Richard RomeroA Presentation for 41ST Annual OCC GATE ConferenceNovember 21, 2015

Scaffolding Instruction for Gifted English Learners Apprenticing Our High-Potential ELs Using an OCDE Scaffolding Tool

Learning GoalsWe will understand…• that all learners develop critical literacy when language

is intentionally amplified and highlighted in discipline-specific practices

• how the current initiatives support equitable educational outcomes for English learners

• an effective manner of scaffolding for Gifted English learners instruction using an OCDE Instructional Tool

Disciplinary Literacy Activity

Draw a line

Part II: Learning About How English Works

Structure Cohesive TextsBe cohesive

Put words and thoughts together in ways that make sense

Does that make sense?Can the audience understand

what I am saying?

Connecting and Condensing Ideas

Synthesis

Combining ideas effectively

Is it succinct?Is this organized?

Expand and Enrich Ideas

Be precise

Use clear language and appropriate details

Do my details match my topic?

Did I use the correct word or phrasing?

What did we just do?

Part I: Interacting in Meaningful Ways

ProductionWriting and PresentingSpeaking and Dialoging

Multiple Grouping ConfigurationsMulti-Media

Who is my audience?Am I using the appropriate

media for my audience?

InterpretationUnderstanding and Analyzing

Project Based LearningSocratic Seminar

Higher level questioning

Does it make sense?Am I asking the right

questions?

CollaborationDialoguing

Project Based LearningMultiple Grouping

ConfigurationsSocratic Seminar

Who am I working with?What is the work about?

What else did we do?

“Important for All, But Essential for ELs

Teaching a language as if it were disconnected from the contexts in which it is used and the topics it addresses is a highly artificial and ineffectual pursuit… language represents the historical, cultural, and symbolic worlds that humans create.

van Lier & Walqui (2012), p.7

“Why Disciplinary Literacy?

We in (fill in the field) want you to join us. We want to share with you our cognitive secrets, our ways of thinking about the world, and how we solve problems. We want to count you as one of us.

Shanahan & Shanahan (2012), p. 629

Designated ELD: Language with Content Support Integrated ELD: Content with Language Support

Content

• What is the content/discipline area focus? English Language Arts?Math?Science?History/Social Studies?Health/PE?

• What factual knowledge, information, or concepts about a topic do students need to know?

Language

• What type of language do students need to learn in order to accomplish the goals of a lesson? • How will your English Learners practice the following language skills:

Reading? Writing?Listening?Speaking?Language Functions?Grammatical & Language Structures?

• Nationwide, over 5.1 million English learner (EL) students from more than 350 language backgrounds are enrolled in public schools

• By 2030, it is estimated that 40% of the school-age population will be ELs

• In California, ELs account for one in four students• Approximately 59% of secondary ELLs in California are Long

Term ELsMigrant Policy Institute, 2013; NCELA, 2012

English Learners: A Snapshot

English Learners in Orange County (2013-2014)

California Department of Education, Data Quest (2013-2014)

130.570 Number of students26.1% EnrollmentSpanish is the primary language for 82.16%

Collective Vision: Number of ELs in OC Districts2013-14

California Department of Education, Data Quest (2013-2014)

58 Languages Reported in Orange County (2013)

Spanish81%

Vietnamese8%

Korean2%

Other8%

Spanish 81%Vietnamese 8%Korean 3%Other 8%

California Department of Education, Data Quest , 2013-2014

Newcomers(Different levels of

schooling)

English dominant

(Normative,RFEPs)

Long-Term ELs

(LTELs/5 Yrs+ in English)

English Learner Types

English Learners

Adapted from Olsen, 2010

Initial Fluent English

Proficient(IFEPs)

Chicano English

African American

English

American Indian English

Hawaiian PidginEnglish

Standard English Learners

StandardEnglish

Learners(SELs)

Adapted from LAUSD, 2012

English Only(EOs)

Initial Fluent English

Proficient(IFEPs)

IdentifyingHigh-Potential/Gifted ELs

• Advanced language cannot be one of the main selection criteria if students have limited English proficiency

• Assessments must be culturally fair• Do not rely solely on standardized assessments• Use portfolios • Consider recommendations by parents, peers, and

students• Consider student interests, motivation, persistence

Pereira, N. & de Oliveira, L.C. (2015)

Emphasis on the AnswerCST/CAHSEE - Multiple Choice

Emphasis on the Learning ProcessNext Generation Assessments - Formative - Performance - Portfolio & Projects

Paradigm Shift for Learning & Assessment

Cognitive & Socio-Emotional Characteristics of Gifted ELs

• Highly verbal• Engage in abstract reasoning• Highly curious• Absorbed in self-selected tasks• Demonstrate social maturity at home and

community• Preference for older playmates• Understand the importance of family and culture

Gallagher (2007)

Cultural & Linguistic Characteristics of Gifted ELs • Acquire a second language rapidly• Display a mature sense of diverse cultures and

languages• Code switch easily (think in both languages)• Willing to translate for others/translate orally at an

advanced level• Show pride and are willing to share heritage culture

and ethnic background• Demonstrate a global sense of community and respect

for cultural differences Iowa Department of Education (2008), p. 12

Linguistically Responsive Qualities

• Sociolinguistic consciousness • Value for linguistic diversity• Learning about ELL’s language backgrounds,

experiences, and proficiencies • Advocating for ELs• Applying key principles of second-language

learning Pereira, N. & de Oliveira, L.C. (2015)

Linguistically Responsive Strategies

• Build language-rich environments• Pay attention to language• Modify, don’t simplify, instruction• Provide opportunities to communicate with

other students and to process the material• Use multimodal strategies

Pereira, N. & de Oliveira, L.C. (2015)

Linguistically Responsive Strategies (cont’d)

• Identify the language demands in texts you assign

• Establish language and content objectives • Make connections to students’ language(s) and

culture(s)• Scaffold EL’s academic language and content

learning…

Pereira, N. & de Oliveira, L.C. (2015)

How Could We Apprentice Our Students?

CurriculumInstructionAssessmentIntervention

Content

Language

Native Language

Emerging Expanding Bridging Lifelong Learner

English learners come to school possessing a wide range of competencies in their native language appropriate to their age.

Students at this level learn to use English for immediate needs. They are beginning to understand academic language and vocabulary.

Enter Exit

Progress Through

Students at this level are increasing their English skills in more contexts. They learn more vocabulary and language structures.

Enter Exit

Progress Through

Students at this level continue to learn to apply a range of higher level skills, similar to native speakers. Enter Exit

Progress Through

Students who have reached “proficiency” in the English language as determined by the state and/or local criteria, continue to build increasing breadth, depth, and complexity in comprehending and communicating in English in a wide variety of contexts.

Extent of Linguistic Support (Scaffolding) High Level Thinking with

Linguistic Support Substantial Moderate Light Occasional

English learners possess

cognitive abilities appropriate to their age and experience.

In order to communicate about their thinking as they

learn English, they may need varying linguistic supports depending on the linguistic

and cognitive demand of the task.

Students at the early stages

of the Emerging level can engage in complex,

cognitively demanding social and academic activities

requiring language when provided substantial

linguistic support; as they develop more familiarity and ease with understanding and using English, support may

be moderate or light for familiar tasks or topics.

Students at the early stages of the Expanding level can

engage in complex, cognitively demanding social

and academic activities requiring language when

provided moderate linguistic support; as they develop

increasing ease with understanding and using

English in a variety of contexts, support may be light for familiar tasks or

topics.

Students at the early stages

of the Bridging level can engage in complex,

cognitively demanding social and academic activities

requiring language when provided light linguistic

support; as they develop increasing ease with

understanding and using highly technical English,

support may not be necessary for familiar tasks

or topics using every day English.

Students who have exited the

Bridging level benefit from occasional linguistic support in their ongoing learning of

English.

Examples: Use of light and moderate scaffolds with increased frequency as well as varied, multiple presentations of the same content.

Examples: Response frames Word banks Graphic organizers

Examples: Modeling Paraphrasing Prompting

Proficiency Levels(PLDs) & Scaffolding

Questions

Richard Romero rromero@ocde.us

@OCDE_Office_ELD

ReferencesAugust, D. & Shanahan, T. (2006), Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language- Minority Children and Youth. Retrieved from http://www.bilingualeducation.org/pdfs/PROP2272.pdfGallagher, R.M. (2007), Nurturing Global Citizens for the 21st Century,Understanding Our Gifted, v20 n1 p7-11, Fall 2007Iowa Department of Education (2008), Gifted & Talented English Language Learners (Grades K-12). Iowa State Board of Education, Des Moines, IA.Olsen, L. (2010). Reparable Harm. A Californians Together Research & Policy Publication.Pereira, N. & de Oliveira, L.C. (2015), Meeting the Linguistic Needs of High Potential English Language Learners. Teaching Exceptional Children, V. 47. No. 4, pp. 208-2015.Shanahan, T & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy. Harvard Educational Review. Vol. 78. No. 1 van Lier, L. & Walqui, A. (2012) Language and the Common Core State Standards. Understanding Language/Language, Literacy and Learning in the Content Areas, Stanford University.