Equipping Your English Learners for Academic Success

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Equipping Your English Learners for Academic
Success

• Building Receptive and
• Expressive Language

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Norms

• Be respectful of one another
• Cell phones off or on vibrate
• Avoid side conversations (jot notes instead?)
• Ask we questions. Save me questions.
• Keep the focus on teaching and learning that
  which is within our sphere of influence
• Be a learner - actively participate in readings,
  discussions and activities

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Participation Processes

• Parking Lot questions will be addressed after
  breaks and at the end of day
• During discussion time, please focus attention on
  the given task first, then discuss related topics
  of interest.
• At the signal, please finish your sentence but
  refrain from starting a new paragraph

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Thinking About MyEnglish Learners

• My Turn, Your Turn
• Letter off A-B-A-B at your table. Remember your
  letter.
• Person A turns the first frame into a question.
• Person B completes the frame.
• Frames are on the following slide
• Use previous learning from the E.L. Series and
  your experience as reference points.
• Continue with the same process, switching roles
  for each bullet.

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Reflections

• To best support English Learners based on their
  background and level of English use, we need to
  know _______ and ________. (Day 1 2)
• A few strategies to scaffold content learning for
  English learners include_______, _______, and
  ______. (Day 2)
• I have had the most success with my English
  learners when ____________.
• A challenge I have had in supporting my English
  learners with their language growth includes
  ______.

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Outcomes for the Day

• Answer the Questions
• How do I maximize English Language learning in
  both ELD and content standard instruction?
• What language structures need to be taught and
  how do I teach them?

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Looking At Our English Learners
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Research DrivenQuestions Teachers Should Ask

• Last time we asked
• What will I do to establish and
  communicate learning goals,
  and celebrate success?
• What will I do to help students
  effectively interact with new knowledge?
• This time we will focus on the question
• What will I do to engage my English Learners?

The Art and Science of Teaching Marzano, 2007
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Language Learning

• Need to be explicit with our language instruction
  so that we can help prevent

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http//www.youtube.com/watch?vBNQLmHKlmiE
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Instructional Blueprint for English Learners

• This blueprint describes two instructional
  purposes
• Systematic ELD (for proficiency level)
• English language for content learning (for grade
  level)
• Please read the Blueprint for English Learner
  Instruction.
• As you read, highlight key phrases for table
  sharing to follow.

E.L. Achieve A Focused Approach
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Instructional Blueprint for English Learners

• Comprehensible delivery of content instruction
• Utilizes instructional strategies and techniques
  to make content comprehensible (e.g. SIOP, GLAD,
  SDAIE, etc.)
• Maximizes teachable moments throughout the entire
  instructional day for both content and language

E.L. Achieve A Focused Approach
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Instructional Blueprint for English Learners

• Comprehensible delivery of content instruction
• Utilizes instructional strategies and techniques
  to make content comprehensible (e.g. SIOP, GLAD,
  SDAIE, etc.)
• Maximizes teachable moments throughout the entire
  instructional day for both content and language

E.L. Achieve A Focused Approach
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Instructional Blueprint for English Learners

• Comprehensible delivery of content instruction
• Utilizes instructional strategies and techniques
  to make content comprehensible (e.g. SIOP, GLAD,
  SDAIE, etc.)
• Maximizes teachable moments throughout the entire
  instructional day for both content and language

E.L. Achieve A Focused Approach
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Instructional Blueprint Talking Stick

• Consider the reading you just completed and the
  information that followed.
• In groups of 3 or 4, select a Talking Stick.
• 1st round The Instructional Blueprint made me
  think about ____.
• 2nd round Im noticing that when it comes to
  learning a language, students _____because___.
• Continue using the frames above until the signal.

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Language to Develop a Solid Language Foundation
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When focusing on ELD

• we have the opportunity to teach English learners
  the language they
• did not learn before entering school,
• will not be taught in any other content area, and
• need to be able to use every day.

E.L. Achieve A Focused Approach
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(No Transcript)
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ELD Matrix of Grammatical Forms
Scope and sequence of grammatical knowledge
across proficiency levels
E.L. Achieve A Focused Approach
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Scope Sequence of Language Skills ELD Matrix
of Grammatical Forms

• Describing actions states of being VERBS
• Naming people, places things NOUNS ARTICLES
• Re-naming people, places things PRONOUNS
• Connecting ideas PREPOSITIONS
• Connecting ideas CONJUNCTIONS
• Describing what kind, how many, how much, which
  one ADJECTIVES
• Describing when, where, how, why ADVERBS

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ELD Matrix of Grammatical Forms

• Layout of Tool
• Note proficiency levels across the top.
• Note parts of speech along the left side.
• Getting to know this tool
• Skim entire ELD Matrix.
• Read one level vertically.
• Read one part of speech horizontally.

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Enjoy a 10 minute break
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Small Group ActivityELD Matrix Sort

• You will work in groups of 3 or 4
• Sort the cards by level of English proficiency
  using the ELD Matrix of Grammatical Forms as a
  resource
• Now, group the samples by part of speech
• Finally, generate one more example for each of
  the levels.

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Whats Grammar Got to Do With It?

• Internalized knowledge of grammatical forms
• Is essential to language proficiency
• Equips us with tools to communicate our thinking

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Putting Grammar in its Place

• However, just as the ability toDecode ?
  Reading,
• Grammatical knowledge ? Language.
• It greases the wheels for us to be able to
  communicate ideas.
• But remember Functions First!

E.L. Achieve A Focused Approach
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Language Functions

• Functions are the purposes for communicating
  orally and in writing.

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Language Functions

• Different language functions require different
  grammatical forms
• Retelling calls for verbs and verb phrases
• Describing where something is located calls for
  prepositional phrases
• Telling about a person or thing calls for nouns
  and pronouns

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ELDProminent Language Functions
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Language to Share Content Knowledge

• Receptive which leads to Expressive

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Content LearningDominant Language Functions

• Language functions commonly found in content
  standards, include
• Identification and explanation (includes
  description, definition)
• Cause and effect relationships
• Compare and contrast attributes or actions
• Prediction and inference
• Express sequence and time relationships
• Summary and generalization

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Cause and Effect Signal Words

• Topic Charges
• What causes a negatively charged balloon to stick
  to a neutral wall? This happens because there is
  another way to separate charges. The balloons
  negative charges repel negative charges in the
  wall. The walls negative charges move away a
  little. They are now separated from the walls
  positive charges. The balloons negative charges
  are then attracted to the walls positive
  charges. The balloon sticks to the wall.
• Harcourt School Publisher California Science
• grade 4 Interactive Science Reader

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Cause and Effect Signal Words Phrases

• Topic Charges
• What causes a negatively charged balloon to stick
  to a neutral wall? This happens because there is
  another way to separate charges. The balloons
  negative charges repel negative charges in the
  wall. The walls negative charges move away a
  little. They are now separated from the walls
  positive charges. The balloons negative charges
  are then attracted to the walls positive
  charges. The balloon sticks to the wall.
• Harcourt School Publisher California Science
• grade 4 Interactive Science Reader

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Vocabulary to teach

• The topic determines the vocabulary you need to
  teach.

Topic Charges What causes a negatively charged
balloon to stick to a neutral wall? This happens
because there is another way to separate charges.
The balloons negative charges repel negative
charges in the wall. The walls negative charges
move away a little. They are now separated from
the walls positive charges. The balloons
negative charges are then attracted to the walls
positive charges. The balloon sticks to the wall.
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Your Turn

• Peruse the Dominant Function Content paragraphs
  and choose several to look for signal words based
  on a function with a partner.
• Circle the signal words
• What might be some important vocabulary to teach?
  
• Underline the vocabulary
• If you brought your materials, look at upcoming
  passages to identify the language function,
  signal words and important vocabulary to teach.
  If not, use the CST Release Test Questions.

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ConnectionLanguage Function Signal Words
Explain through classification
Predict/Hypothesize
Sequence
B/EI have, are, are called, is used to I
described as, is part of, is related to, is used
for EA/A characterized by, utilized for,
identified by, employed as, features,
B/EI first, second, next, then, last, I To
get started, from there, continue to, to
finish EA/A initially, eventually, to
begin/conclude the process,
B/EI is going to, will, I think I think,
believe, probably, predict, might EA/A most
likely, certainly, doubt, based on,
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Signal Words are not enough

• Students need sentence frames to provide
  structure for responses that focus on accuracy.
• To get started, we ____. After that, we ____.
  From there, we _____. Finally, ____.
• When ____ is added to _____, it ______.
• _____ is _______, however, _____ is ______.
• Both _____ and _____ are able to ______.
• Your turn
• Use the Thumbnail Look at Common Functions to
  create a few frames for expressive language
  students will need to use in an upcoming
  situation.

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Starters vs. Frames

• Sentence Starters and Sentences Frames are not
  the same

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Sentence Starters do not provide sufficient
structure for accurate responses

• Prompt How does your best friend get to
  school?
• Sentence Starter My best friend
  __________________.
• Sentence Frame My best friend ______s to school

Verb Bank (present tense s) walks rides her
bike gets a ride
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Simple Sentence Starters can be turned into
Sentence Frames

• Sentence Starters require students to already
  know how to accurately complete the sentence
• Sentence Frames add essential grammatical support
  so students can produce a competent response in
  the appropriate register.

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Response Frames Language Function Prediction

• I predict that the character _______ will
  ________ (base verb study, leave)
• or will be ______ (adjective upset, excited)
• I made this prediction because she/he ________
  (past tense verb tried, bought)

Source of example Kate Kinsella
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Enjoy an hour for lunch
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Structured Oral Language Practice

• Student Participation and Practice

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Structured Oral Language Practice

• Provides students the opportunity to
• Internalize new vocabulary and sentence
  structures
• Develop fluent accuracy
• Build confidence in using English
• Provides teachers ongoing monitoring of student
  progress.

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Find Someone WhoLanguage Practice Strategies

• With a partner other than that at your table,
  meet to
• Have your partner describe ONE of the strategies.
• You jot down the gist of the strategy in the box.
• Finish by writing down your partners name.
• Continue the process with new partners until you
  hear the chime.

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Head to the Computer Lab
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Pulling it all together

• With a partner, consider todays focus on
  building receptive and expressive language. In
  what ways will you support the learning of
  English in upcoming lessons? Be prepared to share
  your thoughts.

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Day 3 Evaluation

• Reflect on Day 3 Learning (http//estaffroom.sccoe
  .org)
• Thank you for spending the day with us!