Carol Mehochko

Administrator, ELL and Migrant

Ext. 14769

For 2010, 8071 EL’s were

reported on the R-30 = 29.8% of

population

Beginning

Early Intermediate

Intermediate

Early Advanced

Advanced

Far Below Basic

Below Basic

Basic

Proficient

Advanced

CST CST LevelsLevels

CELDT CELDT LevelsLevels

Beginning

Early Intermediate

Intermediate

Early Advanced

Advanced

Far Below Basic

Below Basic

Basic

Proficient

Advanced

CELDT CELDT LevelsLevels

CST CST LevelsLevels

Far B

elow

Basic

Below

Bas

ic

BasicPr

ofici

ent

Advan

ced CST CST

LevelsLevels

CELDT CELDT LevelsLevels

Elena Fajardo/CDE 2005

Source: R30/March 2010

3275 3275 IntermediaIntermediate Prof te Prof StudentsStudents

EL EL NeedsNeeds

Systematic, daily ELD instructionAt his/her prof levelAmple opportunities for student talkTime to process via writingCorrect modeling and feedback from teacher

Scaffolding to access core contentPre-reading strategies (anticipation guides,

frontloading vocabulary, book walk)Explicit direct instruction of vocabularyAmple opportunities to use languageSufficient time allowed for processing and wait timeUse of visuals (i.e. realia or graphic organizers)

How will English learners use language to achieve the objective and how well will students demonstrate proficiency using language?

How will English learners use language to achieve the objective and how well will students demonstrate proficiency using language?

Use of language = Clearly defined, displayed, and reviewed.

Cover a range from process-oriented to performance-oriented so that students have a chance to explore, then practice, before demonstrating mastery.

Remember receptive skills are acquired faster than productive skills.

Planning for language use – 1. ELD standards 2. ELA content standards 3. Instructional materials

Students will be able to ….Agree or disagree about Anticipation

statements written about a topic.Make predictions about what they will learn by

reading about a topic.Students will use sentences frames when

sharing with a partner: “I think this is true/false because _______.” “I confirmed/disconfirmed my prediction when I read _________.”

Explain the importance of the mummification process in relation to Egyptian culture.

Talk about a mummy, using descriptive adjectives.

Compare the following words according to their word class and meaning: mummy, mummification, mummified.

Read adapted text article about mummification process.

“Students will express ideas about needs and wants, using complete sentences.”

How many different ways is the teacher going to use language in her lesson?

Review Scenario #1 with your tablemates and list how many ways language can be used with the given content objective.

For every 5-10 mins of teacher talk is there a few minutes for English learners to process information? (e.g. use of partner share, quick write, group work, etc)

For every 5-10 mins of teacher talk is there a few minutes for English learners to process information? (e.g. use of partner share, quick write, group work, etc)

Are a variety of group configurations used during the observed time? (partner talk, small group, whole class)

Are a variety of group configurations used during the observed time? (partner talk, small group, whole class)

Increased MotivationReduced RiskMore Processing TimeIncreased Attention

Echevarria, Short, Vogt - 2008

Whole-class –Introduce new informationModel processesReview

Flexible small groups – Encourages collaborationPromotes development of multiple

perspectivesPartner work –

Provides practice opportunitiesProvides scaffolding and assistance

Echevarria, Short, Vogt - 2008

What different types of group interaction were observed in the first grade lesson?

Review Scenario #2 with your tablemates and discuss feedback that could be given back to the teacher.

Does the teacher use linguistic frames or sentence starters with students when teaching vocabulary?

Does the teacher use linguistic frames or sentence starters with students when teaching vocabulary?

Does the teacher reference primary language cognates or Greek or Latin roots when teaching a new vocabulary word?

Does the teacher reference primary language cognates or Greek or Latin roots when teaching a new vocabulary word?

Teachers should – Explicitly teach 5-7 instructionally important

words per lesson (Pathway)

Provide examples of the target words in contexts

Teach the “word relationships” of the target words—cognates, synonyms, antonyms, multiple meanings, roots, affi xes, etc.

Expose students to target words multiple times

Kinsella and SCOE - 2005

Students should – Learning to use the words by talking,

comparing, analyzing, and writing (Pathway)

Recording the words, their definitions, and visual representations (Pathway)

Expressing definitions in their own words

Kinsella and SCOE - 2005

An example … what is Lexicon?How would you define?

How would you use?

1 : a book containing an alphabetical arrangement of the words in a language and their definitions : dictionary2 a : the vocabulary of a language, an individual speaker or group of speakers, or a subject b : the total stock of morphemes in a language3 : repertoire, inventory

Word Origin/Roots/Affixes

Synonym/Explanation

Image/Examples

lexicon

lex‘ i con

From Greek – lexis – meaning word or speech.

synonym: a dictionary

definition: all the words in a particular language;the special vocabulary of a profession, hobby

Education Lexicon = •NCLB•Differentiated instruction•AYP/AMAO

Teenage Text Lexicon = •lol•roflol•idk

Kate Kinsella - 2005

60% of all English words originate from Greek or Latin roots.

Most of SBE approved content area texts have lists of Spanish/English cognates.

Partnership for Reading - 2001

A is

brown bear big

. A bear

is furry

. A bear is

not .

tiny

Susana Dutro/CRLP - 2004

B/EI:A ___ has/is ____. _____ is _____. _______ is not _______.

I: _____ and _____ are alike because ______. They are different because _____.

EA/A: _____ and _____ are similar because they both ____, but what is different is that _____.

How did the use of linguistic frames assist students with use of new vocabulary?

Review Scenario #3 with your tablemates and discuss next steps and coaching points.

When appropriate, does the teacher provide corrective feedback to students in regards to language, allowing the student an opportunity to practice the language correctly?

When appropriate, does the teacher provide corrective feedback to students in regards to language, allowing the student an opportunity to practice the language correctly?

Clarifies/Corrects misunderstandings or misconceptions

Models correct usage

Restating or Paraphrasing also validates a student’s thinking or understanding

Strategy that involves practice of oral sentences by rebuilding and repeating words and phrases from the back to the front.

Particularly useful for practicing long or expanded sentences.

Sentence to be read orally by student:Look at the llama and the gazelle.

Student: Look at the lla … and the …. Guz …Teacher: Listen. Gazelle. You say it.Student: Gazelle.Teacher: and the gazelle. You say it.Student: And the gazelle.Teacher: the llama and the gazelle. You say

it.Student: The llama and the gazelle.Teacher: Look at the llama and the gazelle.

Look at the llama and the gazelle. You say it two times.

Student: Look at the llama and the gazelle. Look at the llama and the gazelle.

Review Scenario #4 with your tablemates and discuss feedback that could be given back to the teacher.

3275 3275 IntermediaIntermediate Prof te Prof StudentsStudents

From ELL Services –Administrator, Program Specialist, and Coaches to

assist with all program concerns – Student placementCELDT supportTeacher trainingRFEP monitoringELAC/DELACClassroom walk throughs for monitoring

ELL Coaches – to provide coaching and monitoring of all EL students.

Addition of coach for middle school/junior high schools.

Once ELD established, push in to languagearts classrooms for additional coaching and monitoring.

At school sites – Training of staff (with support from ELL Services) on the 6 questions as

aligned to the Pathway.Teachers to create seating chart

with English learners highlightedMonitoring of El’s progress both

in (classroom walkthroughs) and out (data) of the classroom.

As your ticket out the door, please use the last page of your handout and answer the following questions:

One concern I have about my English learners is _____________________________.

BCSD ELL Services can help support me by _______________________________.