HOW ELLS ACHIEVE ACADEMIC EXCELLENCE Language and Literacy Simultaneous Instruction

HOW ELLS ACHIEVE ACADEMIC

EXCELLENCE

Language and Literacy Simultaneous Instruction

WHY

Lau v Nichols (1974) Supreme Court Case “ where inability to speak or understand the English language excludes language minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students. “

Justice White

The Global Institute for Language & Literacy Development

Title I and III

Title III Section 3113: States will establish standards and objectives for raising the level of English language proficiency that derive from the 4 domains of reading, writing, speaking and listening ALIGNED with Achievement of challenging State academic content and student achievement standards, and objectives established for ALL students.


SIMPLIFIED

Language must equal content demand


WHAT

ACCESS: ELLs must access grade-level content through language(s). (STANDARDS ALIGNED)

ALIGNMENT: The tighter the system is aligned; the greater the results.

ALIGNMENT=‘s ACCESS=‘s RESULTS=‘s EQUITY DATA: Use Language proficiency (ACCESS) data

and academic content assessment data to improve instruction and increase achievement


The Global Institute for Language & Literacy Development, LLC.

Review - What is Alignment v. Linkage

Linkage refers to the decree to which the description of language domain and skill level bear some relationship to the content objective. (correlation)

Alignment refers to the degree of a “direct” match between the description of the language level, domain and skill level, and the description of content objective.

What Does Alignment of ELP Standards to Content Standards Mean?

Alignment refers to the degree to which there is a “direct” match between the description of the language level, domain and skill level, and the description of content objective.

Aligning ELP standards to academic content standards provides a focused description of what an English Language Learner is expected to know, be able to do and demonstrate in English at the end of instruction for any given content objective.

Even more importantly - alignment of ELP standards to content standards provide a clear description and expectation of the English language knowledge and skill level an English Language Learner can access instruction to learn and master the content objectives, and attain state established academic achievement standards & targets.



Alignment is a KEY to ELL Academic Achievement

English LanguageProficiency Standards

Curriculum

INSTRUCTION(Language Development/Acquisition

& Content)&

PROFESSIONAL DEVELOPMENT

Aligned

Aligned

Aligned

AcademicContent Standards

Scientific Based Research

AcademicContent

Assessment

DataDat

a

CurriculumEnglish

LanguageProficiencyAssessment

Aligned Aligned

Annual Measurable

Achievement Objectives

Title III & I

State AcademicContent & Achievement

Objectives Title I

High Academic Achievement

Comprehensive System & ALIGNMENT ALIGN Content Standards Align with ELP Standards Valid and Reliable Assessments Assessments Align with 2 sets of Standards Data Analysis is based on Actionable Data Align Curriculum & Instruction with Standards Monitor Progress: formative assessments


Achievement

Highly Effective Teachers Teach Language and Literacy Simultaneously Include ELLs in regular classroom instruction Include ELLs in Honors, STEM, Regular Courses Exit ELLs out of separate ESL programs (monitor) Dual language instruction: qualified teachers

knowledgeable in language demands match grade-level content standards/expectations


HOW


7 STEPS

Align Content & ELP Standards Align ELL Descriptors: Language Levels/Domains Align Curriculum Align Instruction and Instructional Strategies Align Assessment: Formative and Summative Analyze Actionable/Relevant Assessment Data to

Identify Content and Language Gaps Monitor Progress: Check for Comprehension


Framework for Academic Content Standards

What ALL students should know and

be able to do

Overarching goals & themesConcept

What ALL students

should know & be able to do at EACH Grade

Level


STANDARDS

Academic Content: Literacy Standard

What does the Standard require you to Teach?

What is the What of the What= STANDARDS


VA SOL Grade 3 Reading 3.3 The student will apply word-analysis skills when reading. a) Use knowledge of regular and irregular vowel patterns. b) Decode regular multisyllabic words. 3.4 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of roots, affixes, synonyms, and antonyms. c) Apply meaning clues, language structure, and phonetic

strategies. d) Use context to clarify meaning of unfamiliar words. e) Discuss meanings of words and develop vocabulary by

listening and reading a variety of texts. f) Use vocabulary from other content areas. g) Use word reference resources including the glossary,

dictionary, and thesaurus.

VA SOL GRADE 4 Reading

4.4 The student will expand vocabulary when reading.

a) Use context to clarify meanings of unfamiliar words.

b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

c) Use word-reference materials, including the glossary, dictionary, and thesaurus.

d) Develop vocabulary by listening to and reading a variety of texts.

e) Use vocabulary from other content areas. The Global Institute for Language & Literacy Development

Activity

Review and Analyze: Reading/Language Arts List each aspect of language development and

reading comprehension that must be taught List on chart paper Discuss with Team Share with group 2 minutes



What Do We Mean by English Language Proficiency for PreK – 12 Grade Students?

GILD’s Broad Definition: Language proficiency (or linguistic proficiency) is the demonstrated ability of a student to speak, understand, comprehend, read and write in the acquired language (i.e. English).

GILD’s Operational Definition: Language proficiency of an English language learner means the English language the student has developed and acquired. That is, sufficient knowledge, skills and ability in speaking, reading, writing, and understanding the English language so as to ensure that such a student has the opportunity to learn successfully in classrooms where the language of instruction is English and affords the student access to rigorous grade level academic content instruction.

What Are English Language Proficiency Standards?

English Language Proficiency Standards Provide: The language domain and broad statement of what an

English Language Learner is expected to understand. The minimum academic path necessary to achieve

proficiency for each language domain. The skill level at which an English Language Learner

can access the core curriculum for each language domain at each language level.

A focused description of what an English Language Learner is expected to know and be able to do in English at the end of instruction.

A description of the English language skill level at which an English Language Learner can access instruction.

An observable student action used to judge learning.


Framework for ELP Standards

The skill level at which an ELL accesses the core curriculum

for each language domain

The language domain and

broad statement of

WHAT an ELL is expected to understand

The minimum academic path needed to achieve proficiency for each language domain


Example of ELP Standard in Speaking KINDERGARTEN

Standard II: Speaking – Formulate ideas and communicate ideas effectively to others. Objective (Benchmark) 1: Use academic language to express ideas coherently and clearly to peers, teachers, and others. Expectation 1: Use academic vocabulary to describe concepts (e.g., observe, describe, compare, sort, classify) in content areas.

Sample WIDA ELP Standards – Social Studies Summative Framework - Writing

• Level 1: Label significant individuals or historical times in politics, economics or society using illustrations or photographs and models.

• Level 2: Outline contributions of significant individuals or historical times in politics, economics or society using illustrations or photographs and models.

• Level 3: Describe contributions of significant individuals or historical times in politics, economics or society using illustrations or photographs and models.

• Level 4: Discuss how significant individuals or historical times have impacted politics, economics or society using illustrations or photographs. (Level 5 omitted)


Example

Content Standard and grade level: C.8.2 Identify, cite, and discuss important political

documents, such as the Constitution, the Bill of Rights, and landmark decisions of the Supreme Court, and explain their function in the American political system

8th grade WIDATM Standard, Topic, and Domain

English Language Proficiency Standard 5, Social Studies Colonization Speaking

Objective/Performance Indicator The student will be able to discuss the major reasons,

countries, and sequence of events that facilitated the colonization of North America in the 1700s

ELP level Level 3 - Developing

The Global Institute for Language & Literacy Development, LLC

Activity

Review and Analyze English Language Proficiency Standards

List every aspect of language development and acquisition that must be taught

List on chart paper Discuss with Team Share with group 2 minutes


Compare and Contrast

Activity Put the 2 lists next to one another Compare the VA instructional expectations for

academic content with the ELPS instructional expectations for language development and acquisition.

List the similarities and differences Share with group 2minutes


What Would Alignment of ELP Standards to Academic Content Standards Look Like?

ACS: Language Arts – Reading Standards for Literature K – 5 Key Ideas and Details (Grade 4):

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Example of Aligned ELP Standards and Benchmarks (Grade 4):1. Make predictions, inferences, and deductions, and discuss the meaning of literary works with attention to meaning beyond the literal level, to understand and interpret text presented orally and in written form. 2. Identify and use reading and listening strategies to make literary text comprehensible and meaningful.Strategies such as skimming, scanning, previewing, reviewing, listening selectively or for a specific purpose, and listening for main ideas and details. Analyze, compare and contrast characters, setting, theme, point of view and plot of text.


Language=Content

Question: Does language expectation match content

language demand? Does it differ for different level of ELL: beginner,

intermediate, advanced? What do I need to explore to have match?


WIDA CAN DO DESCRIPTORS

Describe what and how a student will demonstrate understanding in the language while learning the language.

Inform instruction for each language level within each language domain for each specific academic content area.

When analyzed with assessment data can identify foundational language & skills gaps.


WIDA CAN DO DESCRIPTORS


ELL Language Descriptors

4 DOMAINS: READ WRITE SPEAK LISTEN 6 LANGUAGE LEVELS ENTERING, BEGINNING, DEVELOPING,

EXPANDING, BRIDGING, REACHING Describes what a student knows and can do or

demonstrate at each language level within each language domain across all content areas


ACTIVITY

Match 2 sets of Standards Overlay the 4 language Domains and the 6

language levels: do the language proficiency expectations within each language level and each language domain match the academic content demand described by the standard.

If not, why not--- what is missing If yes, why yes--- what is there


CURRICULUM

ANALYZE CURRICULUM TEXTS, MATERIALS SUPPLEMENTAL INSTRUCTIONAL MATERIALS PROGRAM EXPECTATION LENGTH OF TIME

Do texts, materials, supplements provide resources for simultaneous instruction?


Curriculum Framework

Reading 4.4 The student will expand vocabulary when reading

A) use context to identify meaning B) Use knowledge of roots, affixes, synonyms,

antonyms, an homophones C) use word-reference materials: glossary D) develop vocabulary by listening and reading

variety of texts E) Use vocabulary from other content areas

Curriculum

Review Curriculum Choose curriculum to support language and

content that equal concepts in standards Ensure instructional strategies match curriculum,

content and language demands. Ensure instruction supports access to content at

various levels of language acquisition: Entering, Developing and Bridging.

ACTIONABLE DATA

ASSESSMENTS: Formative and Summative STUDENT PROFILES: analyze data SUMMATIVE DATA: ACCESS, STATE CONTENT FORMATIVE: ongoing, valid and reliable OBSERVATION PROTOCOL Or CHECKLIST: State-district approved, teacher-led for large

group, small group or individual student/s.


Using Assessment Results to Improve Instruction

Ways to use data to improve instruction Summary results provide the “big” picture and can only guide

how the “whole” class is doing. Provides trends and patterns Item analysis results provide evidence of individual student

learning and provide a road map of concepts not mastered• Item analysis – focus on items students did not pass and/or

standards not mastered Use both content assessments (VA State Standardized Test)

and English language proficiency assessment (ACCESS) Formative assessments (ongoing) should integrate questions

using higher level thinking skills (e.g. Bloom’s Taxonomy Levels)

• Integrating questions at different levels of knowledge (skill) prepare students for rigorous assessments


ASSESSMENTS

W-APT placement ACCESS annual, make progress, attainment VA STATE STANDARDIZED: Reading/Language

Arts, Math, Science End of Year, Portfolio: ongoing formative, Review data items from all assessments to

develop full profile of student achievement in academic content and language knowledge.


STUDENT PROFILE


INSTRUCTIONAL STRATEGIES

Choose based on Aligned Standards, Expectations, Objectives

Choose based on Data Analysis of Actionable Assessment Data: Summative and Formative

Strategies target areas of language development that lead to proficiency and access to concepts in the academic content

Choose Strategies: see list


ELL Instructional Strategies

Choose Strategy to Match Content Choose Strategy to Match Language Proficiency

Level Choose Strategy focus on each Domain Choose Strategy to Target Content and Language

Gap Use Data Analysis from valid assessments



Effective Strategies for All Content Areas (Part 1)

Identify key academic terms and academic language concept. Use these to pre-teach; put the words into categories and include simple definitions, especially for ELLs at the Beginning level.

Teacher-student developed vocabulary flash cards using 3 x 5 index cards.

Develop a rotating word wall where vocabulary words are added and others removed based on content lesson or topic.

Use illustrations or picture dictionaries to provide definitions for terms and concepts.

Lower the reading level of the text for lesson, chapter or unit by writing a paragraph/s in simple English about the lesson, chapter or unit.

Record your explanations for the lesson or copy your notes on the lesson.

Break up longer text into smaller chunks of related content. Copy lesson text and cut into smaller paragraphs.


Effective Strategies for All Content Areas (Part 2)

Highlight important or essential concepts with different color highlighters.

Use graphs, charts, photos and drawings as much as possible to illustrate essential concepts.

Teach students how to use different graphic organizers to identify, explain, analyze, summarize or describe essential content and to apply knowledge learned.

Use cooperative pairs or groups, carefully pairing more proficient students with less-proficient students. (ELLS and NON-ELLS)

Design activities to facilitate applying knowledge and skills learned, such as matching terms and definitions; cloze activities for learning language and content; use of drawing and labeling; use of sentence strips; filling out simple charts, and sequencing events.

Monitor for comprehension by differentiate HOW you check for understanding.

Instructional Strategies

Jigsaw: form cooperative learning groups, choose 2 experts, experts work together and read text, learn concepts, (guided reading) and return to home group to teach ideas to group.

Graphic Organizers: visual diagrams of key concepts Chunk and Chew: divide text or concept into small

parts, read, think, ask questions, respond, check for understanding

Differentiated Sentence Stems: use teacher developed questions and turn into sentence starters

Reciprocal Teaching: students learn strategies of predicting, questioning, clarifying and summarizing and teach class


Instructional Strategies

GIST: Read text together, highlight key words, write 2 sentence summary using key words. repeat

Directed Reading: Discuss title and concept: question, predict, read, ask questions about text, check for accuracy,

SQP2RS (Squeepers): survey text (scan), question (students pose questions in groups), predict-whole group, read- small group find answers to questions, respond –students answer questions and pose new ones, summarize-key text concepts using vocabulary. (expository text)


YOUR TOOL BOXRESEARCH EVIDENCED BASED STRATEGIES

Strategies for Explicit Instruction in Oral and Written Language: Comparing and Contrasting; Making inferences; Summarizing; Visualizing

Strategies for Enhancing Vocabulary: Use graphic organizers that incorporate self-formulated definitions; Word study, not memorization; Teach students how to infer meaning from context clues

Strategies for Reading Comprehension: Use of verbal strategies to interpret visual spatial information such as maps, charts and graphs; Provide explicit explanations of figurative language, metaphors, idioms.

The Global Institute for Language & Literacy Development, LLC

CLASSROOM ENVIRONMENT

INTERACTIVE MOTIVATING NOISEY

WHOLE GROUP

SMALL GROUP

INDIVIDUAL


Lesson Plan

Develop Lesson Plan include: Academic Content Objective English Language Proficiency Objective Performance Level Descriptors Language Proficiency Levels 4 Language Domains Work in Groups and Share


Sample Lesson Plan Template

Content Objective

Language Objective

Target ELP Level

Use of Strategies


TEAM TEACH

Collaborative Efforts Vertical and Horizontal Lesson Planning Use of Video Technology Parent Interaction Student Feedback Administrative Support


PROGRESS MONITORING

OBSERVATION PROTOCOLS PORTFOLIO STANDARDIZED FORMATIVE DATA WHOLE GROUP SMALL GROUP INDIVIDUAL CHECKLISTS VIDEOS


OBSERVATION PROTOCOL

Classroom Observations and/or Checklists Individual Student Small Group Whole Group

Schedule Weekly Ongoing Teacher/Parent Informed & Share


FEEDBACK LOOP

What Worked What Needs to Be Changed Ongoing Professional Development Support Goal


Q’s & A’s

IN PERSON ONLINE SCHEDULE A CALL 202-731-0391 Kathleen 850-528-5060 Lisa EMAIL: [email protected] [email protected]


mailto:[email protected]

mailto:[email protected]

The Founding GILD Members, Kathleen & Lisa would like to thank you for the opportunity today to share with you information and insights, based on current research conducted in language development, acquisition and literacy 2000-2015!

THANK YOU

Documents

HOW ELLS ACHIEVE ACADEMIC EXCELLENCE Language and Literacy Simultaneous Instruction