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Working With Students Who are Learning to . . .

Presented by:

Julee Dredske, CESA 5 Title III Coordinator dredskej@cesa5.k12.wi.us 608-742-8814 X289

Defining English Language Learners:

Linguistically and culturally diverse students who have been identified through reliable and valid assessment as having levels of English language as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade level content in English and, thereby, qualifying for support services.

ELL ABC Quiz Do you know . . . ?

ELL or ELESLENLL1

FESELP

WIDA

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ELL Facts:* From 1991-1992 to 2001-2002 the number

of identified ELLs in public schools grew 95%--close to 5.5 million students (National Clearing House for English Language Acquistion)

By 2050 the number of students entering a public school speaking another language public school speaking another language other than English is expected to reach 40%. (Lindholm-Leary, 2000)

Diverse populations no longer limited to large urban areas but extend to small towns.

*WIDA statistics, 4/06

Number of ELLs by Grade Cluster

Students by Cluster

10000

12000

14000

en

ts

0

2000

4000

6000

8000

K 1-23-5

6-89-12

Grade Level Cluster

Nu

mb

er

of

Stu

de

Languages in Wisconsin

57%SpanishHmongOther

14%

29%

Other = 220+ Languages

Who is an LEP?PI 13.06 Identification of LEP pupils. Each school board shall identify potential LEP pupils within the school district as part of the enrollment process using a home language survey and department−approved English proficiency assessment under s. PI 13.07. The school board h ll id tif il ti f th f ll i shall identify pupils meeting any of the following

criteria:

(1) Pupils who communicate in a language other than English.(2) Pupils whose families use a language other than English.(3) Pupils who use a language other than English in daily non−school surroundings.

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What does the law require? Annually complete a census to identify

language minority students; assess their language proficiency; and classify each by language, grade level, age, and English language proficiency level.p y

Provide “appropriate language assistance”services aimed both at developing proficiency in English and helping students master the same challenging academic material as all other students.

A few landmark cases . . .Lau v. Nichols, 1974 Same is not equal

Plyler v. Doe, 1982y , Students cannot be denied access to

education based on their immigration status

Mandating agencies: DPI, NCLB, OCR, OELA,

Is Your School ELL Friendly? Culturally diverse

Holiday celebrations Assemblies Holiday art projects

Curriculum Language arts, music, geography, math Reflect diverse groups

Personnel Teachers and staff model appreciation of

diverse cultures Receive training in working with ELLs

Enrolling ELLs:Home Language Survey—Every student should be asked about their home language.

Those indicating a “Yes” . . .

E al ate st dent’s English Lang age Evaluate student’s English Language Proficiency

Within 30 days, notify parents of support services student will receive.

Refer to Identification Flow Chart

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How do I know the ELL’s English language proficiency level?

Two tools . . .

W-APT™--screening test that can be used at any time an ELL arrives in your school at any time an ELL arrives in your school

ACCESS for ELLs™--state-mandated test given once a year to ELLs (Dec. through mid-February)

Consideration for Placement of ELLs in Instruction Program

Rule #1: Chronological age-appropriate program

Also consider: Previous Education? Previous Education? Literacy proficiency in native language and

English? Knowledge of prospective teacher?

ELP levels Teaching strategies

English Language Proficiency Levels

DEVELOPING

EXPANDING

2

3

4

5

BRIDGING

ENTERING

BEGINNING

Never ELL

1

2

6

7

SEARCHING

Getting to Know the ELL

1. Literate in first language

May have high skills May have high skills and academic backgrounds in their first language

Need help in transferring knowledge from 1st to 2nd language

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Getting to Know the ELL2. Immigrants/

refugees

May or may not be literate in first language.

Lack of background knowledge in their native language

May also be dealing with major issues (i.e. displacement, exposure to war, poverty) that affects learning.

Getting to Know the ELL

3. Second language learners

The U.S. is their The U.S. is their home country, but are not native English language.

Culture Shock Don’t underestimate the results of culture

shock. These symptoms are compound when entering US schools and one does not speak English Honeymoon Stage Shock Stage—overwhelmed, sleepy, irritable,

disinterested, depressed, bored, withdrawl Integration—dealing with differences of

cultures Acceptance—blend new and old culture

Assessing ELLsLanguage ProficiencyAcademic Proficiency

Ab t th ACCESS f ELL ®About the ACCESS for ELLs®Wisconsin State Assessment System

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Four Domains of Language Learning

Speaking

ListeningListening

Reading

Writing

ACCESS for ELL® Grade clusters & tiers Group and individual session Must be administered annually until the

student is exitedstudent is exited Parents can refuse ELL services, but

cannot refuse ELP assessment Based on the WIDA language standards

ACCESS for ELL® Must be trained to administer—get staff

trained Composite scores are used to calculate

AMAO. Must order exams through gMetritech using password (October)

Pre-ID labels come from ISES data Testing window: December – mid

February Use your timeline (and show it to others)

WIDA StandardsGrade level

K, 1-2, 3-5, 6-8, 9-12

Language Domains Listening Speaking Reading Writing Listening, Speaking, Reading, Writing

Five Standards of English Language Proficiency Social Instructional, Language Arts, Math,

Science, Social Studies

Formative and Summative Framework

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The WIDA ELP Standards

Standard 1—SI English language learners communicate in English for social

and instructional purposes in the school setting.Standard 2— LA

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard 3—MA English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Math.

Standard 4—SC English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Science.

Standard 5— SS English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Social Studies.

Overall Composite Score*

R di 35%

Speaking, 15%

Reading + Writing = Literacy Score

Listening + Speaking Reading, 35%

Writing, 35%

Listening, 15%

Listening + Speaking = Oral Language Score

Listening + Reading = Comprehension Score

*Calculated with Scale Scores

Accountability: Defining Annual Measurable Achievable Objectives

AMAO #1: 50% of ELLs in Levels 1-4 must be PROGRESSING

AMAO #2: 20% of ELLs must be EXITING( ) ll f t d t i ELP L l 5 d (a) all of students in ELP Level 5, and

(b) any students exiting who begin at a level lower than Level 5.

AYP: Annual Yearly Progress--Satisfactory academic performance on the attainment of academic standards based on the results of the WKCE and the WAA-SwD

AMAO #1 Criteria

Initial ELP Level

50% of Level 1-4 Students Must Show Progress

Grade Level 1-2 3-4

K-2 0.8 0.5

3-8 0.7 0.4

9-12 0.6 0.3

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ELLs and WSAS Use the “Who Takes What Chart” or Test

Flow Chart Must know ELP level to determine what

they will take—W-APT firsty Translation in Hmong and Spanish (not on

reading) May use interpreters for other languages

(must be trained) DACS and Title III must communicate

ELL Decision Process(FAY=Full Academic Year)

Title III Consortium Timeline What needs to be done when? How many days do you need to do it?

When do ELL services conclude?Must score a composite score of a 6 on the

ACCESS for ELL® assessment or 5 with two other pieces of evidence

E iti C it i f DPI b itExiting Criteria from DPI website

Cannot exit until at least 4th grade

Must monitor for two year after

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Teaching English Language Learners

H l i Cl T h Helping Classroom Teachers Work with English Language

Learners

The first few days . . .

Newcomer Welcome Kit: Class directory—pictures, About me worksheets, pledge of

What do I do when a new ELL (or any student) arrives in my classroom?

pictures, About me worksheets, pledge of allegiance, graphic materials, etc. (age appropriate)

Name tags for students Label classroom items Assign a buddy

GET THEM A TEACHERSURVIVAL GUIDE!

WIDA tools to help teachers teach ELLs

WIDA’s Performance Definitions

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CAN DO Descriptors These guidelines can assist teachers in

understanding what is the expected student performance at each level of English Language Proficiency

They are a next step for teacher planning

Language Domain

Level 1- Entering Level 2- Beginning Level 3- Developing Level 4- ExpandingLevel 5-Bridging

Listening

Point to stated pictures, words, phrasesFollow one-step oral directionsMatch oral statements to objects, figures, or illustrations

Sort pictures, objects according to oralinstructionsFollow two-step oral directionsMatch information from oral descriptions to objects, illustrations

Locate, select, order information from oral descriptionsFollow multi-step oral directionsCategorize or sequence oral information using pictures, objects

Compare and contrast functions, relationships from oral informationAnalyze and apply oral informationIdentify cause and effect from oral discourse

Draw conclusions from oral informationConstruct models based on oral discourseMake connections from oral discourse

Name objects, people, pictures

Ask wh- questionsDescribe pictures, events,

Formulate hypotheses, make predictions

Discuss stories, issues, concepts

Engage in debatesExplain phenomena, give

WIDA’s “CAN DO” Descriptors for the Levels of English Language Proficiency

Speaking

picturesAnswer wh- questions

Describe pictures, events, objects, peopleRestate facts

make predictionsDescribe processes, proceduresRe/tell stories or events

conceptsGive speeches, oral reportsOffer creative solutions to issues, problems

Explain phenomena, give examples, and justify responsesExpress and defend points of view

Reading

Match icons and symbols to words, phrases, or environmental printIdentify concepts about print and text features

Locate and classify informationIdentify facts and explicit messagesSelect language patterns associated with facts

Sequence pictures, events, processesIdentify main ideasUse context clues to determine meaning of words

Interpret information or dataFind details that support main ideasIdentify word families, figures of speech

Conduct research to glean information from multiple sourcesDraw conclusions from explicit and implicit text

Writing

Label objects, pictures, diagramsDraw in response to oral directionsProduce icons, symbols, words, phrases to convey message

Make listsProduce drawings, phrases, short sentences, notesGive information requested from oral or written directions

Produce bare-bones expository or narrative textsCompare/contrast informationDescribe events, people, processes, procedures

Summarize information from graphics or notesEdit and revise writingCreate original ideas or detailed responses

Apply information to new contextsReact to multiple genres and discoursesAuthor multiple forms of writing

A Sample Performance Indicator Strand from WIDA Standards

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Examples of Support

Where to find the WIDA English Language Proficiency Standards

http://www.wida.us/standards/elp.aspxhttp://www.wida.us/standards/elp.aspx

Ways to Reduce Communication Barrier Personal Translator—Teacher, Student,

Community Member Electronic Translator—Web sites

(http://babelfish.yahoo.com, http://dictionary.reference.com/translate/text.html ), Handheld devices),

Reference Guides— Picture Dictionaries, Conversion Dictionaries, Quick Reference Guides, Labeling, School Translation Guides, Word Wall

Drawing—Universal Language Acting/Drama—Modeling/demonstrating Facial expressions and hand signals Buddy bilinguals—”chunk & chew” in native

language Use the “Cheat Sheets” in your handbook

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What Can I Expect of ELLs in my classroom?

ELP Levels drive instruction! First and foremost . . . HAVE

EXPECTATIONSL l 1 d 2 t d t ill d Level 1 and 2 students will need modifications to the content you are teaching

At each level of language acquisition, the abilities of the ELL will change

USE THE WIDA ELP STANDARDS!

What techniques can I use to teach language through content?

Techniques and strategies that are useful to ELLs are also beneficial to all students.

L ’ i li i ELL H db k id Let’s review list in ELL Handbook guide, page 10.

Let’s practice . . . Menominee Indian sample lesson “Camping” sample lesson

How does culture affect learning?Prior knowledge is crucial to making sense of new material. For example, it is much easier for a student to learn to read English if they already know how to read in their native language. Do encourage students to continue to communicate in native language. In addition these students will benefit from the life-long skills of being multi-linguistic.

How does culture affect learning?Here’s one example . . .

F h M th LFrench Math Lesson60:58

Meeting The Academic Needs of English Language Learners (ELLs) Presenter: Dr. Timothy J. Boals, Associate Scientist, The School of Education, Wisconsin Center for Education Research

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Can you solve the same problem in English?

Jean and Andre are brothers. Jean is older. Both go to a school located less than three miles from their home in Paris. Although there is a difference in age of three years there is a difference in age of three years between the two brothers their grade levels are only two years apart. Jean is in fourth grade. What class is Andre in?

Andre is in Sixth Grade . . . Why?Simply knowing the language of instruction and the required math skills may not be sufficient for solving problems. Cultural roadblocks may be present as well. In this problem one needs to know that the French educational system counts the grade levels in secondary school from 6th (youngest) to 1st (oldest). A teacher must be careful not to assume that all students have the same background knowledge.Tim Boals presentation, 4-06

Lesson #1A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped “Minto” to the krinklejup. The krinklejup zisked zoely.

Kringlejup=player

1.What was the krinklejup doing?2.What stipped?3.What did the barjam grup?4.How did the krinklejup zisk?

The Amazing English! How-to Handbook

Kringlejup player

Parling= dribbling

Tristlebin=basketball

Barjam=referee

Stipped=whistled

Grup=shouted

Minto=foul

Zisked=complained

Zoely=loudly

*Try This . . .

In most multiple element dipoles, the additional elements are not directly connected to the feed line. They receive power by mutual coupling from the driven element. Then they reradiate it in the proper phase relationship to achieve gain or direct connectivity over a simple half-wavelength dipole. These y p g pelements are called parasitic elements.

There are two types of parasitic elements. A director is generally shorter than the driven element and is located at the front. A reflector is generally longer than the driven element and is located at the back. The direction of maximum radiation from a parasitic dipole travels from the reflector through the driven element and the director. The term “major lobe” refers to the region of maximum radiation from a directional dipole.

* WIDA presentation 4-06.

Pre-Teach Vocabulary!

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USE GRAPHICS and GRAPHIC USE GRAPHICS and GRAPHIC ORGANIZERS TO TEACH CONTENT!

How do I assess ELLs in my classroom? When classes can be provided in the student’s native

language, modifications in grading may not be needed. For integrated programs, a reasonable grading policy could

include: Pass/fail grading of students at beginning proficiency levels

(levels 1 and 2) Grading students against their own progress at intermediate g g p g

levels (levels 3 and 4) Using mainstream grading norms at the advanced level (Level

5), while still providing adequate academic support to ensure success.

Consider performance-based assessment strategies such as authentic assessment, teacher constructed rubrics, checklists, or rating scales can be individualized for these students

Ultimate Goal: Keep standards high while keeping language demands reasonable.

Educate Teachers!

Share your knowledge! Be a lead at your school

Mail box stuffers—everythingesl.net Mail box stuffers everythingesl.net Best practices workshops How to utilize ACCESS for ELL reports Include Support Staff

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Resources available to students and teachers

Web Links:New Horizons ResourcesDPI Best Practices Guidewww.everythingesl.netwww.colorincolorado.org/

CESA 5 IMC:Search “ESL”