google science fair award recipient. speed dating have you ever heard of speed dating? let’s try...
TRANSCRIPT
Speed Dating
• Have you ever heard of speed dating? Let’s try it!– We will rotate chairs and converse with a partner
for 30 seconds and then move on– Introduce yourself and what LEA you are from
NC DPI ELD Wikispace
http://eldnces.ncdpi.wikispaces.net/Home+%28ELD%29
LEP Students in NC
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2002-03
2004-05
2006-07
2008-09
2010-11
2012-13
2014-2015
LEP
NC DPI CCSA 2015
NC DPI CCSA 2015
NC English LearnersJanuary 2014
78.6% of elementary LEPs and 54.7% of secondary LEPs are born in the U.S.Gr K-5 Gr 6-8 Gr 9-12
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Born in US1st Generation
Our Vision
• “To build capacity at the local school system level and sustain statewide implementation of research-based strategies to meet the needs of our English learners.”
• Thank you for being part of this journey and
helping make the vision a reality!
…it takes a village1. Well-prepared & qualified school/district personnel
2. Explicit instruction to develop academic language
3. Coursework that prepares ELLs for postsecondary education or the workplace
4. Ample opportunities for interaction
5. Constructive feedback
6. Native English speakers as models and support
7. Teacher PD – coaching - PLCs
8. Parent & family support
Whole – school approach
Title I, Part A & Title III, Part A
Title IFunds must supplement, and not supplant State and local funds (Section 1120A of ESEA)
Title III Funds must supplement, and not supplant other Federal, State, and local funds.(Section 3115 of ESEA)
Title III “A Supplemental Program to Serve English Learners”
• Cake – state and local funds used to provide the Core EL program
• Icing/Frosting – Other federal funds
• Sprinkles – Title III funds – High Quality Language Instruction Educational
Program (LIEP) – High Quality Professional Development
Developing My LEA’s Supplemental Title III Program
Do all of the items on my local plan and budget narrative meet the following criteria?
Are they allowable? Are they allocable?Are they reasonable and necessary to carry out grant
function?Determine whether they should be included in the 2%
limit as administrative costs?
Questions to Ask When Considering Whether Title III Funds Can be Used Without Violating the Supplement,
not Supplant Requirement 1. What is the instructional program/service
provided to all students?2. What does the LEA do to meet Lau
requirements?3. What service is the LEA required by other
Federal, State, and local laws or regulations to provide?
4. Was the program/service previously provided with State, local, and Federal funds?
Intersection of Title I and Title III
Title I and Title III are linked in the following significant way:• Strategies used to improve achievement under
both Title I and Title III need to be comprehensive and coordinated in order to ensure that they address the needs of EL students.
Appropriate use of Title I Funds for ELLS
Examples of acceptable programs in Title III and Title I• Programs that increase the English proficiency levels and result in
increased English language proficiency (ELP) and student academic achievement in the core academic subjects
• Provide high-quality professional development to classroom teachers that is designed to improve the instruction and assessment of EL students, enhance the ability of teacher to understand the use of curricula, assessment, measure, and instructional strategies
• Upgrading program objectives and effective instructional strategies• Improving the instruction materials, education software, and
assessment procedures.
Appropriate use of Title I funds for ELLs
• Providing tutorials and academic or vocational education for EL students and intensified instruction
• Developing and implementing elementary or secondary school instructional educational programs that are coordinated with other relevant programs and services
• Improving the ELP and academic achievement of EL students• Providing community participation programs, family literacy services, and
parent outreach and training activities to EL students and their families• Improving the instruction of EL students by providing for the acquisition or
development of educational technology or instructional materials, and/or access to and participation in electronic networks for materials, training, and communication, and /or incorporation of resources into curricular and programs.
Reference: National Council of State Title III Directors
Focus on ELLs’ Abilities
• Curricula and instruction must be– Cognitively challenging – Relevant – Engaging
• Set high expectations• Address socio-cultural factors• Scaffold according to students’ English language proficiency levels
WIDA Standards
• Expand to Content Teachers• Need to build greater capacity
– Tie into existing initiatives– Use what is available
NC DPI CCSA 2015
WIDA’s ELD Standards
Social & Instructional
Language
Language of Language
Arts
Language of Mathematics
Language of Science
Language of Social Studies
Academic Language
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
WIDA Consortium
Variations of Language
Adapted from Zwiers (2008)
WIDA Online Training Modules“Our hope is that all teachers, not just ESL teachers, will embed explicit language instruction in their teaching. The WIDA standards and the processes described in this training are designed to provide teachers with specific strategies to support instruction and to introduce resources that support student acquisition of academic language.”
NCDPI Training Module Course Manual
WIDA’s Features of Academic Language
• Word level
• Sentence level
• Discourse level
“Academic discourse not only describes knowledge, it sustains the creation of it.”
Making Content Accessible for English Learners through
Differentiation
• Who are the English Learners in my class?
• What is the English language proficiency level of those students?
• How can I use the language data to guide instruction?
Are Not AreChanging final grade Individualized
Watering down content, rigor, or changing standards
Using language support strategies for teaching Common Core and Essential Standards
Talking louder Modifying content, process, product, and learning environment
Giving alternative busy work or an alternate assignment
Using a variety of supports for same content and tasks
Teaching all students the same way Multiple opportunities for engagement
Modifications for ELLs
CAN DO Descriptors
Examples of Supports
Sensory Supports Graphic Supports Interactive Supports
• Real-life objects (realia)
• Manipulatives• Pictures &
photography• Illustrations, diagrams
& drawings• Magazines &
newspaper• Physical activities• Videos & films• Broadcasts• Models & figures
• Charts• Graphic organizers• Tables• Graphs• Timelines• Number lines
• In pairs or partners• In triads or small
groups• In a whole group• Using cooperative
group structures• With the Internet (Web
sites) or software programs
• In the native language (L1)
• With mentors
Proficiency Levels
Use words or phrases related to weather from pictures or photographs
Proficiency Levels
Make statements about weather from pictures or photographs
Proficiency Levels
Ask questions about weather from pictures or photographs
Proficiency Levels
Forecast weather and provide reasons from pictures or photographs
Proficiency Levels
Evaluate and weigh options related to weather forecasting
Web Resources
NC DPI Title III/ELD WIKI http://eldnces.ncdpi.wikispaces.net/ELD+Home
WIDAhttp://www.wida.us/
Activity: Types of Language
1) Turn to a partner.
2) Decide who will be A and who will be B.
3) A discuss your favorite fruit and why you like it.
4) B write key words used in your discussion.
5) Switch
Standard 1:
Social and Instructional Language
Activity: The Language of an Apple
Standard 2: The language of Language Arts • A describes the apple from a poet’s perspective. • B writes key words and phrases.
Standards 5 & 3: The language of Social Studies & Mathematics
• B discusses the apple from an economist’s perspective.
• A writes key words and phrases.
Activity: The Language of an Apple
Standard 4: The language of Science• A describes the apple from a biologist’s
perspective. • B writes key words and phrases.
Standard 5: The language of Social Studies• B discusses the apple from a historian’s
perspective. • A writes key words and phrases.
Activity: The Language of an Apple
Cultural and Social factors
• A and B write any emotional associations you have with “apple”.
Activity: The Language of an Apple
• Now, two pairs create a group of four.
• Discuss your observations: How does the language used to discuss the apple
change depending on the focus?
• Share out.
Academic language varies by…
• Purpose
• Type
New Performance Definitions
Receptive Productive
Vocabulary Usage (Specificity of word or phrase choice)
• General, specific, and technical language• Multiple meanings of words and phrases• Formulaic and idiomatic expressions• Nuances and shades of meaning• Collocations
Standards and ELLs/Struggling Readers
• CCSS adopted by many states• Addresses the “dumbing down” of curricula• Prepares students to be “college and career
ready”• After many years of scripted curricula, how to
change teaching?• What about ELL students? What about
struggling readers? Can they participate? How?
What have been the teaching practices for ELLs?
• Simplification of the L2 learning process– Comprehension is all that matters– Students should feel no anxiety in learning– Scaffolding means “front-loading” all information– Use of simplified texts which were created for
struggling readers, not ELLs.– Students have had no exposure to other, more
formal registers of language (oral and written)
The result for ELLs
• To many years in segregated ESL classes register (Valdes, 2001)
• ESL classes focused on the newly arrived• No real curriculum for ELLS (scope &
sequence)• Little progress is made in the register needed
for school• Long term ELLs!!
Based on the work of Lily Wong Fillmore and Charles Fillmore
Let’s look at an example of a simplified text
Abraham Lincoln’s childhood
Abe had to work and did not get to go to school very often. But he loved to read books and would read whenever he got the chance. Math was also a favorite subject for Abe.
From: Score.rims.k12.ca.us/activity/presidentsday/pages/linc6.htm
Briefly, why aim for talk and discussion?
•Talk reveals understanding and misunderstanding.
• Talk supports academic language development.
• Talk supports deeper reasoning.
• Talk supports social development and perspective taking.
Talk moves is about talk by teachers and students about academically important content:
• Talk that supports development of student
reasoning
• Talk that supports improvement in students' ability to communicate their reasoning
So why do you think Abraham Lincoln would walk for miles to borrow a book?
24 blank faces. 1 or 2 hands up.
What if the response is this:
You think:
They need time to think! (and maybe time to practice what they want to say!)
1. Turn and Talk
2. Say More
3. So Are You Saying?
4. Who can rephrase…?
5. Why do you think that?
6. Can you think of an opposite answer?
7. What do others think?
8. Who can add more to what ____ just said?
9. Who can explain why ____ said that answer?
9 Talk Moves—Choices, Choices, Choices
Academic Language Literacy and Content
All Great Ideas Begin by
Talking Out Loud:
Redesigning Classroom
Conversations
Learn to speak to each other with minimal mediation by facilitator.Learn discussion skillsInvest in process through sharing experience.
Become aware of problems like factions and dominance.Work together to enable all members to speak.
Work together to listen to each other and the text.Examine their assumptions and perspectives and how they differ from those of the text and one another.Begin to change their opinions because of what others say.
Learn how to share leadership with the teacher.Learn how to lead the group.
1Participation
2Cooperation
3Listening
4Leadership
Journey to Student Driven Academic Conversation
Stand Up, Hand Up, Pair Up
1) What is the purpose of using academic conversations?
2) Describe how you could support moving from talk to discourse in your building.
Conversation prompts: Can you elaborate
on that? Please give an
example. I was wondering
what you meant by… To build on what you
said…
Conversation starters: I would ____ in order to ______.
If ___, I would use _____.
Scaffolding Academic Controversy
According to ______ barbed wire is _______ because____________.
While ________ felt that barbed wire was _________, ________ felt that it ___________..
It was the __________’s opinion that barbed wire led to _______.
x
Academic Conversation Skills Placemat
© Jeff Zwiers
A Myriad of Cooperative Learning Strategies
Characteristics of ______
Three-step Interview
Group Investigation
Concentric Circles
Random Numbers
In-house Jigsaw
Find your Match
Clock Buddies
Expert Jigsaw
Tear Ups
Line Ups
Partners
Corners
Exit PassMargarita Calderón & Associates,
Inc.
How might I apply this information in my school?
What resources and support might I need?
What professional development might my teachers need?
Who at my school can help lead the way?
Lindsey FultsESL/ Title III ConsultantNC [email protected]
Ivanna (Mann Thrower) AndersonESL/Title III ConsultantNC [email protected]
Charlotte “Nadja” Trez ESL/Title III Consultant NC DPI [email protected]
Contact Information: