Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

Poor is the pupil who does not surpass his master.Poor is the pupil who does not surpass his master.

Leonardo da VinciLeonardo da Vinci

Important Notes Important Notes

1.1. All missing work must be turned in nowAll missing work must be turned in now2.2. All alternate assignments for absences must be All alternate assignments for absences must be

turned in nowturned in now3.3. I will email you a copy of:I will email you a copy of:

a.a. Report CardReport Cardb.b. Perfect Attendance Certificate (if applicable) Perfect Attendance Certificate (if applicable)

4.4. Next class I will give you:Next class I will give you:a.a. Certificate of Completion (if applicable) Certificate of Completion (if applicable) b.b. Original Perfect Attendance Certificate (if applicable)Original Perfect Attendance Certificate (if applicable)

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

Apply It! (Kronowitz, p. 303)Apply It! (Kronowitz, p. 303)Read and prepare to discuss Read and prepare to discuss

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

Stages of Fluency (Binder, pp. 1-5)Stages of Fluency (Binder, pp. 1-5)Option A: Break into groups and prepare a skit to act Option A: Break into groups and prepare a skit to act

out an assigned stage, showing what the student out an assigned stage, showing what the student is capable of and what the teacher can is capable of and what the teacher can communicate at that stage.communicate at that stage.

Option B: Break into groups and present a brief Option B: Break into groups and present a brief overview of the assigned stage to present to the overview of the assigned stage to present to the class. class.

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

a) LEP Related Items (Binder, pp. 9-14)a) LEP Related Items (Binder, pp. 9-14)b) Thirty Ways to Promote English Language b) Thirty Ways to Promote English Language

Development (Kronowitz, p. 302Development (Kronowitz, p. 302

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

BICS vs. CALPBICS vs. CALPCummins Cummins

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

ARD Committees ARD Committees

Examining Diversity

Something to think about when considering the need for both tolerance and understanding…

If we could shrink the earth’s population to a village of precisely 100 people – but maintain the existing

human rations – it would look like this

Examining Diversity

AsiansAfricansEuropeansLatin AmericansNorth AmericansOceanian

6113

12

8 5 1

Asian

African

Euro

Latin

North Amer

Oceanian

Examining Diversity

Non-WhiteWhite

70

30

Non White

White

Examining Diversity

Non-ChristiansChristian

71

29

Non Christian

Christian

Examining Diversity

MandarinEnglishHinduRussianSpanishArabicBengali, Portuguese, Japanese, French & 200 other

17

9

8

664

50

Mandarin

English

Hindi

Russian

Spanish

Arabic

Other

Examining Diversity

Unable to readMalnourishedLiving is substandard housing University graduate

Examining Diversity

Unable to read 70Malnourished 50Living is substandard housing 80University graduate 1No running water 43

Multicultural Awareness Quiz

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

Groups1. Be as visual as possible2. Comprehension precedes production 3. If students can say it, they can write it4. Speaking louder does not aid in comprehension5. Create certain predictable routines in your class6. Learn as much as possible about the countries represented in your

class7. Keep a student’s linguistic ability in mind when selecting reading

assignments 8. A smile is international

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

Each group focuses on the topic assigned to themGroups should discuss and determine1. Define/explain what the topic means 2. Agree on at least one example of what the

teacher must do to indicate the topic statement is valued by the teacher

Present to class

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

Understanding Cultural Differences (p. 4)Discussion

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

The Learner-Centered Classroom for ELL1. The classroom should be predictable and accepting of all

students2. Instructional activities should maximize opportunities for

language use3. Instructional tasks should involve students as active

participants 4. Instructional interactions should provide support for

student understanding 5. Instructional content should utilize student diversity

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

Five stations List what the classroom teacher must do in order to

make the component as essential part of student learning and the classroom environment

Rotate to the next station and add to what has been listed

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

Twenty Tips for Teachers of Language Minority Students (Appendix)

Review and discussion

Equity for the English Language Learner Equity for the English Language Learner Session 1Session 1

Additional things we have to discuss:1. LPAC (Language Proficiency Assessment

Committee)2. ESL Acronyms 3. Lau v. Nichols