2017 california literacy symposium - jana echevarria
TRANSCRIPT
Leading the Way to Intentional Change with Your English Learners
Jana Echevarria, Ph.D.
January 25, 2017
@jechev
Blog:
janaechevarria.com
The greatest danger for most of us is not that our aim is too high and
we miss it,
but that it is too low and we reach it.
Michelangelo
Alignment for Improving English Language Proficiency
Language Proficiency Assessment
Language Proficiency Standards
(ELP levels)
Content Standards
English Language Proficiency - NEW
English Learner Academics
Academics All
Students
Measuring Progress - Disaggregated
Goal: Increase % of ELs making progress toward proficiency.
• Reporting that’s accessible for the public
and parents.
• Must meaningfully differentiate schools.
• “Effective language instruction” is more
important than ever:
• Access to core and ELP
Academic language development is the responsibility of every teacher, ELD and
content teachers alike.
Academic Language and Literacy
“Age-appropriate knowledge of the English language is a prerequisite in the attainment of content standards . . . Simply put, for English learners to have access to core content, they need academic language and literacy skills.”
(Echevarria, Vogt, & Short, 2013, p. 9)
Accessing Content
The Adoration of Jenna Fox By Mary E. Pearson
Adorada Jenna Fox Escrito por Mary E. Pearson
Nuestro destino parece ser un edificio alto y antiguo.
--¿Qué es esto? –pregunto.
-- La misión. San Luis Rey. Hace años que mantengo contacto con el padre
Rico y por fin vamos a conocer.
Entramos por un portón de madera que se abre en una larga pared blanca.
--Por aquí, Jenna – dice Lily como si conociera el camino.
Veo flores marchitas, notas y animales de peluche sobre las lápidas,
y siento un poco de envidia ante los recuerdos. En una de las losas
adornadas pone «1823». Han pasado doscientos años y aún hay alguien
que se acuerda.
Me pregunto cómo es possible que Lily conozca a un cura en la
misión que está tan lejos de Boston. Al llegar al final del cementerio, nos
topamos con la alta pared de una iglesia. Lily abre otra puerta de madera, y
esta vez nos deslizamos hacia una fresca oscuridad que huele a velas
encendidas, a humedad y a historia.
.
Comprehension check
Please answer the questions in your handout – individually.
No collaboration allowed.
Preguntas
1. ¿ Quién es el narrador? (Who is the narrator?)
2. Describa el edificio (Describe the building)
3. ¿Cuál es el nombre del edificio? (What is the building’s
name?)
4. ¿Cómo se llama el padre? (What is the priest’s name?)
5. ¿Conoce Lily la misión? (Does Lily know the place?)
6. ¿Qué nos dice el autor acerca de Lily? (What does the
author tell us about Lily?)
La Misión San Luis Rey
El padre Rico
Lily
Jenna
Self-Evaluation: What do you need?
1. Instruction in how to read Spanish?
2. Spanish language development?
3. Intervention in a specific skill?
4. Enrichment?
“We can’t really know what a pleasure it is to run in our own language
until we’re forced to stumble in someone else’s.”
From Shantaram by Gregory David Roberts
Resources for Teaching English Learners: SIOP
The SIOP Model: Integrated ELD for English Learners
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
Integrated Language Development: Content + Language
Sheltered instruction, SDAIE, Integrated ELD
Designated ELD
ELD builds into and from content instruction.
• Extends learning using same concepts, skills, and vocabulary
• Provides intentional redundancy and multiple exposures
Spanish Instruction
Cohesive with ELA/ELD Authentic literature
Designated ELD Extends learning using same or similar
concepts, skills and vocabulary. Provides intentional redundancy and
multiple exposures
Literacy Instruction (Integrated ELD)
Scaffolds for accessing grade-level complex text (i + 1)
Targeted, explicit, purposeful
Why Align Content Teaching and Designated ELD?
• Students need about 12-15 production opportunities to “own”
a word.
• Teach high-utility academic words that support academic success across multiple content areas, not just the comprehension of a specific text (Lesaux, 2011).
• ELD teaching scaffolds students’ participation in reading complex texts.
Difference Between Integrated ELD and Designated ELD Teaching
Integrated ELD:
LANGUAGE
CONTENT
Difference Between Integrated ELD and Designated ELD Teaching
Designated ELD:
CONTENT LANGUAGE
Spanish Language Development (SLD) Lesson:
Subjunctive
Subjunctive is used to express:
sentiment or wishes: Quiero que vayas a la tienda. (I want you to go to the store.)
doubt about a future event: Dudo que tengas tiempo. (I doubt that you have time.)
conditionality: Si yo fuera ella, no lo aceptaría. (If I were her, I wouldn’t accept it.)
Subjunctive
Triggers:
Subordinate clauses that begin with que. For example:
“Es probable que salgamos tarde”. (It’s likely we’ll leave late.)
Also, como si. For example:
“Vive como si fuera rico.” (He lives as if he were rich.)
Verb:
Conocer = To know
Look for triggers…..
Adorada Jenna Fox Escrito por Mary E. Pearson
Nuestro destino parece ser un edificio alto y antiguo.
--¿Qué es esto? –pregunto.
-- La misión. San Luis Rey. Hace años que mantengo contacto con el
padre Rico y por fin vamos a conocer.
Entramos por un portón de madera que se abre en una larga pared
blanca.
--Por aquí, Jenna – dice Lily como si conociera el camino.
Veo flores marchitas, notas y animales de peluche sobre las
lápidas, y siento un poco de envidia ante los recuerdos. En una de las
losas adornadas pone «1823». Han pasado doscientos años y aún hay
alguien que se acuerda.
Me pregunto cómo es possible que Lily conozca a un cura en la
misión que está tan lejos de Boston. Al llegar al final del cementerio, nos
topamos con la alta pared de una iglesia. Lily abre otra puerta de
madera, y esta vez nos deslizamos hacia una fresca oscuridad que
huele a velas encendidas, a humedad y a historia.
.
Think-Pair-Share
Describe to a partner the difference between integrated ELD and designated ELD.
Describe to a partner the difference
between integrated ELD teaching and
designated ELD.
• Clear objectives
• Leveled questions
• Visuals & multimedia
• Modeling
Ways to Integrate Content and Language
Language Objectives
Ask:
1.What language will students need
to know and use to accomplish this
lesson’s objectives?
2.How can I move my students’
English language knowledge
forward in this lesson?
From: Echevarria, J., Vogt, M.E., & Short, D. (2017). Making
content comprehensible for English learners: The SIOP Model.
Type of Language Objectives
• Academic Vocabulary
• Content-specific vocabulary – colonists, metaphor.
• General academic vocabulary -circumstances, observe; however, because; compare, persuade.
• Language Skills and Functions
• Ways students use language.
• Language Structures
• Grammar, language frames.
31
From: Echevarria, J., Vogt, M.E., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model (5th ed.).
Sample Language Objectives
I will…….
CO: Use multiple sources to describe key individuals at the beginning of the American Revolution.
LO:
1) Engage in collaborative discussions using key vocabulary: tax, British, conflict, colonist (vocabulary)
2) Ask and answer Wh- questions to access meaning (language function)
3) Summarize a reading passage using past tense forms (language structure)
From: Nora, J. & Echevarria, J. (2016). No More Low Expectations for English Learners. Heinemann.
Teach purposeful collaborative conversations.
• Think-Pair-Share
• Turn and talk
• Popcorn questioning
• Numbered heads together
Use language frames to guide content-focused thinking and conversation
For beginning English speakers:
I think Henry did the (right/wrong) thing because_____________.
For more fluent speakers and other students:
I respectfully disagree with _____________ (student’s name). I think Henry should have _________ because ____________________.
Talk less..
To Maximize Literacy and Language Proficiency for English Learners:
Offer a cohesive program
• Integrate language into content lessons and provide extensive language practice opportunities.
• Provide clear, purposeful ELD that supports core.
• In Dual Language programs, use authentic native language literature.
• Lead the way to intentional change!
Thank you!!
Selected References
Echevarria, J., Frey, N., & Fisher, D. (2016). How to reach the hard to
teach: Excellent instruction for those who need it most. Alexandria,
VA: ASCD.
Echevarria, J., Vogt, M.E., & Short, D. (2017). Making content
comprehensible for English learners: The SIOP Model (5th ed.). New
York: Pearson.
Nora, J. & Echevarria, J. (2016). No more low expectations for English
learners. Portsmouth, NH: Heinemann.
Short, D., & Echevarria, J. (2016). Developing academic language with
the SIOP Model. New York: Pearson.
Short, D., Vogt, M.E., & Echevarria, J. (2017). The SIOP model for
administrators, 2nd Edition. New York: Pearson.
Vogt, M.E., Echevarria, J., & Washam, M.A. (2015). 99 more ideas and
activities for teaching English learners with the SIOP Model. New
York: Pearson.