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AGENDA. Instruction of English Language Learners. Examples of Assessments. WIDA Performance Definitions. Relative Language Proficiency

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AGENDA Instruction of English Language Learners Patricia Chamberlain I. Relative language proficiency II. BASIC Assessment Model III. Discrete vs Holistic methods IV.
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AGENDA Instruction of English Language Learners Patricia Chamberlain I. Relative language proficiency II. BASIC Assessment Model III. Discrete vs Holistic methods IV. WIDA standards V. Analysis of samples VI. ELL Instructional strategies The Foundation of the BASIC Model Components of the BASIC Model Contextual Information (e.g., Home language surveys; Family, student & community surveys; Historical data) Learning Goals (e.g.., Cross-cultural competence; Language development; Academic achievement) Learning Standards (e.g., Academic content; Language proficiency) Learning Benchmarks (e.g., Grade-level expectations; Growth markers along 3 developmental continua) Foundation of a comprehensive assessment system Contextual Information Learning Goals Learning Standards Learning Benchmarks Gottlieb & Nguyen (2007) Examples of Assessments Idiosyncratic Standard Standardized Anecdotal work samples COR, Work Sampling ESI, DIAL, UNIT, ISEL, OS Relative Language Proficiency L L1 WIDA Performance Definitions Entering Beginning Developing Pictorial or graphic representation of language, word, phrases, chunks, yes/no questions General language, short phrases/ sentences, errors often impede communication General and some specific content language, expanded sentences, errors may impede communication 1 WIDA Performance Definitions Reaching Bridging Technical vocabulary and variety of sentence lengths as required at grade level, comparable to peers Technical vocabulary of content area, variety of sentence lengths, comparable to peers Framework for Language Analysis Student: Level: Phonological Morphemic Semantic Strengths Instructional needs Expanding Some technical vocabulary of content area, variety of sentence lengths, with minimal errors Syntactic Pragmatic Structures Pronouns Complexity Vocabulary Pragmatics Linguistic Features Present, present progressive, Past (regular and irregular), Future, Conditional, Compounds i.e.. future perfect Subject: he, she, it, we, they Object: me, you, him, them, us Possessives: mine, yours, his, hers, theirs Sentence length, variety, quantity Technical for content area, variety, Tier II (multiple meaning or shades of meaning), breadth of common vocabulary, idioms Register, figurative language, procedural, narrative, expository, persuasive, Listen ing Speak ing Enter WIDA Can Do Descriptors Points to pictures Names objects Begin Sorts pictures based on directions Asks What Questions Develop Selects information from descriptions Makes predictions Expand Compares information Discusses stories Bridg Draws conclusions from information Engages in debates Reach Entering/Beginning Developing Songs and chants Repeated Patterned Read Alouds Completing Pattern Books Support in first language Games: Red light, Pig,Pig,Wolf, Twister, Vocabulary Bingo Memorized role play dialog Following visual directions Use of concrete materials Wordless Picture Books Turn & Talk Picture sequencing cards for a routine Following snack recipe Scavenger Hunt Felt Board story retelling Shared Reading Play several roles with play script Answers simple questions during play Dictates 2-3 word play plan 2 Expanding/Bridging Think-Pair-Share Graphic Organizers Readers Theater Scaffolds own play plan Uses variety of sentences to manage self and others during play Brochures Journals Create written play props: menus, grocery list, passport OBSERVATIONS The earlier levels are building blocks for later levels. There are overlaps across levels Visuals are used more frequently at earlier levels L1 support more frequent at earlier levels Structure is reduced as proficiency increases Content area at all levels Active learning at all levels Culturally responsive at all levels Multiple intelligences at all levels Interaction at all levels Learning moves from concrete to abstract Sheltered Instruction for Young ELL s Content Objectives Language Objectives Adaptation: Levels Meaningful Linked to background Key vocabulary Grouping Comprehensible Input Frequent interaction opportunities Hands-on Integrated language skills Assessment Theme Development: Airport Roles: Pilot, flight attendant, mechanic, security, passengers Props to collect: hats, oxygen mask, suitcase, seatbelts, food trays Props to make: Tickets, airplane, control panel, passports, signs Lead In Activity: Student pictures on airplane and discussion of a trip, video clip from movie, United Streaming video clip, Books: I want to be a pilot Amazing Airplanes Airplanes Viajo en Avion Parental Involvement: Parents send pictures of trip, make ID badges or, make pretend food Differentiated Language Objectives Vocabulary: Entering Pilot, mechanic, passenger, security, plane, eat, go, numbers, food, piloto, mecánico, pasajero, securidad avión, comer, ir, números,,,, Language: Developing Welcome, take off, landing, luggage, fasten seatbelt, next, present tense Language: Reaching Control tower, ready for take off, runway, clouds, weather conditions, time, future Question of the Day Question of the Day 3 Message of the Day Description: Teacher models scaffolded short, familiar, meaningful message. Repeats it drawing lines. Repeats it writing words. Purpose: Connects and written language, introduces concepts of print, alphabetic principle, comprehension Message of the Day. Message of the Day Video clip Message of the Day Today we are going to listen to a presentation. Content Process Product Tomlinson, C.A. The Differentiated Classroom 1999 DIFFERENTIATION Language Culture Use L1/L2 for play scheme: a visit to family outside US Work cooperatively to create passports using L1/L2 Create passport in L1/L2 using a variety of materials Plan trip to visit family or important place to the child Develop ideas cooperatively for passports Have parents contribute artifacts to be used during airport theme eg. Pictures, stories of trips Disability Model one role/one play scheme eg. giving passport to attendant Provide picture prompts of steps for making passport Select own picture to paste in passport Breaking The Code J. Richard Gentry Phase Zero: No letters Phase One: Letters without sound representation Phase Two: Beginning and ending sounds Phrase Three: A letter for a sound Phase Four: Spelling in chunks of phonics pattern 4 Language Sample Activity Content Differentiation Language Culture Disability In groups analyze the samples using the framework. Identify strengths and needs in as many areas as relevant. Then determine an overall WIDA level. Consider differentiation matrix to plan activities. Process Product Transitional Bilingual Bilingual Teacher Uses L1 for instruction Provides ESL instruction Bilingual Teacher Assistant Uses L1 for instruction Uses ESL techniques Parents/Community Newsletters in L1 OR Bilingual Supports L1 use L1 training Bilingual Support Monolingual Teacher Uses ESL techniques matched to proficiency Supports use of L1 Bilingual Teacher Uses L1 to teach not Assistant manage. L1 & L 2 equal Facilitates home/school connection Parents/Community Bilingual newsletter Supports L1 use Bilingual training ESL Monolingual Teacher Uses ESL techniques matched to proficiency level Supports use of L1 Monolingual Teacher Follows teacher s plan Assistant Supports use of L1 Parent/Community Newsletter in English Supports L1 use English training References Bodrova, Leon, Paynter, Hensen (2003) Scaffolding Literacy Development in the Preschool Classroom. McRel Bodrova, Leong. (1996) Tools of the Mind:A Vygotskian Approach to Early Childhood Education. Merrill. NJ Early Childhood Education for Hispanics in the U.S. (2007). Echevarria, Vogt, Short. ((2007) Making Content Comprehensible for English Learners:The SIOP Model. Pearson. Espinosa. Challenging Common Myths About Young English Language Learners. (January 2008) Foundation for Child Development Policy Brief No. 8: Advancing PK-3. Fromberg & Bergen (2006) Play from Birth to Twelve; Contexts Perspectives, and Meanings. CRC Press 5 Freeman & Freeman(2006) Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Clasrooms. Heinemann. All children shall have time to play and time to rest when we are tired. For Every Child UNICEF Gottlieb & Nguyen (2007) Assessment & Accountability in Language Education Programs. Caslon. Wwwcaslonpublishing.com McLaughlin, Blanchard & Osanai (1995) Assessing language development in bilingual preschool children. Roberts (2009) No Limits to Literacy for Preschool English Learners. Corwin. Tabors (2006) One Child, Two Languages. Brookes Publishing. Transforming Early Learning: Educational Equity for Young Latinos.(2009) 6
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