1 Leticia M. Trower Gaston County Schools Used with permission I can distinguish academic language that is critical for English Language Learners to learn in my class I can use WIDA MPIs to create or adapt lesson objectives for ELLs at various proficiency levels I can collaborate with the ESL teacher in order to determine my students ELPs, instructional supports for my ELLs, and language objectives I can describe the roles of the classroom teacher and the ESL teacher in an ELLs education 2 Leticia M. Trower Gaston County Schools Used with permission ESL LEP ELL ELD CCSS ES NC ES ELD WIDA MPI ELP L1 L2 3 Leticia M. Trower Gaston County Schools Used with permission The Classroom Teacher or the ESL Teacher? Whose responsibility is it to 1. Use the NC Essential Standards for English Language Development 2. Use the CCSS for Math and ELA 3. Have a deep understanding of second language acquisition 4. Speak ELLs native language 5. Teach content knowledge 6. Teach academic language 7. Communicate ELLs successes and challenges 8. Collaborate with other teachers 9. Know ELLs English language proficiency levels 10. Understand how ELLs English language proficiency levels impact academic performance 4 Leticia M. Trower Gaston County Schools Used with permission 5 Leticia M. Trower Gaston County Schools Used with permission 1. The North Carolina English Language Development Standards are for _______ teachers of English language learners (ELLs). ALL 2. Content teachers as well as ESL teachers are responsible for integrating these standards into _______ instruction. DAILY 3. The WIDA standards focus on the development of the students social and academic _______over time and are designed to be used for instruction of ELLs in _______ content areas. LANGUAGE PROFICIENCY ALL 6 Leticia M. Trower Gaston County Schools Used with permission 4. The focus of the standards is teaching students to use _______. ACADEMIC LANGUAGE 5. The WIDA standards are the bridge which connects _______ to _______ thereby making content accessible to English language learners. LANGUAGE CONTENT 6. The extent to which an English language learner can express understanding and communicate in English is very limited at levels _______ and _______. ONE TWO 7. ELLs must move forward in learning _______ while at the same time developing _______. GRADE LEVEL CONTENT ACADEMIC LANGUAGE PROFICIENCY 7 Leticia M. Trower Gaston County Schools Used with permission 8. Content teachers should use the WIDA standards documents to _______ in their classrooms. GUIDE LESSON PLANNING AND EXPECTATIONS FOR ENGLISH LANGUAGE LEARNERS 9. ESL teachers should teach _______ - not _______ THE LANGUAGE OF THE CONTENT THE CONTENT 10. _______ must occur to effectively integrate academic language and content. COLLABORATION BETWEEN ESL TEACHERS AND CONTENT TEACHERS 8 Leticia M. Trower Gaston County Schools Used with permission Concrete ideas and concepts Explicit meaning Familiar situations Informal registers General vocabulary Single words and phrases Non-conventional forms Abstract ideas and concepts Implicit meaning Unfamiliar situations Formal registers Technical vocabulary Extended discourse Conventional forms to 9 Leticia M. Trower Gaston County Schools Used with permission What proficiency level do you think best describes this student? Why? Be prepared to state your evidence! Although it is easy for Jennifers teacher and her peers to understand her, it is clear that she is not a native speaker of English. She mixes up words like in and on, and usually pronounces Vs like Bs. Her vocabulary is not quite on grade-level, but it has improved a lot this year - she no longer gropes for words while speaking. Her teacher hopes that by the end of the year, Jennifer will be using more transition words in her speaking and writing. 10 Leticia M. Trower Gaston County Schools Used with permission At your table, think of one objective you have taught How would you teach it? Talk briefly at your tables about this Did you use language to teach the objective? 11 Leticia M. Trower Gaston County Schools Used with permission All teachers should include language objectives in content lessons. 12 Leticia M. Trower Gaston County Schools Used with permission The language function describes how the student communicates, and corresponds to one of the four language domains: reading, writing, speaking, or listening The topic is the subject area concept of the lesson The support may be graphic, interactive, or sensory. 13 Leticia M. Trower Gaston County Schools Used with permission LANGUAGE FUNCTION TOPIC SUPPORT I can discuss the stages of the water cycle using sequence words with a partner using a word bank. 14 Leticia M. Trower Gaston County Schools Used with permission LANGUAGE FUNCTIONTOPICSUPPORT I can label features of the Earth based on diagrams or models. I can sequence descriptive sentences and pictures to illustrate forms of conservation I can repeat information about math operations using manipulatives and teacher models (e.g., Here are three groups of four.) I can give a partner directions from one place to another on maps or globes, using sequential language 15 Leticia M. Trower Gaston County Schools Used with permission ESL teacher Has WIDA MPIs Can help you create language objectives Can-Do Descriptors Start here when considering the language goals of your students Content Standards Consider the language students need to meet the content objective of the lesson 16 Leticia M. Trower Gaston County Schools Used with permission CCSSM 2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons Language: vocabulary & patterns Greater, greatest less, least equal to __ is greater/less than __ __ is the greatest/least __ is equal to __ 17 Leticia M. Trower Gaston County Schools Used with permission CONTENT 1. Order numbers from least to greatest. 2. Use, or = to make each sentence true. LANGUAGE Use the sentence frames below to read your number sentences to a partner: 1. ___ is greater than ___ 2. ___ is less than ___ 3. ___ is equal to ___ 18 Leticia M. Trower Gaston County Schools Used with permission ESL teachers conduct classes in English You do not have to speak Spanish to be an ESL teacher Why do so many ESL teachers speak Spanish? Because ESL teachers are interested in language and languages! Students should be allowed to use L1 Additive bilingualism Many skills will transfer from L1 to L2 Alternative instruction, materials, and assessment is expected for newcomer students 19 Leticia M. Trower Gaston County Schools Used with permission The Classroom Teacher or the ESL Teacher? Whose responsibility is it to 1. Use the NC Essential Standards for English Language Development 2. Use the CCSS for Math and ELA 3. Have a deep understanding of second language acquisition 4. Speak ELLs native language 5. Teach content knowledge 6. Teach academic language 7. Communicate ELLs successes and challenges 8. Collaborate with other teachers 9. Know ELLs English language proficiency levels 10. Understand how ELLs English language proficiency levels impact academic performance 20 Leticia M. Trower Gaston County Schools Used with permission I can distinguish academic language that is critical for English Language Learners to learn in my class I can use WIDA MPIs to create or adapt lesson objectives for ELLs at various proficiency levels I can collaborate with the ESL teacher in order to determine my students ELPs, instructional supports for my ELLs, and language objectives I can describe the roles of the classroom teacher and the ESL teacher in an ELLs education 21 Leticia M. Trower Gaston County Schools Used with permission I came here expecting I got I really appreciated Next time I would like 22 Leticia M. Trower Gaston County Schools Used with permission