ELP Standards Workgroup

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ELP Standards Workgroup

• Southern Oregon Team
• Elizabeth Prusko, Medford School District 549C
• Sherry Watson, SOESD
• Carol Holm, SOESD

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Instruction for Diverse Groups of English
Language Learners

• Overall Message
• There are 5 sound principles put forth. All of
  them address elements of effective Sheltered
  English Instruction (SEI).
• Learning is always based on prior knowledge and
  experience. ELLs must have equal access to
  knowledge that is valued in school. (Background
  Knowledge Text Analysis)
• Language and cognition develop together and
  progressively. As ideas and relationships become
  more complex, so does language. (Scaffolding
  integration of content and language objectives)

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Instruction for Diverse Groups of English
Language Learners

• The goal of learning is to develop the stance of
  generativity and autonomy. This is accomplished
  through apprenticeship in which the learner is
  invited to become a member of a community of
  practice. (Gradual Release of Responsibility
  structured language practice)
• The goal of language use is to make it
  contextually appropriate students need to be
  competent navigators within a range of different
  registers (1st function 2nd ideas 3rd form)
• Assessment is integrated into the process of
  teaching and learning. Assessment-elicited
  information is used by both teachers and students
  to consistently keep learning moving forward.
  (formative assessment)

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Key Factors or Discoveries Made by Authors

• Nothing new hereThe principles in this article
  reflect effective SEI practices already
  represented in models such as SIOP, CM, GLAD.

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Its the authors view that, for children
entering school with little or no English, there
is a pivotal role for English as a Second
Language (ESL) teachers, which is to develop
students initial English language, both social
and academic, in deep, generative, and
accelerated ways. Once students have reached an
intermediate level of proficiency in English,
further development of the academic uses of
language becomes the responsibility of every
teacher.

• What do the authors mean by every?
• Content area teachers only? OR
• Content area teachers AND ELD teachers?

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Key Factors or Discoveries Made by Authors

• If ELLs at Intermediate level or higher are only
  receiving instruction from content-area teachers
  in a SEI environment, does that mean
• they will receive ELD instruction from the
  content-area teacher, or
• they will not receive ELD instruction at all?
• Either situation appears to run counter to
  federal and state ELL program requirements.

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Key Factors or Discoveries Made by Authors

• If ELLs at Intermediate level or higher are
  receiving instruction from both content-area
  teachers in a SEI environment and ELD teachers,
  that brings us back to
• The Instructional Blueprint for English Learners

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Instructional Blueprint for English Learners

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Relevance to the Mission of the Workgroup

• Using the Blueprint for ELL Instruction from the
  EL Achieve professional development materials,
  the authors principles apply to the Making
  Content Comprehensible and Making Language
  Comprehensible sections, which run across the
  content areas.
• These are the same portions of the Blueprint that
  are addressed in the WIDA standards and current
  Oregon ELP to ELA Pathways document.

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Relevance to the Mission of the Workgroup

• Other than a cursory mention of the pivotal
  role of ESL teachers for newcomers, the
  article did not specifically address the ELD
  slice of the Blueprint.
• Therefore, we do not see any relevance of the
  article to ELD instruction and the development of
  English Language Proficiency per se.

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Relevance to the Mission of the Workgroup

• We are still unclear about the mission of the
  workgroup (ELP vs. ELA), which makes it difficult
  for us to comment further on its relevance to
  the mission of the workgroup.
• In closing, we think that the article could be
  relevant to the SEI portion of an ELL program,
  but not the ELD portion.