An Introduction to Teaching English Learners in Elementary Schools: Three Workshops for Pre-Service Teachers by Andrea Hellman

An Introduction to Teaching English Learners i n El e men ta ry S cho o l s T h r e e Wo r k s h o p s fo r Pre-Service Teachers Andrea B Hellman Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman First Steps to Teaching English Language Learners in Elementary Schools Abstract The paper is a half-day workshop that introduces elementary pre-service teachers to working with English language learners in their classes. Activities include (1) a discussion of potential contributions culturally and linguistically diverse students can make to the classroom, (2) an exploration of conceptualizing students' diverse needs, (3) practical suggestions for meeting the needs, (4) a jigsaw activity on WIDA's new Guiding Principles on Language Development, (5) a practical dissemination activity on federal mandates for educating limited English proficient students. The accompanying presentation slides are available upon request; contact AndreaBHellman@missouristate.edu. Objectives 1. Participants will (PW) understand why every elementary teacher needs to be prepared for teaching ELLs. 2. PW discuss the contributions culturally and linguistically diverse students can make to the classroom. 3. PW identify and prioritize the diverse needs of language minority students. 4. PW interpret WIDA’s guiding principles of language development. 5. PW become aware of their responsibilities regarding the education of Limited English Proficient (LEP) students. 6. PW get prepared to introduce ten strategies in order to build a positive relationship with ELLs in their school. Key Terms CDL (culturally and linguistically diverse learner); ELL (English language learner); LEP (limited English proficient student); LFS (student with limited formal schooling); long-term ELL; bilingual; multilingual. What do They Bring? (An adaptation of Donna L. Goldstein’s activity In Seely, H. (Ed.) (1996), 151-154.) You have a new student in your class. Discuss what potential valuable contributions each student can make to your classroom. Brainstorm as many ways as possible that this student can make a difference for other learners in your class. a. Recently adopted from Haiti, has an intellectual disability and uses a wheelchair. It is unclear whether she has acquired much Haitian Creole as a first language. b. Raised by grandmother in Guatemala, speaks a Mayan dialect and a little Spanish. Grew up on a farm, rarely traveled outside her village. c. Lived at a refugee camp for two years in Pakistan. Missed four years of formal schooling prior to arriving in the US. Speaks Farsi and some Urdu, can read and understand a little classical Arabic. d. Children of Hmong refugees, lived in inner city Milwaukee, recently moved to a chicken farm with parents and five siblings. e. Traveled extensively with software engineer parents, visited Nepal, India, and Western Europe. f. Helps out at his parents’ Chinese restaurant after school. Does his homework at the restaurant in between chores. g. The oldest of five siblings; born in Kyrgyzstan, lived in several US cities. Comes from a deeply religious, extremely hard working family. They speak Russian in the home and have an extensive library of Russian books and films.   1 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman h. The only daughter of a Mexican family where the parents are laborers in the meat industry. They have moved three times in the last four years, recently from California to Missouri. She has responsibilities to care for a young sibling. i. Adopted from a Russian orphanage at age 9. Spoke only Russian prior to adoption. Completed grades 1-3 in a Russian elementary school. j. Son of religious parents from Romania. Parents speak Hungarian and Romanian in the home. The family has taken trips to visit relatives in Hungary, Romania, Italy, and Israel. k. Born in Texas, sometimes visits relatives in Mexico during school vacation; bicultural and a balanced bilingual of Spanish and English. Compare how you felt about the person initially and how you felt after you discussed with your group. What did you learn from this exercise? How does this relate to your school experiences? Diverse Students – Diverse Needs • • • • • • • Consider the different needs your student has. Make a list of those needs. What are some needs that other students on the list may have? Add to the needs list. How about other students you know in your school? Add to the list. Compare the students based on the kinds of needs they have. How are they the same or different? Which of the needs on your list can be grouped into categories? Name the categories you created. Clarify and reduce to make your representation more elegant. Prioritize these categories. Which of these must be satisfied before other needs? Try to create a hierarchy of needs with a graphic organizer. (Apply Maslow’s hierarchy of needs.) Meeting the Needs Link one strategy to each level that you could employ to meet the needs students have. Here are some key suggestions: • Having a mentor, advocate, someone who genuinely cares and who knows them well. • Getting to know each student’s specific needs and devising a plan to meet the needs according to the recognized priority. • Making the environment welcoming, helping students lower their affective filter. • Motivating students by including them in groups, helping them be part of “us”. • Adding a language objective to every class session ( = dual purpose teaching, for example: listen actively, speak frequently, read, write, focus on key vocabulary in each lesson). • Presenting materials in a comprehensible way (activate background knowledge, frontload teacher presentations in small group, speak slowly, illustrate, demonstrate, define, write key words on board, keep checking for comprehension, debrief lesson in small group). Pointers on How to Get Started with Meeting the Needs Colorín Colorado. (2007). How to create a welcoming classroom environment. Available from http://www.colorincolorado.org/educators/reachingout/welcoming/ This article includes two short videos. Pat Mora relates how it made her feel that a big part of her life, being a Mexican bilingual, was never included in her educational experience. Amber Prentice explains the many ways that she has changed the learning environment to make language minority students feel welcome and at home in her classroom. Recommended strategies listed in the article are (1) learn their names, (2) work with them oneon-one as much as possible, (3) assign a partner, (4) post daily schedule with visual clues, (5) bring in an interpreter, (6) make their culture a part of the classroom, (7) invite them to participate in any way that they can,   2 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman (8) devise ways that they can contribute to cooperative learning groups, (9) create predictable classroom routines and teach classroom rules explicitly. Colorín Colorado. (2008). A welcome kit for new ELLs. Available from http://www.colorincolorado.org/article/24858/ We tend to take the many aspects, features, and details of our education system for granted and forget that almost all of these are unfamiliar and strange to most immigrant families. Understanding forms, purchasing supplies, navigating the school system bureaucracy, communicating with teachers are a few of the major obstacles that families need to overcome to help their children. This article provides some key pointers on this topic. Celic, C. (2009). English language learners day by day, K-6. Portsmouth, NH: Heinemann. Chapter 1 available from http://www.heinemann.com/shared/onlineresources/E02682/Celic_websample.pdf Christina Celic relates her expertise on setting up a classroom in which English language learners can thrive. She recommends looking at the classroom space through the eyes of the learners and creating clear, understandable learning spaces for developing vocabulary, listening to recorded texts, reading and writing in two languages, doing math with hands-on activities and visual supports, practicing speaking with the help of props and puppets. Organizing, labeling, creating charts and a word wall are all important for making the classroom ready to serve the development of ELLs. WIDA’s Guiding Principles for Language Development Jigsaw activity: Each group receives one of the following principles of instructed language development. (1) Explain the principle in your own words. (2) Elaborate on the principle by giving an example that is relevant to you or by describing a scenario from a familiar context. You can create an illustration/cartoon if you like. (3) Describe how the principle may be manifested in the classroom. What does the teacher say or do? What does the student say or do? What types of activities or strategies are used? Make a list. (4) Create a poster to summarize your group discussion and prepare to present the principle to others. (Quoted from WIDA, 2010.) 1. Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling. 2. Students’ home, school, and community experiences influence their language development. 3. Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in additional languages. 4. Students’ academic language development in their native language facilitates their academic language development in English. Conversely, students’ academic language development in English informs their academic language development in their native language. 5. Students learn language and culture through meaningful use and interaction. 6. Students use language in functional and communicative ways that vary according to context. 7. Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different ways. 8. Students’ development of academic language and academic content knowledge are inter-related processes. 9. Students’ development of social, instructional, and academic language – a complex and long-term process – is the foundation for their success in school. 10. Students’ access to instructional tasks requiring complex thinking is enhanced when linguistic complexity and instructional support match their levels of language proficiency.   3 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Another valuable resource on the principles of instructed second language acquisition is the following article by Rod Ellis. The principles Ellis presents apply to a broader context of second language teaching and learning and are not specific to students developing their second language through content instruction while they are immersed in the culture where the target language is dominant. Ellis, R. (2008). Principles of instructed second language acquisition. CAL Digest. Available from http://www.cal.org/resources/Digest/digest_pdfs/Instructed2ndLangFinalWeb.pdf The Legal Obligation of Educators under Federal Law Here is a timeline of pertinent federal legislation regarding the education of language minority students. Task: Draft a quick memo to your fellow teachers to explain briefly the responsibilities of educating limited English proficient students in our elementary school according to federal law. (U.S. Department of Education Office for Civil Rights, 2005a, 2005b, 2005c; NCLR; NCLB; MO DESE, 2006). (Quoted from Hellman, 2009b.) 1964 The Civil Rights Act of 1964, Title VI Prohibited discrimination based on race, color, and national origin in all federally assisted programs. 1970 Department of Education memorandum of May 25, 1970 Directed districts to help LEP students develop language proficiency in order to meaningfully participate in the regular curriculum. Advised against permanent tracking and educational dead-end programs for LEP students. 1974 Supreme Court decision in Lau v. Nichols, 44 U.S. 653 “Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education.” 1974 Equal Educational Opportunities Act, amended in 1974 Required school districts to take affirmative steps in order to ensure that language minority students be able to participate and be academically successful in instructional programs. 1982 Supreme Court decision of Plyler v. Doe, 457 U.S. 202 Districts could not deny access to education for children who were not legally admitted to the United States. 1985 Department of Education memorandum of December 3, 1985 (Reissued April 6, 1990) The U.S. Department of Education did not require that districts follow any particular educational approach; however, it set the criteria for effective programs that teach English to language minority students. 1. There is evidence that the program is educationally sound. 2. The program receives adequate resources and is delivered by qualified staff. 3. The effectiveness of the program is being evaluated and appropriate modifications are being implemented as necessary. 2001 No Child Left Behind Act of 2001, Title IC and Title III • Districts are accountable for the progress of every population subgroup (racial groups, ELLs, special education students). • Districts must have a plan for identifying and coordinating the education of ELLs. • Educators must communicate with parents in a comprehensive way regarding ELLs’ education. • ELLs must have meaningful access to standards-based, grade-level academic content instruction. • LEP students must be included in external testing that serves to evidence progress toward rigorous standards in reading, mathematics, and science. • ELLs must participate in yearly assessment of academic English language proficiency. • Educators are accountable for the progress of ELLs on both language proficiency and content   4 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman achievements. • Language proficiency must include academic language in the four modalities (listening, speaking, reading, and writing). • States must have English language proficiency standards that extend to the academic language of language arts, mathematics, and science. English language proficiency standards must be aligned with the state academic content standards. Making the Move: Ten To-Dos to Get Started Tomorrow Discuss how each of the following contributes to meeting the needs of ELLs that we identified earlier. Explain what the potential benefit is from following the suggestion. Explore how you could do this in your own school. (Quoted from Hellman, 2009a.) 1. Have a conversation with an English language learner and find something you have in common. 2. Learn how to pronounce the name of an English language learner in his/her native language. 3. Seize an opportunity to establish joint attention with an English language learner and have a conversation about an object or event before your eyes at the moment. 4. Listen to the very words of an English language learner and give a recast of what the learner said using a supportive and reassuring tone of voice. 5. When you ask your students a question, give them an opportunity to discuss with a partner first. Call on students only after the brief discussion with a partner. Start a habit of using the think-pair-share technique. 6. Find a suitable location in the classroom where you will display a language objective for the content lessons you teach. 7. Create a word wall in your classroom where you will post the key vocabulary of your lessons after you introduce and practice these words during your class. 8. When you talk, stop for a brief moment occasionally to reflect on how comprehensible your speech is to a language learner. (Are you saying too much at once? Is your speech clear? Are you speaking in complete, grammatically well-formed sentences? Are you putting emphasis on key words? Are you pausing to allow processing time for your listeners?) 9. Think of using visual cues to illustrate your points, such as gesturing, writing key words on the board, pointing to illustrations and real life objects. 10. Recognize an English language learner for his/her positive contribution in your classroom. Express your appreciation of this to one of your colleagues. Congratulate yourself for the remarkable effort you are undertaking to make a significant difference in the lives of your students. Thank you for recognizing that we all share responsibility for the language development and academic progress of every English language learner. Please keep up the wonderful work! Conclusions • • • • • We need to keep positive, value our students, value their native cultures and languages. We have legal obligation to serve the needs of language minority students and take affirmative action to provide meaningful access to the mainstream curriculum. Reaching grade level academic language takes 5-10 years; we should plan long-term support for ELLs. Facilitating the language development and academic success of ELLs is every educator’s job. This process is wide, deep, and long; it would be unfair to pin the responsibility on ESOL teachers alone. Keeping a focus on academic language across the curriculum is a necessity for ELLs; moreover, every student can benefit.   5 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Resources to Go on Colorín Colorado. (2010). Webcasts. Available from http://www.colorincolorado.org/webcasts/ Editorial Projects in Education. (2010). Portrait of a population. Featured profiles. Available from http://www.edweek.org/ew/qc/2009/17profiles.h28.html Gersten, R., Baker, S. K. Shanahan, T., Linan- Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide. Washington, DC: NCEE. Available from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20074011.pdf World-Class Instructional Design and Assessment. (2007). WIDA Consortium home page. Retrieved September 11, 2010 from http://wida.us/ Works Cited Celic, C. (2009). English language learners day by day, K-6. Portsmouth, NH: Heinemann. Chapter 1 available from http://www.heinemann.com/shared/onlineresources/E02682/Celic_websample.pdf Colorín Colorado. (2007). How to create a welcoming classroom environment. Available from http://www.colorincolorado.org/educators/reachingout/welcoming/ Colorín Colorado. (2008). A welcome kit for new ELLs. Available from http://www.colorincolorado.org/article/24858/ Ellis, R. (2008). Principles of instructed second language acquisition. CAL Digest. Available from http://www.cal.org/resources/Digest/digest_pdfs/Instructed2ndLangFinalWeb.pdf Hellman, A. B. (2009a). English language learners in the mainstream classroom: Teaching with language objectives. Available from http://missouristate.academia.edu/AndreaHellman Hellman, A. B. (2009b, November). The basics of helping English language learners achieve their academic potential. Presentation at the annual conference of the Plains IRA, Branson, MO. Available from http://missouristate.academia.edu/AndreaHellman Maslow, A. (1954). Motivation and personality. New York: Harper. Missouri Department of Elementary and Secondary Education (MO DESE). (2006). Educating linguistically diverse students. Retrieved June 18, 2008 from http://www.dese.mo.gov/divimprove/fedprog/discretionarygrants/bilingualesol/2006educatinglinguisticallydiversestudents.pdf National Council of La Raza (NCLR). (n.d.). Legal landmarks in the education of language minority students. Washington, D.C.: NCLR. Retrieved October 21, 2009 from www.nclr.org/files/43579_file_LegalLandmarkEdu.pdf No Child Left Behind Act (NCLB) of 2001, Public Law No. 107-110. Seely, H. (Ed.). (1996). Experiential activities for intercultural learning, Vol. 1. Yarmouth, ME: Intercultural Press. United States Department of Education Office for Civil Rights. (2005a). May 25, 1970 Memorandum to school districts with more than five percent national origin-minority group children. Retrieved October 21, 2009 from http://www.ed.gov/about/offices/list/ocr/docs/lau1970.html United States Department of Education Office for Civil Rights. (2005b). Developing programs for English language learners: Lau v. Nichols. Retrieved October 21, 2009 from http://www.ed.gov/about/offices/list/ocr/ell/lau.html United States Department of Education Office for Civil Rights. (2005c). December 3, 1985 Memorandum, resissued April 6, 1990 Policy regarding the treatment of national origin minority students who are limited English proficient. Retrieved October 21, 2009 from http://www.ed.gov/about/offices/list/ocr/docs/lau1990_and_1985.html WIDA (2010). The cornerstone of WIDA’s standards: Guiding principles of language development. Available from http://wida.us Citation for This Document Hellman, A. B. (2011). First steps to teaching English language learners in elementary schools. Available from http://missouristate.academia.edu/AndreaHellman   6 First steps to teaching English language learners in elementary schools Andrea B. Hellman Photo credit: Scholastic.com Objectives 1.  2.  3.  4.  5.  6.  Participants will (PW) understand why every elementary teacher needs to be prepared for teaching ELLs. PW discuss the contributions culturally and linguistically diverse students can make to the classroom. PW identify and prioritize the diverse needs of language minority students. PW interpret WIDA’s guiding principles of language development. PW become aware of their responsibilities regarding the education of Limited English Proficient (LEP) students. PW get prepared to introduce ten strategies in order to build a positive relationship with ELLs in their school. Key terms ¤  ELL (English language learner) ¤  LEP (Limited English proficient student) ¤  LFS (student with limited formal schooling) ¤  Long-term EL ¤  Language minority; linguistically diverse learner ¤  Bilingual ¤  Multilingual Percentage of language minority and limited English proficient (LEP) students in US schools 25 20 15 10 5 0 1980 1990 2000 2006 2007 2008 2009 Source: National Center for Education Statistics. Available from http://nces.ed.gov/programs/coe/tables/tablelsm-1.asp Language minority LEP ELL student growth over 10 years county by county 1998/99 to 2008/9 NCELA, 2011 Number of ELL students county by county 2008/9 NCELA, 2011 ELLs in Missouri 2008/9 Number of ELL students Ten year growth of ELL students ELL student numbers in our area by district ELLs in SW Missouri in 2009 (total around 2,500 13% of Missouri ELLs) 2% 2% 2% 1% 1% 0% 1% 1% 2% 2% 2% 3% 2% 21% 3% 5% 9% 10% 15% 17% Carthage 508 Monett 412 Springfield 378 McDonald Co. 240 Neosho 212 Branson 121 Joplin 86 Cassville 63 Camdenton 57 Willard 53 Purdy 52 Nixa 50 Rogersville c.50 East Newton c.45 Verona 42 Diamond c.37 Lebanon 22 Hollister 20 Ozark 16 Republic 9 ELL student numbers in our area by district ELLs in NW Arkansas (total around 14,000) 6% 6% Springdale 6879 Rogers 4292 34% 54% Bentonville 751 Fayetteville 713 What do they bring? 1.  You have a new student in your class.. 2.  Think of as many valuable assets as possible that this student might contribute to your class. Go around and have everyone add at least one idea. One group member should write down all the responses mentioned. Source: Donna L. Goldstein in Seely, H. (Ed.) (1996), pp. 151-154. What do they bring? 1.  2.  3.  4.  5.  6.  7.  8.  9.  Recently adopted from Haiti, has an intellectual disability and uses a wheelchair. It is unclear whether she has acquired much Haitian Creole as a first language. Raised by grandmother in Guatemala, speaks a Mayan dialect and a little Spanish. Grew up on a farm, rarely traveled outside her village. Lived at a refugee camp for two years in Pakistan. Missed four years of formal schooling prior to arriving in the US. Speaks Farsi and some Urdu, can read and understand a little classical Arabic. Children of Hmong refugees, lived in inner city Milwaukee, recently moved to a chicken farm with parents and five siblings. Traveled extensively with software engineer parents, visited Nepal, India, and Western Europe. Helps out at his parents’ Chinese restaurant after school. Does his homework at the restaurant in between chores. The oldest of five siblings; born in Kyrgyzstan, lived in several US cities. Comes from a deeply religious, extremely hard working family. They speak Russian in the home and have an extensive library of Russian books and films. The only daughter of a Mexican family where the parents are laborers in the meat industry. They have moved three times in the last four years, recently from California to Missouri. She has responsibilities to care for a young sibling. Adopted from a Russian orphanage at age 9. Spoke only Russian prior to adoption. Completed grades 1-3 in a Russian elementary school. 10.  Son of religious parents from Romania. Parents speak Hungarian and Romanian in the home. The family has taken trips to visit relatives in Hungary, Romania, Italy, and Israel. 11.  Born in Texas, sometimes visits relatives in Mexico during school vacation; bicultural and a balanced bilingual of Spanish and English. What do they bring? 1.  How did you feel initially about the person you were assigned? Did you feel any differently after you finished discussing? 2.  How much do you know about persons like the one you were assigned? 3.  What did you learn from this exercise? 4.  How does this relate to your school experiences? Source: Donna L. Goldstein in Seely, H. (Ed.) (1996), pp. 151-154. Consider the diverse needs these students may have 1.  2.  3.  4.  5.  6.  7.  8.  9.  Recently adopted from Haiti, has an intellectual disability and uses a wheelchair. It is unclear whether she has acquired much Haitian creole as a first language. Raised by grandmother in Guatemala, speaks a Mayan dialect and a little Spanish. Grew up on a farm, rarely traveled outside her village. Lived at a refugee camp for two years in Pakistan. Missed four years of formal schooling prior to arriving in the US. Speaks Farsi and Urdu, can read and understand classical Arabic. Children of Hmong refugees, lived in inner city Milwaukee, recently moved to a chicken farm with parents and five siblings. Traveled extensively with software engineer parents, visited Nepal, India, and Western Europe. Helps out at her parents’ Chinese restaurant after school. Does his homework at the restaurant in between chores. The oldest of five siblings; born in Kyrgyzstan, lived in several US cities. Comes from a deeply religious, extremely hard working family. They speak Russian in the home and have an extensive library of Russian books and films. The only daughter of a Mexican family where the parents are laborers in the meat industry. They have moved three times in the last four years, recently from California to Missouri. She has responsibilities to care for a young sibling. Adopted from a Russian orphanage at age 9. Spoke only Russian prior to adoption. Completed grades 1-3 in a Russian elementary school. 10.  Son of religious parents from Romania. Parents speak Hungarian and Romanian in the home. The family has taken trips to visit relatives in Hungary, Romania, Italy, and Israel. 11.  Born in Texas, sometimes visits relatives in Mexico during school vacation; bicultural and a balanced bilingual of Spanish and English. Shared needs, diverse needs ¤  Consider the different needs your student has. Make a list of those needs. ¤  What are some needs that other students on the list may have? Add to the needs list. ¤  How about other students you know in your school? Add to the list. ¤  Compare the students based on the kinds of needs they have. How are they the same or different? ¤  Which of the needs on your list can be grouped into categories? Name the categories you created. Clarify and reduce to make your representation more elegant. ¤  Prioritize these categories. Which of these must be satisfied before other needs? ¤  Try to create a hierarchy of needs with a graphic organizer. (Apply Maslow’s hierarchy of needs.) Hierarchy of needs (Maslow, 1954) Selfactualization Cognitive --Aesthetic Social needs --- Needs of psychological safety Security needs Survival needs Hierarchy of needs (Maslow) Need for fulfillment, achieving potential Need to know and understand Need for interaction, belonging Freedom from attacks, intimidation Selfactualization Need for order, harmony Cognitive --Aesthetic Social needs --- Needs of psychological safety Need for selfesteem, acceptance Security needs Survival needs Food, water, clothing, home Hierarchy of needs for language minority students (adaptation of Maslow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ellman, 2009b) What works for meeting these needs? ¤  Having a mentor, advocate, someone who genuinely cares and who knows them well. ¤  Getting to know each student’s specific needs and devising a plan to meet the needs according to the recognized priority. ¤  Making the environment welcoming, helping students lower their affective filter. ¤  Motivating students by including them in groups, helping them be part of “us”. ¤  Adding a language objective to every class session (=dual purpose teaching, for example: listen actively, speak frequently, read, write, focus on key vocabulary in each lesson). ¤  Presenting materials in a comprehensible way (activate background knowledge, frontload teacher presentations in small group, speak slowly, illustrate, demonstrate, define, write key words on board, keep checking for comprehension, debrief lesson in small group). How long does it take to learn English? 1.  What do we know when we “know a language”? 2.  How long did it take us to learn English as our native language? 3.  What is the difference between the English language proficiency of a native English speaker at age 3, 5, 10, 15? How long does it take to learn English? ¤  Conversational language: 1-3 years for grade level fluency under optimal conditions. ¤  Academic language and literacy: 5-10 years for grade level proficiency under optimal conditions. ¤  Planned language support for ELLs in Missouri: 5.5 years to reach grade level proficiency in academic language and literacy. Guiding Principles of Language Development (WIDA, 2010) 1.  2.  3.  4.  Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling. Students’ home, school, and community experiences influence their language development. Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in additional languages. Students’ academic language development in their native language facilitates their academic language development in English. Conversely, students’ academic language development in English informs their academic language development in their native language. Students learn language and culture through meaningful use and interaction. Students use language in functional and communicative ways that vary according to context. Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different ways. Students’ development of academic language and academic content knowledge are inter-related processes. Students’ development of social, instructional, and academic language – a complex and long-term process – is the foundation for their success in school. Students’ access to instructional tasks requiring complex thinking is enhanced when linguistic complexity and instructional support match their levels of language proficiency. 5.  6.  7.  8.  9.  10.  Guiding Principles of Language Development: Jigsaw activity 1.  Explain the principle in your own words. 2.  Elaborate on the principle by giving an example that is relevant to you or by describing a scenario from a familiar context. You can create an illustration/cartoon if you like. 3.  Describe how the principle may be manifested in the classroom. What does the teacher say or do? What does the student say or do? What types of activities or strategies are used? Make a list. 4.  Create a poster to summarize your group discussion and prepare to present the principle to others. PreK-12 ELP Standards (WIDA, TESOL, MO) Social instructional language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies • ELLs communicate for social, intercultural, and instructional purposes within the school setting • ELLs communicate information, ideas, and concepts necessary for academic success in the area of language arts • ELLs communicate information, ideas, and concepts necessary for academic success in the area of mathematics • ELLs communicate information, ideas, and concepts necessary for academic success in the area of science • ELLs communicate information, ideas, and concepts necessary for academic success in the area of social studies PreK-12 ELP Standards Standard 1 (BICS) Standard 2 (CALP) Standard 3 (CALP) Standard 4 (CALP) Standard 5 (CALP) • ELLs communicate for social, intercultural, and instructional purposes within the school setting • ELLs communicate information, ideas, and concepts necessary for academic success in the area of language arts • ELLs communicate information, ideas, and concepts necessary for academic success in the area of mathematics • ELLs communicate information, ideas, and concepts necessary for academic success in the area of science • ELLs communicate information, ideas, and concepts necessary for academic success in the area of social studies BICS v. CALP (Cummins, 1979, 1981) Cognitively undemanding BICS Context embedded Context reduced CALP Cognitively demanding Basic Interpersonal Communication Skills v. Cognitive Academic Language Skills Cognitively undemanding Having face-toface conversations supported by pointing and gesturing; reading picture story books with partner Having telephone conversations; writing personal notes Context embedded Reading richly illustrated expository texts; doing science experiments and demonstrations Context reduced Reading textbooks; writing expository prose Cognitively demanding (Hellman, 2009b) Hint: Is there context to support meaning? Is the task cognitively demanding or not? How hard can it be: BICS or CALP? 1.  2.  3.  4.  5.  6.  7.  8.  Tell a story of events the speaker personally experienced. Provide formal definitions of abstract concepts. Discuss activities that are taking place in the classroom. Discuss cause and effect relationships of concepts. Compare and contrast hypothetical situations. Analyze abstract features in a text. Narrate a story based on a set of pictures. Talk about a movie the speaker watched. The legal obligations of educators regarding the education of limited English proficient students Pertinent legislation ¤  The Civil Rights Act of 1964, Title VI ¤  The May 25, 1970 Memorandum of the Department of Education Office for Civil Rights ¤  Lau v. Nichols (1974) ¤  A unanimous decision that upheld children’s right to have access to basic English skills instruction. ¤  Equal Educational Opportunities Act (amended 1974) ¤  Plyer v. Doe (1982) ¤  The December 3, 1985 Memorandum of the Department of Education Office for Civil Rights ¤  No Child Left Behind (2001) Lau v. Nichols (1974) “Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education.” Language minority students’ educational rights It is a violation of language minority children’s civil rights ¤  To put them in classes where they do not understand instruction and where they do not receive appropriate academic support. ¤  To place them in programs and tracks that are an educational dead end. ¤  To deny them access to mainstream programs. U.S. D.Ed. Office for Civil Rights, 2005c (1985/1990 Memorandum Equal Educational Opportunities Act (1974) “No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin, by […] (f) the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.” No Child Left Behind Act of 2001 ¤  Must provide meaningful access to grade level academic content ¤  Must develop students’ academic English proficiency ¤  Title I-C ¤  Title III Migrant children English Language Learners Funded mandates that require compliance with federal guidelines. What are the obligations? ¤  Have a written plan in place for how the district will meet the needs of English language learners (whether or not they currently have any). = Lau plan ¤  At the time of enrollment, conduct home language survey and identify LM students. ¤  Assess English language proficiency upon entering. ¤  Obtain parental consent for participating in English language programs (ESL, bilingual). MO DESE, 2006 What are the obligations? ¤  Offer effective, research-based English language instruction to qualifying students. ¤  Assess progress with English language development yearly. ¤  Provide comprehensible instruction in grade level academic content. ¤  Connect with families and communicate with the parents in a comprehensible way (using translation and interpretation, as appropriate). MO DESE, 2006 What are the obligations? ¤  Include ELLs in standards-based assessment (the MAP testing, for example). ¤  Monitor progress and provide effective interventions to limit inappropriate referrals to special education programs (using the response to intervention [RTI] model). ¤  School administrators and teachers are accountable for students’ progress with both language and content achievements. MO DESE, 2006 What educational approaches should be taken? Whatever the method, it should pass the Castañeda test (Castañeda v. Pickard, 1981; D.Ed. OCR, 1986/1990 Memorandum). -  -  -  There is evidence that the program is educationally sound. The program is implemented effectively (with trained staff and necessary resources available). The effectiveness of the program is being monitored. Examples of effective programs for teaching grade level content to ELLs ¤  Bilingual programs ¤  Transitional bilingual programs ¤  Two-way bilingual programs ¤  Content-based ESL programs ¤  Sheltered instruction programs ¤  Sheltered instruction observation protocol (SIOP) ¤  Team teaching (content teacher w/ESL teacher) ¤  ESL resource room or learning center support Summary of legal obligations of educators under federal law Draft a quick memo for your fellow teachers to explain briefly your collective responsibilities to educate English language learners under the federal law (No Child Left Behind). EDUC 481 Dr. Andrea Hellman Pertinent federal legislation regarding the education of language minority students (U.S. Department of Education Office for Civil Rights, 2005a, 2005b, 2005c; NCLR; NCLB; MO DESE, 2006) 1964 The Civil Rights Act of 1964, Title VI Prohibited discrimination based on race, color, and national origin in all federally assisted programs. 1970 Department of Education memorandum of May 25, 1970 Directed districts to help LEP students develop language proficiency in order to meaningfully participate in the regular curriculum. Advised against permanent tracking and educational dead-end programs for LEP students. 1974 Supreme Court decision in Lau v. Nichols, 44 U.S. 653 “Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education.” 1974 Equal Educational Opportunities Act, amended in 1974 Required school districts to take affirmative steps in order to ensure that language minority students be able to participate and be academically successful in instructional programs. 1982 Supreme Court decision of Plyler v. Doe, 457 U.S. 202 Districts could not deny access to education for children who were not legally admitted to the United States. 1985 Department of Education memorandum of December 3, 1985 (Reissued April 6, 1990) The U.S. Department of Education did not require that districts follow any particular educational approach; however, it set the criteria for effective programs that teach English to language minority students. 1. There is evidence that the program is educationally sound. 2. The program receives adequate resources and is delivered by qualified staff. 3. The effectiveness of the program is being evaluated and appropriate modifications are being implemented as necessary. 2001 No Child Left Behind Act of 2001, Title IC and Title III • Districts are accountable for the progress of every population subgroup (racial groups, ELLs, special education students). • Districts must have a plan for identifying and coordinating the education of ELLs. • Educators must communicate with parents in a comprehensive way regarding ELLs’ education. • ELLs must have meaningful access to standards-based, grade-level academic content instruction. • LEP students must be included in external testing that serves to evidence progress toward rigorous standards in reading, mathematics, and science. • ELLs must participate in yearly assessment of academic English language proficiency. • Educators are accountable for the progress of ELLs on both language proficiency and content achievements. • Language proficiency must include academic language in the four modalities (listening, speaking, reading, and writing). • States must have English language proficiency standards that extend to the academic language of language arts, mathematics, and science. English language proficiency standards must be aligned with the state academic content standards. (Hellman, 2009b) Discuss how each of the following contributes to meeting the needs of ELLs we identified earlier today. Explain the potential benefit from each. Getting started: Ten things to do to make a difference for ELLs tomorrow 1.  2.  3.  4.  5.  6.  7.  8.  Have a conversation with an English language learner and find something you have in common. Learn how to pronounce the name of an English language learner in his/her native language. Seize an opportunity to establish joint attention with an English language learner and have a conversation about an object or event before your eyes at the moment. Listen to the very words of an English language learner and give a recast of what the learner said using a supportive and reassuring tone of voice. When you ask your students a question, give them an opportunity to discuss with a partner first. Call on students only after the brief discussion with a partner. Start a habit of using the think-pair-share technique. Find a suitable location in the classroom where you will display a language objective for the content lessons you teach. Create a word wall in your classroom, where you will post the key vocabulary of your lessons after you introduce and practice these words during your class. When you talk, stop for a brief moment occasionally to reflect on how comprehensible your speech is to a language learner. (Are you saying too much at once? Is your speech clear? Are you speaking in complete, grammatically well-formed sentences? Are you putting emphasis on key words? Are you pausing to allow processing time for your listeners?) Think of using visual cues to illustrate your points, such as gesturing, writing key words on the board, pointing to illustrations and real life objects. Recognize an English language learner for his/her positive contribution in your classroom. Express your appreciation of this to one of your colleagues. 9.  10.  Congratulate yourself for the remarkable effort you are undertaking to make a significant difference in the lives of your students. Thank you for recognizing that we all share responsibility for the language development and academic progress of every English language learner. Please keep up the wonderful work! (Hellman, 2009a) Conclusions ¤  We need to keep positive, value our students, value their native cultures and languages. ¤  We have legal obligation to serve the needs of language minority students and take affirmative action to provide meaningful access to the mainstream curriculum. ¤  Reaching grade level academic language takes 5-10 years; we should plan long-term support for ELLs. ¤  Facilitating the language development and academic success of ELLs is every educator’s job. This process is wide, deep, and long; it would be unfair to pin the responsibility on ESOL teachers alone. ¤  Teaching academic language across the curriculum is a necessity for ELLs; moreover, every student can benefit. (Hellman, 2009b) Resources Colorín Colorado. (2010). Webcasts. Retrieved September 11, 2010 from http://www.colorincolorado.org/webcasts/ Editorial Projects in Education. (2010). Portrait of a population. Featured profiles. Retrieved September 11, 2010 from http://www.edweek.org/ew/qc/2009/17profiles.h28.html Gersten, R., Baker, S. K. Shanahan, T., Linan- Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide. Washington, DC: NCEE. Available from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20074011.pdf World-Class Instructional Design and Assessment. (2007). WIDA Consortium home page. Retrieved September 11, 2010 from http://wida.us/ Works Cited Cummins, J. (1979). Cognitive / academic language proficiency, linguistic interdependence, the optimal age question, and some other matters. Working Papers on Bilingualism, 19, 197-205. Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 2 (2), 132-149. Editorial Projects in Education (2010). Portrait of a population. Featured profiles. Available from http:// www.edweek.org/ew/qc/2009/17profiles.h28.html. Gottlieb, M., Cranley, M. E., & Cammilleri, A. (2007). The WIDA English language proficiency standards and resource guide: Pre-kindergarten through grade 12. Madison, WI: The WIDA Consortium. Hellman, A. B. (2009a). English language learners in the mainstream classroom: Teaching with language objectives. Available from http://missouristate.academia.edu/AndreaHellman Hellman, A. B. (2009b, November). The basics of helping English language learners achieve their academic potential. Presentation at the annual conference of the Plains IRA, Branson, MO. Available from http:// missouristate.academia.edu/AndreaHellman Jessum, R. (2010, May 16). All the world’s children are one family [video]. Available from http:// www.youtube.com/watch?v=_BBEJYpumLU Maslow, A. (1954). Motivation and personality. New York: Harper. Missouri Department of Elementary and Secondary Education (MO DESE). (2006). Educating linguistically diverse students. Retrieved June 18, 2008 from http://www.dese.mo.gov/divimprove/fedprog/ discretionarygrants/bilingual- esol/2006educatinglinguisticallydiversestudents.pdf National Clearinghouse For English Language Acquisition. (2011, February). The growing numbers of English language learners: 1998/99-2008/9. Available from http://www.ncela.gwu.edu/files/uploads/9/ growingLEP_0809.pdf Works Cited National Council of La Raza (NCLR). (n.d.). Legal landmarks in the education of language minority students. Washington, D.C.: NCLR. Retrieved October 21, 2009 from www.nclr.org/files/ 43579_file_LegalLandmarkEdu.pdf No Child Left Behind Act (NCLB) of 2001, Public Law No. 107-110. Seely, H. (Ed.). (1996). Experiential activities for intercultural learning, Vol. 1. Yarmouth, ME: Intercultural Press. Swanson, C. B. (Ed.), & Editorial Projects in Education Research Center (EPERC). (2009). Perspectives on a population: English-language learners in American schools. Bethesda, MD: Editorial Projects in Education. TESOL (2006). The TESOL PreK-12 English language proficiency standards. Augmentation of the World-Class Instructional Design and Assessment (WIDA) Consortium English language proficiency standards. Alexandria, VA: TESOL. United States Department of Education Office for Civil Rights. (2005a). May 25, 1970 Memorandum to school districts with more than five percent national origin-minority group children. Retrieved October 21, 2009 from http://www.ed.gov/about/offices/list/ocr/docs/lau1970.html United States Department of Education Office for Civil Rights. (2005b). Developing programs for English language learners: Lau v. Nichols. Retrieved October 21, 2009 from http://www.ed.gov/about/offices/ list/ocr/ell/lau.html United States Department of Education Office for Civil Rights. (2005c). December 3, 1985 Memorandum, resissued April 6, 1990 Policy regarding the treatment of national origin minority students who are limited English proficient. Retrieved October 21, 2009 from http://www.ed.gov/about/offices/list/ocr/docs/ lau1990_and_1985.html Works Cited WIDA (2010). The cornerstone of WIDA’s standards: Guiding principles of language development. Available from http://wida.us Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Differentiating Instruction with English Learners – Day 1 Abstract This is the first of two full day workshops to introduce elementary pre-service teachers to differentiated instruction with English language learners. The approach of the session is collaborative and problem-based with the following activities: (1) role playing critical incidents to activate participants’ prior knowledge, (2) team-based problem solving of a real situation, (3) condensed lecture-discussion segments on identified need to know concepts, (4) a simulated job task of intake assessment and language objective planning, (5) a lesson plan modification task. For the accompanying presentation slides contact AndreaBHellman@missouristate.edu. Objectives 1. 2. 3. 4. 5. 6. Participants will (PW) analyze learner profiles and discuss how ELLs differ from one another. PW differentiate the six levels of WIDA’s English language proficiency. PW identify what learners are expected to be able to do on each level of English language proficiency. PW write language objectives for a specific English language learner. PW explain the eight main components of the sheltered instruction observation protocol. PW differentiate a lesson plan for ELLs by adding a WIDA ELP standards-based language objective and several SIOP features. Key Terms English language proficiency levels; CAN DO descriptors; model performance indicator (MPI); language objective; Sheltered Instruction Observation Protocol (SIOP); SIOP features. Critical Incident Role Plays The purpose of this activity is to activate your background knowledge, give you an opportunity to review what we discussed during the First Steps workshop, and get you to apply those key concepts and teacher dispositions to a real life scenario. Directions: (1) Form a group with five members. (2) Discuss the scenario you are given. (3) Identify the key concepts and dispositions embedded in the scenario that we addressed during the First Steps workshop. Refer to the workshop handouts and your notes/written reflection. (4) Review and elaborate these key concepts and dispositions. (5) Prepare to enact the role play for the whole class. (6) Prepare to follow up the role play with the director’s comments in which the director/actors elaborate their thinking about the problem and critically interpret the actions they portrayed in light of what we discussed during the First Steps workshop. a. The scene is the teachers’ workroom. Roles: five teachers. Jane is visibly upset because Carlos, an English language learner in her class, has failed the fifth spelling test in a row. She says she is frustrated because Jose is just not getting it, he cannot spell and he cannot even understand even many basic words like jug or plug. The other teachers can feel her pain. They are also experiencing similar problems with spelling, writing, reading comprehension, vocabulary with Jose and several other English language learners. The discussion moves to the role of the ESOL teacher and whether she is doing her job well. One teacher recommends that ELLs be pulled out for 2-3 hours a day for basic language development in order to give the ESOL   1 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman teacher more time with them. Another teacher remarks that the textbooks are not appropriate for many of the low level ELLs because they are not written on their reading level. A third teacher says that it is unfair to pin the responsibility of educating ELLs on classroom teachers because they have no training in this area and they are overworked as is. One of the teachers checks her email and suddenly remembers getting a memo recently about ELLs. She retrieves the memo sent by the district office, which summarizes educators’ obligations under federal law to provide meaningful education to limited English proficient students. She reads the gist of the memo out loud. The teachers follow up with a discussion and come to some clarity about how to proceed with Carlos and the other ELL students. The scenario ends with the teachers listing on the whiteboard some specific resources they will need to pursue and some strategies that they feel they need to know. b. The scene is in a 2nd grade classroom. Roles: teacher, principal, three students. Students are in a reading workshop working independently. The teacher is having a book talk with a student when the principal walks in with a little boy, who appears Latino. The principal introduces the boy as “George, straight from California”. She apologizes for adding a new student this late and says that she hopes that the teacher can find a desk for him. The boy is silent and keeps staring at the floor. The teacher asks him to take off his backpack, but he does not respond. The backpack is labeled as Jorge Martinez. The teacher gets down to eye level with the boy, smiles, and says: “Bienvenido a nuestra clase, Jorge Martinez. Encantada. Soy Maestra Brown. ¿Como estás? Vamos a encontrar un lugar para sus cosas. Entonces, vamos a cumplir con tus nuevos amigos.” (Welcome to our class, Jorge Martinez. Glad to meet you. I’m Mrs. Brown. How are you? Let’s find a place for your things. Then, we’ll meet your new friends.”) The boy smiles slightly and looks up; it is apparent that he is shy and rather terrified. The teacher decides to not introduce him to the whole class just yet, but leads him around physically and gives him a simple tour of the classroom. She points out the bilingual labels throughout the classroom, such as library – biblioteca, math corner - esquina por las matemáticas. She walks him by different children and lets him watch what they are doing. Finally, she leads Jorge to two students who are reading to each other. She introduces him to the two children, Tessa and Roberto and asks them to be Jorge’s tour guides for the rest of the day. She tells Roberto to feel free to use Spanish with Jorge and let her know when Jorge has a question that she can answer. She prompts them to give Jorge a picture tour of the book that they are reading together. She tells them that this is a good strategy for them to retell the story and a good strategy for Jorge to get introduced to the story. She demonstrates how to start the picture tour with the book. Debrief role play presentations and review key concepts (legal obligations under Lau v. Nichols, the Castañeda test, No Child Left Behind; the hierarchy of needs of ELLs; the value of bilingualism; appreciating language minority students’ contributions and funds of knowledge; strategies to make ELLs feel welcome and become part of the team).   2 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Who are These Students? In this activity, you will analyze a real life problem, identify the information you will need to solve it, and make sense of information to get you ready to begin planning learning activities for your ELLs that are appropriate for their academic background and English language proficiency. You are hired three weeks after the school year has started. Your new school had enough enrollments to justify a new faculty hire in Grade 4. Your principal gives you your class roster. There are 18 names on it, 4 of whom are marked English language learner. The principal recommends that you meet with the ESOL teacher, who can give you more information on these students. Luckily, the ESOL teacher is prepared and has been following your students. She has even assembled a folder for you with some pertinent information. The folder also has a summary index card on your students. (See the Appendix for the index cards.) Look at the index card on each of the four students. What could this information mean? Discuss what you know about each student. Try to report what you have learned about them in narrative form. Discuss ways in which these students are the same and ways in which they are different. What do you need to know based on this? Write down the questions you want to ask the ESOL teacher. Write down some things you will want to research. Create a chart to summarize the information on the four students. PreK-12 English Language Proficiency Standards (TESOL, 2006; WIDA 2007, Gottlieb, Cranley, & Cammilleri, 2007, p. RG10) Standard 1: ELLs communicate for social, intercultural, and instructional purposes within the school setting. Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the area of language arts. Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the area of mathematics. Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the area of science. Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the area of social studies.   3 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman English Language Proficiency Levels (WIDA 2007, Gottlieb, Cranley, & Cammilleri, 2007, p. RG45) Level 1 Entering: pictorial representation of content knowledge; words, phrases, memorized chunks, ability to follow single step directions Level 2 Beginning: conversational language; phrases and short sentences; learner language impedes the communication of meaning; need for visual support to scaffold meaning Level 3 Developing: conversational language with some content specific vocabulary; ability to string together several sentences; learner language may contain errors although the meaning is generally well conveyed; may require occasional visual support to scaffold meaning Level 4 Expanding: the growth of technical language with content specific vocabulary is evident; some control over sentence forms with a variety of sentence structure; errors no longer interfere substantively with meaning Level 5 Bridging: approaching grade level with content specific language; near grade level control of grammatical structures, variety of expression, sentence connectors, and paragraph level connection of ideas; meaning is clear and increasingly precise Level 6 Reaching: grade level technical language in the content areas; extended discourse with a variety of expression produced spontaneously; good control of grammatical structures; near-native written and oral expression English Language Proficiency Levels: Speaking Rubric Gottlieb, M., Cranley, M. E., Cammilleri, A. (2007). Understanding the WIDA English language proficiency standards: A resource guide. Madison, WI: The WIDA Consortium. Available from http://www.wida.us/standards/Resource_Guide_web.pdf: p. RG 55. English Language Proficiency Levels: Writing Rubric Gottlieb, M., Cranley, M. E., Cammilleri, A. (2007). Understanding the WIDA English language proficiency standards: A resource guide. Madison, WI: The WIDA Consortium. Available from http://www.wida.us/standards/Resource_Guide_web.pdf: p. RG 56.   4 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Estimating Language Proficiency From Samples After you read through the EL writings below, try to interpret each sample in terms of language proficiency. Carefully study the samples and match them to the WIDA Writing Rubric to estimate the language proficiency level in the domain of writing. Be prepared to justify your estimate with specific details. Hypothesize the role of using writing samples in evaluating overall language proficiency. Sample A The sample below was collected by a teacher from a 3 grader, whose native language is Spanish. He wrote: rd I whent to fave a fore willr. Fisrt, Whan I went to my cazin hose and I raod on my cazin sisre fore wellr and I was siting on the riate said and a big dog popt up and it omost bit by the dog. Next, Fisrt when I sol a Careno it was cool becase my farvit coolr is red and my sis siad that when Careno, lans in yours yard is t a msey from god to be good. Last, I made a dog paror rook big and sall and I sol it on tv chano 848 it is asum becuse you can make layn brid makeys spider ene thay becuse you can make a masre When the teacher who collected the sample asked the student to read his writing, this is what he read. I went to have a four-wheeler. First, when I went to my cousin’s house and I rode on my cousin sister’s four-wheeler and I was sitting on the right side and a big dog popped up and it almost bit by the dog. Next, first, when I saw a Careno, it was cool because my favorite color is red and my sis said that when Careno, lands in your yard it is a message from god to be good. Last, I made a dog paper rock big and small and I was saw it on tv channel 848 it is awesome because you can make lion bird monkeys spider anything because you can make a monster. Sample B This sample comes from a 1 grader whose native language is Spanish as well. His reading, listening, speaking skills are approaching the native level. Here is what he wrote: st Last weeknd I pla in the snow. I wared a big cot to sta wrm. I make sno balls for a fite. And we bild a snow man. It was fun. It was cold. Than we go insid to eat. Sample C Sample C comes from another native speaker of Spanish, a 4 grader. She has few opportunities to use English outside school. She speaks conversational English fluently; however, her comprehension skills are weak and her reading is far below the grade level. She provided the following writing sample: th I’m going to go at gomulu I,m going see my dog’s and play wenth my sistr and lock at the anmol at the fram and rid a horsi.   5 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman WIDA’s CAN DO Descriptors CAN DO descriptors provide information on the language that students are expected to comprehend and produce on each level of English language proficiency. They also indicate the kinds of learning tasks students should be focusing on and eventually master in order to progress toward a higher level. These CAN DO descriptors can guide teachers to identity appropriate language objectives for specific students and design developmentally beneficial learning tasks for them. Gottlieb, M., Cranley, M. E., Cammilleri, A. (2007). Understanding the WIDA English language proficiency standards: A resource guide. Madison, WI: The WIDA Consortium. Available from http://www.wida.us/standards/Resource_Guide_web.pdf: p. RG 58. WIDA Consortium. (2009). The English language learner CAN DO booklet. Grades prekindergartenkindergarten. Available at http://wida.us WIDA Consortium. (2009). The English language learner CAN DO booklet. Grades 1-2. Available at http://wida.us WIDA Consortium. (2009). The English language learner CAN DO booklet. Grades 3-5. Available at http://wida.us Model Performance Indicators Model performance indicators (MPI) present us with a simple formula to combine language function with content instruction and differentiate the level of difficulty with a strategy or support we attach to the task. The content element in MPIs comes from the grade level content standards. MPIs can serve as language objectives in lesson plans. − Make a list of common classroom problems with a partner. − Ask questions about family traditions in small groups. − Discuss similarities of main characters in two stories using book illustrations. − Explain in writing how you arrived at a solution of a number problem with a partner. − Listen to three classmates’ explanation of the findings of an experiment that your group conducted. − Retell the steps of resolving a disagreement using a poster. Language function! •  Follow oral direction" •  Ask questions" •  Express an opinion" •  Discuss similarities" •  List solutions" •  Summarize a problem" •  Interpret data" •  Retell a passage" Content! •  classroom rules" •  cultural experiences" •  story elements" •  biographies" •  geometric shapes" •  food and nutrition" •  scientific process" •  conflict resolution" Support or strategy! •  with a partner" •  in a small group" •  in native language" •  with visual support" •  using real objects" •  with manipulatives" •  with a word bank" •  using a flow chart"         6 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Supports and Strategies for Differentiation  (Gottlieb, Cranley, & Cammilleri, 2007, p. RG21) The WIDA model distinguishes among three types of supports to scaffold and differentiate learning tasks. Interactive supports can be social supports, such as working with a partner, a peer tutor, or an expert. Virtual partners, programmed responses count as well. Sensory supports are those that convey meaning by any other means than words. Gestures, objects, manipulatives, photos are examples of sensory support. Graphic supports are assigned to a separate category mainly because these can be made available to learners during the largescale, standardized assessment process. During instruction and formative assessment, learners can make use of all three types of supports; however, during large-scale standardized testing neither interactive, nor sensory supports are available. Therefore, when planning differentiated instruction, it is important to gradually wean learners from relying on sensory and interactive supports so they can eventually perform tasks independently using language alone. These supports, however, can be essential for being able to teach ELs content that they could not comprehend through written or spoken language alone. Sensory! •  Physical activity" •  Realia" •  Manipulatives" •  Pictures, photos" •  Drawings" •  Maps, diagrams, illustration" •  Videos" •  Models" •  Demonstrations" •  Experiments" Graphic! •  Graphic organizers" •  Timelines" •  Charts" •  Tables" •  Schedules" •  Plot lines" •  Number lines" •  Word bank" •  Word wall" •  Sentence stem" •  Flow chart" Interactive! •  With partner" •  In small groups" •  With whole group" •  One-on-one with mentors" •  In native language" •  With computer as partner" Language Functions The core of a language objective, of course, is the language function part. The chief purpose of having a language objective for every lesson is to focus on language development throughout the day intentionally and to have ample opportunities for practicing the academic language of every content area. Language functions can be in any of the four modalities – or domains, which is how WIDA refers to them: listening, speaking, reading, or writing. We prefer that ELLs have frequent opportunities to use all four modalities in most of their classes, to listen, speak, read, and write - on the level that they are able - during almost every lesson. Here are some examples of language functions for each of the four modalities. Reading SW identify the main idea and two supporting details. SW survey the text to understand how the content is organized. SW demonstrate understanding of the story line by ordering and naming key events.   7 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Writing SW label the parts of the apparatus on a diagram. SW record their predictions in two complete sentences. SW compose a friendly letter to thank the author. Speaking SW report the two best ideas of their group discussion. SW interview a character in the story. SW explain the meaning of three new words they collected. Listening SW follow a partner’s three-step directions. SW trace a route on the map from their partner’s explanation. SW listen for missing information. Many teachers do not feel comfortable identifying a suitable language objective for every lesson they teach. One way to get over this difficulty is to collect a handful of language objectives that are a good fit for the specific learners in a class. The CAN DO descriptors give guidance about what is appropriate for each learner; based on these, teachers can list for themselves language objectives that they can recycle over a few months until the learner masters them, which is to say, the learner can complete them consistently without sensory or interactive supports. A list of language objectives for a 4 grade math teacher may look like these. (Hellman, 2009, p. 17) • • • • • • • • • • • SW orally read mathematical sentences. SW orally compare mathematical expressions using “larger than”, “smaller than”, or “equals to”. SW orally evaluate mathematical expressions. SW orally agree or disagree with a partner’s solution and state the reason. SW take dictations of mathematical expressions. SW listen to a story and match the story to a mathematical expression. SW listen to a mathematical sentence and indicate whether it is correct or incorrect. SW write a story that matches a mathematical sentence. SW write a note to the teacher to summarize the most important thing they learned in class. SW write a question about what they want know. SW pronounce the “th” sound in decimals. th Language Objectives for Specific Learners Let’s study the intake report of an English language learner provided by Marti Jones and do the following: 1. Discuss what you know about the student. 2. Identify the student’s English language proficiency in the four language domains. 3. Find out what the student can do at his/her current level of proficiency. Write 4 language objectives for the student in mathematics (one in each of the four modalities). Write 4 language objectives for the student in language arts (one in each of the four modalities). Write 4 language objectives for the student in science (one in each of the four modalities). Write 4 language objectives for the student in social studies (one in each of the four modalities).   8 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman WIDA ELP Levels Name: Grade: Sample CAN DO descriptors Listening Level:___ Speaking Level:___ Reading Level:___ Writing Level:___ Language objective in Language Arts Language objective in Mathematics Language objective in Science Language objective in Social Studies   9 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Introduction of the SIOP Components (Echevarria, Vogt, & Short 2008)   Lesson& prepara*on& Background& building& Comprehensible& input& Strategies& Explicit&content& objec*ves& Language& objec*ves&added& Content&age& appropriate& Supplementary& teaching&materials& Differen*a*on&for& proficiency&level& Meaningful& learning&ac*vi*es&   Explicit&links&made& to&students’& experiences& Speech&responsive& to&students’& proficiency& Strategy& instruc*on& Explicit&links&made& to&previous& learning& Task&explana*on& Scaffolding& Vocabulary&targets& Techniques&to& enhance& comprehension& HigherHorder& thinking&skills&   Interac*on& Frequent& interac*on& Flexible,& objec*veHbased& grouping& Wait&*me&for& student& responses& Opportuni*es& for&clarifica*on& Prac*ce& Lesson& delivery& Content& objec*ves&met& Review,& assessment& Content& concepts& reviewed& Key&vocabulary& reviewed& Feedback&on& student&output& throughout& Assessment&of& comprehension& HandsHon& prac*ce& opportuni*es& Language& objec*ves&met& Ac*vi*es&for& applica*on& 90H100%& student& engagement& Appropriate& pacing& Language&skills& integrated&   10 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Differentiating a Lesson Plan with the SIOP To begin differentiating a lesson plan with the Sheltered Instruction Observation Protocol, we will take the following actions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Add a language objective. Select key vocabulary to focus on and practice throughout. Plan meaningful activities. Explicitly plan for activating students’ background knowledge. Plan explicit task explanations (demonstrate, write on board, have written directions to refer to, or practice steps before starting). Use visuals, realia, manipulatives to support content concepts. Make our instructional input comprehensible in many ways. Add frequent opportunities for interaction (think-pair-share, pairwork, one-on-one, small group work). Spend the majority of the lesson practicing the content concepts, key vocabulary, and language objective. Practice, practice, practice. Give feedback on student output. Listen, elicit, recast. Review and assess before we dismiss the class (choral review, partner review, exit slip, numbered heads). Follow-up Reflection Task Choose a short lesson plan you have written. Mark it up with the above SIOP features to differentiate the lesson for ELLs. Write a reflection on the thinking that went into changing the lesson. Explain how you identified a language objective. Explain the purpose for the changes you made. What questions do you have? What have you learned so far? (Option: If you have the chance to try out the lesson, reflect on the strengths and weaknesses of the lesson delivery and what you have learned from the experience. What else would you like to learn?) Resources to Turn to World-Class Instructional Design and Assessment. (2007). WIDA Consortium home page. Retrieved September 11, 2010 from http://wida.us/ Works Cited Echevarría, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Pearson, Allyn and Bacon. Gottlieb, M., Cranley, M. E., Cammilleri, A. (2007). Understanding the WIDA English language proficiency standards: A resource guide. Madison, WI: The WIDA Consortium. Available from http://www.wida.us/standards/Resource_Guide_web.pdf Hellman, A. B. (2009). English language learners in the mainstream classroom: Teaching with language objectives. Available at http://missouristate.academia.edu/AndreaHellman/Papers/210351/English_Language_Learners_In_the_ Mainstream_Classroom_Teaching_With_Language_Objectives TESOL (2006). The TESOL PreK-12 English language proficiency standards. Augmentation of the World-Class Instructional Design and Assessment (WIDA) Consortium English language proficiency standards. Alexandria, VA: TESOL. Citation for This Document Hellman, A. B. (2011). Differentiating instruction with English learners – Day 1. Available from http://missouristate.academia.edu/AndreaHellman   11    Not$actual$student$informa1on$and$photo$ $ Not$actual$student$informa1on$and$photo$ Jacquelina Gutierrez (yah-kweh-lee-nah) Jacqui (yah-kee) Home language: Spanish Country of birth: El Salvador History: Raised by grandmother, arrival in US age 5 L1 fluent, L1 literacy minimal, L1 acad. bkgrd: none Education: K-3 English only; school transfers: 2 W-ACCESS: Comp. 3.7; W-APT: 3 Speaking: 3.9 Listening: 4.2 Reading: 3.1 Writing: 3.5 Years to achieve: 4 Parents: Ermeli and Ernesto Gutierrez (417-679-4123) speak some English, diff. over phone Grade$4$ Eduardo Torres (e-du-ar-do) Home language: Spanish Country of birth: US History: Born in CA, left for Mexico age 3, returned to US age 8 L1 fluent, L1 literacy grade 2, L1 acad. bkgrd: 2 years Education: Gr. 1-2 Spanish only; school transfers: 2 W-ACCESS: Comp. 2.8; W-APT: 2 Speaking: 3.0 Listening: 2.2 Reading: 3.2 Writing: 2.8 Years to achieve: 1 Parents: Isabel Samus and Humberto Torres (417-679-0975) mother needs translation Dr. Andrea B. Hellman, Missouri State University, 2011 Grade$4$ 12 Not$actual$student$informa1on$and$photo$ Not$actual$student$informa1on$and$photo$ Manjula Mehta (mahn-ju-la) Home language: Gujarati, English Country of birth: India History: Moved to US at age 7 from India L1 fluent, L1 literacy: elementary, L1 acad. bkgrd: 2 yrs Education: Gr. 1-2 English instruction in private school in India; school transfers: 1 W-ACCESS: Comp. 4.6; W-APT: 4 Speaking: 3.5 Listening: 4.8 Reading: 5.2 Writing: 4.8 Years to achieve: 2 + 1 Parents: Deepa Patel and Dr. Anand Mehta (417-521-4250) both professionals, speak English Xang Thao (shahn = “third”) Home language: Hmong, English w/siblings Country of birth: US History: Born in Minneapolis to refugee parents L1 good; L1 literacy: none; L1 acad. bkgrd: none Education: PreK-3 English only; school transfers: 3; interrupted language support, opted out of ESL W-ACCESS: Comp. 4.2; W-APT: 4 Speaking: 4.8 Listening: 4.2 Reading: 4.0 Writing: 3.8 Years to achieve: 5 Parents: Mrs. Vang Thao and Mr. Vang Thao (417-619-3897) both speak English Grade$4$ missouristate.academia.edu/AndreaHellman Grade$4$ Differentiating instruction 
 " " " "with English learners" Andrea B. Hellman presenting with Marti Jones, ESOL teacher, Monett" Photo credit: Scholastic.com" Objectives" 1.  2.  3.  4.  5.  6.  Participants will (PW) analyze learner profiles and discuss how ELLs differ from one another." PW differentiate the six levels of WIDA’s English language proficiency." PW identify what learners are expected to be able to do on each level of English language proficiency." PW write language objectives for a specific English language learner." PW explain the eight main components of the sheltered instruction observation protocol." PW differentiate a lesson plan for ELLs by adding a WIDA ELP standards-based language objective and several SIOP features." Key terms" ¤  English language proficiency levels" ¤  CAN DO descriptors" ¤  Model performance indicator (MPI)" ¤  Language objective" ¤  Sheltered Instruction Observation Protocol (SIOP)" ¤  SIOP features" Activating our background knowledge" Directions for critical incident role plays:" (1)  Form a group with five members. " (2)  Discuss the scenario you are given. " (3)  Identify the key concepts and dispositions embedded in the scenario that we addressed during the First Steps workshop. Refer to the workshop handouts and your notes/written reflection." (4)  Review and elaborate these key concepts and dispositions. " (5)  Prepare to enact the role play for the whole class." (6)  Prepare to follow up the role play with the director’s comments in which the director/actors elaborate their thinking about the problem and critically interpret the actions they portrayed in light of what we discussed during the First Steps workshop. " Who are these students?" You are hired three weeks after the school year has started. Your new school had enough enrollments to justify a new faculty hire in Grade 4. Your principal gives you your class roster. There are 18 names on it, 4 of whom are marked English language learner. The principal recommends that you meet with the ESOL teacher, who can give you more information on these students. Luckily, the ESOL teacher is prepared and has been following your students. She has even assembled a folder for you with some pertinent information. The folder also has a summary index card on your students. " Who are these students?" 1.  2.  3.  4.  5.  6.  Look at the index card on each of the four students. What could this information mean? ! Discuss what you know about each student. Try to report what you have learned about them in narrative form. ! Discuss ways in which these students are the same and ways in which they are different. ! What do you need to know based on this? Write down the questions you want to ask the ESOL teacher. ! Write down some things you will want to research. ! Create a chart to summarize the information on the four students. " Not actual student information and photo" Jacquelina Gutierrez (yah-kweh-lee-nah) Jacqui (yah-kee) Home language: Spanish Country of birth: El Salvador History: Raised by grandmother, arrival in US age 5 L1 fluent, L1 literacy minimal, L1 acad. bkgrd: none Education: K-3 English only; school transfers: 2 W-ACCESS: Comp. 3.7; W-APT: 3 Speaking: 3.9 Listening: 4.2 Reading: 3.1 Writing: 3.5 Years to achieve: 4 Parents: Ermeli and Ernesto Gutierrez (417-679-4123) speak some English, diff. over phone Grade 4" Not actual student information and photo" " Eduardo Torres (e-du-ar-do) Home language: Spanish Country of birth: US History: Born in CA, left for Mexico age 3, returned to US age 8 L1 fluent, L1 literacy grade 2, L1 acad. bkgrd: 2 years Education: Gr. 1-2 Spanish only; school transfers: 2 W-ACCESS: Comp. 2.8; W-APT: 2 Speaking: 3.0 Listening: 2.2 Reading: 3.2 Writing: 2.8 Years to achieve: 1 Parents: Isabel Samus and Humberto Torres (417-679-0975) mother needs translation Grade 4" Not actual student information and photo" Manjula Mehta (mahn-ju-la) Home language: Gujarati, English Country of birth: India History: Moved to US at age 7 from India L1 fluent, L1 literacy: elementary, L1 acad. bkgrd: 2 yrs Education: Gr. 1-2 English instruction in private school in India; school transfers: 1 W-ACCESS: Comp. 4.6; W-APT: 4 Speaking: 3.5 Listening: 4.8 Reading: 5.2 Writing: 4.8 Years to achieve: 2 + 1 Parents: Deepa Patel and Dr. Anand Mehta (417-521-4250) both professionals, speak English Grade 4" Not actual student information and photo" Xang Thao (shahn = “third”) Home language: Hmong, English w/siblings Country of birth: US History: Born in Minneapolis to refugee parents L1 good; L1 literacy: none; L1 acad. bkgrd: none Education: PreK-3 English only; school transfers: 3; interrupted language support, opted out of ESL W-ACCESS: Comp. 4.2; W-APT: 4 Speaking: 4.8 Listening: 4.2 Reading: 4.0 Writing: 3.8 Years to achieve: 5 Parents: Mrs. Vang Thao and Mr. Vang Thao (417-619-3897) both speak English Grade 4" What do you want to know?" ¤  Ask the ESOL teacher any questions you have." Name! Jaquelina" Eduardo" L1! Spanish" Spanish" Country! El Salvador" US" " " India" " " US" " " AO*! 5" 8" LLL2 yrs*! 4" 1" Speak! 3.9" 3.0" Listen! 4.2" 2.2" Read! 3.1" 3.2" Write! 3.5" 2.3" Other acad.*! Manjula" Gujarati" 6" 3" 3.5" 4.8" 5.2" 4.8" Xang" Hmong/Eng." 4 ??" 5" 4.8" 4.2" 4.0" 3.8" AO = Age of Onset (age at which significant daily interaction began in English)" LLL2 = Length of learning (years to acquire present English language proficiency)" PreK-12 ELP Standards 
 (WIDA, TESOL, MO)" Social instructional language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies • ELLs communicate for social, intercultural, and instructional purposes within the school setting • ELLs communicate information, ideas, and concepts necessary for academic success in the area of language arts • ELLs communicate information, ideas, and concepts necessary for academic success in the area of mathematics • ELLs communicate information, ideas, and concepts necessary for academic success in the area of science • ELLs communicate information, ideas, and concepts necessary for academic success in the area of social studies Performance Definitions for the levels of English language proficiency At the given level of English language proficiency, English language learners will process, understand, produce, or use: • • • • • • • • • • • • specialized or technical language reflective of the content area at grade level a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level oral or written communication in English comparable to proficient English peers the technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports; oral or written language approaching comparability to that of English proficient peers when presented with grade level material specific and some technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related paragraphs; oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support general and some specific language of the content areas; expanded sentences in oral interaction or written paragraphs; oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support general language related to the content areas; phrases or short sentences; oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support pictorial or graphic representation of the language of the content areas; words, phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support 6 Reaching 5 Bridging 4 Expanding 3 Developing 2 Beginning • • • 1 Entering • • Introduction iii Jaquelina: Speaking: 3.9 Listening: 4.2 Reading: 3.1 Writing: 3.5 Eduardo: Speaking: 3.0 Listening: 2.2 Reading: 3.2 Writing: 2.8 Manjula: Speaking: 3.5 Listening: 4.8 Reading: 5.2 Writing: 4.8 Xang: Speaking: 4.8 Listening: 4.2 Reading: 4.0 Writing: 3.8 Jaquelina: Speaking: 3.9 Listening: 4.2 Reading: 3.1 Writing: 3.5 Eduardo: Speaking: 3.0 Listening: 2.2 Reading: 3.2 Writing: 2.8 Manjula: Speaking: 3.5 Listening: 4.8 Reading: 5.2 Writing: 4.8 Xang: Speaking: 4.8 Listening: 4.2 Reading: 4.0 Writing: 3.8 Estimating language proficiency from samples" After you read through the EL writings below, try to interpret each sample in terms of language proficiency. " Carefully study the samples and match them to the WIDA Writing Rubric to estimate the language proficiency level in the domain of writing. " Be prepared to justify your estimate with specific details. " Hypothesize the role of using writing samples in evaluating overall language proficiency. " Sample A" The sample below was collected by a teacher from a 3rd grader, whose native language is Spanish. He wrote:" I whent to fave a fore willr. Fisrt, Whan I went to my cazin hose and I raod on my cazin sisre fore wellr and I was siting on the riate said and a big dog popt up and it omost bit by the dog. Next, Fisrt when I sol a Careno it was cool becase my farvit coolr is red and my sis siad that when Careno, lans in yours yard is t a msey from god to be good. Last, I made a dog paror rook big and sall and I sol it on tv chano 848 it is asum becuse you can make layn brid makeys spider ene thay becuse you can make a masre" When the teacher who collected the sample asked the student to read his writing, this is what he read." I went to have a four-wheeler. First, when I went to my cousin’s house and I rode on my cousin sister’s four-wheeler and I was sitting on the right side and a big dog popped up and it almost bit by the dog. Next, first, when I saw a Careno, it was cool because my favorite color is red and my sis said that when Careno, lands in your yard it is a message from god to be good. Last, I made a dog paper rock big and small and I was saw it on tv channel 848 it is awesome because you can make lion bird monkeys spider anything because you can make a monster." Sample B" This sample comes from a 1st grader whose native language is Spanish as well. His reading, listening, speaking skills are approaching the native level. Here is what he wrote:" Last weeknd I pla in the snow. I wared a big cot to sta wrm. I make sno balls for a fite. And we bild a snow man. It was fun. It was cold. Than we go insid to eat." Sample C" Sample C comes from another native speaker of Spanish, a 4th grader. She has few opportunities to use English outside school. She speaks conversational English fluently; however, her comprehension skills are weak and her reading is far below the grade level. She provided the following writing sample:" I’m going to go at gomulu I,m going see my dog’s and play wenth my sistr and lock at the anmol at the fram and rid a horsi. " Model performance indicators (MPIs)" Supports and strategies for differentiation" Language functions" Reading! SW identify the main idea and two supporting details." SW survey the text to understand how the content is organized." SW demonstrate understanding of the story line by ordering and naming key events." Writing! SW label the parts of the apparatus on a diagram." SW record their predictions in two complete sentences." SW compose a friendly letter to thank the author." Language functions" Speaking! SW report the two best ideas of their group discussion." SW interview a character in the story." SW explain the meaning of three new words they collected." Listening! SW follow a partner’s three-step directions." SW trace a route on the map from their partner’s explanation." SW listen for missing information." Sample language objectives" ¤  SW orally read mathematical sentences." ¤  SW orally compare mathematical expressions using “larger than”, “smaller than”, or “equals to”." ¤  SW orally evaluate mathematical expressions." ¤  SW orally agree or disagree with a partner’s solution and state the reason." ¤  SW take dictations of mathematical expressions." ¤  SW listen to a story and match the story to a mathematical expression." ¤  SW listen to a mathematical sentence and indicate whether it is correct or incorrect." ¤  SW write a story that matches a mathematical sentence." ¤  SW write a note to the teacher to summarize the most important thing they learned in class." ¤  SW write a question about what they want know." ¤  SW pronounce the “th” sound in decimals." Language objectives for specific learners" Let’s study the intake report of an English language learner provided by Marti Jones and do the following:" 1.  Discuss what you know about the student." 2.  Identify the student’s English language proficiency in the four language domains." 3.  Find out what the student can do at his/her current level of proficiency." ü  Write 4 language objectives for the student in mathematics (one in each of the four modalities)." ü  Write 4 language objectives for the student in language arts (one in each of the four modalities)." ü  Write 4 language objectives for the student in science (one in each of the four modalities)." ü  Write 4 language objectives for the student in social studies (one in each of the four modalities)." Differentiate a lesson plan with the SIOP" 1.  2.  3.  4.  5.  6.  7.  8.  9.  10.  11.  Add a language objective." Select key vocabulary to focus on and practice throughout." Plan meaningful activities." Explicitly plan for activating students’ background knowledge." Plan explicit task explanations (demonstrate, write on board, have written directions to refer to, or practice steps before starting)." Use visuals, realia, manipulatives to support content concepts." Make our instructional input comprehensible in many ways." Add frequent opportunities for interaction (think-pair-share, pairwork, one-on-one, small group work)." Spend the majority of the lesson practicing the content concepts, key vocabulary, and language objective. Practice, practice, practice." Give feedback on student output. Listen, elicit, recast." Review and assess before we dismiss the class (choral review, partner review, exit slip, numbered heads)." Works cited" Echevarría, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Pearson, Allyn and Bacon." Gottlieb, M., Cranley, M. E., Cammilleri, A. (2007). Understanding the WIDA English language proficiency standards: A resource guide. Madison, WI: The WIDA Consortium. Available from http://www.wida.us/standards/Resource_Guide_web.pdf" Hellman, A. B. (2009). English language learners in the mainstream classroom: Teaching with language objectives. Available at http://missouristate.academia.edu/AndreaHellman/Papers/ 210351/ English_Language_Learners_In_the_Mainstream_Classroom_Teaching_With_Language_Obj ectives" TESOL (2006). The TESOL PreK-12 English language proficiency standards. Augmentation of the World-Class Instructional Design and Assessment (WIDA) Consortium English language proficiency standards. Alexandria, VA: TESOL." " Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Differentiating Instruction with English Learners – Day 2 Abstract The second full day workshop focuses on two components of the Sheltered Instruction Observation Protocol (SIOP): comprehensible input and interaction. Objectives 1. Participants will (PW) review how they planned a differentiated lesson for specific English language learners (ELLs). 2. PW evaluate teaching scenarios with the SIOP Lesson Preparation component. 3. PW discuss teachers’ rationale for using the SIOP model. 4. PW explore techniques for helping students comprehend content information and teacher talk. 5. PW identify activities that promote interaction and the engagement of every learner during the lesson. 6. PW practice teacher talk moves that facilitate the development of academic language. Key Terms Comprehensible input; interaction; teacher talk move. Lesson Plan Sharing To activate our background knowledge, we will share the lesson plans we differentiated for specific ELLs after the last workshop. Directions: (1) Move around the room and find three partners who created lessons for the same grade level as you did. (2) Each person in the group gets 10 numbered blue chips and 15 red chips. (3) Use the blue chips to respond to the 10 prompts below. Place your numbered blue chip in the middle once you shared. (4) Use the 15 red chips to respond to what other group members shared. You can give feedback or ask a clarification question. If you run out of red chips, you must wait until everyone else has used up all their red chips before you can comment or ask questions again. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. My content objective was … My language objective was … I identified the language objective by … Key words were … When I selected them, I considered … I activated students’ background knowledge by … My meaningful activities included … For supplementary materials I used … I made instructional input comprehensible by … I planned for interaction by … Practice opportunities included … When I reflected on the lesson, I noted that … Teaching Scenarios Evaluate the following teaching scenarios, using the Lesson Preparation segment of the SIOP form. a. As Mrs. Winter began the 4th grade math lesson, she pointed to her objectives board. The students first read the content objective in chorus: “Students   1 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman will be able to use parentheses to make number sentences true.” Then, they read the language objective together: “Students will be able to orally read number sentences in English.” Mrs. Winter directed the students to tell each other in their own words what they will learn in today’s lesson. She also asked them to predict what the key word for the lesson will be. After she had students guess, she introduced the key vocabulary: parentheses. She asked students to discuss with a partner where they saw parentheses before, then showed several examples of the key term to the class and had them playfully respond in chorus with the key term “parentheses”. They said it softly, loudly, jokingly, secretly. Next, she introduced an email from a former student, who wrote to her. (This was a make-believe activity Mrs. Winter created.) She pulled up the email on the board and asked students to read the message with their three-member team to find out why her former student wrote. The message discussed a problem that Mrs. Winter’s (imaginary) former student was having at her place of work, a local art gallery. The student had a colleague who started work on an inventory of artwork by different artists in the gallery rooms, but the number sentences that he wrote when he took the inventory made no sense to her. The number sentences were supposed to represent the number of different artworks by different artists in each room of the gallery, but something was missing because the number sentences were all wrong. She asked if Mrs. Winter’s students could help her solve the problem she was having. To assist with the solution, she enclosed illustrations of the rooms with the artwork hanging on the wall indicating the name of the artist who created each piece. Mrs. Winter had a picture of a different gallery room and several incorrect number sentences for each team of students. She instructed her teams to begin by reading the number sentences and then discussing the relationship of each sentence to the picture. Mrs. Winter wrote on the board: “What can we do to make the number sentence true?” She elicited that the number sentences can be made true by adding parentheses around expressions that belonged together, such as works created by the same artist. Mrs. Winter went over the steps for solving the problem with each team at their table. Teams wrote their solutions on a wipeerase board and practiced reading their number sentences orally before they presented their solution and explanation to the whole class. While each team was presenting, Mrs. Winter projected the corresponding gallery illustration on the board. Students listened to each team’s presentation, conferenced with their own team about the presentation they heard and reached a decision about whether or not they agreed with the solution. Each team had to read orally the other team’s number sentences and explain why they agreed or disagreed with the other team’s solution. In the last activity, students wrote a reply to Mrs. Winter’s former student that explained how they solved the problem with the number sentences to create the inventory for the gallery. At the end of the lesson, Mrs. Winter reviewed with the students the content and language objectives and asked students for a show of thumbs to signal whether they accomplished the objectives of the lesson.   2 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman (qtd. p. 238, Echevarria, Vogt, & Short, 2008) Highly evident Some what evident Not evident 4 3 2 1 0 Lesson Preparation Content objectives clearly defined, displayed, and reviewed with students Language objectives clearly defined, displayed, and reviewed with students Content concepts appropriate for age and educational background level of students Supplementary materials used to a high degree, making the lesson clear and meaningful (for example, computer programs, graphs, models, visuals) Adaptation of content (for example, text, assignment) to all levels of student proficiency Meaningful activities that integrate lesson concepts (for example, surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking b. Mr. Park started the class by going over the previous day’s homework. He told students they were going to have a busy day with making number sentences true by using parentheses. He said that he was especially interested in that students orally read the number sentences in English. He stated that today’s key vocabulary was the word parentheses and pointed to the key term on the word wall. He said the word parentheses was plural and wanted everyone to remember to use “the parentheses are” rather than “the parentheses is”. He asked if anyone knew the singular form for parentheses, and one student knew that it was parenthesis. He asked the student to spell that orally, which he did correctly. Next, Mr. Park instructed students to open their workbook to page 60 and begin working on the problems with their team. He reminded them to take turns reading the number sentences orally. He asked them to state each step of solving the problem. He went around helping teams with the workbook problems and gave mini explanations on an as-needed basis. He kept reminding students to follow the outlined steps for solving the problems. He prompted them many times to read their number sentences orally first. After they practiced and completed three pages of problems, he introduced the homework, which was a take-home page from the workbook. He modeled how to solve the first problem on the worksheet and checked that students understood how to complete the task by watching them solve the second problem on their own. At the end, he asked students if they knew how to make a number sentence true by using parentheses and most students showed a thumbs up to signal that they did.   3 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman (qtd. p. 238, Echevarria, Vogt, & Short, 2008) Highly evident Some what evident Not evident 4 3 2 1 0 Lesson Preparation Content objectives clearly defined, displayed, and reviewed with students Language objectives clearly defined, displayed, and reviewed with students Content concepts appropriate for age and educational background level of students Supplementary materials used to a high degree, making the lesson clear and meaningful (for example, computer programs, graphs, models, visuals) Adaptation of content (for example, text, assignment) to all levels of student proficiency Meaningful activities that integrate lesson concepts (for example, surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking What Do Teachers Think of the SIOP? Some of you are wondering how the SIOP is any different than just good teaching in general. You are aware of the diversity that exists in public schools and you have learned to differentiate your teaching using small group instruction. You may be questioning how differentiating instruction for English learners differs in any way from what you already know. We are going to view three video segments of teachers of ELLs who are using the SIOP model in their classes. They discuss how the SIOP has changed the way they teach. On a sheet of paper, please write three predictions of what you think the three teachers will be saying. Write each of the predictions in the form of a complete sentence. While you watch the videos, confirm or refute the predictions made by another participant. How Do Students Experience Teacher Language? Teachers often complain that English learners do not pay attention; they tune out and tend to daydream. Teachers find it hard to know whether ELLs are following the lesson when they avoid eye contact, look down, bury their face in their workbook. Some tend to smile when they are called on, but say little in response. Others speak inaudibly so it is impossible to catch what they are saying. A few chat in class, get distracted and get off task constantly. All of these behaviors can be indicators of the same, common problem ELLs share. To remedy these behaviors, it is important to understand what causes them. We will view several video segments in which students explain their most common complaints about teacher talk. Can you predict what these are? What do you think is the connection between students’ complaints and the above described classroom behaviors?   4 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Comprehensible Input One of the necessary conditions of second language acquisition is the availability of comprehensible input. Comprehensible input was defined by Stephen Krashen as language just slightly above the language a learner is capable of producing. He used the symbol i to represent the learner’s current language (the term I-language was coined by Noam Chomsky). Krashen defined comprehensible input as i + 1, that is, just slightly above the learner’s current language. In this view, the best way to provide comprehensible input for a learner is to monitor the learner’s output and respond to it by repeating it and adding just a little more to it. For example, if the learner says “It kills germs.” The teacher could respond, “Right. It kills germs. It’s antiseptic.” The technical name for this type of input is elaboration because we add more detail to what the learner is saying. Another form of comprehensible input is a recast. A recast restates the learner’s output in targetlike form. For example, the learner might say “Where it say that in the text?” The teacher could respond by repeating the question in the expected form using a reassuring tone of voice, “Where does it say that in the text?”. What makes this a recast and not an explicit correction is that the teachers accepts the meaning but also offers the targetlike form as a helpful bonus. Learners who notice the contrast between their own output and the targetlike form can make productive use of this type of input. While recasts per se are not necessary for acquisition, they can be highly beneficial to learners. Learners who have access to recasts tend to progress with language development faster than learners who do not receive this kind of comprehensible input and salient contrast between non-targetlike and targetlike language forms. Input can also be made comprehensible through non-verbal means, such as joint attention, pointing, gesturing, acting out, or illustrating. Joint attention means that the teacher and the learner direct their gaze at the same object or event, which gives meaning to their talk. Whatever teacher and learner are jointly looking at can provide a topic of conversation, which is inherently easier to comprehend. Another quick way to make input comprehensible is to translate to the native language. There are profound benefits to a teacher being proficient in the student’s native language. A quick translation can save time and frustration spent in charades. When the teacher has no proficiency in the student’s native language, paraprofessionals and peers can come to the teacher’s aid. For content learning, native language texts can also be useful. The most desirable option is to place students with teachers who have proficiency in the child’s native language or who have the interest to develop some. The minimum necessities to provide a student with comprehensible input are to look at the student to monitor comprehension, to slow down, to allow plenty of wait time for processing, to repeat and emphasize key terms, to not overwhelm the student with excessive teacher talk, and to find other than verbal means for conveying meaning. Adjusting Speech For the Students’ Level of Proficiency The SIOP model calls for teachers to modify their speech to match students’ English language proficiency levels. The general expectation for students on different levels of proficiency are outlined in WIDA’s CAN DO descriptors. The summary below for grades 1-5 is based on the WIDA descriptors with some details added. Level 1 Entering - Grades 1-5 Word level understanding of high frequency vocabulary, common objects in the environment, basic verbs, a few simple adjectives, names of shapes, numbers Ability to recognize a few memorized phrases Ability to follow simple one-step directions when accompanied by gestures and pointing Ability to understand recurring classroom routines 5   Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Level 2 Beginning - Grades 1-5 Phrase level understanding of high frequency vocabulary Understanding of present and past tense regular verbs, prepositional phrases Ability to identify objects from oral description Ability to follow two-step directions Ability to sequence simple events after visually supported presentation Ability to understand language associated with classroom routines Ability to respond to or-choice questions Level 3 Developing - Grades 1-5 Sentence level understanding of high frequency vocabulary and some content vocabulary Understanding of most verb tenses, prepositional phrases, noun and adjective phrases, expressions of quantity Understanding of many irregular past tense forms Ability to respond to wh- questions that follow the canonical question word order Ability to follow multi-step oral directions Ability to identify objects from nuanced descriptions Ability to follow social conversation Ability to sequence events and processes from read-aloud Level 4 Expanding - Grades 1-5 Ability to follow multi-sentence level discourse Understanding of mid-frequency vocabulary, some content vocabulary and technical terms Understanding of verb tenses, modals, reported speech, gerund and infinitive phrases, irregular verbs, adverb clauses of place and time Ability to respond to most wh- questions Ability to respond to requests that are made explicit Ability to identify processes and events based on extended oral description Ability to follow visually supported read-aloud Level 5 Bridging - Grades 1-5 Ability to follow extended discourse that is clearly enunciated and presented at a slower rate Understanding of adverb and adjective clauses when they follow the main clause Ability to respond to indirect requests and a wide range of functional questions Ability to infer messages that are implicit Ability to understand talk about past or future events without visual supports Ability to understand some generalizations that are not supported by contextual clues Ability to grasp non-literal meanings Ability to visualize a scene, event, character from read-aloud To summarize, modifying speech to adjust to students’ language proficiency entails the following: 1. Listen to student output. 2. Repeat student output. 3. Recast student output and elaborate on meaning. 4. Speak in clear phrases for Level 1-2 students. Speak in complete sentences for Level 3-5 students to model target language. 5. Slow down and allow processing time for understanding speech. 6. Allow preparation time for students to produce utterances.   6 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman 7. Write key words and phrases on the board. 8. Use canonical word order for questions and negatives. (For example, instead of “Who do you guys think it is?” say “Who is it?”. Instead of asking “He saw the red bird, right?” say “Did he see the red bird?”) 9. Avoid using embedded sentences (complex) sentences. 10. Avoid starting sentences with dependent clauses. (Rather than saying “Before you return this book to the library, I would like you to hear you read it”, it would be preferable to start with the main clause, “I would like to hear you read this book, then you can return it to the library.”) 11. Be aware of non-literal meanings; be judicial with colloquialisms and idioms. 12. When using indirect requests or irony, follow with a literal interpretation. (“That’s just great. I mean I don’t like it.” “Don’t be so quick to jump. Pick it up, please.” “I wonder what we said yesterday. What did we say yesterday?”) Techniques to Make Content Concepts Clear For an ELL, oral language should not be the only or even the primary mode for developing content concepts. Visual modes of delivery can include brief video segments, models, maps, illustrations, illustrated trade books, posters, charts, graphic organizers, real life objects, pointing, gesturing, acting out. Experiential activities are especially useful, such role plays, simulations, puppet play, pantomime, total physical response (TPR). Key words related to content concepts require special treatment: for example, preteaching, previewing in text, highlighting in text, recording on a post-it, recording on the board, displaying on a word wall, elaborating in a word web, logging in a personal dictionary/word book with an L1 translation, simple English definition, illustration, sample sentence, collocations. It is desirable that students form a habit of daily word study. Video Vignettes of Teachers Working With Comprehensible Input NJPEP Virtual Academy. (2006). English language learners in the mainstream. Elementary school. [Video]. Available from http://www.state.nj.us/education/njpep/pd/ell_mainstream/part_three/index.html Sandra Nahmias, ELL teacher at Harrison Elementary School in Roselle, NJ, demonstrates how she makes rd content concepts and teacher talk comprehensible for her students. She teaches 3 graders about the subgroups of invertebrates. Can you predict the techniques she will use to make this content comprehensible? Record your predictions and exchange them with a partner. School Improvement Network. (2008). Every teacher – a teacher of English language learners. Classroom example. Volume 16, Issue 1. Elementary edition. [Video]. Available from http://video.google.com/videoplay?docid=7764700553636869957&ei=Nq7MSov7CZTiqgK9tS7BQ&q=english+language+learners Kathryn Johnson, mainstream Kindergarten teacher at Glen Acres School, Lafayette, IN, demonstrates how she teaches a science lesson about insects using Eric Carle’s story of The Very Hungry Caterpillar. Before we view this teaching episode, let’s discuss how we would proceed with this lesson. Interaction Interaction presents another highly beneficial condition for second language acquisition. During interaction, learners have the opportunity to produce language, try out language forms, negotiate meaning, get feedback on their output from their interlocutors. Frequent interaction throughout the school day with competent speakers of the target language is desirable because this process drives language acquisition. Moreover, many ELLs do not have regular opportunities outside school to interact with native speakers, especially about academic content.   7 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Interaction in the classroom can occur between teacher and individual student, teacher and the whole class, between two students or within a group of students. The most common form of interaction in the typical classroom is between the teacher and the whole class with the teacher initiating a question, calling on an individual student, and responding to the student’s answer. This form of interaction – also called the initiationresponse-feedback pattern - is not very productive because students who are not called on tend to disengage quickly. More productive forms of interaction are those when students have opportunities to elaborate their answers, when more students have opportunities to respond, and when they are held accountable for active listening to each other’s responses. We will watch three classroom video segments in which teachers initiate interaction in their class. While watching these episodes, please note the strategy the teacher uses for interaction and observe how productive the interaction is as compared to the common initiation-response-feedback pattern. List other strategies that you are aware of that provide opportunities for productive interaction between teacher and students or between peers. Teacher Talk Moves For Quality Classroom Interaction The following table (qtd. Hellman, 2011) outlines teacher talk moves that initiate quality classroom interaction and prompt students to practice academic language.   8 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Instructional purpose of talk move Technique Manifestation/variations Provisional move To encourage students to formulate a meaningful response Give wait time “Let’s all think for 5 seconds about this.” Thinking time may be cued by pregnant pause, gesture, sign, or callback. Call on students only after everyone has shown the agreed-upon sign that they are ready to answer. “This is your question. I’ll come back for your answer in one minute.” Give students wait time also to think about answers to questions that other students ask. Prompt to elaborate “Say more on this.” “Add another idea to this.” “Give us another way to think about this.” “Add an example so we can better understand.” Prompt to explain or justify answer “Tell us why.” “Explain your thinking.” “Give a reason for your answer.” To scaffold formulating a meaningful response Think-pair-share “Turn and face your shoulder partner and discuss this.” “Discuss this in pairs. Partner A does this. Partner B does that.” “Compare your answer with your partner.” Think-write-pairshare “Do some free writing for 30 seconds. Then compare your thinking with the thinking of your partner.” “Summarize what you and your partner discussed.”   9 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman To encourage students to evaluate the contribution of their peers Revoice “What did Mary just say?” “Do you agree or disagree with that?” “Why” “How could you build on that idea?” “Is your way the same or different?” “How?” “Tell your partner what you think about that idea.” “Repeat what your partner said to you.” “You said … Is that what you meant?” “So Mary just said … Let’s all think about this for five seconds.” To prompt students to provide reasoning and deep explanation Ask open ended questions “What did you notice about ____?” “Why is this your answer?” “How did you come to this conclusion?” “What if ____?” To prompt students to self-correct Repeat error Repeat the error with question intonation, followed by a pregnant pause and some gesture of good will and encouragement. “Yesterday you buyed?” Repeat what the student said up to the error. Stop before the error you would like the student to repair. “Yesterday you ___” Elicit repair To contrast student response with targetlike academic language response Recast Repeat what the student said in targetlike form using an affirming tone of voice and intonation to highlight the contrast between the student’s form and the one you are offering. Student: “We melt the ice.” Teacher: “Right. We melted the ice.” To provide opportunity to practice a response multiple times   10 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Pair practice “Whisper it to your shoulder partner first.” “Practice saying this with your shoulder partner until you sound like a newscaster.” “Say this in three different ways to your shoulder partner. Pick the best way.” Repetition game Responsorial chant “Say it loudly.” “Say it softly.” “Say it slowly.” “Say it fast.” “Say it sleepily.” Make various statements that require students to repeat the same response. “Your response is ‘That’s an example of cost-benefit analysis’”. To help students focus on the process of problem solving Model “I say it. You say it.” To help students understand the thought process Teacher thinkaloud “When I have a problem like this, first I always look for ___. Next, I ___.” To understand students’ thinking process or to troubleshoot error in thinking Student thinkaloud “Say out loud for me everything you are thinking while you are solving this problem.” “Tell me exactly how you were thinking when you did this.” To prompt the use of academic language Offer key vocabulary “Use the term exponential in your answer.” “Use the appropriate word from the board/from our word wall.” Offer sentence stem “Use this sentence starter: ‘If I had more time, I would ____’.” “ Say: ‘I disagree because ____’.” Offer language function “Use contrasting. Add an explanation. ‘They are different on this feature, because ____’.” “Say if you agree or disagree. Give one reason.” Prompt students to indicate the “Indicate the order of these steps with signal words: first, second, third, next, last.” “I heard you state two contrasting ideas: you liked it and you had a concern. Let’s indicate   11 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman connection between their ideas that contrast with a signal word, such as however.” “One thing you said was a cause and the other an effect. Let’s indicate which one was the cause and which one was the effect. Use the signal word therefore to indicate the effect.” “You stated a main idea and you supported it with two examples. Let’s make that clear by adding “one example is” and “another example is”. Remind Refer to text Offer model Reformulate “What did we say when we compared these shapes yesterday? Look at our poster here.” “This is how the author expressed this idea. Let’s say it like she did.” “You could say _____” Restate the student’s statement in a way you would say it in well-formed academic language. Repeat what the student said and add to the student’s statement details, examples, supports, modeled language, or technical vocabulary. “Use this question stem: ‘What is the difference between _____ and ________?’” “Ask Joe about the common features of ___ and ___.” “Ask Joe about the sequence of these milestone events we listed here.” Elaborate Prompt students to question one another To help students better understand academic language the teacher models Focus on key vocabulary Emphasize and frequently repeat key phrases. Write key phrases on the board. Preview/pre-teach key phrases. Refer to key vocabulary on the word wall. Distribute a word bank that pertains to the topic. Avoid jargon that is not necessary for content learning. Elaborate meaning Use repetitions and redundancies. Embed simple definitions after important concepts. For example, "The cell membranes of the mouth - the layers of cells in the mouth - are easy to damage - are easy to hurt." Unpack idioms and colloquialisms. “She is a fly on the wall. In other words, she is observing us.” “Let’s get this over with. I mean, let’s finish it.” 12   Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Support meaning in non-verbal ways Use gestures. Show pictures, maps, objects, videos, presentation slides. Use graphic organizers and concept maps. Provide an outline. Slow down and pay attention to grammar Speak in grammatically well-formed sentences. Limit fragments, incomplete sentences, ungrammaticality, hesitation phenomena, false starts, fillers (you guys, like, and-so-on-andso-forth). Deconstruct complex sentences. “The sensitive cell membranes of the mouth can be easily damaged. I mean: The mouth has layers of cells. These layers are sensitive. They are easy to hurt. They are easy to damage.” Avoid starting sentences with a dependent clause. Instead of “Before we go any further, I would like to discuss some rules”, start with the main clause: “I would like to discuss some rules before we continue.” Avoid unnecessary embedded phrases and indirect word order. Use canonical sentence forms mainly. Rather than “What would you infer the main theme is?”, say “What is the main theme?”. Rather than “What did you say our measurement was”, say “What was our measurement?”. Wait and avoid processing overload Seek clarification requests Allow ample wait time to process language before moving on to the next idea/topic/concept. Less is more for language learners. Provide frequent opportunities for students to seek clarification. “Tell me what you understand so far.” (Not: “Do you understand?”) “Ask me a question.” (Not: “Do you have any questions?”) The best way to know what students can understand is to have them tell you what they know in their own words. Repeat and recast the same language. Build instruction from student output. (Comprehensible input = learner language enhanced [i + 1]) Stop every few minutes and have students practice talking about the content, saying the key words to each other, paraphrasing, summarizing. (“Think-pair-share.”) Take your guidance from student output Frequently stop and prompt practice   13 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman SIOP Components: Lesson Preparation, Comprehensible Input, Interaction (qtd. pp. 238239, Echevarria, Vogt, & Short, 2008) Highly evident Some what evident Not evident 4 3 2 1 0 Lesson Preparation Content objectives clearly defined, displayed, and reviewed with students Language objectives clearly defined, displayed, and reviewed with students Content concepts appropriate for age and educational background level of students Supplementary materials used to a high degree, making the lesson clear and meaningful (for example, computer programs, graphs, models, visuals) Adaptation of content (for example, text, assignment) to all levels of student proficiency Meaningful activities that integrate lesson concepts (for example, surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking Comprehensible Input Speech appropriate for students’ proficiency level (for example, slower rate of enunciation, and simple sentence structure for beginners) Clear explanation of academic tasks A variety of techniques used to make content concepts clear (for example, modeling, visuals, hands-on activities, demonstrations, gestures, body language) Interaction Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts Grouping configurations support language and content objectives of the lesson Sufficient wait time for student responses consistently provided Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text   14 Dr. Andrea B. Hellman, Missouri State University, 2011 missouristate.academia.edu/AndreaHellman Review and Assessment Please take the time to complete the survey and give us your thoughtful feedback. References Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2 ed.). Portsmouth, NH: Heinemann. Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. New York: Addison-Wesley. Chapin, S. H., O’Connor C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, grades K-6. Sausalito, CA: Math Solutions. Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7 (3), 50-80. Echevarría, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Pearson, Allyn and Bacon. Echevarría, J., Vogt, M. E., & Short, D. (2010). The SIOP model for teaching mathematics to English learners. Boston, MA: Pearson, Allyn & Bacon. Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1 (1), 1-18. Gass, S. (2003). Input and interaction. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 224–255). Maldon, MA: Blackwell. Gottlieb, M., Cranley, M. E., Cammilleri, A. (2007). Understanding the WIDA English language proficiency standards: A resource guide. Madison, WI: The WIDA Consortium. Available from http://www.wida.us/standards/Resource_Guide_web.pdf Hellman, A. B. (2011). Academic language in an instant in content classes. Available at http://missouristate.academia.edu/AndreaHellman Kersaint, G., Thompson, D. R., & Petkova, M. (2009). Teaching mathematics to English language learners. New York: Routledge. Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman. Leeman, J. (2007). Feedback in L2 learning: Responding to errors during practice. In R. DeKeyser (Ed.), Practice in a second language (pp. 111–137). New York: CambridgeUniversity Press. Long, M. H. (2007). Recasts in SLA: The story so far. In M. H. Long, Problems in SLA (pp. 75-116). Mahwah, NJ: Lawrence Erlbaum. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. W. C. Ritchie, & T. K. Bhatia (Editors), Handbook of second language acquisition (pp. 413-468). San Diego, CA: Academic Press. Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265-302. O’Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning and schooling (pp. 63-103). New York: Cambridge University Press. O'Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24, 318-335. Tobin, K. (1986). Effects of teacher wait time on discourse characteristics in mathematics and language arts classes. American Educational Research Journal, 23 (2), 191-200. Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2006). Accountable talk in reading comprehension instruction (CSE Technical Report 670). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. nd Citation for This Document Hellman, A. B. (2011). Differentiating instruction with English learners – Day 2. Available from http://missouristate.academia.edu/AndreaHellman   15 Differentiating instruction 
 " " " "with English learners" Andrea B. Hellman presenting with Marti Jones, ESOL teacher, Monett" Photo credit: Scholastic.com" Objectives" 1.  Participants will (PW) review how they planned a differentiated lesson for specific English language learners (ELLs)." 2.  PW evaluate teaching scenarios with the SIOP Lesson Preparation component." 3.  PW discuss teachers’ rationale for using the SIOP model." 4.  PW explore techniques for helping students comprehend content information and teacher talk." 5.  PW identify activities that promote interaction and the engagement of every learner during the lesson." 6.  PW practice teacher talk moves that facilitate the development of academic language." Key terms" ¤  Comprehensible input" ¤  Interaction" ¤  Teacher talk move" Activating our background knowledge: Lesson plan sharing" 1.  2.  3.  4.  5.  6.  7.  8.  9.  10.  My content objective was …" My language objective was … I identified the language objective by …" Key words were … When I selected them, I considered …" I activated students’ background knowledge by …" My meaningful activities included …" For supplementary materials I used …" I made instructional input comprehensible by …" I planned for interaction by …" Practice opportunities included …" When I reflected on the lesson, I noted that … " Lesson Preparation! Content objectives clearly defined, displayed, and reviewed with students" Language objectives clearly defined, displayed, and reviewed with students" Content concepts appropriate for age and educational background level of students" Supplementary materials used to a high degree, making the lesson clear and meaningful (for example, computer programs, graphs, models, visuals)" Adaptation of content (for example, text, assignment) to all levels of student proficiency" Meaningful activities that integrate lesson concepts (for example, surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking" Highly Evident! 4! " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " Evident! ! ! 3! Some what Evident! 2! Mini mally Evident! 1! Not Evident! ! 0! Echevarria, Vogt, and Short, 2008, p. 238" Teaching Scenario: Mrs. Winter" Teaching Scenario: Mr. Park" Comprehensible Input! Speech appropriate for students’ proficiency level (for example, slower rate of enunciation, and simple sentence structure for beginners)" Clear explanation of academic tasks" A variety of techniques used to make content concepts clear (for example, modeling, visuals, hands-on activities, demonstrations, gestures, body language)" Highly Evident! 4! " " " " " " " " " " " " " " " Evident! ! ! 3! Some what Evident! 2! Mini mally Evident! 1! Not Evident! ! 0! Echevarria, Vogt, and Short, 2008, p. 238" How do we modify speech to adjust to students’ language proficiency?" Grades 3-5" WIDA, 2007" How do we modify speech to adjust to students’ language proficiency?" Grades 1-2" WIDA, 2007" How do we modify speech to adjust to students’ language proficiency?" ¤  Listen to student output." ¤  Repeat student output." ¤  Recast student output and elaborate on meaning." ¤  Speak in complete sentences to model target language use for students." ¤  Slow down and allow processing time for understanding speech." ¤  Allow preparation time for students to produce utterances." ¤  Write key words and phrases on the board." ¤  Use canonical word order for questions and negatives." ¤  Avoid using embedded sentences (complex) sentences." ¤  Avoid starting sentences with dependent clauses." How do we provide clear explanations of academic tasks?" ¤  Explain goal and outcome of task in simple terms." ¤  Break down tasks into easy-to-follow steps." ¤  Number of steps should be age appropriate." ¤  Record steps on the board for reference." ¤  Model tasks; illustrate how it is supposed to be done." ¤  Scaffold tasks (complete together with an expert or peer)." ¤  Have student complete task independently. Make sure you get to this goal." What kinds of strategies can we use to make content concepts clear?" ¤  Preteaching key concepts, previewing texts" ¤  Repeating key words and recording them on the board (if possible with illustrations)" ¤  Gesturing, pointing, acting out" ¤  Using real life objects to demonstrate" ¤  Using manipulatives and models" ¤  Using maps, photos, illustrations, posters" ¤  Using charts, graphic organizers" ¤  Using multimedia" ¤  Reducing linguistic demand in learning tasks" Barna medve, barna medve" Barna medve, barna medve, mit látsz?" Látok egy piros madarat." Piros madár, piros madár, mit látsz?" Látok egy sárga kacsát." Sárga kacsa, sárga kacsa, mit látsz?" Látok egy kék lovat." Kék ló, kék ló, mit látsz?" Látok egy barna medvét." Comprehension questions" Milyen színű a medve?" Milyen színű a kacsa?" Mit lát a madár?" Mit lát a ló?" Melyik állat látja a kacsát?" " " Barna medve, barna medve. Mit látsz?" Látok egy piros madarat." Piros madár, piros madár. Mit látsz?" Látok egy sárga kacsát." Sárga kacsa, sárga kacsa. Mit látsz?" Látok egy kék lovat." Kék ló, kék ló. Mit látsz?" Látok egy barna medvét." barna medve" piros " madár" sárga " kacsa" kék ló" Comprehension questions" Milyen színű a medve? "_____________________________" Milyen színű a kacsa? "_____________________________" Mit lát a madár? " Mit lát a ló? " "_____________________________" "_____________________________" "______________________" Melyik állat látja a kacsát? " " What makes input comprehensible?" ¤  Very Hungry Caterpillar: Comprehensible input" ¤  Rosie’s Walk" Interaction! Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts" Grouping configurations support language and content objectives of the lesson" Sufficient wait time for student responses consistently provided" Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text" Highly Evident! 4! " " " " " " " " " " " " " " " " " " " " " " Evident! ! ! 3! Some what Evident! 2! Mini mally Evident! 1! Not Evident! ! 0! Echevarria, Vogt, and Short, 2008, p. 239" What are good strategies to promote interaction?" ¤  ¤  ¤  ¤  ¤  ¤  ¤  ¤  ¤  ¤  Think-pair-share" Information gap activities" Using wipe-erase boards to provide response in writing" Repeat to your partner in your own words" Remind your partner how we did this before" Dictate to your partner" Brainstorm and list with your partner" Summarize what you and your partner discussed" Practice with your partner until you both sound like actors on TV" Write a question you can ask me about …" Improving the quality of classroom interaction" TEACHER: "What is this called? “ My love is a rose.”" STUDENT 1:"A metaphor." TEACHER: "Right. This is a metaphor." " TEACHER: "Why is this a metaphor and not a simile?" STUDENT 2:"It has “is”, not “like” or “as”." TEACHER: "OK." " TEACHER: "What is a metaphor?" STUDENT 3:"Like simile and personification. Figurative speech." TEACHER: "Right. It’s part of imagery." " TEACHER: "Who can give me a definition for metaphor?" STUDENT 4:"(Reads from the overhead.) “A figure of speech in which " " " "two images which are not literally related are equated to one" " " "another.”" TEACHER: "Good job." " TEACHER: "Let’s have another example for a metaphor." STUDENT 5:"My room is a pigsty." TEACHER: "Excellent metaphor." Typical pattern of teacher-student interaction" Move 1: "Initiation" " " "TEACHER: What is this called? " " "STUDENT: A metaphor." Move 2: "Response " Move 3: "Feedback/evaluation "TEACHER: Right." " " Examples of language students produced in the responses that were wedged between two teacher talk moves:" STUDENT 1:"A metaphor." STUDENT 2:"It has “is”, not “like” or “as”." STUDENT 3:"Like simile and personification. Figurative speech." STUDENT 4: (Read from the overhead.)" STUDENT 5:"My room is a pigsty." " The role of teacher talk moves in initiating quality classroom interaction" ¤  Using the right teacher talk moves may be the best way to help students develop and practice academic language in the classroom. " ¤  The following talk moves are productive for eliciting extended student talk, which is essential for oral language development." Microteaching with teacher talk moves" Select one of the lessons to try out the teacher talk moves we discussed. " 1.  Read through the lesson plan and pick an activity that you could teach. " 2.  Think aloud with your group to prepare to teach the activity. " 3.  Mark up the lesson plan for teacher talk moves that you will use during the activity. " 4.  Demonstrate the use of teacher talk moves in a 3-minute mini lesson. " 5.  Debrief the experience. Do you feel you were successful with teaching content while being mindful of developing academic language at the same time? What other teacher talk moves could you have used?" Objectives" 1.  Participants will (PW) review how they planned a differentiated lesson for specific English language learners (ELLs)." 2.  PW evaluate teaching scenarios with the SIOP Lesson Preparation component." 3.  PW discuss teachers’ rationale for using the SIOP model." 4.  PW explore techniques for helping students comprehend content information and teacher talk." 5.  PW identify activities that promote interaction and the engagement of every learner during the lesson." 6.  PW practice teacher talk moves that facilitate the development of academic language." Lesson Preparation! Content objectives clearly defined, displayed, and reviewed with students" Language objectives clearly defined, displayed, and reviewed with students" Content concepts appropriate for age and educational background level of students" Supplementary materials used to a high degree, making the lesson clear and meaningful (for example, computer programs, graphs, models, visuals)" Adaptation of content (for example, text, assignment) to all levels of student proficiency" Meaningful activities that integrate lesson concepts (for example, surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking" Highly Evident! 4! " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " Evident! ! ! 3! Some what Evident! 2! Mini mally Evident! 1! Not Evident! ! 0! Echevarria, Vogt, and Short, 2008, p. 238" Comprehensible Input! Speech appropriate for students’ proficiency level (for example, slower rate of enunciation, and simple sentence structure for beginners)" Clear explanation of academic tasks" A variety of techniques used to make content concepts clear (for example, modeling, visuals, hands-on activities, demonstrations, gestures, body language)" Highly Evident! 4! " " " " " " " " " " " " " " " Evident! ! ! 3! Some what Evident! 2! Mini mally Evident! 1! Not Evident! ! 0! Echevarria, Vogt, and Short, 2008, p. 238" Interaction! Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts" Grouping configurations support language and content objectives of the lesson" Sufficient wait time for student responses consistently provided" Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text" Highly Evident! 4! " " " " " " " " " " " " " " " " " " " " " " Evident! ! ! 3! Some what Evident! 2! Mini mally Evident! 1! Not Evident! ! 0! Echevarria, Vogt, and Short, 2008, p. 239" Works cited" Echevarría, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Pearson, Allyn and Bacon." Gottlieb, M., Cranley, M. E., Cammilleri, A. (2007). Understanding the WIDA English language proficiency standards: A resource guide. Madison, WI: The WIDA Consortium. Available from http:// www.wida.us/standards/Resource_Guide_web.pdf" "