Chicagoland Partners for ELL Education

Office of Catholic Schools

Meeting the Needs of All Learners: Ensuring

Access to the Core Curriculum for ELLs (K-8)

August 13, 2013

Facilitated by:

Marla Susman Israel, Ed.D.

Associate Professor

Loyola University Chicago

This presentation was made possible by:

Chicagoland Partners For English Language Learners (CPELL) Loyola

University Chicago project funded by the

Office of English Language Acquisition,

U.S. Department of Education School of Education

Grant # T365Z120068

Loyola University Chicago · 820 N. Michigan Avenue, Chicago, Illinois

60611 Phone:312.915.6318 · Email: cpell@luc.edu

Current CPELL Scholars in OCS: Amanda Pantle, Billy Schauer,

Vanessa Vega

Who are we?

Main Challenges:

Approaching it school-wide

Differentiation

Incorporating it into our school improvement plan

Instructional strategies to help ELL students, access curriculum, to celebrate

multilingualism

Lack of resources

Lack of parental support with homework/studying (not due to lack of willingness but due to

language barriers)

Learning practical strategies

Many books or materials from Latin America have differences in verbal, nouns+ phrases

than Spanish from Mexico

Moving away from a deficit perspective to an asset approach in all classrooms

Newcomers in middle or upper grades have few resources or resources appropriate to their

level of English acquisition (some ESL books are specifically geared for K-2)

Providing assessments that show where students are and their growth

Teacher ELL strategies; lacking knowledge, certification

Vocabulary limitation

Who are we?

Knowledge areas or strategies would you

most like to acquire:

Assess properly

Clear understanding of commonly found effective practices

Deepest understanding to assist faculty and promote multilingualism as an asset

Effectively teach and have academic gains in reading comprehensions

Follow the SIP model (?) to effectively and efficiently teach students

Have an understanding of the four principles of language acquisition

Identify ELL students

Language acquisition-early childhood; elementary grades

Prepare students better for standardized tests

Small group instruction that is effective

Strategies to help and lead my classroom teachers with their practices

Use the Common Core standards in grades K-8 with strategies for new ELLs at each grade

level

Use total physical response and cloud-based internet software with ELLs (Rosetta Stone)

to supplement what is done with just textbooks

Who are we?

Current Program Models:

Supports in the regular education classroom (5)

After-school tutoring (4)

Transitional Program of Instruction (ELL pull-out classes) (2)

In-school tutoring (catapult) (1)

Pull out and Resource English Lab-Essential Learning Systems

Transitional Bilingual Instruction (English with Spanish Support) (1)

None of the listed options (1)

Who are we?

Current ELL Parent Programming

All information sent home is in both English and Spanish

Family literacy nights (reading strategies)

Homework help, workshops (how to read to your child-early literacy), executive function

(organizational), counseling support, one-on-one support

None; plans for “school for Parents” is in the works in the 2013-2014 school year Parent

meetings (Bilingual)-academic supports, tutoring, everyday math, reading, choosing a high

school; emotional support

Regular parent night focusing on topics such as play, nutrition, organization,

communication, dealing with fears/anxieties, literacy, curriculum night

Title 1 parent night where Title 1 teacher and resource teacher discuss FASTT Math, Read

Naturally, Touch Money, and ELS Computer Programs

Plans for 2013-2014 school year will consist of: (1) English language acquisition in

elementary grades; (2) Family literacy for K-3; activities to support reading instructions; (3)

Parenting classes provided by local social service agencies

We have made an increasing effort to offer bilingual presentations to parents

Tutoring-English classes for parents; help finding a job

Today’s Goals

Understand the Fundamentals of Language Acquisition

• BICS/CALPS

• Domains of Language

• Program Models

• Language Content, Complexity and Cultural Mediation

• Assessment

• WIDA – CAN DO statements

• Choosing Vocabulary

• Common Core

Understand the implications for current staffing, future hiring and

professional development

Developing new understandings

about language and culture

“Educating all children will require the will and

commitment to understand and respond to

cultural difference. To the extent that

teachers know and understand how

children’s past experiences have been

organized and explained, they are better able

to fashion new ones for them.”

(Bowman & Stott, 1994)

What is your favorite snack?

Sweet or salty

Tammy King, IRC, 2010

Salt from the perspective of…

Now in a group of

four:

Discuss how your

language use

changed depending

on the focus.

Tammy King, IRC, 2010

A Poet

An Economist

An Nutritionist

A Historian

The English Language

Proficiency Standards

SOCIAL and INSTRUCTIONAL language

The language of LANGUAGE ARTS

The language of MATHEMATICS

The language of SCIENCE

The language of SOCIAL SCIENCE

The Iceberg of Language

BICS – Basic Interpersonal Communication Skills: This is

conversational language. Language on the surface.

CALPS – Cognitive Academic Language Proficiency Skills

(academic language) Language of deep understanding.

Program Models

Early Exit Bilingual Model – Three years out model.

Uses native language as a bridge to target

language. Goal is for child to become fluent in

target language.

Late Exit Bilingual Model – Five to seven years and

out model. Uses native language as a bridge to

target language. Goal is for child to become fluent

in the target language.

Program Models

Maintenance Heritage Language Program – Class

composed of SAME native language speakers.

Goal is to maintain language while learning the

target language.

Dual Language Model – Class is composed of half

native language and half target language

speakers. Goal is for both groups of children to

become bilingual in both languages.

Program Models

Immersion Model – Sink or swim. Goal is for child to become fluent in target language.

ELL Model/TPI model (formerly ESL) – Class is composed of many different native language speakers. Using specific strategies, students learn target language through the use of the target language. Children within each language group only speak native language to each other. Goal is for child to become fluent in target language.

The Iceberg of Culture

Constructivist/Sheltered Instruction

Theory and Theorists

Cloud, Genesse, Hamayan

• ELL’s use their home language to help them learn English much the way a

child uses the straps to pull on their boots–it is much easier than if a child

just tries to tug away at the boots themselves

Krashen:

• The role of MEANING

• The role of COMPREHENSIBLE INPUT

• The role of LOW ANXIETY

Cummins

• Proficiency in English used for COMMUNICATIVE PURPOSES

• Proficiency in English used for ACADEMIC PURPOSES

• EMPOWERMENT OF STUDENTS

Long

• The role of INTERACTION

WIDA

World-Class Instructional Design and Assessment

Levels of Language Proficiency (measure with ACCESS) • Listening, Speaking, Reading, Writing

• Entering - 1

• Beginning - 2

• Developing – 3

• Expanding - 4

• Bridging – 5

• Reaching - 6

A student can “display” different levels of language proficiency within BICS and CALPS and within each of the language skill areas.

We first learn to read. Then we read to learn. These are two very different conceptual skill sets.

ELL Assessment

WIDA – W-APT - ACCESS

W-APT stands for WIDA ACCESS Placement test designed to screen students who may be qualified ELLs

The test items tap into the five WIDA ELP standards. (Social and instructional Language, Language of LA,

Language of Math, Language of Science, and the Language of Social Studies.

There are five different grade level tests (K, 1 and 2, 3-5, 6-8, and 9-12). The tests are used one semester

beyond the beginning of a level and is used until one semester past the end of the grade level cluster.

Each form assesses Listening, Speaking, Reading, and Writing

Tests are administered individually and are looking for students’ ceiling of adaption or ability.

Results/Purpose of W-APT: help determine eligibility for language support services, an indicator of students’

language proficiency using WIDA, assist in determining the appropriate levels and types of services, tier (3

possible) placement on The ACCESS for ELLs annual assessment

Speaking and Writing sections are scored using a rubric to determine the Speaking and Writing levels

holistically—must meet all three areas overall.

Measure is not designed to be an exit assessment. ACCESS for ELLs can be used for this process.

Results in proficiency scores of 1-6 (except kindergarten)

Three short webinars are available at: http://www.wida.us/assessment/w-apt/

NEW SCORING RULES

In order to better align measurements of academic achievement with

English language acquisition, the Illinois State Board of Education has

adopted a new definition of English language proficiency for students in

Illinois schools. Effective January 1, 2014, a student must obtain an

overall composite proficiency level of 5.0 as well as a

reading proficiency level of 4.2 and a writing proficiency level of 4.2

on the ACCESS for ELLs to be considered English language

proficient. Students who meet or exceed these proficiency levels may be

transitioned from the TBE/TPI program as allowed under Part 228 of the

Illinois Administrative Code.

Support for Instruction and Assessment

Must provide sensory, graphic or interactive

support during assessment and instruction.

Tammy King 2010

2

BEGINNING

1

ENTERING

4

EXPANDING

3 DEVELOPING

5

BRIDGING

Only level

where grade

level text can

be used with

minimal

support.

English Language Proficiency Levels

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

5 4 3 2 1 6

R

E

A

C

H

I

N

G

• Linguistic Complexity: The amount and quality of speech or writing for a given situation • Vocabulary Usage: The specificity of words or phrases for a given context • Language Control: The comprehensibility of the communication based on the

amount and type of errors Tammy King, IRC, 2010

What are Can DO Descriptors?

“(Students) are ready to learn something, but

start from different places . . . . When children

enter school we need to observe what they

know and can do, and build on that foundation

whether it is rich or meager.”

Marie Clay

Common Core – Literacy and Language Arts:

Instructional Shifts

Regular practice with complex test and its academic vocabulary

Students should practice with academic vocabulary through multiple opportunities

across all four language domains and for multiple academic purposes

Building knowledge through content-rich nonfiction and informational text

• Students should write consistently, during and after reading short and extended texts,

and respond to text dependent questions

Reading and writing grounded in evidence from text

• Students should write daily and consistently during reading of short and extended

texts to show evidence of their application of reading strategies, such as predicting,

visualizing, inferring, summarizing, questioning and connecting.

ELL students are learning to read English while simultaneously reading to learn

English content.

• The older the ELL child, the farther his/her English language peers have progressed in

English language content development.

Selecting Words to Teach

(Cloud, Genesee, Hamayan, 2009)

Select words that are important for understanding the essential learnings

and the text.

Do not exceed the number of words that student can remember (around 6

to 10 per lesson) depending on the learners’ age and/or stage of

proficiency.

Select words that can advance student’s word learning skills (words with

particular prefixes or suffixes for example)

Teach words that are frequent, useful and likely to be encountered in the

content area. They should be highly transferrable to other units or content

areas.

Do not directly teach words if students can use context or structural

analysis skills to discover the word’s meaning.

Be sure that you select an appropriately leveled passage to begin with, one

for which you will only need to teach a small number of words prior to

reading.

Using WIDA levels to differentiate

instruction and teach vocabulary

• Water Cycle: What vocabulary words are important for understanding?

• How can you use gestures to represent the vocabulary?

• How can you use pictures to represent the vocabulary?

• How can you have repeated exposures to the vocabulary?

• How can you use technology to assist in the teaching?

• How might these strategies help all of your students – not just the ELL’s?

SIOP Lesson Plan Template

Standards:

Theme:

Lesson Topics:

Objectives:

Language

Content

Learning Strategies:

Key Vocabulary:

Materials:

Motivation:

(Building background)

Presentation:

(Language and content objectives, comprehensible input, strategies,

interaction, feedback)

Practical Application:

(Meaningful activities, interaction, strategies, practice/application

feedback)

Review Assessment:

(Review objectives and vocabulary, assess learning)

Extension:

Reproduction of this material is restricted to use with Echevarria, Vogt, and Short (2008), Making

Content Comprehensible for English Language Learners: The SIOP® Model.)

Thank you and Feedback

Learn more - Please visit our website at www.luc.edu/cpell

Build Capacity – We are recruiting for the 2nd Cohort in M.Ed. in English Language Teaching & Learning with an ESL endorsement or your ESL Endorsement. There are only five spots left.

Feedback:

• 2 CPDU documents (you keep one for your records, please complete and turn the other in.)

• 1 DOE document (please complete and turn in.)

Further Reading – March 2013 Educational Researcher

Please take a piece of native language literature for your school’s

library.