Student Shadowing

Fordham University: RBERN Presented by Ivannia Soto, Ph.D.

ELL Demographic Trends ELLs represent the fasting growing segment of

the school-age population (National

Clearinghouse for English Language Acquisition,

2002).

While the overall number of school-aged children

grew by 19% between 1979 to 2003, the number

of ELLs grew by 124% (National Center for

Education Statistics, 2005a).

By 2030, ELLs will comprise 40% of elementary

and secondary students (Thomas & Collier,

2001).

Who are Long-Term English

Learners (LTELs)? ELLs who have been in U.S. schools for

six years or more without reaching

sufficient English proficiency to be

reclassified as fluent in English.

The majority (59%) of English Language

Learners (ELLs) at the secondary level

are Long-Term English Learners

(LTELs). (Olsen, 2010)

Purpose of Shadowing

Get a glimpse of the levels of productive speech and active listening occurring in K-12 classrooms.

Objective is to open eyes, not point fingers.

Recognize how the presence/absence of productive speech and listening affects student learning.

Serve as a shared L2 experience for schools, districts, and/or county offices.

Act as a bridge to our study of research-based practices with ELLs and Gibbons text.

ELL Shadowing Impact

Results of LAUSD,

District 6

Shadowing

Experience

“The person talking

most is the person

who is learning

most. . . . And I’m

doing most of the

talking in my

class!”

~District 6 Elementary

Intern Teacher

Districts Have a Dual Obligation to English Language Learners

1. Develop students’

English language

proficiency (ELD)

2. Provide meaningful

access to grade-level

academic content via

appropriate instruction (ALD)

(Lau v. Nichols; Castañeda v. Pickard; NCLB)

What is Academic English?

ALL students are AESL

(Academic English as a Second Language)

Academic English is not natural language.

It must be explicitly taught.

Essential Components of Academic

English Language:

Vocabulary (Frayer model)

Syntax (Academic language stems)

Grammar (Summaries from Think-Pair-Share)

Register (Think-Pair-Share)

(Kinsella, 2007)

Video Segment (Jannette Valencia)

Questions while watching video:

What were Jannette’s needs in each of the areas of ALD? Vocabulary

Syntax

Grammar

Register

Scaffolding Think-Pair-Share

Question or Prompt

What I thought (speaking)

What my partner thought (listening)

What we will share (consensus)

1. What has been your AHA moment from the presentation so far?

(Adapted by Soto-Hinman, 2009)

Language Strategies for

Active Classroom Participation

Expressing an Opinion Predicting

I think/believe that . . . I guess/predict/imagine that . . .

It seems to me that . . . Based on . . ., I infer that . . .

In my opinion . . . I hypothesize that . . .

Asking for Clarification Paraphrasing

What do you mean? So you are saying that . . .

Will you explain that again? In other words, you think . . .

I have a question about that. What I hear you saying is . . .

Soliciting a Response Acknowledging Ideas

What do you think? My idea is similar to/related to

We haven’t heard from you yet. ____’s idea.

Do you agree? I agree with (a person) that . . .

What answer did you get? My idea builds upon ____’s idea.

(Kinsella & Feldman, 2006)

Consensus

1. What my partner said and why?

2. What I said and why?

3. A combination and why?

4. A whole new idea and why?

Common Core Connection

Speaking and Listening

An important focus of the speaking and

listening standards is academic discussion

in one-on-one, small group, and whole-

class settings.

Formal presentations are one important way

such talk occurs, but so is the more informal

discussion that takes place as students

collaborate to answer questions, build

understanding, and solve problems.

Old Paradigms

OR

Learn

English

Academic

content then

Language Academic

Content

Academic

vocabulary as

overlap

(CA Together, 2012)

New CCS Paradigm: language is central to all academic areas

MATH SCIENCE

LANGUAGE ARTS

Language*

* • instructional

discourse

• expressing and

understanding

reasoning (CA Together, 2012)

ELA/Literacy Shifts

1. Building knowledge through

content-rich nonfiction

2. Reading, writing and speaking

grounded in evidence from text,

both literary and informational

3. Regular practice with complex

text and its academic language

4. Collaborative discussions and

inquiry to process information

collected from multiple sources

ELL Shifts

Shift #1: Language

Development Across the

Curriculum

Shift #2: More Informational,

Rigorous, and Complex

Texts

Shift #3: Increased Focus on

Oral Language and Multiple

Opportunities for Speaking

and Listening

Shift #4: Emphasis on

Collaboration, Inquiry, and

Teamwork

15

CCSS Major Shifts

Four Shifts for ELLs:

Metacognitive Symbols

✔

Connection

Question

Resonates

Chapter 1: Scaffolding

Not another word for help.

Special kind of help that assists learners to move toward new skills, concepts, or levels of understanding.

Temporary assistance by the teacher so that the learner can eventually complete a task alone.

-Gibbons (2002)

Chapter 2, “Speaking”

Learners should be

guided or

“apprenticed” into

understandings and

language.

ELLs are often

relegated to IRF

interactions.

Initiation

Response

Feedback

Effective group work provides opportunities

for students to speak and listen meaningfully.

Pauline Gibbons, (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann

Publishers

National Literacy Panel – 2006

The Research

• ELLs need what EOs need, but sometimes

modified, plus more (time and practice)

• Oral language proficiency is critical; it is the

foundation of literacy

• Primary language literacy facilitates literacy in

English

(August & Shanahan, 2006)

Chapter 2, “Speaking”

1. They hear more language.

2. They speak more language.

3. They understand more

language.

4. They ask more questions.

5. They are more comfortable

about speaking.

Benefits of Productive Group Work for ELL Students

Pauline Gibbons, (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH:

Heinemann Publishers

Gibbons Chapter 2, “Speaking”

1. Clear and explicit

instructions are

provided.

5. The task is integrated

with a broader topic.

2. Talk is necessary for

the task.

6. All children are involved.

3. There is a clear

outcome.

7. Students have enough

time.

4. The task is cognitively

appropriate.

8. Students know how to

work in groups.

Characteristics of Effective Group Work for ELL Students (pages 20-28)

Reciprocal Teaching

A. Summarizer: What are the three most important

events/details from the reading and explain why they are

important and how they are connected?

B. Questioner: Pose at least three questions about the text—

these questions could address confusing parts of the text or

thoughts you wonder about.

C. Predictor: Identify at least three text-related predictions—

these predictions should help the group anticipate what will

happen next.

D. Connector: Make at least three connections between the

reading and your own experience, the world, or another piece

of text.

Reciprocal Teaching:

Characteristics of Productive Group Work

5. The task is integrated

with a broader topic.

6. All children are involved.

1. Clear and explicit

instructions are

provided.

2. Talk is necessary for

the task.

3. There is a clear

outcome.

4. The task is cognitively

appropriate.

7. Students have enough

time.

8. Students know how to work in groups.

A: Pages 21-24 B: Pages 24-25

C: Pages 25-26 D: Pages 26-28

Chapter 6, “Listening”

“Listening is primarily a thinking process

– thinking about meaning.”

Listening is like reading – it’s

about comprehension instead

of production.

The listener is a “meaning

builder” – not about sound

discrimination.

Pauline Gibbons, (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH:

Heinemann Publishers

Chapter 6, “Listening”

A recess conversation

about the rules for a game

Learning how to use the

free lunch system

Planning for a holiday

assembly

A nutrition break

conversation about an

upcoming assignment

Learning how to use the

microscopes in science

Planning for a group

presentation

Other students talking

about their weekend fun

School announcements

over the PA system

Schedule for bus pickups

at the end of the day

A read-aloud by the

teacher

Directions from the teacher

for writing a narrative

account

Student-led small group

social studies presentation

Two-Way (Taking part in)

One-Way (Listening to)

So

cia

l A

cad

em

ic

Preparing for ELL Shadowing Experience

Shadowing Codes

Primary

Speaker

Mostly to Whom? Primary

Speaker

Mostly to Whom?

1. Student 5. Student

2. Teacher 6. Small

Group

3. Small Group 7. Whole

Class

Your

Student

4. Whole Class

Teacher

Primary Listener Listening Mostly to

Whom?

1. Student

2. Teacher

3. Small Group

Your

Student

4. Whole Class

SPEAKING

LISTENING

TIME

SPECIFIC STUDENT

ACTIVITY/

LOCATION OF STUDENT

5-MINUTE INTERVALS

ACADEMIC

SPEAKING

ACADEMIC

LISTENING

1-Way 2-

Way

NO

LISTENING (reading or

writing

silently)

NOT

LISTENING (student is

off-task)

COMMENTS

8:00 Quickwrite

X Student writes

briefly.

8:05 Instructional

Read Aloud 7 2 Dozing off.

8:10 Think-Pair-Share

(student speaks)

8:15 Group Work

(student listens)

8:20 Teacher Lecture

ELL Student Shadow Study Observation Form Student First Name: ____________________Grade: ____________ELD Level: _____________

Gender: _____________________ School: _____________________________

TIME

SPECIFIC STUDENT

ACTIVITY/

LOCATION OF STUDENT

5-MINUTE INTERVALS

ACADEMIC

SPEAKING

ACADEMIC

LISTENING

1-Way 2-

Way

NO

LISTENING (reading or

writing

silently)

NOT

LISTENING (student is

off-task)

COMMENTS

8:00 Quickwrite

X Student writes

briefly.

8:05 Instructional

Read Aloud 7 2 Dozing off.

8:10 Think-Pair-Share 1 1 Students on topic

and engaged.

8:15 Group Work 3 3 Student talks to

student about group

role.

8:20 Independent

Reading

X Student seems to

read text quickly.

ELL Student Shadow Study Observation Form Student First Name: ____________________Grade: ____________ELD Level: _____________

Gender: _____________________ School: _____________________________

ELL Student Profiles

Demographic Information

•First Name

•Date of Birth

•Date of Entry in US

•Date of Entry in District

Test Results (last three years, if possible):

•Language Proficiency Assessment

• State Assessment Results for ELA & Math

•Grades

•GPA

•High School Exit Exam Scores

Do’s and Don’ts for Shadowing

Do shadow at the school level of your

assignment.

Do help become familiar with forms.

Do help maintain focus on the student.

Don’t ask for a boutique assignment.

Don’t ask the student any formal questions.

Don’t share any evaluative statements about teacher or class.

ELL Shadowing Article:

Metacognitive Symbols

✔

Connection

Question

Resonates

Scaffolding Think-Pair-Share

Question or Prompt

What I thought (speaking)

What my partner thought (listening)

What we will share (consensus)

1. What has been your AHA moment from the presentation so far?

2. What questions do you have about ELL shadowing? (Adapted by Soto-Hinman, 2009)

ELL Shadowing Impact

Results of LAUSD,

District 6

Shadowing

Experience

“The person talking

most is the person

who is learning

most. . . . And I’m

doing most of the

talking in my

class!”

~District 6 Elementary

Intern Teacher

Morrison Elementary School

Norwalk, California

•High-Poverty, High-Performing School in Los Angeles County

(Norwalk-La Mirada Unified School District)

•Title I Achievement Award and California Distinguished School

•39% ELLs, with an additional 75% of students living in poverty

Year ALL Base Growth Point Gain

2008-2009 810 818 8

2009-2010 818 840 22

2010-2011 840 856 16

Year ELL Base Growth Point Gain

2008-2009 769 791 22

2009-2010 791 826 35

2010-2011 826 851 25

SCAFFOLDING ACADEMIC ORAL

LANGUAGE DEVELOPMENT

Next Steps After

Shadowing: Think-Pair-

Share

Why is academic oral language

development important?

•For ELLs, oral language development is the foundation of literacy (August & Shanahan,

2006).

•Students need many opportunities to talk in a linguistically rich environment. Researchers

have found that students' learning is enhanced when they have many opportunities to

elaborate on ideas through talk (Pressley, 1992).

Q-Matrix

Language Strategies for

Active Classroom Participation

Expressing an Opinion Predicting

I think/believe that . . . I guess/predict/imagine that . . .

It seems to me that . . . Based on . . ., I infer that . . .

In my opinion . . . I hypothesize that . . .

Asking for Clarification Paraphrasing

What do you mean? So you are saying that . . .

Will you explain that again? In other words, you think . . .

I have a question about that. What I hear you saying is . . .

Soliciting a Response Acknowledging Ideas

What do you think? My idea is similar to/related to

We haven’t heard from you yet. ____’s idea.

Do you agree? I agree with (a person) that . . .

What answer did you get? My idea builds upon ____’s idea.

(Kinsella & Feldman, 2006)

Video:

Academic Language Development

Teacher: Irene Mesa, Second Grade

School: Morrison Elementary School,

Norwalk, CA (high poverty-high performing)

Focus: Setting up Think-Pair-Share in an

English/Language Arts classroom

Los Alisos Middle School (Norwalk-

La Mirada USD): Why Are We ELLs?