Focus on English Learners:Improving EL student achievement in

every class, everyday!

1.) Develop academic language proficiency in English, higher-level thinking skills, and advanced literacy skills. (Rapidly and effectively)

2.) Provide access to grade-level content curriculum. (Achieve at the same level of proficiency as English-only)

Literacy defined: “the ability to communicate and demonstrate knowledge in all content areas”

Literacy

Language Fluency

LEP/EL = 3Limited English Proficient/English Learner

1170

LTEL’s – Long Term English Learners6 or more years of education in the US

907/1170

RFEP = 4Reclassified Fluent English ProficientWere EL and met Reclassification CriteriaFEP = 2Fluent English ProficientTested fluent on their first CELDTEO = 1English Only

MUHSDSchool English LearnersGolden Valley High School 267/2103 13%

Livingston High School 184/1128 16%

Buhach Colony High School 157/1785 9%Merced High School 216/2793 8%

Atwater High School 203/1826 11%

Yosemite High School 68/403 17%

Sequoia High School 21/155 14%

Independence High School 48/224 21%

Annual Measurable Achievement ObjectivesTarget2010-11

MUHSD2010-11

Target2011-12

MUHSDProjected2011-12

BCHSProjected2011-12

AMAO 1Making progress in learning English

54% 42.2%No

56% 63.10%Yes

75.00%Yes

AMAO 2Attaining English proficiency Less than 5 yrs

18.7% 13.9%No

20.1% 23.00%Yes

28.00%Yes

AMAO 2Attaining English proficiency 5yrs or more

43.2% 29.5No

45.% 52.10%Yes

61.70%Yes

CELDT

Focus on English Learners

1. Who are my English Learners?2. What are their English proficiency levels?3. Where are they seated in my classroom?4. What is my plan for them today?

Ask yourself these four easy questions.

Quickwrite –Rate 1-5 and justify. AV

Check yourRosters!

1. Who are my English Learners?

3 = LEP/EL

We have three English Learners!

1. Who are my English Learners? (Continued)Take a closer look at each EL student profile.

Home Language is Hmong. Student is an English Learner.

Check test scores!

2. What are their English proficiency levels?Learn their CELDT Scores. CELDT Levels are located under “Other”.

California English Language Development Test - CELDT

Overall Listening Speaking Reading Writing

AdvancedLevel 5

Level 5 Level 5 Level 5 Level 5

Early AdvancedLevel 4

Level 4 Level 4 Level 4 Level 4

IntermediateLevel 3

Level 3 Level 3 Level 3 Level 3

Early IntermediateLevel 2

Level 2 Level 2 Level 2 Level 2

BeginningLevel 1

Level 1 Level 1 Level 1 Level 1

CELDT results include 1 Overall Proficiency Level and 4 Subtests Scores.

This student is an Overall C4 with Reading as the lowest Subtest.

2. What are their English proficiency levels? Check CELDT Scores.

Edith Billy Dan

Bill Cindy Nicole Michael Tiffany Doug W.

Jenna Vue Abby Tyler Sammy Katy

Doug B. Marcia Marie

JalalC3 - L

Hossam Marc Rafael

Yer Natalie Debbie Alejandro Julie Ray

Johnny Oscar Jose Pablo Ken Gerardo

HarpreetC3 - S

Mandy MariaC4 - W

Mark HouaC3 - S

Sue

Use Your Seating Charts

Use a color to represent EL/LEP and/or label by Overall CELDT Level.You might use a letter to represent the lowest CELDT subtest level. (“S” for Speaking)You might consider pre-selecting this student to share out on a frequent basis.

3. Where are they seated in my classroom?

Jalal4. What is my plan for them today?Elbow Partner/Share

CELDT Levels

Teacher Behaviors Students Behaviors

C3Intermediate

• Lots of modeling• Lots of practice opportunities• Key vocabulary emphasized• Not independent learners• Treat/teach as if the students are C4’s• Provide guidance, assistance to ensure fossilized errors do not

occur• Explicit instruction for idiomatic expressions• Explicit instruction for academic vocabulary• Instruction in phonemic awareness, decoding, spelling and

grammar• Model, expand, restate and use standard English• Ask how and why open-ended questions, help students respond

by using sentence stems• Ask higher level thinking questions• “I Do,” “I Do,” “We Do,” “We Do,” “You Do”

• Speaks in sentences• Errors made that impede reading, writing

and verbal communication• Ownership of the language occurs at this

level• Describe people, places and events• Recall and state facts• Define and explain vocabulary• Read and retell from a variety of texts with

scaffolding when appropriate• Begin to identify main idea and details• Demonstrate strong verbal communication

skills, but these skills are not reliable indicators of their ability to comprehend academic material

Notes from DAIT – T4S PresentationC3

Teacher Behaviors

• Lots of modeling• Lots of practice opportunities• Key vocabulary emphasized• Not independent learners• Treat/teach as if the students are C4’s• Provide guidance, assistance to ensure fossilized errors do not occur• Explicit instruction for idiomatic expressions• Explicit instruction for academic vocabulary• Instruction in phonemic awareness, decoding, spelling and grammar• Model, expand, restate and use standard English• Ask how and why open-ended questions, help students respond by using sentence

stems• Ask higher level thinking questions• “I Do,” “I Do,” “We Do,” “We Do,” “You Do”

C3

Students Behaviors

• Speaks in sentences• Errors made that impede reading, writing and verbal communication• Ownership of the language occurs at this level• Describe people, places and events• Recall and state facts• Define and explain vocabulary• Read and retell from a variety of texts with scaffolding when appropriate• Begin to identify main idea and details• Demonstrate strong verbal communication skills, but these skills are not

reliable indicators of their ability to comprehend academic material

C3

Independent(“Known”)

Instructional(“With help”)

Beyond the Zone(“Can’t do”)

CELDT Levels Teacher Behaviors Students Behaviors

C5Advanced

• Treat students as proficient/independent learners, “You do”

• Instructing using grade level materials• Facilitating the learning process• Using collaborative grouping• Treating students as independent learners• Allowing students to lead group discussions• Encouraging independent use of reference materials

and technology• Providing explicit grammar instruction• Providing opportunities for student generated

presentations• Providing a variety of realistic/technical writing

opportunities• “I Do,” “We Do,” “You Do”

• Independent learners• Note-taking (not copying)• Writing with few errors• Demonstrate fluency with content topics• Read and comprehend grade level texts• Initiate and negotiate social conversations• Prepare and deliver presentations/reports

across grade level content areas that use a variety of sources

• Comprehend and generate discussions and presentations in social as well as academic settings

• Respond to and use figurative language and idiomatic expressions appropriately

C4Early Advanced

• Treat students as proficient, but understand that they make mistakes

• Instructing using grade level materials• Allow students to work independently• Consistently monitor students to catch errors early• Focus heavily on academic language and literacy• Structure group discussions• Include grammar instruction• Ask questions at higher levels of thinking• “I Do,” “We Do,” “You Do”

• Proficient English speakers, but make mistakes• Use discourse with some errors• Errors do not interfere with understanding• Speak in more than one sentence• Give opinions and reasons, make

comparisons, justify views and summarize• Demonstrate ability to use higher order

language• Identify main idea and details• Use expanded vocabulary• Engage in conversation and produce

sequential narrative• Develop literacy skills with increased

comprehension

4. What is my plan for them today? (CELD Book)

CELDT Levels Teacher Behaviors Students Behaviors

C2Early Intermediate

• Consistent use of language frames• Read to students• Expand student’s understanding of concrete words• Learn vocabulary and sentence structure from patterned

books• Expand student’s responses by asking who, what, where

(literal questions)• Expect short answers• Ask questions requiring simple comparisons and

descriptions• “I Do,” “I Do,” “I Do” - Little “You Do”

• Speaks in phrases• Struggling, grappling with the language• Makes major errors in writing/reading and

speaking that impede thinking• List and categorize• Attempt to talk, making extensive

pronunciation and grammatical errors• Begin to acquire some grammatical elements• Give short answers to simple questions• Read some basic vocabulary and write

simple sentences

C1Beginning

• Teacher modeling• Provides language/sentence frames• Teach vocabulary using movement and drawing/pictures.

Best taught thematically.• Demonstrate personal interest and genuine caring for

students• Provide ample listening activities with a listening objective• Read aloud predictable and patterned books• Provide opportunities for students to label and manipulate

pictures and objects• Provide one-on-one time with students• Use out-of-grade-level texts• “I Do,” “I Do,” “I Do”

• Speaks in words• Nods and shakes head to answer questions• Points to objects or print• Sorts objects into categories• Pantomime• Draw pictures and label drawings and

diagrams• Gesture to show understanding• Match objects or pictures• Give yes/no answers to simple questions• Reproduce what they hear, repeat and recite• Difficulty with all areas of literacy

Radiate possibilitiesEnthusiasm is contagious!

Expect positive outcomesBelieve in your students and have faith in your instruction.

Hope is not a strategyHave a plan for your EL student every class, everyday.

Ideas…• Modify Speech, enunciate clearly, use

authentic natural speech (intonation, pauses, and volume aid meaning), use shorter less complex sentences when appropriate

• Repeat, rephrase, and/or paraphrase key concepts and directions (CFU)

• Minimize use of slang• Define/explain idioms when used

more ideas…

• Provide contextual definitions – explain the word, write after saying it

• Meaningful contextualization – make it relevant to their world, real-life, make the connection, make it understandable

• Tap into prior knowledge, use what they know, to teach what they need to know

• Model and demonstrate

• Frontload Vocabulary – Explicitly teach the words, have a system, use multiple contacts with word, connect a visual or symbol to the term, games

• Use graphic organizers, foldables, connect a writing and speaking opportunity to the organizer

• Utilize Realia, video clips, color photos, black and white photos, drawings, sketches to create meaning

more ideas…

even more ideas…• Act out the meaning, provide relevant

examples, use gestures, facial expressions, and body language

• Design step –by- step lessons and CFU directions

• Mini-lessons – Target specific skill or concept • I do, we do, you do• Bridging, cross them over• Scaffolding, training wheels, provide supports,

remove as need decreases

a few more…• Word banks• Sentence starters, put academic words in their

mouths• Thematic bulletin boards, theme word walls• Highlight text, use font size and bold print to

convey importance or organization• Have students circle, highlight, underline, and yes

pronounce new key words• Allow student to prepare and practice response

before sharing out, Pair-share

finally• Pre-select EL students to share out so that

they may prepare• Call on EL students when selecting authentic

volunteers• Random call gives EL’s a fighting chance of

being involved• Allow plenty of wait time, no rescue• Do not allow blurt outs• Provide reading support: anticipation guide,

direct reading activity