ELD & SDAIEELD & SDAIE

BTSABTSA

Giancarlo Mercado, TTA Advisor Giancarlo Mercado, TTA Advisor giancarlo.mercado@lausd.net

Today’s Objectives

Establish purpose on why we are having a presentation on ELs

Distinguish between ELD and SDAIE

Identify some strategies that can be used for each one

Discuss the challenges that ELs face

View what it can look like in a classroom

LAUSD K–12 Enrollment byLAUSD K–12 Enrollment byLanguage ClassificationLanguage Classification

EO

EL

RFEP

IFEP

32%

38%

10% 21%

California R30 Language Census Report Planning, Assessment and Division3

Clarify Acronyms…

EO-

RFEP-

IFEP-

EL-

English OnlyEnglish Only

Redesignated Fluent English Redesignated Fluent English Proficient Proficient

Initial Fluent English Initial Fluent English ProficientProficient

English LearnerEnglish Learner

Top Languages Represented in California / LAUSDTop Languages Represented in California / LAUSD

SpanishSpanish 1,222,809 85% 1,222,809 85% 282,509 93.0% 282,509 93.0% (1(1stst))

VietnameseVietnamese 39,447 39,447 3%3% 975 0.3% 975 0.3% (6(6thth))

Hmong Hmong 28,374 28,374 2%2%

CantoneseCantonese 25,509 25,509 2%2% 1,668 0.6% 1,668 0.6% (5(5th)th)

FilipinoFilipino 18,193 18,193 1%1% 2,268 0.8% 2,268 0.8% (4(4thth))

KhmerKhmer 16,283 16,283 1%1%

KoreanKorean 16,278 16,278 1%1% 3,858 1.3% 3,858 1.3% (3(3RDRD))

ArmenianArmenian 15,459 15,459 1% 3,908 1.3%1% 3,908 1.3% (2(2NDND))

California (2000)California (2000) LAUSD (2008-09) LAUSD (2008-09)

Checking Our Reality What percentage of elementary

3rd Grade English Learners scored Proficient or Advanced on the CST in Language Arts?

A. 9%B. 14 %C. 27 %D. 33%

What is your responsibility? What is your responsibility? Federal and State Law Federal and State Law and district policy)and district policy)

Supreme Court Ruling 1974Supreme Court Ruling 1974

“ “ There is no equality of treatment merely by There is no equality of treatment merely by providing students with the same facilities, providing students with the same facilities, textbooks, teachers and curriculum, for textbooks, teachers and curriculum, for students who do not understand English are students who do not understand English are effectively foreclosed from any meaningful effectively foreclosed from any meaningful education.” education.”

Lau v. NicholsLau v. Nichols

Alternative Ways to Read TextAlternative Ways to Read Text

EchoEcho

ChoralChoral

Collaborative Reading Collaborative Reading

Correlations between Correlations between English Language Development Standards/ CELDT Performance Levels,English Language Development Standards/ CELDT Performance Levels,

ELD Levels, and ESL Courses/ ESL Levels ELD Levels, and ESL Courses/ ESL Levels(for reference information only, (for reference information only, notnot for placement purposes) for placement purposes)

State ELD State ELD Standards/ Standards/ CELDT CELDT Performance Performance LevelsLevels

ELD Level ELD Level (Elementary)(Elementary)

Secondary ESL Course (ESL Secondary ESL Course (ESL Level)Level)

Beginning (B)Beginning (B) 11 Intro AB(0) Intro AB(0) Beginning A (1)Beginning A (1)

Early Early Intermediate Intermediate (EI)(EI)

22 Beginning B (1)Beginning B (1)

Intermediate (I)Intermediate (I) 33 Intermediate 2A (2)Intermediate 2A (2)

Early Advanced Early Advanced (EA)(EA)

44 Intermediate 2B (2)Intermediate 2B (2)

Advanced (A)Advanced (A) 55 Advanced 3 (3)Advanced 3 (3)Advanced 4 (4)Advanced 4 (4)

Grade Level Grade Level English English Language Arts Language Arts Standards***Standards***

55 Grade Level SDAIE Language Grade Level SDAIE Language ArtsArts(Preparation for Redesignation (Preparation for Redesignation [PRP])[PRP])

LAUSD ELD Benchmarks

=Adequate Progress 1 ELD Level per Year

Reasonable Fluency = Reach ELD 5after 5 years of instruction

Adequate ELD Progress

Checking our Reality

What percentage of English learners began elementary school in kindergarten and still did

not meet criteria for reclassification by 5th grade?

A. 25 %

B. 49%

C. 10 %

D. 54%

From one of our students…

I know for a fact that we get a second class education. We need teachers to expect more from us. We need teachers to challenge us more. They just give us like second grade work—It’s like if you don’t know English good or speak with an accent, you must be dumb. We’re smart, but the school work is not.

First ELD…First ELD…

Meaning of Meaning of the the

Acronym Acronym

GoalsGoals

MethodsMethods

English Language Development English Language Development

• Develop Develop Academic Vocabulary Academic Vocabulary • Learning academic Learning academic language structureslanguage structures of of conversation and textconversation and text•learning both BICS and CALPSlearning both BICS and CALPS

•Brief frontload of content vocabularyBrief frontload of content vocabulary

•Examine and explicitly teach the vocabulary Examine and explicitly teach the vocabulary and structures of English so that they can and structures of English so that they can communicate their understanding.communicate their understanding.

• pictures, maps, realia, graphic organizers, pictures, maps, realia, graphic organizers, Thinking Maps, word walls, cognates, Thinking Maps, word walls, cognates, sentence stems, songs, chants, etc., to teach sentence stems, songs, chants, etc., to teach vocabulary and structures needed to express vocabulary and structures needed to express appropriate meaningappropriate meaning

•Modified speechModified speech

CONTENTCONTENT CONNECTIONSCONNECTIONS COMPREHENSIBILITYCOMPREHENSIBILITY INTERACTIONINTERACTION

English Language Development

Cecilia Cooks Curry in IndiaCecilia Cooks Curry in India

Content: ELD Curriculum

Elementary Secondary

Hampton Brown’sInto English!

High Point

Scott Foresman ESLAmazing English!

Basic

Level A

Level C

Level B

Is there a teaching tool that puts the Is there a teaching tool that puts the ELA and ELD standards together?ELA and ELD standards together?

?+ =+ =

Does this teaching tool also match the Does this teaching tool also match the exact ELA standard with the matching ELD exact ELA standard with the matching ELD step by step teaching process for each ELA step by step teaching process for each ELA standard? standard?

ConnectionsConnections: : Complete the following passage:Complete the following passage: The questions that p______ face as they The questions that p______ face as they

raise ch______ from in_______ to adult life raise ch______ from in_______ to adult life are not easy to an______. Both fa______ are not easy to an______. Both fa______ and m______ can become concerned and m______ can become concerned when health problems such as co______ when health problems such as co______ arise any time after the e______ stage to arise any time after the e______ stage to later life. Experts recommend that young later life. Experts recommend that young ch______ should have plenty of sunshine ch______ should have plenty of sunshine and nutritious food for healthy growth. and nutritious food for healthy growth. B______ and g______ should not share B______ and g______ should not share the same b______ or even sleep in the the same b______ or even sleep in the same r______. They may be afraid of the same r______. They may be afraid of the d______. d______.

Many rural students on a poultry farm could have Many rural students on a poultry farm could have completed this paragraph as follows:completed this paragraph as follows:

The questions that The questions that poultrymenpoultrymen face as they face as they raise raise chickenschickens from from incubationincubation to adult life to adult life are not easy to are not easy to answeranswer. Both . Both farmersfarmers and and merchantsmerchants can become concerned when can become concerned when health problems such as health problems such as coccidiosiscoccidiosis arise arise any time after the any time after the eggegg stage to later life. stage to later life. Experts recommend that young Experts recommend that young chickschicks should have plenty of sunshine and should have plenty of sunshine and nutritious food for healthy growth. nutritious food for healthy growth. BantiesBanties and and geesegeese should not share the same should not share the same barnyardbarnyard or even sleep in the same or even sleep in the same roostroost. . They may be afraid of the They may be afraid of the darkdark..

Comprehensibility: Comprehensibility: Techniques for Teaching Vocabulary

Books with illustrationsPantomime, songs, chantsTotal Physical Response (TPR)Cross-age tutors Language Experience Approach (LEA)Computer assisted technologyAppropriate questioning techniquesAppropriate questioning techniquesWord lists: Word lists: targeted vocabulary, functional word targeted vocabulary, functional word walls/banks, contrasting vocabulary, synonyms, walls/banks, contrasting vocabulary, synonyms, cognatescognates, idioms, figurative expressions, multiple , idioms, figurative expressions, multiple meaning words, contractions, prefixes, suffixes, writer’s meaning words, contractions, prefixes, suffixes, writer’s folderfolder

Which are words that need to be Which are words that need to be explicitly taught to make this math explicitly taught to make this math word problemword problem comprehensible? comprehensible?

Possible Visuals for Vocabulary

Flow MapFor Sequencing and Ordering

Sound Word Wall

/D/ /ă/ /f/ /ā/

Dinosaur Is From Ace

Do If For Acorn

Dog Igloo Four Eight

demand invite phone able

Functional Word Wall

Naming Part

(Subject)

Telling Part

(Predicate)

The boy played ball in the park

The children read the book to his brother

The brown ball flew into the nest

The tiny bird rolled down the street

Math Vocabulary Functional Word Wall

Verb Adjective Noun

evaluated linear Equation

y=mx+b

solved Equal Line

distribute parallel ordered pairs

(1,2)

formulate intersecting slope

calculate positive solution

Functional Word Wall- Content Based

scared sorry said

frightenedterrified

My Personal My Personal ThesaurusThesaurus

SS

apologetic

remorsefulregretfulhorrified

What words would What words would your students put in?your students put in?

mumbled

whispered

admitted

nagged

Questioning StrategiesQuestioning Strategies

Allow for sufficient time to answer question.Allow for sufficient time to answer question.

Use vocabulary students can understand.Use vocabulary students can understand.

Rephrase questions when the students do not Rephrase questions when the students do not respond in the manner you expected.respond in the manner you expected.

Before asking just one student to answer, have Before asking just one student to answer, have all students discuss possible answers with a all students discuss possible answers with a partner or with entire table.partner or with entire table.

Make it easier for students to ask questions by Make it easier for students to ask questions by creating a risk-free environment and give them creating a risk-free environment and give them time to formulate them.time to formulate them.

Now, at what level (beginning, intermediate Now, at what level (beginning, intermediate or advanced)* would these types of or advanced)* would these types of

questions be appropriate? questions be appropriate? Analyze and/or infer how and whyAnalyze and/or infer how and why

Prioritize…Prioritize…

Suggest an alternative outcome to…Suggest an alternative outcome to… ______

Point to…Point to…

Yes/no questionsYes/no questions

Match…Match… ______

How and WhyHow and Why

DescribeDescribe

CompareCompare ______* In elementary, termed 1,3 & 5* In elementary, termed 1,3 & 5

Vocabulary-samples

Which techniques would you use to teach any of these words?

adjacent

complementary

beguile

parts of a whole

photosynthesis

variable

InteractionInteraction

Holding every student accountable Holding every student accountable for what they know increases for what they know increases

interaction and learning.interaction and learning.

Benefits of Group Work/ Benefits of Group Work/ InteractionInteraction::(Cooperative Learning, Think-Pair-Share)(Cooperative Learning, Think-Pair-Share)

Students:Students:hear a greater variety of language, hear a greater variety of language, increasing inputincreasing inputinteract more with others, increasing interact more with others, increasing outputoutputuse target vocabulary and other use target vocabulary and other language in appropriate and language in appropriate and meaningful contextsmeaningful contexts

Benefits of Group Work/ Benefits of Group Work/ InteractionInteraction::(continued)(continued)

Students:Students:have several opportunities to express have several opportunities to express similar ideas in many wayssimilar ideas in many waysbecome more daring and feel more become more daring and feel more comfortable and confident working with comfortable and confident working with peerspeers

Equity & Access In analyzing the routine tasks teachers perform,

B. Smith (1971) declares that “ teaching is, above all, a linguistic activity” and “language is at the very heart of teaching” (p.24). Whether making assignments, giving directions, explaining events, interpreting words and expressions, providing propositions, justifying decisions and actions, making promises, dispersing praise and criticism, or assessing capability, teachers must use language. And the quality of the performance of these tasks is a direct reflection of how well they can communicate with their students. Smith admonishes educators for not being more conscientious in recognizing the importance of language in the performance and effectiveness of their duties. Geneva Gay, Culturally Responsive Teaching

Now SDAIE Now SDAIE Meaning of Meaning of

the the Acronym Acronym

GoalsGoals

Methods/Methods/ToolsTools

Specifically Designed Academic Specifically Designed Academic Instruction in English Instruction in English

Giving students meaningfulGiving students meaningful access access to the to the content instructioncontent instruction so that they can so that they can master master grade level standardsgrade level standards

•Scaffolding content Scaffolding content •Comprehensible InputComprehensible Input•Pictures/Charts/RealiaPictures/Charts/Realia•Drawings/Captions/Maps,Drawings/Captions/Maps,•Graphic Organizers/Thinking MapsGraphic Organizers/Thinking Maps•Making connections to culture/languageMaking connections to culture/language•Increased Interaction Increased Interaction

SDAIESDAIE (Specially Designed Academic Instruction in English)(Specially Designed Academic Instruction in English)

It is a learning technique that highlights It is a learning technique that highlights grade appropriate, cognitively demanding grade appropriate, cognitively demanding

core curriculum for English Learners.core curriculum for English Learners.

Please turn to the definition and examples Please turn to the definition and examples provided in your packet and read them silently.provided in your packet and read them silently.

CONTENTCONTENT CONNECTIONSCONNECTIONS COMPREHENSIBILITYCOMPREHENSIBILITY INTERACTIONINTERACTION

Specially Designed Academic

Instruction in English (SDAIE)

Cecilia Cooks Curry in IndiaCecilia Cooks Curry in India

ContentContent

California Mathematics Framework; California Science FrameworkCalifornia Mathematics Framework; California Science Framework

ConnectionConnection

What students already know about What students already know about the content is one of the strongest the content is one of the strongest indicators of how well they will indicators of how well they will learn new information relative learn new information relative to the content being to the content being presented by presented by the teacher. the teacher.

Marzano 2004Marzano 2004

Students in the process of acquiring English often have difficulty expressing themselves to convey the understanding they have of the content they are learning. No one should equate low intelligence with lack of language. Beginning English Learners often understand much more than they are able to express. Their receptive English grows at a much faster rate than their expressive English. For this reason, teachers must create a variety of ways for English Learners to demonstrate their understanding.

ComprehensibilityComprehensibility: Apple Activity: Apple ActivityClosely observe your object, the real apple, and create a list Closely observe your object, the real apple, and create a list on your dry eraser board of as many descriptive words on your dry eraser board of as many descriptive words (properties) that describe this object. Use all your senses (properties) that describe this object. Use all your senses except taste. How does it look, feel, smell, and sound?except taste. How does it look, feel, smell, and sound?

Now look at the fake apple. As you observe it, cross out any Now look at the fake apple. As you observe it, cross out any properties that can no longer be observed.properties that can no longer be observed.

Look at the color picture of the apple. As you observe it, cross Look at the color picture of the apple. As you observe it, cross out any properties that can no longer be observed.out any properties that can no longer be observed.

Look at the black and white picture of the apple. As you Look at the black and white picture of the apple. As you observe it, cross out any properties that can no longer observe it, cross out any properties that can no longer

be observed.be observed.

Look at the printed word “apple.” As you observe it, cross out Look at the printed word “apple.” As you observe it, cross out any properties that can no longer be observed.any properties that can no longer be observed.

A Hierarchy of Effectiveness GuideA Hierarchy of Effectiveness GuideWhen providing experiences to develop oral language and concepts…When providing experiences to develop oral language and concepts…

MOST EFFECTIVEMOST EFFECTIVE

Real ObjectReal Object3-D Model of the object3-D Model of the objectColor picture of the objectColor picture of the objectDrawing of the objectDrawing of the objectWordWord

LEAST EFFECTIVELEAST EFFECTIVE

Note: A combination of several strategies can be very powerful.Note: A combination of several strategies can be very powerful.

Source: Understanding and Assisting 2Source: Understanding and Assisting 2ndnd Language Learners, Presentation at California Kindergarten Conference, 1997, by Sue Language Learners, Presentation at California Kindergarten Conference, 1997, by Sue Byers.Byers.

Copyright@2001 by Long Beach Unified School DistrictCopyright@2001 by Long Beach Unified School DistrictAll Rights ReservedAll Rights ReservedBasic Elements of SDAIE TrainingBasic Elements of SDAIE Training

Brace MapBrace MapFor Identifying Part/Whole RelationshipsFor Identifying Part/Whole Relationships

InteractionInteraction

Holding every student accountable Holding every student accountable for what they know increases for what they know increases

interaction and learning.interaction and learning.

Final Review

SDAIETeaching in Standard English

Teaching Content using English as the

Vehicle Objective: students

understand the content and meaning

(of a lesson/passage etc )

ELD Teaching Standard English Teaching English using content as the vehicle

Objective: students learn the features of the English Language (grammar, vocabulary, ways to

express concepts, structures ) •Teaching Standard English

•Teaching in Standard English

•Teaching Content using English as the vehicle

•Teaching English using Content as the vehicle

CONTENTCONTENTVocabularyVocabularyStandards-Based MaterialsStandards-Based MaterialsCA Content StandardsCA Content StandardsClearly Stated ObjectivesClearly Stated Objectives

CONNECTIONSCONNECTIONSPrior KnowledgePrior KnowledgeK-W-L ChartsK-W-L ChartsAnticipation GuidesAnticipation GuidesQuestioningQuestioningStory TellingStory TellingBrainstormingBrainstorming

COMPREHENSIBILITYCOMPREHENSIBILITYModified Teacher SpeechModified Teacher SpeechVocabulary EmphasisVocabulary EmphasisFrontload vocabularyFrontload vocabularyWord WallsWord WallsVocab. JournalsVocab. JournalsWord Walls, Word StudyWord Walls, Word StudyReading ActivitiesReading ActivitiesQuestioningQuestioningSummarizingSummarizingScan/skim/preview textScan/skim/preview textModeling readingModeling readingRead aloudsRead aloudsText featuresText featuresWriting ActivitiesWriting ActivitiesBrainstormingBrainstormingScaffoldingScaffoldingDiscussionDiscussionWriting processWriting processPeer editingPeer editingVisualsVisualsTransparenciesTransparenciesModelsModelsReal ObjectsReal ObjectsGraphic OrganizersGraphic OrganizersHands-on activitiesHands-on activitiesExcerpts from film, videoExcerpts from film, videoBrainstormingBrainstormingRead AloudRead AloudThinking Maps®Thinking Maps®Primary Language SupportPrimary Language SupportReciprocal TeachingReciprocal TeachingActivities that engage textActivities that engage textCooperative Learning activitiesCooperative Learning activitiesTotal Physical Response (TPR)Total Physical Response (TPR)

INTERACTIONINTERACTIONStudent to Student InteractionStudent to Student InteractionCooperative LearningCooperative LearningReciprocal TeachingReciprocal TeachingTeacher to Student InteractionTeacher to Student InteractionDiscussionDiscussionQuestioningQuestioningReflectionReflection

Let’s locate good ELD/SDAIE strategies together.

Let’s Enrich a Lesson Together!Let’s Enrich a Lesson Together!Take a blank sheet of paper and fold it Take a blank sheet of paper and fold it vertically into thirds.vertically into thirds.Label the first column, “Teacher.”Label the first column, “Teacher.”Label the second column, “Students.”Label the second column, “Students.”Label the third column, “Suggested Label the third column, “Suggested Strategies.”Strategies.”As you view the demo lesson, fill in As you view the demo lesson, fill in evidence viewed in the first two columns evidence viewed in the first two columns and any suggested ELD/SDAIE strategies and any suggested ELD/SDAIE strategies in the last column.in the last column.

Sit next to someone who is Sit next to someone who is working at your same grade working at your same grade level or with someone who level or with someone who

teaches the same subject area. teaches the same subject area. Exchange strategies that you Exchange strategies that you that you plan on implementing that you plan on implementing

right away.right away.

Thank youGraciasShnorhagallemCa’m onXie xieShukranSalamatObrigado