Maximizing the Success of English Learners. Robert Crowe [email protected] Adam...

Maximizing the Success of English Learners

Robert [email protected]

Adam [email protected]

135 South Rosemead Blvd.Pasadena, CA 91107

(626) 744-5344www.actionlearningsystems.com

Agenda

1. Academic Learning Time

2. Determining Who Is an English Learner

3. CELDT Level Proficiencies

4. Develop Language Proficiencies

Receptive Skills

Productive Skills

5. Structured Student Interaction

6. Effective Vocabulary Instruction

Academic Learning Time

Maximizing Academic Learning Time Using Direct Interactive Instruction

Determining Who Is an English Learner

Who is an English learner?

An English learner is . . .

Determining Who Is an English Learner

An English learner is . . .

“a student, with a home language other

than English, who is not yet proficient in

English.”

– © California Department of Education

Determining the Capabilities of an English Learner

Receptive Productive

CELDT Level Proficiencies

CELDT Proficiency Level Descriptions

The proficiency level descriptors below are written from the

beginning level to advanced level, and each level builds on the

preceding level. An individual student’s English language

development may be marked by periods of accelerated or slow

growth, reversals of progress, attainment of language plateaus, and

unparalleled development of listening, speaking, reading, and

writing skills. At each level, the English learner continues to expand

his or her social and academic vocabulary and his or her capacity to

learn grade-level content delivered in unmodified English. These

proficiency level descriptors should be used with tests administered

after July 1, 2006.


Beginning – Students performing at this level of English-language proficiency

may demonstrate little or no receptive or productive English skills.

They are beginning to understand few concrete details during

unmodified instruction. They may be able to respond to some

communication and learning demands, but with many errors. Oral

and written production is usually limited to disconnected words and

memorized statements and questions. Frequent errors make

communication difficult.


Early Intermediate – Students performing at this level of English-language proficiency

continue to develop receptive and productive English skills. They

are able to identify and understand more concrete details during

unmodified instruction. They may be able to respond with increasing

ease to more varied communication and learning demands with a

reduced number of errors. Oral and written production is usually

limited to phrases and memorized statements and questions.

Frequent errors still reduce communication.


Intermediate – Students performing at this level of English-language proficiency

begin to tailor their English-language skills to meet communication

and learning demands with increasing accuracy. They are able to

identify and understand more concrete details and some major

abstract concepts during unmodified instruction. They are able to

respond with increasing ease to more varied communication and

learning demands with a reduced number of errors. Oral and written

production has usually expanded to sentences, paragraphs, and

original statements and questions. Errors still complicate

communication.


Early Advanced – Students performing at this level of English-language proficiency

begin to combine the elements of the English language in complex,

cognitively demanding situations and are able to use English as a

means for learning in content areas. They are able to identify and

summarize the most concrete details and abstract concepts during

unmodified instruction in most content areas. Oral and written

production is characterized by more elaborate discourse and fully-

developed paragraphs and compositions. Errors are less frequent

and rarely complicate communication.


Advanced – Students performing at this level of English-language proficiency

communicate effectively with various audiences on a wide range of

familiar and new topics to meet social and learning demands. In

order for students at this level to attain the English-proficiency level

of their native English-speaking peers, further linguistic

enhancement and refinement are still necessary. Students at this

level are able to identify and summarize concrete details and

abstract concepts during unmodified instruction in all content areas.

Oral and written production reflects discourse appropriate for

content areas. Errors are infrequent and do not reduce

communication.

Develop Language Proficiencies

How Can We Support Our English Learners?

“Unless [English learners] receive high quality

instruction provided by teachers who use effective,

evidence-based teaching strategies, the gaps between

the students’ knowledge of informal conversational

English and Academic English will not be eliminated.”

– Robin Scarcella


What classroom instruction do English learners need in order to develop their English language proficiency?

Structured Student Interaction

How does talking about something help shape your thoughts about a topic?


“This technique works well with ELLs because it allows them to formulate their ideas on their own, test them out in a non-threatening way with their partners, and then, reinforced by their partner’s feedback, share the ideas with the class.”

– Ellen Douglas, Reading Comprehension and

English Language Learners: Assessing Reading Comprehension with English Language Learners,

2005.


Criteria for Structured Student Interaction:1. Teacher provides prompt/question by CELDT proficiency level.

2. Teacher tells students how long they have to think about the question.

3. Students think about the topic.

4. Teacher provides sentence frames by CELDT proficiency level.

5. Teacher tells students how long they have to talk to their partners about the question.

6. Students talk to their partners about the topic.

7. Teacher monitors student interaction.

8. Teacher calls on students to share with class.

9. Students share with class in complete sentences.


Oral Language Prompting Techniques


Oral Language Prompting TechniquesSample Prompts and Responses


Oral Language Prompting TechniquesSample Prompts and Responses (continued)


Activity: __________ Book/Page: _____ EL Level

1What is the prompt/question I will provide?

2What are some possible answers?

3How long will my students have to think?

4What sentence frames do I need to provide?

5How long will my students have to talk?

6How will I monitor student interaction and check for understanding?

7How will I have my students share with the class?

Lesson Delivery: How do I deliver structured interaction to support the English learners in my classroom?


English-Language Arts Mathematics

The main character in _____ is _____. The setting of _____ is _____. The problem in _____ is _____ because _____. The main events of the story are _____. I predict _____. My evidence from the text is _____. This story is the similar to _____ because _____. This story is different from _____ because _____. One meaning of the word _____ is _____. My evidence is the following context clues _____.

To solve this problem, I need to _____. The operation needed to solve this problem is _____. The correct answer is ____ because ____. The justification for this step is _____. I checked my answer by _____. First I will _____ in order to _____. To simplify this expression, I need to _____. To find the solution, I will _____. This graph/table shows _____.

History-Social Science Science

The characteristics of _____ are _____, _____,

and _____.

_____ happened because _____.

When _____ happened it caused _____.

The cause of _____ was _____. My evidence

from the text is _____.

The effect of _____ was _____. My evidence from

the text is _____.

If _____ happened instead of _____, _____ might

have occurred.

My opinion is _____ based on the following

evidence _____.

The order that _____ happened is first _____,

then _____, and finally _____.

_____ is an example of a _____.

This is a _____.

_____, _____, and _____ are all _____.

I think _____ is _____.

Based on _____, I think _____.

_____ is similar to _____ because _____.

_____ is different from _____ because _____.

I would put _____ first, _____ second, and _____

third because _____.

I think _____ is the most important because

_____.

Common Language Frames

Effective Vocabulary Instruction

“A significant factor in developing sophisticated language skills is time on task producing academic language in interactive educational settings where there is opportunity for repeated exposure to and use of words, and opportunity for feedback.”

– Francis et al., Practical Guidelines for the

Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions, 2006, Vol. 1, pg. 27.

Effective Vocabulary Instruction

Word or Term Definition Related Words Sentence Visual

receptivewords of or related to the language skills of listening and reading

Our receptive vocabulary includes more words than we use when we speak or write.

productivewords of or relating to the language skills of speaking and writing

For a word to be part of our productive vocabulary, we must fully “own” the word.

integrated

addressed in a variety of contexts; not in isolation

Vocabulary instruction will be integrated to provide students with multiple exposures in reading and writing.

systematicinvolving methodical plan A systematic approach does not

leave instruction to chance.

Vocabulary Matrix

Maximizing the Success of English Learners

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