Setting a powerful early foundation of language and literacy for English

Learners Laurie Olsen, Ph.D.

Alameda County Office of EducationEnglish Learner Institute

Definition• Six or more years (cumulatively or

continuously) in U.S. schools• Not yet reclassified• Stuck in progressing towards English

proficiency• Tend to be orally fluent in social English• Reading and writing below grade level• Insufficient development of primary language• Struggling academically

Resulting in typical profile• High functioning socially with weak language• Often English dominant – think they are fluent• Discouraged and struggling in classes• Don’t ask for help• Don’t complete homework• Are not readers• Either stay under the radar, invisible and silent or

act out• Non-engaged and non-participants in class

The continuum: learning English as a second language

_______________________________________________________________________

No EnglishOral, social English

CELDT Proficient

CST Basic

Proficient for Academic work

1 – 3 years 7 – 10 years

I II III IV V

Review: Contributing conditions• Weaker forms of English Learner programs• No ELD• Just ELD and no other special instruction or services• Mainstream placement • Reliance on core E.L.A. program for language

development • Supposed to be “SDAIE” but doesn’t really happen• Inconsistent program placements• Inconsistent program implementation• Narrowed curriculum• Use of interventions that aren’t designed for ELs

Review: Need to ensure….• Clearly defined EL program models (ELD plus

access), consistently implemented• Consistency in placement and EL language

approach (no ping-pong)• Full academic curriculum• Strategies that promote student engagement as

active learners• Scaffolding instruction• No more “Interventions = EL Program” –

especially interventions designed for native English speakers

From the research…..

• Begin with preschool programs• Active outreach/recruitment to English

Learner communities• Attention to supporting the transition from

preschool into kindergarten• Articulation, alignment between the two

systems (preschool and K-12)

From the research…..• Multiple and frequent structured opportunities

for students to be engaged in producing oral language

• Emphasize complex vocabulary development• Model rich, expressive, amplified oral language• Identify key academic vocabulary and discourse

patterns – and explicitly teach them• Monitor the rigor and complexity of the language

used in text and instruction• Set a high bar for sophisticated, complex, precise

language in both social and academic domains

From the research……

• Intentional language development across the curriculum

• Full curriculum• Language objectives for content lessons based on

analyzing the linguistic demands• Identify key academic vocabulary and discourse

patterns and explicitly teach them• Home language support• Home language instruction when possible

Echoing Common Core• More focus on structured, rich oral language• More focus on writing• More emphasis on language in and through social

studies and science – a full academic curriculum• More focus on interaction, collaboration,

discussion• More focus on academic vocabulary and

discourse• More engagement with complex, rigorous text

The SEAL ModelSobrato Early Academic Language

PreK-3

A Case Example

The Sobrato Early Academic Language (SEAL) model is……• A PreK-3 model – piloted for Spanish-speaking

English Learner children• Research-based • Age-appropriate, coherent and articulated preschool

through third grade approach that prepares children for academic success in elementary school and beyond.

• The vision is children with high level cognitive, language and literacy skills – and who are confident, motivated, engaged learners

FOUR PILLARS

Alignment of PreK and K-3 systems

Focus on Academic Language & Discourse

• Oral language• Biliteracy• Language development through enriched thematic curriculum• Text Engagement

Parents and Teachers Working Together: Parent Engagement

Affirming Environment

FIRST PILLAR

Alignment of PreK and K-3 systems

• Summer Bridge programs• Joint professional development• Articulation of instructional strategies• Observation and classroom visits• Transition activities for students and families• Outreach from elementary campus to preschool families• Pre LAS/LAS assessments

SECOND PILLAR

Focus on academic language and discourse

• Development of rich and complex oral language• Simultaneous development of English and home language whenever possible• Text-rich curriculum and environments• Academic language developed through an

enriched and full thematic curriculum

Language development throughout an integrated curriculum

High leverage strategies

Academic vocabulary

Core ELA Math ELD Sci & SS Arts

Thematic Connection

Thematic planning

• Begin with core program themes• Sort the grade level Science and Social Studies

standards• Develop a yearly thematic plan

High Leverage Instructional Strategies

• Complex, precise, academic vocabulary development• Structured oral interactions (e.g., Think Pair Share)• Read Alouds• Narrative/Story Retell• Children as Readers• Checks for Comprehension – Adapting Instruction• Graphic Organizers and visuals• Dramatic Play• Children as Writers/Authors• Collaborative practice/ skills of teamwork• Language through Arts Infusion

THIRD PILLAR

Parents and Teachers working together

• Environment bridges home and school• Home-school connection in the curriculum• Family Science and Literacy Nights• Parent education• Book bag/book loan program• Cadre of parent volunteers focused on language and literacy

FOURTH PILLAR

Affirming Environment

• Environment reflects children and families• Parents in the classroom• Bilingual authors/illustrators• Focus on building community within classroom – and the language to talk about feelings and experience• Climate supportive of bilingualism and cultural diversity

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SEAL has had a significant impact on parents and on literacy activities in the home

• Majority of SEAL parents participate in literacy-related activities at least a couple of times a week – and read books with their child on a daily basis.

• SEAL parents as or more likely to engage in literacy-related activities than a national study of parents (including Hispanic parents and college-educated parents).

• SEAL parents were more likely than Non-PreK (“Partial”) SEAL parents to participate frequently in parent-teacher conferences

• SEAL parent involvement was highly correlated with various measures of children’s language development.

STUDENT IMPACTS• Statistically significant achievement gains in all

academic, cognitive and social areas• High gains in language and literacy• Significant rate of progress towards English

proficiency (34% moved two levels; 79% one)• Significantly greater growth than comparison groups

of demographically similar in district and state• Close gap (equal or higher) achievement outcomes• One year of SEAL provides benefits; benefits are

cumulative22

English CELDTfirst grade entry

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Listening Speaking Reading Writing Total

Bilingual 318.9 295.7 278.8 357.0 307.9

English/SEI

310.8 292.5 272.2 338.9 301.4

Transfer from L1 to English, and benefit of strong foundation of home language shows by end of kindergarten year

Spanish PreLAS First Grade Entry

Level 1Not

fluent

Level 2-3limited

Level 4-5fluent

Bilingual 2% 33% 65%

English/SEI

18% 82% 0%

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L1 language loss/gap significant by end of kindergarten

English (CELDT) correlated to proficiency in Spanish

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Infrastructure of support is essential

• Professional development• Planning and collaboration time• Two years per grade level• Materials to supplement (e.g., informational,

hands-on, enrichment, bilingual)

The Common Core and SEAL – the match

• Language addressed across the curriculum• Emphasis on building rigorous, complex

academic language• Oral language skills are important• Active engagement in discourse, and

collaborative/team academic tasks• Career ready emphasis• Standards based planning

• Take your photo to the “corner” that best represents what you see

• Divide into groups of 4-6 people • Discuss how your pictures represent research

on effective EL practices; discuss how they represent what we know about preventing LTELs; discuss how they represent implementation of the Common Core standards

Steps

• Put definitions, expectations, data and identification system in place

• Program definition and coherence• Select a few high-leverage strategies to go

school-wide• Support professional development and data-

based collaborative planning• Build by grade-level• Link CCS and EL work

Lennox After SchoolA case study of project-based, differentiated ELD intervention

program during after-school hours designed to prevent the creation of

LTELs

Lennox

• District serves 7,200 K-12• 95% are Latino, 78% receive free and reduced

lunch, 61% are English Learners• Large number of LTELs• Decided to focus on emerging LTELs (English

Learners in grades 3 – 7, been in district at least four years, at CELDT Levels I, II or III)

• Afterschool intervention program

• Project-based, student centered curriculum focusing on speaking/listening, collaborative practices and authentic writing – integrating language learning with content learning

• Journalism: focused writing and technology – and genre specific syntax

• Community partnerships: real word application/fieldwork

• Active engagement• Strong language models• Authentic opportunities to connect language with

students communities and social realities

• Eleven week cycle• Two days a week for two hours each day• Small groups (4-7 students per teacher)• Community business/location for fieldwork• Culminating project: publication of Lennox

Voices newspaper

Professional development

• ELD Standards• Strategies for vocabulary development, oral

language development in context of journalism (questioning, interviewing, paraphrasing, synthesizing information, collaborative planning), lesson planning, journalism as a genre

• Selecting expository reading materials to support research and inquiry

• Differentiating ELD instruction• Use of varied grouping strategies

Impacts• Pre and post CELDT: higher % attain 1 or more

levels of English proficiency• CST: higher % of growth on CST/ELA• Teacher surveys: heightened awareness and

implementation of effective practices for LTELs in school day

• Parent program satisfaction surveys: high level of satisfaction (4.1 on 5 pt. Likert scale)

• Increased student motivation, confidence, willingness to speak, read and write in English

Basic Principles

• Attention oral language, engagement – moving into writing

• Hands-on, authentic, project-based (for young children play-based)

• Intentional, rigorous, expressive language• Science, social studies standards-based

curriculum• Investment in teacher p.d. and collaboration