Big 5 in ESL

Language Targets at the Heart of Your DisciplineUsing Sentence Stems to Foster Academic Understanding

Rita & JohnRita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.

ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us http://www.weteachwelearn.org/tag/rita-platt/ http://mplsesl.wikispaces.com/Home+Page @ritaplatt @johnwolfe3rd

Relax Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/

PD must be:Continuous, Collaborative, Communicative

An invitation to a conversation! ConversationalCollaborativeContinuingIke & Tina Turner (in reverse)First were going to it nice and hard then were going to ease it up a little.

Content Teaching: The Challenge

ABC = Always Be Closing

Always Be Closing

9Always Be Closing for Teachers of ELsEverything you do Everything you ask your student to do is designed to

support the student inachieving the key conceptual learning in your power standard and demonstrating that learning in level-appropriate, supported language

Example: Minnesota Science Standard 1.1.1#GradesStrandSub-strandJW's SummaryStandard "Understand that ...Standard (no grade, no benchmark)1135781. The Nature of Science and Engineering1. The Practice of ScienceWhat is science?

Gr 1, 3: Scientists work as individuals and in groups to investigate the natural world, emphasizing evidence and communicating with others.

Gr 5, 7, 8: Science is a way of knowing about the natural world, is done by individuals and groups, and is characterized by empirical criteria, logical argument and skeptical review.empirical criteria = careful description of processcareful records of observations (descriptions, drawing, measurement)

skeptical review = if I do the same experiment, I get the same results

1.1.1Visual support to demonstrate conceptual understanding

Visual support to demonstrate conceptual understanding

Gr 1, 3: Scientists work as individuals and in groups to investigate the natural world, emphasizing evidence and communicating with others.How was this science?

Science is a way of understanding the rules of nature. This time, we wanted to understand balance.

Our investigation was to make the mobile balance. For evidence, we had the drawings & measurements.

We found out that to balance, when the distances are the same, the weights can be the same. When the weights are different, the distances have to be difference.

Scientists communicate and when we talked to another group, they agreed.Visual support to demonstrate conceptual understanding

Gr 1, 3: Scientists work as individuals and in groups to investigate the natural world, emphasizing evidence and communicating with others.Science: learn about nature evidence communicate

learn about nature is balance

evidence is this & ruler & pictures

if same, then samelong short, then little and big

thats balance

communicate = talked to next table. same answers. Is okay.

Heresy: You have to know what you want your students to say.

And you have to know what it will sound like in broken English for each of your English Learners

Thats what your expertise consists of

ABC = Always Be Closing you have a laser focus on your goal students demonstrate key conceptual learning set forth by the standard.

John HattieHatties 4 Keys (LICENse)

Teacher must know 1. Learning Intention,2. Criteria for success,3. Each students towards the goal,4. Where to Go Next

What about Constructivism & Discovery Learning?

The Case for Fully Guided Instruction (2012)Ed Source (Hakuta)

Claude Goldenberg (2012)

Clear goals and objectivesAppropriate and challenging materialWell-designed instruction and instructional routinesClear input and modelingActive student engagement and participationInformative feedback to learnersApplication of new learning and transfer to new situationsPractice and periodic reviewStructured, focused interactions with other students.Frequent assessments, with reteaching as needed Well-established classroom routines and behavior normsThere is a vast literature on effective teaching practices. Educational research over more than a half-century has yielded a number of reasonably consistent findings about the features of teaching likely to result in improved student learning.2These includeNovelty vs. Continuity

Novelty new content, new terms, new language will tend to play to English Learners weaknesses

Key Conceptual Learning staircased through the curriculum will focus both student and teacher on their strengtshKey Idea: This is a hugely difficult intellectual task.

Key Idea: Hard Work

Study Your Standards

Wisconsin K-4 Science Standards 8 Standards45 performance standardsWisconsin K-8 Science Standards 8 Standards109 performance standards

Minnesota K-8 Science Standards 30 Standards100s of benchmarks (roughly equal to your performance standards)Knowing Standards means ScienceSocial StudiesReading (Informational Texts)Writing (Information Texts)Speaking, ListeningWIDA Standards (for modification & support)

Often at multiple grade levels!And

Learning targets supported by text book and other materials (probably CA, TX or some set of National Council Standards.)

Building or District version of curriculum

Learning targets assessed on state tests

Co-teachers & colleagues (the taught curriculum)

District-level statements of learning targetsTact

First Steps

Visual support to demonstrate conceptual understanding

Gr 1, 3: Scientists work as individuals and in groups to investigate the natural world, emphasizing evidence and communicating with others.How was this science?

Science is a way of understanding the rules of nature. This time, we wanted to understand balance.

Our investigation was to make the mobile balance. For evidence, we had the drawings & measurements.

We found out that to balance, when the distances are the same, the weights can be the same. When the weights are different, the distances have to be difference.

Scientists communicate and when we talked to another group, they agreed.Science: learn about nature evidence communicate

learn about nature is balance

evidence is this & ruler & pictures

if same, then samelong short, then little and big

thats balance

communicate = talked to next table. same answers. Is okay.

Or those key sentences

You cant do it alone

An invitation to a conversation! ConversationalCollaborativeContinuing

The Old Way

The New Way

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The Surgical ModelSentence StemsDo your students know what the purpose of the stem is? Standards-Based InstructionEmbrace the Common CoreEmbrace the MN Content Standards

Only Do Whats MOST Important! You Cant Do it All! (Ed Source/Hakuta & Dutro)

Common Core StandardsMinnesota State Standards

Wisconsin State Standards

Two Key Roles of the ESL Teacher

English Language DevelopmentMeaningful Access to Grade-Level Learning

Informed by Second Language Acquisition Theory

a communicative focus,commitment to Academic languageintensified practice of academic speaking and listeningopportunities to focus on FORM (i.e., grammar, correctness of language)

systematic attention to developmentally appropriate vocabulary & grammatical structuresInformed by

WIDA Standards & Tools differentiate instruction based on student language proficiency, match the language demands of content instruction to the students language abilities, (and, ultimately) provide learners with supported opportunities to expand proficiency through challenging language tasks (speaking, listening, reading and writing) above their current levels (i+1 or ZPD)

In the service of both goals: Ongoing Progress monitoring of English Language Development

From WestEds 2007 Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based upon a large-scale survey of California elementary schools serving low-income and EL students. [http://www.ewa.org/docs/edsource_findings_ell.pdf]Factors that Contribute to the Success with Elementary EL Learners of Higher Performing California Schools The Study. A collaborative team of researchers from EdSource, Stanford University (with Kenji Hakuta as principal investigator), and the American Institutes of Research (AIR), aided by consultation with WestEd, took a look at the first ELAPI scores for elementary schools in the 25th to 35th percentile band of Californias School Characteristics Index (SCI). They identified the schools that were having the greatest success with English Learners based on a California standardized test (the Academic Performance Index).

They then used a survey to identify the practices that correlated with successful programs, identifying seven factors in the chart below.

Predicted variation in API (Academic Performance Index) scores (based on standard deviations) for each domain in order of importance

Domain (#)Predicted variation in ELAPIPredicted variation in schoolwide API*

Using assessment data 20.416.7

Availability of resources (with teachers seen as the #1 resource) 17.916.9

Coherent standards-based instruction17.317.6

Prioritizing student achievement 14.716.3

High expectations for student behavior 10.312.3

Involving and supporting parents 10.19.9

Teacher collaboration 9.411.0

School Sample (N)237 (high EL)257 (original sample)

*Based on Findings published in Similar Students, Different Results, 2005 Caveat: The numbers in the table show the standard deviations of these predicted API distributions. They are in units of API points, and can be interpreted roughly as the difference between a school at the 30th versus the 70th percentiles with respect to practices in the studied domain, everything else held constant. It is important to emphasize that these numbers cannot be added together. Because practices in different domains are correlated, the net effect of more effective practices across all domains would be considerably less than the sum of the separate predicted domain effects.