2017 california literacy symposium - jana echevarria

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.