Ctel2 Spring 11

CTEL EXAM PREPMODULE 2

Mark Rounds

Contact Information

email: [email protected]

wiki: ctelresources.wetpaint.com

Module 2

Domain 2 - Foundations of English Language/Literacy Development and Content Instruction

Domain 3 - Approaches and Methods for ELD and Content Instruction

Domain 1 - Assessment of English Learners

CTEL MODULE 2 DOMAIN 2 004

Foundations of Programs for English Learners

Reading: CTEL Text, Ch. 4

(004) Benchmarks 117-123 1700-European immigrants settle in rural

enclaves and run their own non-English-speaking schools

1839-Ohio is the first state to adopt a bilingual education law, allowing schools to operate in German and English at parent request

1847-Louisiana passes similar law for French & English

1848-Treaty gave Mexicans the right to speak Spanish in CA

1864-Congress prohibits Native Americans from being taught in their own language

(004) Benchmarks 117-123 1870-School Superintendent in St. Louis

points out socio-cultural weaknesses if people lose ability in native language

1879-Children are punished when caught using native language

1888-Legislation attempted in both states 1900-At least 600,000 taught in German 1906-Congress passes first English-only

law 1917-Anti-German sentiment begins to

extend to other languages

(004) Benchmarks 117-123 1934-The de facto policy continues into

the 40’s & 50’s 1959-Cuban immigrants arrive in Miami 1961-Full bilingual program for Cuban

immigrants 1968-Act provided money for programs of

native language instruction 1974-Supreme Court determines that

schools that do not make special provisions for students learning English are not providing equal educational opportunities.

(004) Benchmarks 117-123 1980-Ordinance is in response to new waves of

immigrants who are poorer and less educated 1994-Prop 187 would have made it illegal to

provide education to illegal residents. Was overturned on appeal

1998-Ed. Code 300-340-Required that instruction be overwhelmingly in English

2001-Provided federal funding to schools to support the instruction of English Learners

2004-Individuals with Disabilities Education Act ensures an equitable education for students with disabilities

2004-CA schools must provide equitable access to textbooks and facilities, and facilities and teachers must be appropriately authorized

(004) Lau vs Nichols 126 Supreme Court decision (1974) of a

suit brought by native Chinese speaker in San Francisco schools

Made illegal those educational practices that excluded children from effective education on the basis of language

Court ruled that simply providing same instruction and materials in English was not equitable

(004) Lau Remedies 126-127 Published by US Commissioner for

Ed. Standardized requirements for

identifying and evaluating ELs. Defined instructional treatments,

procedures to transfer to all-English classes, and professional standards for teachers.

Still in use in states without regulations.

(004) NCLB (Title III) 124 States that “English Learners will

develop high levels of academic proficiency and meet the same challenging academic standards as do their native-English speaking peers.”

Funding for ELs and immigrants Accountability requires annual

progress in learning English, progress towards reclassification, and academic progress

Also see 129

(004) IDEA 123 Individuals with Disabilities

Education Act Reauthorized previous Special

Education law Stipulates that children not be

labeled disabled if poor school achievement is due to ethnic, linguistic, or racial difference

(004) Prop 227 125 Ed. Code 300-340 Instruction overwhelmingly in

English Alternative programs through waiver

process The single year flies in the face of

academic language acquisition research…4-9 years

(004) Williams vs CA 126 Requires equity in provision of

textbooks, maintenance of facilities, and appropriately authorized staff (including teachers of English Learners)

(004) Heritage Language 127 AKA “developmental bilingual

programs” Designed for students with a primary

language other than English. Goals include maintenance and

development of native language

(004) Dual Immersion 127 Half EL, half EO Goal is for students to be proficient

in both languages … AKA additive bilingualism

High level of academic competence in two languages by ELs and EOs

(004) English Only 128 Goal of assimilation Belief that common language is a

unifier Belief that students will be more

academically successful

(004) Equity Issues 130 Program Placement

Length of time in program Tracking Special Ed

Student Data Retention/promotion Dropout rates/expulsion and detention

rates Staffing

Teacher qualification Teacher retention

Funding

(004)Types and Models 134-137

Structured English Immersion

English Language Mainstream

Dual Language Transitional Bilingual

Education

Placement Criteria

Less than reasonable fluency

Reasonable fluency Parental exception waiver

Parental exception waiver

Exit Criteria Reasonable fluency Fully fluent Parent choice District criteria

Program Length 1 year Until redesignated Parent choice District criteria

Class Composition District policy ELs and EOs 50/50 ideal Depends on models

Language Composition

Overwhelmingly in English

Overwhelmingly in English

Depends on model

Depends on model

Required Components

•ELD•Access to core(CBELD)

•ELD•Access to core(SDAIE)

•ELD•Access to core(L1/L2)

•ELD•Access to core(L1/L2)

Parental Exception Waivers

Waiver Type Prerequisites Conditions Time Frame

A. English Speakers

Knows English based on standardized tests

NA Within 20 instructional days

B.Older Students 10 years or older Informed belief Within 20 instructional days

C.Special Needs Already placed for not less than 30 days in an English Language classroom

Informed belief, with approval

No later than 10 days after 30 day placement or 20 instructional days

(004) ELD 137-138 Goal: Language Proficiency

Purpose: Developing SKILLS

Limitations: Appropriate for development of language ONLY. Content will not be grade-level appropriate

(004) Content-Based ELD 138 Goal: Access to core

Purpose: Develop language through core content

Limitations: While providing access to some core content, concepts do not provide grade-level academics.

(004) SDAIE 140 Goal: Access to grade-level core

content

Purpose: Mastery of grade-level core content through specially designed, language-based strategies

Limitations: Delivery may only

include essential standards due to need for slower pacing.


Foundations of English Literacy

Reading: from CTEL Text, Ch. 6

(005) Oral and Written

Oral Language Written Language Language Experience Approach

Written Language Oral Language Using text to paraphrase

(005) Vocabulary Knowledge How well developed vocabulary is Level of vocabulary: social vs

academic

(005) Educational Background Prior knowledge Literacy skills Previous schooling Background knowledge(familiarity

with concepts)

(005) Level of English Proficiency

Beginner Early Intermediate Intermediate Early Advanced Advanced

(005) Primary Language

How well developed literacy skills are

Linguistic differences between primary language and English

(005) Motivation

Necessity Personal importance Affiliation (e.g. teacher, peers)

(005) Pedagogical Practices

Integrate listening, speaking, reading, and writing

Being cognizant of integrating L S R W while teaching Math, Social Studies, Science.

Example: After a science experiment, use the Language Experience Approach to develop literacy through science


Provides a balanced, comprehensive reading program

Balance between phonics and comprehension; integrates L S R W


Uses standards-based thematic unit organization

Themes based on standards Example: 6th grade Ancient Egypt


Creates a language-rich environment

Accessible contextualized print


Adapts instruction and materials to meet the special needs of English Learners

Culturally and linguistically appropriate

Use effective strategies (graphic organizers, visuals, contextualization, realia, etc.)


Plans meaningful and purposeful literacy activities

Relating your content and instruction to real life


Selects appropriate reading materials

Variety of genres, multicultural text, high interest, relevant

Make sure that EL proficiency level is taken into consideration


Utilizes English Learners’ prior knowledge to promote English language development in reading and writing

Connect to students’ backgrounds


Scaffolds literacy activities

Provide well structured activities with ample support

Example: Brainstorm/outline before required to write


Provides organized, systematic, explicit instruction in key skills

Make no assumptions Skills must be taught

(005) Effective Approaches 157 Frontloading Vocabulary 247 Language Experience Approach 229 Interactive Journals 233 Shared Reading Learning Logs Process Writing 234-236 Graphic Organizers 158-162 Pre-Reading Activities


Instructional Planning and Organization for ELD and SDAIE


(006) ELD Standards

The Role of ELD Standards Relationship to Native Speakers Levels of English Proficiency

(006) Relationship between ELA and ELD

ELA HIGHWAY

R W L,S

(006) SDAIE 176-186 What is SDAIE? Who should receive SDAIE and why? Why is SDAIE more than “just good

teaching”? What is the role of primary language

in a SDAIE class? What are some successful SDAIE

strategies?

(006) ELD vs SDAIE

Venn Diagram p.33

(006) Content and Language 240 Read pp. 240-242 of CTEL Text

Content Objectives and Language Objectives

Content Standard: Students know causes and effects of different types of severe weather…

CONTENT Objective: Students will be able to DEFINE and DESCRIBE… RECOGNIZE…

LANGUAGE Objective: Students will PARTICIPATE in discussions…DEFINE and DESCRIBE…will be able to PRESENT…

(006) Grouping Strategies 168-174

Mixed with proficient English speakers For hands-on, concrete activities

Mixed with same native-language background For conceptually demanding or abstract

content Preview-review…

Description on page 35

(006) Language Development Primary Language Groups Proficiency Level Groups Mixed Group w/Proficient English

Speakers

(006) Conceptual Development Primary Language Groups Proficiency Level Groups Prior Knowledge/Schooling Reading Level

(006) Classroom Community Development

Mixed/Heterogeneous

(006) Physical Setting

Supports Student Interaction Physical Arrangement of Furniture Configurations for whole group vs small group Teacher and Student Movement

Language Rich Environment Display and use a variety of print materials in

primary language and English Offers Stimuli for Conversation

Use of wall space to display content-related information

Use of technology and multimedia

(006) Organizing

Role of Paraprofessionals Provide and monitor small group

instruction Provide individual support Assist in primary language instruction

Volunteers Older students, parents, community

members Team Teaching

By subject matter or proficiency level Technology

Multimedia and specially designed software


Components of Effective Instructional Delivery in ELD and SDAIE


(007) Cummins’ Grid

A CB D

Cognitively Undemanding

Cognitively Demanding

ContextEmbedded

ContextReduced

Complete Quadrant Activity p.40

(007) Modification

Modifying… vocabulary speed stress intonation repetition amplification

(007) Primary Language

Using cognates Primary language text materials Peer support

(007) Prior Knowledge

KWL chart Anticipation guide Discussion/brainstorm

(007) Contextualization

Embed language in understandable context such as…

Realia - manipulatives, hands-on props

Visual support – multimedia and technology resources, charts/maps, nonverbal language

(007) Assessment

Formative Summative Re-teaching as a result

(007) Checking for Understanding

Monitoring comprehension frequently

Checking for different levels of comprehension Literal Inferential Evaluative

Effective questioning techniques Wait time Framing questions appropriately Different types of questions

(007) Explicit Teachings

Name Give the strategy a name…

Model How do you use the strategy?

Explain Describe how strategy helps…

Apply Tell when and how strategy can be used

Example …

(007) Content-Specific Discourse pp.248-249 List some of the discourse

skills that are critical to a content area that you teach in the specific categories…

(007) Discourse Skills

Content Area Math/Science/Social Studies/etc.

Procedural Steps in the process

Declarative Statement of fact/opinion

Form/Function How is language is used in content

Genre Autobiography, Folktale, Non-fiction, etc.


Effective Resource Use for ELD and SDAIE

(008) In the CA H/SS Standards White- 63 Male, 11 Female Black- 12 Male, 5 Female Latino- 0 Male, 1 Female Asian- 0 Male, 0 Female Native- 4 Male, 0 Female

Total- 79 Male, 17 Female

(008) Textbook Analyses

Picture Analysis “People to Study” Analysis Anthology Analysis Storyline Analysis

(008) Brainstorm…

How can you modify materials to meet the cognitive, linguistic, cultural, and academic needs of English Learners?

What should you consider in choosing basic and supplementary materials?


Approaches and Methods for ELD and Content Instruction

(009) Brainstorm…

Reflect on some of the ways you were taught a foreign language in high school and college.

What were some of the activities that you participated in?

How well did you learn the language?

(009) Natural Approach 62 Theoretical Base: Krashen’s Monitor

Model Goal: Comprehension Key Features: Closely resembles the

way that a child acquires a first language.

Effectiveness: Because it is based in acquisition, it is effective when followed explicitly.

(009) Total Physical Response Theoretical Base: James Asher, based on

association between language and body movement

Goal: Comprehension and building a receptive vocabulary

Key Features: Listening precedes speaking Understanding is developed through body

movement Speaking is never forced

Effectiveness: Allows for low-stress acquisition of receptive vocabulary

(009) CALLA 166 Theoretical Base: Chamot & O’Malley Goal: Development of learning

strategies Key Features: CALLA is targeted at

EL students at the early intermediate and intermediate levels of English language proficiency.

Effectiveness: Because of its cognitive and metacognitive strategies, CALLA is designed provide transitional instruction from CBELD to SDAIE classrooms

(009) Structured Interactions Meaningful Purposeful Oral and written Maximizes language output Can negotiate meaning in a

supportive context Use during ELD and content

instruction Dynamic groups--homogeneous,

heterogeneous, etc.

(009) Strategies

Oral Strategies Numbered Heads Together Think--Pair--Share Tea Party

Written Strategies Write Around Cooperative Paragraph Strips

(009) Explicit Instruction 194-95Error Correction Teachable moment To explain or clarify Language structure Word meaningGrammar Development Guided by ELD Standards

(009) Implicit Instruction 196Error Correction Modeling Providing feedback Using correct syntactical structureGrammar Development Interactive journal (writing) SSR (reading)

(009) Content-Based ELD 197 Who? - K-3, B-A…4-12, B-EI What? - Content instruction is given at the

students’ ELD level (not necessarily grade level)

Which Standards? - Integrates ELD standards with content standards

When? - Throughout the day (outside of ELD instruction)

Why? - To provide access to core while developing English

How? - tapping prior knowledge, contextualization, graphic organizers, brainstorming, visuals, C.L., etc.


ELD--Listening and Speaking

(010) ELD Standards Sequence Read the information on p. 55 Create a sequence of student

answers to the question, “Do you like math?” to match each proficiency level.

(010) Skills that Promote L/S

Read the information on p. 56 Choose one skill on which to focus on from

each of the three categories (three skills total).

Brainstorm one strategy per skill to teach students that skill.

(010) Strategies that Promote L/S

Frontloading… Teaching key vocabulary before they

encounter it Explicitly teaching language functionsPre-teaching Small group discussion in L1 Preview/review Use primary language text before English

textBrainstorming… Scaffold with sentence frames

(010) Strategies that Promote L/SCooperative Learning Teaching interactive structure first before it is used

academically

Whole-class and small group discussions Teaching turn-taking

Role-plays Modeling

Interviews Practicing questioning and answering techniques Sentence frames

Debriefing Think-Pair-Share(or other coop. strategy) to reflect on

lesson

(010) ELD Speaking Sequence Choose one of the strategies on p. 59 Apply the “ELD Standards Sequence

for Oral Communication (p.57) to a content area that you teach.

Create a scaffolded sequence for each proficiency level on p.60.


ELD--Reading and Writing

(011) ELD Writing Standard

1. Write short narratives that include examples of writing appropriate for LA and other content areas

2. Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms

3. Create simple sentences or phrases with some assistance

4. Write an increasing number of words and simple sentences appropriate for LA and other content areas

5. Create multi-paragraph narrative compositions

6. Write multi-paragraph narrative and expository compositions and examples appropriate for content areas, with consistent use of grammatical forms

(011) ELD Reading Standard

Read simple text and orally respond to factual comprehension questions by using key words and phrases

Read simple text and orally respond to factual comprehension questions by using simple sentences

Read literature and orally respond with detailed sentences

Identify and trace the development of an author’s argument, point of view, or perspective in text

(011) Strategies to Develop Skills

Lists of skills on pp.60-61

(011) Multicultural Texts and Genres

Text GenreProficiency

Levels

Reading Mufaro’s Beautiful Daughters

Anne Frank

Folklore

Autobiography

Early Intermediate

Advanced

Writing Outsiders

House on Mango Street

Persuasive Essay

Descriptive Essay

Intermediate

Early Advanced


Specially Designed Academic Instruction in English (SDAIE)


(012) Key Components of SDAIE Tap into prior knowledge Contextualize the lesson Provide a positive affective

domain Teach study skills Modify the use of the textbook

(012) Scaffolding Strategies Provides a personal connection between

learner and topic. Builds on known concepts

Helps simplify complex concepts. Creates an experiential environment

The more familiar students are with the features of the text, the more successful…

Clarifies procedures and expectations Fosters autonomy through self monitoring Pre-teach terms so they will be

understood in the lesson

(012) Scaffolding Strategies Students extend their understanding by

applying it in novel formats To promote critical thinking skills Learning is most effective when students

have opportunities to discuss and process content

Different ways of determining student performance to provide more accurate evidence as to whether learning has taken place

Clarifies misconceptions and further develops proficiency in English

(012) SDAIE Lesson Plan Format Grade Level Content Standard ELD Standard Assessment Learning Opportunities

Into Through Beyond

(012) SDAIE Lesson Plan

Grade Level-5 Content Standard - 5.3.2 Students know when

liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

ELD Standard - Write brief expository compositions(e.g. description, comparison and contrast, cause and effect, and problem and solution) that include a thesis and some points of support.

Assessment - Students will write a one paragraph composition comparing and contrasting the different forms of water.

http://mrounds5.googlepages.com/sdaielessonplan


Learning Opportunities Into - Using the think-pair-share cooperative grouping model,

students will write brief 1-2 sentence narratives of any experience that they have had with the different forms of water. As the T-P-S model dictates, they will pair up to relate their sentences to a partner, then share out in table groups. -Students will read summary of the lesson reading in table groups in order to preload content. -Class will review the concept of comparing and contrasting using actual forms of water.

Through - Using a graphic organizer that pictorially represents the water cycle, students will develop understanding of the relationships the different forms of water have with one another. Students will then compare and contrast their charts with the charts of table mates. -Students will develop a paragraph comparing and contrasting the different elements of the water cycle based on teacher-modeled representation.

Beyond - Students will create a haiku that describes water in its liquid, solid and gaseous forms


Role, Purposes, and Types of Assessment


(002) CELDT

What? - State Test of ELD, Based on Standards

Who? - All English learners Why? - Initial Identification, Annual

Assessment, Redesignation, Reclassification

When? - Annual Assessment- 7/1-10/31, Initial Assessment-30 days from enroll date

4 grade spans: K-2, 3-5, 6-8, 9-12 4 parts: L, S, R, W 5 Levels: B, EI, I, EA, A

(002) ID and Placement

Chart on p. 76

(002) Home Language Survey Example on p. 77

(002) Parent must be notified… Language assessment and academic

assessment results Placement in an EL classroom The opportunity to apply for a

parental exception waiver

(002)Redesignation/Reclassification

Possible Criteria: Teacher evaluation of language

proficiency and curriculum mastery CELDT score Parental consultation Objective data from standardized

tests etc.

(002) Identification

CELDT Score: Early Advanced L/S: Intermediate or above R: Intermediate or above W: Intermediate or above

A student who falls below these criteria is an EL.

(002) Reclassification

CELDT: Meets criteria on previous slide

Objective criteria: ELA score of BASIC on California Content Standards Test.

Other criteria identified by district: i.e. teacher observation, grades, writing sample, etc.

(002) Validity 102

A test is valid if it measures what it claims to be measuring.

(002) Reliability 102

A test is reliable if it yields predictably similar scores over several administrations.

(002) Traditional Assessment

Limits of Traditional(Standardized) Assessments Time Linguistic Bias Cultural Bias Test Anxiety Equivalent Versions Rapport

(002) Textbook Tests 103 Purpose - to test what is in the book Feature - test outcomes of

instructions Limitations - limited to “correct”

responses

Modifications - partner work, text features

(002) Performance-Based Tests 104 Purpose - to assess what is taught Feature - open-ended Limitations - time

Modifications - design groups for optimal language performance, scoring rubrics

(002) Curriculum Tasks 104 Purpose - assess multiple standards Feature - may be open-ended Limitations - how to assess

“correctness”

Modifications - partner work, scoring rubrics

(002) Authentic Tests 104 Purpose - assess classroom

performance Feature - student shares in process Limitations - lack of comparison

group for accountability

Modifications - portfolios, group or individual

(002) Teacher-Made Tests 105 Purpose - assess teaching of

material Feature - usually discrete point Limitations - reliability/validity

Modifications - focus on message, not form


Principles of Standards-Based Assessment and Instruction

(001) ELD Standards

ELD Standards are a pathway to the ELA standards for ELs.

The ELD standards establish clear performance expectations for ELs. The ELD standards are to be used to plan/provide instruction for English Language Development.

The ELD standards are based on proficiency levels and grade-level spans in L/S, R, and W.

The ELD standards are based on the same components as the ELA standards. An English Learner may require more explicit steps to reach a standard.

The CELDT is aligned with the ELD standards.

(001) Standards-Based…

1. STANDARDS inform ASSESSMENT2. ASSESSMENT informs INSTRUCTION3. Students engage in LEARNING4. Students DEMONSTRATE what they

know5. Students experience LEARNING, or6. Teacher RETEACHES

(001) Standards and EL Students ELs must have access to the core in

order to meet standards. Teachers must develop benchmarks

to show that these students are moving toward the standards.

Teachers must teach to the ELD standards.

(001) Building a Scaffolded Assessment

Read the information on p.88 Complete the exercise on p.89


Content Area Grade Level Content Standard Content Objectives Graphic Organizers Contextual Clues Strategies Key Vocabulary INTO/THROUGH/BEYOND


Language and Content-Area Assessment

(003) Language AssessmentsInformal Teacher Observation Benchmark Assessments/Checklist Story Tell/Retell SOLOMFormal CELDT Content Standards Test Other commercial assessments

(003) Academic…

Discrepancies between verbal and nonverbal learning

Perceptual disorders Metacognitive deficits Memory difficulties Motor disorders Social-emotional functioning

(003) Identification…

Background experience and previous school settings

Response to classroom environment Level of acculturation Learning styles Physical needs

(003)Underachievement…

All ethnic groups score lower than whites

Except for Asian-Americans all attain lower levels of education

Reasons are unclear

(003) Overachievement… “Model Minorities” become over-

qualified for jobs Teacher expectations of some groups

elicit higher achievement Some subgroups resist assimilation

(003) Issues…

Dropouts Tendency is to blame students The need is to provide high quality curriculum and instruction and know about the students and their families

Retention 10% of language minority students are retained

Tracking Educational gaps continue

Ctel2 Spring 11

Education

Transcript of Ctel2 Spring 11