Out of the Peaceable Kingdom

Out of the Peaceable KingdomThe Three Roles of the ESL Teacher

MinneTESOL 2015

Rita & JohnRita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.John Wolfe is running for VP of MinneTESOL. Wolfe Supports Shakira as the next MELED Keynoter!

ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us http://www.weteachwelearn.org/tag/rita-platt/ http://mplsesl.wikispaces.com/Home+Page @ritaplatt @johnwolfe3rd

Your soul, my soul, MinneTESOL! Vote for the man with the squarish head!Relax Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/

PD must be:Continuous, Collaborative, Communicative What do we mean when we refer to the ESL classroom as a Peaceable Kingdom?

In your experience to what extent was this true in the past?to what extent is it still true3. Whats good about the ESL Classroom/ Peaceable Kingdom?4. Whats bad about the ESL Classroom/ Peaceable Kingdom?What is the Peaceable Kingdom?We Teach We Learn (www.weteachwelearn.org) http://tiny.cc/3csPK

Why did the profession leave the kingdom?It didnt work.It separated students.Space, time, & staffing issues.The law.

What are your actual roles? What do you think they should be?

The RolesProvide English language development (ELD)Support meaningful access to content learningProvide advocacy and expertise

The LawCivil Rights Act, HEW Interpretation 1, 1968All students get a free public ed, regardless of country of origin. Must modify instruction to make sure all have access to content.

Civil Rights Act, HEW Interpretation 2, 1970Must also teach English.

Lau vs. Nichols, 1974All must have equal access to the curriculum. How do we do that? Bilingual ProgramsSheltered/Modified InstructionELD (English Language Development)

http://www.colorincolorado.org/article/landmark-court-rulings-regarding-english-language-learners

The ResearchSimilar English Learner Students, Different Results: Why Do Some Schools Do Better? (http://tiny.cc/3csSimilarELs )

English Language Development Guidelines for Instruction( http://tiny.cc/3csAFT_ELD )

The ResearchFirst, proven effective practice

Clear goals & objectivesAppropriate & challenging materialWell-designed instruction & instructional routinesClear input & modelingActive student engagement &participationInformative feedback to learners7. Application of new learning & transfer to new situations8. Practice & periodic reviewStructured, focused interactions with other students Frequent assessments, with reteaching as needed11. Well-established classroom routines and behavior normsFeatures that count DomainFor ELsFor AllUsing assessment data 20.416.72. Availability of resources (with teachers seen as the #1 resource) 17.916.93. Coherent standards-based instruction17.317.64. Prioritizing student achievement 14.716.35. High expectations for student behavior 10.312.36. Involving and supporting parents 10.19.97. Teacher collaboration 9.411.0School Sample (N)237 (high EL)257 (original sample)

But ELs in an English instructional environment will almost certainly need additional supports so that instruction is meaningful and productive. GoldenbergELLs are more successful when they participate in programs that are specially designed to meet their needs (ESL, bilingual, etc.) and when the program is consistent throughout the student educationGenesee & National Literacy Panel

ELs class of 2012 rate of 4, 5 or 6-year graduation:Graduated: 65.4%Dropped out: 14.75%Unknown: 16.5%

Systematic ELDStand-alone, ELD class through WIDA level 5Students groups at like-levels30-45 minutes a dayExplicit, systematic instructionFocused on forms (grammar, patterns)Systematic Vocabulary developmentAll four domains with a focus on speaking and listeningOn-going progress-monitoring

Why a narrow band of like levels?To increase the odds that the whole class will be ready & need the content being teaching.Resources for ELDDutro (https://mplsesl.wikispaces.com/file/view/functional-grammar-ELD-Matrix-of-grammatical-forms.pdf)

Iowa Standards (Focus on Standard 10) http://www.elpa21.org/sites/default/files/Final%204_30%20ELPA21%20Standards_1.pdf

Scope & sequence from Redwood City School District, CA (https://sites.google.com/site/rcsdelddepartment/resources/video-library/scope-sequence & http://www.examenglish.com/CEFR/cefr_grammar.htm) Susana Dutro's ELD Matrix of Grammatical Forms -- one effort at a developmental progression of grammatical forms.

http://tiny.cc/3csELDMeaningful Access to ContentCo-TeachingIntentionalBased on shared learning targetsWith Can-Do Descriptors in mind Using modified assessments

http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspxhttps://www.youtube.com/watch?v=TCn4qDyuZVE

Meaningful Access to ContentShared learning targets derived fr Power StandardsPosted standardsDifferentiated Assessment using Can-Do Descriptors

FOCUS!What they dont tell you in Teaching CollegeReading K-8 Standards Is Intellectual Heavy Lifting

Word Bankchelipadfanned talelong antennaepincerrostrumshort antennaeswimmeretstail flapsuropodswalking legsWhat standard does this support? What learning target?

What language objective does learning those words support?So why do they do it?Um, because it feels science-y?What they dont tell you in Teaching CollegeReading K-8 Standards Is Intellectual Heavy Lifting

Word Bank

chelipadfanned talelong antennaepincerrostrumshort antennaeswimmeretstail flapstelsonuropodswalking legs4. Life Science3.4.1.1.11. Structure and Function in Living Systems

1. Living things are diverse with many different characteristics that enable them to grow, reproduce and survive.Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction.

For example: Skeletons in animals and stems in plants provide strength and stability. What do these pictures show us about adaptation and basic life functions?

What do these pictures show us about adaptation and basic life functions?

12 TipsAllow for wait time.Understand language acquisition levels (WIDA Levels & Can-Do Descriptors.)Create a safe environment.Use students as mentors in L1 & L2.Speak slowly. Provide sentence frames. Provide background.Work with the ESL teacher.Engage parents. Use visual and graphic supports.Be mindful of higher level ELLs. Honor the students native language and culture.

http://www.scholastic.com/teachers/article/unlocking-language-ells

If you could pick 5 what would they be?What if you could only pick 3?Allow for wait time.Understand language acquisition levels.Create a safe environment.Use students as mentors in L1 & L2.Speak slowly. Provide sentence frames. Provide background.Work with the ESL teacher.Engage parents. Use visual and graphic supports.Be mindful of higher level ELLs. Honor the students native language and culture.

Advocacy & Expertisehttp://www.weteachwelearn.org/2012/02/beyond-the-kidney-shaped-table-the-new-role-of-the-specialist/

Check Your Facts

Check Your FactsAmhara people (Amharic) 1994 Census data on religion

81.5% Ethiopian Orthodox Christian; 18.1% were Muslim, and 0.1% were Protestant

Advocacy & ExpertiseHeart of service Share good newsAlways assume best intentionsLeave your ego at the door

Why did the profession leave the kingdom?It didnt work.It separated students.Space, time, & staffing issues.The law.

Continuous, Collaborative, Communicative