickFacts US Dept. of Ed’s BIG 5 for ELs

1. READING ASSESSMENT

2. READING INTERVENTION

3. VOCABULARY INSTRUCTION

4. ACADEMIC LANGUAGE.

5. PAIR WORK (90 MINUTES)

The What Works Clearinghouse’s

5 Research-Based Recommendations 1. Formative Assessment. Conduct formative assessments with English learners using English

language measures of phonological processing, letter knowledge, and word and text reading. Use these data to identify English learners who require additional instructional support and to monitor their reading progress over time.

2. Reading Intervention. Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems. … [T]he interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the primary means of instructional delivery.

3. Systematic Vocabulary Instruction. Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. In addition, use instructional time to address the meanings of common words, phrases, and expressions not yet learned.

4. Academic Language. Ensure that the development of formal or academic English is a key instructional goal for English learners, beginning in the primary grades. Provide curricula and supplemental curricula to accompany core reading and mathematics series to support this goal. Accompany with relevant training and professional development.

5. Structured Pair Work. Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.

Dutro

Saunders

From Saunders, W. and Goldenberg, C. (2010). Research to Guide English Language Development Instruction. In Improving Education for English Learners: Research-Based Approaches (pp. 21-81). Sacramento, CA: California Department of Education.

From Key Phrase Guideline Guidelines Based on Relatively Strong Supporting Evidence from English Learner Research

1. Teach ELD! 1. Providing ELD instruction is better than not providing it.

2. Planned Interactive Activities.

2. ELD instruction should include interactive activities among students, but they must be carefully planned and carried out.

3. Devote time! 3. A separate block of time should be devoted daily to ELD instruction.

4. Listening & speaking.

4. ELD instruction should emphasize listening and speaking although it can incorporate reading and writing.

5. Elements of English.

5. ELD instruction should explicitly teach elements of English (e.g., vocabulary, syntax, grammar, functions, and conventions.).

6. Meaning AND ELD 6. ELD instruction should integrate meaning and communication to support explicit teaching of language.

7. Corrective Feedback.

7. ELD instruction should provide students with corrective feedback on form.

Guidelines Based on Hypotheses Emerging from Recent English Learner Research

8. Maximize English. (Use L1 strategically)

8. Use of English should be maximized during ELD instruction, the primary language should be used strategically.

9. Teach Strategies for Language Learning & Communication.

9. Teachers should attend to communication and language learning strategies and incorporate them into ELD instruction

10. Academic Language.

10. ELD instruction should emphasize academic language as well as conversational language.

11. ELD UNTIL Level 4 or 5.

11. ELD instruction should continue at least until students reach level 4 (early advanced) and possibly through level 5 (advanced).

Guidelines Based on Hypotheses Emerging from Recent English Learner Research

12. Language Objectives.

12. ELD instruction should be planned and delivered with specific language objectives in mind.

13. ELD = Proficiency Groups | Other times = mixed

13. English learners should be carefully grouped by language proficiency for ELD instruction; for other portions of the school day they should be in mixed classrooms and not in classrooms segregated by language proficiency.

14. Prioritize ELD! 14. The likelihood of establishing and/or sustaining an effective ELD instructional program increases when schools and districts make it a priority.

Gold

Gold

John HattieHattie’s 4 Keys (LICENse)

Teacher must know

1. Learning Intention,

2. Criteria for success,

3. Each students’ towards the goal,

4. Where to Go Next

1. Assessment Data (Teachers: Know your impact! Students: Manage your data!)

2. Achievement Focus (Success is possible! Eyes on the prize!)

3. Systematic/Common Approach (Do what works! Do it together!)

4. Standards-Based Instruction (Do what is important! You can’t do everything!)

5. English Language Development Separately (We have to teach English!)

Tell us what you want!

Assessment Data

• DIBELS/IDEL/Easy CBM (Reading)• WIDA Progress Monitoring Tools (Speaking & Listening: Can Do Descriptors)• Goal Setting (Class/Student Level)

Teachers: Know your IMPACT!Students: Manage your own

learning!(Hattie—Visible Learning For Teachers)

Assessment DataIndicador 2 – Pasaje 1 Primer grado Fluidez en la lectura oral IDELTM

Las mañanas en nuestra casa Por la mañana, cuando todavía está oscuro, todos nos despertamos. Primero se despiertan mi abuelita y mi papá. Su radio empieza a tocar música. Luego mi papá sale al pasillo y llama a nuestra puerta. —Es hora de desayunar niños,— nos grita. Luego oigo correr el agua del baño mientras mi abuelita se ducha. Cuando termina, ella llama a nuestra puerta. Lo hace porque sabe que todavía estamos acostados. Mi papá se mete a la regadera. Canta unas melodías del pasado. Me tapo la cabeza con la almohada. Por fin abro los ojos cuando oigo el secador de pelo. Después mi papá baja corriendo las escaleras hasta la cocina. El prepara el desayuno. Sube el volumen del radio aún más. Entonces, mi abuelita llama a la puerta del baño y dice: —¡Tomás, deja un poco de agua caliente para tu hermano! Mi hermano Mario es el último en levantarse. El es perezoso. Ahora estamos todos juntos en la cocina. Mi papá desayuna pan tostado con miel. Le pregunta a mi abuelita si está lista para salir. Nos mira a mi hermano y a mí y nos dice: —No se olviden de hacer la tarea al llegar a casa. Vamos a ir al parque esta tarde. Mi abuelita y mi papá salen juntos. Miro el reloj. En seis minutos yo tengo que estar en la parada del autobús. Meto de prisa mi almuerzo en la mochila. Después, corro por la puerta justo a tiempo. En ese momento, veo llegar el autobús escolar. Por suerte, no llegué tarde.

9 19

31 41

42

53 63

75

86 98

99

109 120

131

141 152

162

175 176

187

201 205

217

227

238

250

256

Palabras recontadas: Total:_________ 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 © 2003 Dynamic Measurement Group, Inc. Página 13

Reading

CBM

It is a “dipstick” It is QUICK & EASY It is free (DIBELS/IDEL/Easy

CBMReading correlates with

language development It’s nationally normed It can help us learn to look at

data productively It focuses attention on

growth It is INCREDIBLY motivating !

Why CBM?

WIDA ToolsCan be used as an ELD progress-monitoring toolStatewide annual assessment of speaking and listening It helps students “see” their learningWIKI: WIDA Tools Galore!

Can Do!

Goal Setting

Success doesn’t just happen….you MAKE it

happen!

Students: Manage your own

learning!

Teachers: Know your IMPACT!Goals for school, class, student!

Achievement Focus

• SMART Goals Student/Classroom/School (Start SMALL!)• Data Wall • Begin to Establish Expectations & Norms: Have the

conversation—What is acceptable achievement for our school?

Success is Possible!

Eyes on the Prize!(Ed Source/Hakuta)

SMART Goals

MotivationalAll Small

Success Breeds

Success!

Data Walls

To be effective goals

must be front &

center!

What do we expect?What is “good

enough”?What is “normal”?How do we move

forward?What do we need?

Establish norms & expectations

Systematic/Common Approach

• Marzano Academic Vocabulary/Tennessee Vocabulary Lists

• Kinsella Structured Interaction

Do What Works!Do it TOGETHER!

(What Works Clearinghouse & Reeves 90% Implementation)

Marzano: Systematic Academic Vocabulary Instruction

Kinsella: Structured Interaction

90 Minutes Per Week

• MPS SD’s own• Available on

Amazon

Standards-Based Instruction

• Embrace the Common Core• Embrace the MN Content Standards

Only Do What’s MOST Important!

You Can’t Do it All! (Ed Source/Hakuta & Dutro)

Common Core Standards

Minnesota State Standards

English Language Development

• 30 minutes a day, Through Level 5• Grammar Matrix (Focus on Form) + Speaking &

Listening• Corrective Feedback Strategies • Can Do Descriptors & Kid Friendly Can dos

We have to teach English!High school foreign language classes

got something right! (Saunders, Dutro, & Ed Source)

Dutro

Student-Friendly

Can Do

Descriptors

Corrective Feedback