mainstream teachers ell training_revised
TRANSCRIPT
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Mainstream Teachers of English Language Learners Training
Briana BoodryTamara Hepler
Lindsey SchubertLaura Sowinski
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Welcome!!
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Questions to be Answered at the End of the Training
1. Why does it benefit your whole class for your ELLs to have success?
2. How can these strategies help all students to feel successful?
3. What do you plan to do differently?
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Section 1 of Training
• ELL Background Information
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Who are ELL Students?
• Extremely diverse group – many different needs!
• ELLs constitute the fastest growing segment of the school-age population
• Most are born in the US • Many varying levels of education
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Most ELL Students today are 2nd Generation Immigrants
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Most ELL students are Latino/Hispanic
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Nearly 54 % of all ELL youths born outside the United States are from Mexico
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ELL Students in Wisconsin
• 43,659 in 2006-2007 school year• two most common languages: Hmong & Spanish• 80 other languages • It is estimated that by the year 2030:
– the African-American population will grow by 68%– the Asian-American population by 79%– the Hispanic-American population by 197%. [National Education Association May 2000]
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Wisconsin’s ELL Population grew 51-100% between 1995-2005
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Waunakee’s English Language Learner Population
• In March 2004, the Waunakee school district reported a total of 18 ELL students K-12 to the DPI.
• In fall 2008, there were approximately 61 ELL students K-12.
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Waunakee’s English Language Learner Population
• The majority of our students are Spanish speakers• But, we also have students whose first languages are:Hmong Oriya Khmer MandinkaLao ArabicAlbanian AmharicRussianPolishChineseJapaneseAmerican Sign LanguageAfrikaansUkrainian
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Trends in ELL
• There are roughly 5.1 million English-language learners nationwide
• The number of ELLs nationwide rose about 57% from 3.2 to 5.1 million from 1995-2005 according to the National Clearinghouse for English Language Acquisition.
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By 2010 the ELL Population is Predicted to grow to 13.3 Million
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Challenges Facing ELL Students• Learning and using academic language with
confidence • Reluctance to use English in class • Need for classroom support to succeed - Sink or
swim won’t work• ELLs are held to the same reading and math
proficiency targets as native English-speakers• There were significant achievement gaps between
ELL and non-ELL students on the 2006-2007 national math and reading assessment in Wisconsin (math = 24.7%, reading = 23.6%)
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Challenges Facing Mainstream Teachers
• Many teachers are not prepared to work with ELLs in their classroom
• Mainstream teachers need more support and strategies to better serve the ELL population
• Accountability decisions are based on the goal that 100% of all students-including ELLs-be academically proficient by the end of 2013-2014 school year.
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Factors Factors that may that may
affect affect student student learninglearning
(Page 11)(Page 11)English Language LearnerEnglish Language Learner
The Learning EnvironmentThe Learning Environment
Teacher
School/Community
Class Program
The ESL Program
Other Students
BackgroundBackground
Skills in 1st Language
Geography
CultureFamily Situation
Personality
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Family Income and Education
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Cultural Differences
• Differences in language and culture can affect students' classroom behavior, participation, understanding, and interaction.
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Cultural differences can affect classroom behavior
• Students from other cultures can have different views of how to be a student or to "do schooling."
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Cultural differences can affect students' understanding of
content
• New knowledge is built on the basis of what is already known by an individual or background knowledge.
• Often, school texts assume a common experience that, in fact, is not shared by all students.
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Cultural differences can affect interactions with others
• Culturally different ways of showing interest, respect, and appreciation can be misinterpreted.
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Cultural Quiz
• You will be presented with several cultural scenarios that could happen with ELL students you come into contact with. Take time to read the scenarios and try to come up with a logical explanations.
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Scenario #1• Ming is a smiling 3rd
grader from China. She seems well-mannered and eager to please. However, when you speak to her she refuses to look at you.
• In many cultures it is considered rude to look directly at an adult or a person considered of a higher status. This is so instilled in some students that they find it very difficult to learn to maintain eye contact.
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Scenario #2
• Haitian brothers Jean-Baptiste and Jean-Pierre are in middle school and they are often late for school. They are also each absent about once a week but on different days.
• They may be staying home on different days of the week to baby-sit for a younger sibling who does not yet attend school. They may be late because they have family obligations to help parents who are working.
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Scenario #3• You have a Puerto Rican
student in the 9th grade who speaks English fluently. She participates orally in your classroom and socializes well with her peers. She even translates for other students. However, she is doing very poorly in her content area schoolwork.
• This student has acquired BICS (Basic Interpersonal Communication Skills) but has not yet acquired CALP (Cognitive Academic Language Proficiency) needed to learn in content areas. Many of our ELLs are exiting ESL programs at the BIC level. We need to work on CALP before these students are exited. Good BIC skills can fool mainstream teachers regarding the students language capabilities.
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Scenario #4• During a parent conference
you tell the parents of your Algerian ESL student that their child is having difficulty in learning English. You suggest that they only speak English in their home. The parents look confused. When you relay this conversation to the ESL teacher in your school, she disagrees with your decision.
• It is better for parents to speak a rich native language than fragmented English. Remember that any concept taught in native language will eventually translate to English. It isn’t appropriate to tell parents to speak only English in their home.
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Language Experience
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Section 2 of Training
• Strategies that Help ELL Students Succeed Academically
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BICS
CALP
Second Language Development
Basic Interpersonal Communication SkillsEveryday/“social” languageNot related to academic achievementAttained after 1-3 years in host country
Cognitive/Academic Language ProficiencyClassroom/“textbook” languageNeeded to function in academic settingsRequires high level of reading and writingAttained between 4-7 years in host country
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Lesson Planning
Academic vs. Content
Vocabulary
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Lesson Planning
• All lessons include language• We are here to help!• SIOP can help!
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YOU are the best person to teach your students YOUR content…
…but WE are here to help!
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SIOP – a Crash Course
SIOP = Sheltered Instruction Observation
Protocol
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Class Presentation
• General Principles for Teaching ELLs
• Strategies• Co-Teaching with the ELL teacher
or other specialist
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General Principles for Teaching ELLs
• Increase Comprehensibility• Increase Interaction• Increase Thinking/Study Skills• Use a Student’s Native Language to
Increase Comprehensibility
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Strategies• Realia• Fishbowl• Role Modeling with an English speaking peer• 1 Sentence Summary• Framed Paragraph• Think Pair Share• Dyad• Color Coding• 4 Corners• Jigsaw• Gallery Walk
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Co-Teaching• Lead and Support Model• Speak and Add/Chart Model• Skills Group Model• Station Teaching Model• Learning Style Model• Parallel Teaching Model• Adapting Model• Complementary Instruction Model• Duet Model
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Common Co-Teaching Mistakes
• “Bathroom Stall” Planning – planning on the fly• “Leaving on a Jet Plane” – failure to debrief and
reflect on the lesson• “Tightening the Corset” – lack of flexibility; need
to feel control• “Too Many Cooks Syndrome” – role confusion
(who should do what)• “Can You Hear Me Now?” – need for
communication and clarity
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Guidelines for Successful Co-Teaching
• Have at least one 45 minute chunk of time to plan together
• Co-teach with NO MORE than 4 teachers (one is best, aim for 3)
• Load classes with similar needs
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Homework Issues and English Language Learners
• In general, ELLs have to work harder to complete a piece of homework than native speakers doing the same assignment.
• Time spent on homework should be time spent profitably.
• ELLs experience greater success when class-work and homework are modified to fit their capabilities.
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Why do ELLs Struggle with Homework
•Language Issues•Culture Shock•Family•Economic•Culture
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Homework Modification Strategies
• Presentation• Worksheets• Time/ Redo/ Amount• Tasks• Collaboration/Exceptions
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Homework Collaboration Teaching Activity
• You will divide into groups• Each group will have a different category
of homework modification strategies• Take sometime to read through and
choose the most important point(s)• Present the most important point(s) to the
group• You can be creative – role play, drawing,
direct presentation, etc..
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Homework Collaboration Teaching Activity
• You will divide into groups• Each group will have a different category
of homework modification strategies• Take sometime to read through and
choose the most important point(s)• Present the most important point(s) to the
group• You can be creative – role play, drawing,
direct presentation, etc..
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AssessmentProjects/Assessment
Tasks
Activities
Questions
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The GOOD news!
You already planned your assessment when you planned
your lesson!
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Some thoughts on assessment…
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A test doesn’t tell you if a student is succeeding in
your class…
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“Education is all a matter of building bridges…”
-Ralph Ellison
“…and not creating roadblocks…”
-anonymous
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What is the logic behind assessing students on
whether they can successfully complete a task you haven’t taught
them?
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Assessment should not be a surprise!
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Break Time!!
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Section 3 of Training
• ELL Program Overview
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Federal LawsYear Law Description1964 Civil Rights Act
Title VI “No person in the U.S. shall, on the grounds of race, color, or national origin … be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance”.
1974 Equal Education Opportunities Act (EEOA)
“No state shall deny equal educational opportunity by . . . the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”
2001 No Child Left Behind Act, Title I and Title III
Title I and Title III ensure that the educational needs of limited English proficient children are met and ensure that students who are limited English proficient, Native American and/or immigrants, attain English language proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic standards that all children are expected to meet. It also requires that ELLs be assessed on their English language abilities annually.
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Court CasesYear Law Description1973 Lau v. Nichols The U. S. Supreme Court’s decision states that if
English is the mainstream language of instruction, then measures have to be taken to ensure that English is taught to students who do not speak English or are limited English proficient in order to provide equal access to educational opportunities. (Identical education does not constitute equal education if the students are not learning.)
1981 Castañeda v. Pickard
5th District Court of Appeals (Texas) mandated that English Language Learners receive special help. School districts need to take “appropriate action” for these students. This includes:Pedagogically sound plan for ELLsQualified staff for instructionEffective implementation of the programAn evaluation process for the program.
1982 Plyler vs. Doe
(457 U.S. 202) The Supreme Court ruled that schools were prohibited from denying immigrant students access to a public education.Undocumented children have the same right to a free public education as U.S. citizens and permanent residents, and are obligated to attend school until they reach the age mandated by state law.
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Wisconsin LawYear Law Description1964 The Wisconsin
Bilingual-Bicultural Statute (s. 115.95, Wis. Stats. and PI 13)
If any school, within a school district in Wisconsin, has a trigger number of English Language learners who speak the same language, the district must design a program and prepare a formal plan of services (PI-1849) to meet the needs of these students. The statute requires all such programs to be staffed by licensed bilingual teachers. When bilingual licensed teachers are not available, ESL licensed teachers may be used with bilingual teacher aides except in programs serving Spanish speakers.
•10 students at grades K-3, •20 students at grades 4-8•20 students at grades 9-12
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ELL Overview• Entry/exit criteria• ACCESS testing• WIDA standards• Resources available (handouts, books to
check out, US !)• Websites
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ESL Program Overview
Testing Support
English language development support
ELL Pullout/ ELL Class
Classroom teacher support/ Modifications
Monitoring for Successful Academic Progress
Staff Development
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Section 4 of Training
• Modifications
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Modification• Group according to grade clusters• Review Modification Examples (analyze,
evaluate, suggest)• Modify your own material that you brought
along
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Let’s GO!