Title: ESOL Workshop
1ESOL Workshop
- Includes ESOL Strategies to meet Response to
Intervention and the Sheltered Instruction (SIOP)
Model - By
- Pamela Lorenzo
- Educational Specialist in TESOL
- ESOL Instructor for Brevard County
2No Child Left Behind Act (NCLB) Annual Measurable
Achievement Objectives (AMAOs) under Title III
- Accountability for English Language Learners
(ELLS) is required under NCLB as measured by
annual performance targets that must be met by
all Title III-funded Local Education Agencies
(LEAs) - http//www.fldoe.org/aala/amao.asp
-
3Cultural Riches Chart
4Cultural Diversity
- 1. Student's native culture should be accepted
and accommodated - 2. The educational system should seek to expand
and enrich the existing repertoire of teaching
styles, instructional activities, and even
administrative procedures to provide for the
cultural diversity of students. - http//www.ncela.gwu.edu/pubs/classics/culture/app
lications.htm
5Cultural Diversity
- 1. Useful components of the second culture
should be taught - Students should expand and enrich their
repertoire of knowledge, skills, and behaviors,
and extend their cultural competence - Students should develop positive biculturalism
- http//www.ncela.gwu.edu/pubs/classics/culture/app
lications.htm
6Standards for Effective Teaching and Learning
- 1. Joint Productive Activity Teacher and
Students Producing Together - 2. Language Development Developing Language
Across the Curriculum - 3. Making Meaning Connecting School to
Students Lives - 4. Cognitive Challenge Teaching Complex
Thinking - 5. Instructional Conversation Teaching Through
Conversation - Echavarria, J. (1998). Teaching language
minority - students in elementary schools.
http//www.cal.org/crede/pdfs/ResBrief1.pdf
7ESOL Strategies
- Teachers should use a variety of instructional
methods whenever possible (including visual and
manipulative) - Never assume there is one best way to teach
anything. - http//www.ncela.gwu.edu/pubs/classics/culture/app
lications.htm
8Communication
- BICS and CALP refer to a distinction
introduced by Cummins (1979) between basic
interpersonal communicative skills and cognitive
academic language proficiency. The distinction
draws attention to the very different time
periods typically required by immigrant children
to acquire conversational fluency in their second
language as compared to grade-appropriate
academic proficiency in that language. - Cummins, J. (1979) Cognitive/academic
language proficiency, linguistic interdependence,
the optimum age question and some other matters.
Working Papers on Bilingualism, No. 19, 121-129
9Parent Involvement
- Parents made recommendations for improving
parent involvement in their school - 1. Changing the attitudes of school staff to
make the parent feel more welcome - 2. Taking parents interests into consideration
when planning activities - 3. Recognizing that even if parents cannot be
present at school, helping their children at home
is also a valuable contribution - 4. Providing parents with knowledge about how
to be involved in a range of involvement
opportunities. - Pena, Delores C. (2000)Parent
Involvement Influencing factors and
implications. The Journal of Educational
Research, 94 (1), pp. 42-54. - http//www.floridapartnerships.usf.edu/pdfs
/RTP_2007/Rsrch_Prac_Res
10What is the Response To Intervention Model?
- 1. Multiple tiers of evidence-based instruction
service delivery - 2. A problem-solving method designed to inform
the development of interventions - 3. An integrated data collection/assessment
system to inform decisions at each tier of
service delivery - http//www.florida-rti.org/RtI.pdf
11What does Response to Intervention look like?
12How does Response to Intervention apply to the
classroom?
- 1. Scientific research-based instruction is
delivered by highly qualified personnel - 2. Curriculum and instructional approaches must
have a high probability of success for most
students - 3. Differentiate instruction to meet individual
learning needs - http//www.florida-rti.org/RtI.pdf
13Why is the Response to Intervention used?
- 1. Data are used to guide instructional decisions
and to align curriculum and instruction to
assessment data - 2. To allocate resources
- 3. To drive professional development decisions
- 4. To create student growth trajectories to
target and develop interventions - http//www.florida-rti.org/RtI.pdf
14RTI Framework
- Tier 1
- is the foundation and consists of scientific,
research-based core instructional and behavioral
methodologies, practices, and supports designed
for all students in the general curriculum. - http//www.florida-rti.org/RtI.pdf
15RTI Framework
- Tier 2
- consists of supplemental instruction and
interventions that are provided in addition to
and in alignment with effective core instruction
and behavioral supports to groups of targeted
students who need additional instructional and/or
behavioral support. - http//www.florida-rti.org/RtI.pdf
16RTI Framework
- Tier 3
- consists of intensive instructional or
behavioral interventions provided in addition to
and in alignment with effective core instruction
with the goal of increasing an individual
students rate of progress. Tier 3 interventions
are developed for individual students using a
problem-solving process. - http//www.florida-rti.org/RtI.pdf
17Collaboration with Parents for RTI Model
- Parent Involvement
- Meaningful and effective parental/family
involvement is critical to student progress and
required by both NCLB and IDEA. It is vital that
parents be informed and involved at each step in
the process. Regardless of whether the parent or
the teacher initiated a concern, parent
involvement should be facilitated throughout the
process. - http//www.florida-rti.org/RtI.pdf
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19What is the problem-solving method for RTI?
- 1. Define the problem by determining the
discrepancy between what is expected and what is
occurring. Ask, Whats the problem? - 2. Analyze the problem using data to determine
why the discrepancy is occurring. Ask, Why is it
taking place? - 3. Establish a student performance goal, develop
an intervention plan to address the goal, and
delineate how the students progress will be
monitored and implementation integrity will be
ensured. Ask, What are we going to do about it?
- 4. Use progress monitoring data to evaluate the
effectiveness of the intervention plan based on
the students response to the intervention plan.
Ask, Is it working? If not, how will the
intervention plan be adjusted to better support
the students progress? - http//www.florida-rti.org/RtI.pdf
20Support Websites for RTI
- Problem Solving/Response to Intervention (PS/RtI)
(http//floridarti.usf.edu/) - Positive Behavior Support (PBS)
(http//flpbs.fmhi.usf.edu/) - Student Support Services Project
(http//sss.usf.edu/) - Reading First (http//www.justreadflorida.com/read
ing_first.asp) - Florida Center for Reading Research (FCRR)
(http//www.fcrr.org) - Florida Center for Research Science,
Technology, Engineering and Math (FCR-STEM)
(http//www.fcrstem.org/center11.aspx) -
21Application of RTI to English Language Learners
- A challenge facing educators is the
difficulty in determining an English Language
Learners (ELL) actual learning potential using
standardized intelligence assessments and testing
procedures. Educators often misinterpret ELLs
lack of full proficiency in English as low
intelligence (Oller, 1991) or as a language or
learning disability (Langdon, 1989). RtI models
hold promise for preventing academic failure by
providing support for culturally and
linguistically diverse students within the
general education environment. Ideally, this will
decrease the number of ELLs who are
inappropriately referred to and placed in special
education (Vaughn Fuchs, 2003). - http//www.florida-rti.org/RtI.pdf
22ESOL Standards
- TESOL Standards. Goal statements for LEP
students - Use English to Communicate in social setting.
- Use English to achieve academically in all
content areas. - Use English in socially and culturally
appropriate ways. - Best educational practices emerge when the
teachers understand and use both sets of
standards to guide them in making decisions about
curriculum and instruction. We have an obligation
to provide evidence of our teaching and student
learning. - www.tesol.org
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25Sheltered Instruction Observation Protocol
- Lesson Plan Checklist for SIOP
- The Sheltered Instruction Observation Protocol
(SIOP) - I. Preparation
- 1. Write content objectives clearly for students
- 2. Write language objectives clearly for
students - 3. Choose content concepts appropriate for age
and educational background level of students. - 4. Identify supplementary materials to use
(graphs, models, visuals). - 5. Adapt content (e.g., text, assignment) to all
levels of student proficiency. - List ideas for adaptation
- 6. Plan meaningful activities that integrate
lesson concepts (e.g., surveys, letter writing,
simulations, constructingmodels) with language
practice opportunities for reading, writing,
listening, and/or speaking (www.cal.org)
26SIOP Model Instruction
- II. Instruction
- Building Background
- 7. Explicitly link concepts to students
backgrounds and experiences - 8. Explicitly link past learning and new
concepts. - 9. Emphasize key vocabulary (e.g., introduce,
write, repeat, and highlight) for students. - List key vocabulary (www.cal.org)
27SIOP Model Comprehensible Input
- Comprehensible Input
- 10. Use speech appropriate for students
proficiency level (e.g., slower rate,
enunciation, and simple sentence - structure for beginners).
- 11. Explain academic tasks clearly.
- 12. Use a variety of techniques to make content
concepts clear (e.g., modeling, visuals, hands-on
activities, demonstrations, - gestures, body language). (www.cal.org)
28SIOP Model Strategies
- Strategies
- 13. Provide ample opportunities for students to
use strategies, (e.g., problem solving,
predicting, organizing, summarizing,categorizing,
evaluating, self-monitoring). - 14. Use scaffolding techniques consistently
(providing the right amount of support to move
students from one level of understanding to a
higher level) throughout lesson. - 15. Use a variety of question types including
those that promote higher-order thinking skills
throughout the lesson (literal, analytical, and
interpretive questions). -
(www.cal.org)
29SIOP Interaction
- Interaction
- 16. Provide frequent opportunities for
interaction and discussion between
teacher/student and among students about lessons
concepts, and encourage elaborated responses. - 17. Use group configurations that support
language and content objectives of the lesson. - List the grouping types
- 18. Provide sufficient wait time for student
responses consistently. - 19. Give ample opportunities for students to
clarify key concepts in L1 as needed with aide,
peer, or L1 text
30SIOP Practice and Apply
- Practice/Application
- 20. Provide hands-on materials and/or
manipulatives for students to practice using new
content knowledge. - 21. Provide activities for students to apply
content and language knowledge in the classroom. - 22. Provide activities that integrate all
language skills (i.e., reading, writing,
listening, and speaking). (www.cal.org)
31SIOP Lesson Delivery
- Lesson Delivery
- 23. Support content objectives clearly.
- 24. Support language objectives clearly.
- 25. Engage students approximately 90-100 of the
period (most students taking part and on task
throughout the lesson). - 26. Pace the lesson appropriately to the
students ability level. (www.cal.org)
32SIOP Review and Evaluation
- III. Review/Evaluation
- 27. Give a comprehensive review of key
vocabulary. - 28. Give a comprehensive review of key content
concepts. - 29. Provide feedback to students regularly on
their output (e.g., language, content, work). - 30. Conduct assessments of student comprehension
and learning throughout lesson on all lesson
objectives (spot checking, group response).
(www.cal.org)