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Module 2
Domain 2 - Foundations of English
Language/Literacy Development and Content Instruction Domain 3 - Approaches and Methods for ELD and Content Instruction Domain 1 - Assessment of English Learners
(004) Benchmarks
116-126
(004) Benchmarks
116-126
enclaves and run their own non-Englishspeaking schools 1839-Ohio is the first state to adopt a bilingual education law, allowing schools to operate in German and English at parent request 1847-Louisiana passes similar law for French & English 1848-Treaty gave Mexicans the right to speak Spanish in CA 1864-Congress prohibits Native Americans from being taught in their own language
socio-cultural weaknesses if people lose ability in native language 1879-Children are punished when caught using native language 1888-Legislation attempted in both states 1900-At least 600,000 taught in German 1906-Congress passes first English-only law 1917-Anti-German sentiment begins to extend to other languages
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(004) Benchmarks
116-126
40s
(004) Benchmarks
who are poorer and less educated
116-126
1980-Ordinance is in response to new waves of immigrants 1994-Prop 187 would have made it illegal to provide
& 50s 1959-Cuban immigrants arrive in Miami 1961-Full bilingual program for Cuban immigrants 1968-Act provided money for programs of native language instruction 1974-Supreme Court determines that schools that do not make special provisions for students learning English are not providing equal educational opportunities.
overwhelmingly in English
2001-Provided federal funding to schools to support the
textbooks and facilities, and facilities and teachers must be appropriately authorized
118
119
brought by native Chinese speaker in San Francisco schools Made illegal those educational practices that excluded children from effective education on the basis of language Court ruled that simply providing same instruction and materials in English was not equitable
procedures to transfer to all-English classes, and professional standards for teachers. Still in use in states without regulations.
123, 126
(004) IDEA
122
high levels of academic proficiency and meet the same challenging academic standards as do their native-English speaking peers. Funding for ELs and immigrants Accountability requires annual progress in learning English, progress towards reclassification, and academic progress
law Stipulates that children not be labeled disabled if poor school achievement is due to ethnic, linguistic, or racial difference
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124-125
(004) Williams vs CA
125
Requires equity in provision of textbooks, Ed. Code 300-340 Instruction overwhelmingly in English Alternative programs through waiver
maintenance of facilities, and appropriately authorized staff (including teachers of English Learners)
process
126
127
language other than English. Goals include maintenance and development of native language
127-128
129-130
Belief that common language is a unifier Belief that students will be more
academically successful
Dropout rates/expulsion and detention rates Staffing Teacher qualification Teacher retention Funding
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A. English Speakers
NA
Exit Criteria
Reasonable fluency
Fully fluent
District criteria
Program Length
1 year
Until redesignated
Parent choice
District criteria
B.Older Students
10 years or older
Informed belief
Class Composition
District policy
50/50 ideal
Depends on models
Depends on model
C.Special Needs
Already placed for not less than 30 days in an English Language classroom
138
(004) SDAIE
139-140
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Oral Language
concepts)
(005) Motivation
Necessity Personal importance Affiliation (e.g. teacher, peers)
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150
reading program
Balance between phonics and
while teaching Math, Social Studies, Science. Example: After a science experiment, use the Language Experience Approach to develop literacy through science
comprehension; integrates L S R W
150
150
organization
Themes based on standards
150
150
activities
Relating your content and instruction to
real life
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150
interest, relevant
Make sure that EL proficiency level is taken
into consideration
150
177
Language Experience Approach 257-258 Interactive Journals 262 Shared Reading Learning Logs Process Writing 264-266 Graphic Organizers 177-184 Pre-Reading Activities 251, 253
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(006) SDAIE
What is SDAIE?
139-144
ELA HIGHWAY
Who should receive SDAIE and why? Why is SDAIE more than just good
teaching?
What is the role of primary language in a
SDAIE class?
L,S
strategies?
Lesson Characteristics Emphasis is on developing academic English vocabulary and language structures. Accessing prior knowledge is essential. Incorporating and valuing the home culture of the student and the students family. Several opportunities for students to practice all 4 ELD strands Reading, Writing, Speaking and Listening.
Speakers
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(006) Organizing
Role of Paraprofessionals Provide and monitor small group instruction Provide individual support Assist in primary language instruction Volunteers Older students, parents, community members Team Teaching By subject matter or proficiency level Technology Multimedia and specially designed software
(007) CumminsGrid
Cognitively Undemanding
Context Embedded
A C B D
Cognitively Demanding
Context Reduced
10
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(007) Modification
Modifying vocabulary speed stress intonation repetition amplification
(007) Contextualization
Embed language in understandable context such as Realia - manipulatives, hands-on props Visual support multimedia and technology resources, charts/maps, nonverbal language
(007) Assessment
Formative Summative Re-teaching as a result
comprehension
Literal Inferential Evaluative Effective questioning techniques Wait time Framing questions appropriately Different types of questions
11
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that are critical to a content area that you teach in the specific categories
Effective Resource Use for ELD and SDAIE CTEL Text: Chapter 5 (184-189) Participant Manual: pp. 47-52
(008) Brainstorm
How can you modify materials to meet the
12
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(009) Brainstorm
Reflect on some of the ways you were taught
Approaches and Methods for ELD and Content Instruction CTEL Text: Chapter 5 Participant Manual: pp. 53-56
a foreign language in high school and college. What were some of the activities that you participated in? How well did you learn the language?
60-61
60-61
Characteristics:
-good comprehension -few grammar errors -near native speech
Theoretical Base: Krashens Monitor Model Key Features: Closely resembles the way
that a child acquires a first language. Effectiveness: Because it is based in acquisition, it is effective when followed explicitly.
Activity Behaviors:
-listen -point -move -choose -match -mime -act out -draw
Activity Behaviors:
-name -list -respond -label -categorize
Activity Behaviors:
-give opinions -defend -debate -justify -examine -analyze -create -evaluate -read -write
Activity Behaviors:
-describe -define -explain -recall -retell -summarize -role-play -compare/contrast
54
(009) CALLA
158-159
association between language and body movement Goal: Comprehension Key Features:
Listening precedes speaking Understanding is developed through body movement Speaking is never forced Effectiveness: Allows for low-stress acquisition of
Theoretical Base: Chamot & OMalley Goal: Development of learning strategies Key Features: CALLA is targeted at EL
receptive vocabulary
students at the early intermediate and intermediate levels of English language proficiency. Effectiveness: Because of its cognitive and metacognitive strategies, CALLA is designed provide transitional instruction from CBELD to SDAIE classrooms
13
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(009) Strategies
Oral Strategies Numbered Heads Together 166 Think--Pair--Share Written Strategies Write Around Cooperative Paragraph Strips
context Use during ELD and content instruction Dynamic groups--homogeneous, heterogeneous, etc.
197
content standards
When? - Throughout the day (outside of ELD
instruction) Why? - To provide access to core while developing English How? - tapping prior knowledge, contextualization, graphic organizers, brainstorming, visuals, C.L., etc.
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(010) Listening
pp. 214-217 in the CTEL Text Listening for Basic Comprehension Listening to Repeat Listening to Understand Listening for Communication
(010) Listening
p. 218 in the CTEL Text Example Listening Activities at each ELD level
(010) Listening
p. 219 in the CTEL Text The Listening Process
Before Listening During Listening After Listening
(010) Speaking
p. 220-225 in the CTEL Text Developing Oral Language
Situations for Speaking Resources for Spoken Discourse Teaching Pronunciation
(010) Speaking
p. 227-231 in the CTEL Text The Speaking Process
Before Speaking During Speaking After Speaking Oral Discourse and Instructional Conversation
Communication
Analysis and Evaluation
15
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Role-plays
Modeling
Interviews
Practicing questioning and answering techniques Sentence frames
Debriefing
Think-Pair-Share(or other coop. strategy) to reflect on lesson
ELA HIGHWAY
A EA
Reading Onramp
I EI B
(011) Reading
pp. 238-241 in the CTEL Text Personal Factors Affecting Reading
Primary Language Literacy Level Transfer of Primary Language Literacy Level of EL Proficiency
(011) Reading
pp. 242-248 in the CTEL Text Foundations of Literacy
Standards-Based Reading Instruction Transfer of Reading Skills Developing Word Analysis Skills
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(011) Reading
pp. 248-251 in the CTEL Text Developing Fluency
Reading Aloud Seeking Meaning Systematic Vocabulary Development Contextual Redefinition
(011) Reading
p. 251-254 in the CTEL Text The Reading Process
Before Reading During Reading After Reading
(011) Reading
pp. 254-259 in the CTEL Text Developing Reading Comprehension
Match to Proficiency Level Strategies When Comprehension Fails Text Genres Grade-Level Appropriate Texts Critical thinking Creative Thinking and Risk Taking
(011) Writing
pp. 260-262 in the CTEL Text Writing and the English Learner
College Writing Writing as a Social Construction Stages of Writing Development
(011) Writing
p. 263 in the CTEL Text Writing Genres and Prompts
Writing Narrative Prose Writing Expository Prose
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speaker, audience, and form across different writing genres English Language Conventions
experiential environment
The more familiar students are with the features
lesson
it in novel formats To promote critical thinking skills Learning is most effective when students have opportunities to discuss and process content Different ways of determining student performance to provide more accurate evidence as to whether learning has taken place Clarifies misconceptions and further develops proficiency in English
18
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will write brief 1-2 sentence narratives of any experience that they have had with the different forms of water. As the T-P-S model dictates, they will pair up to relate their sentences to a partner, then share out in table groups. -Students will read summary of the lesson reading in table groups in order to preload content. -Class will review the concept of comparing and contrasting using actual forms of water. Through - Using a graphic organizer that pictorially represents the water cycle, students will develop understanding of the relationships the different forms of water have with one another. Students will then compare and contrast their charts with the charts of table mates. -Students will develop a paragraph comparing and contrasting the different elements of the water cycle based on teacher-modeled representation. Beyond - Students will create a haiku that describes water in its liquid, solid and gaseous forms
Role, Purposes, and Types of Assessment CTEL Text: Chapter 3 Participant Manual: pp. 77-84
(002) CELDT
What? - State Test of ELD, Based on Standards Who? - All English learners Why? - Initial Identification, Annual Assessment,
Redesignation, Reclassification
When? - Annual Assessment- 7/1-10/31, Initial
19
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145
assessment results
Placement in an EL classroom The opportunity to apply for a parental
exception waiver
(002) Redesignation/Reclassification
Possible Criteria: Teacher evaluation of language proficiency and curriculum mastery CELDT score Parental consultation Objective data from standardized tests etc.
(002) Identification
CELDT Score: Early Advanced L/S: Intermediate or above R: Intermediate or above W: Intermediate or above
A student who falls below any of these criteria is an EL.
(002) Reclassification
CELDT: Meets criteria on previous slide Objective criteria: ELA score of BASIC on
(002) Reclassification
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(002) Validity
100
(002) Reliability
100
99
101
Limits of Traditional(Standardized)
Purpose - to provide a direct measure of Feature aligned to state standards Limitations lack of relevance to the
text features
102
Purpose measure the success of activities Feature add-on assessment unnecessary Limitations difficult to assess skill level
rubrics
21
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102
103
commonly found outside the classroom Feature stem from classroom activities, allow students to self-evaluate Limitations - lack of comparison group for accountability
Modifications - portfolios, group or
individual
103
of a single number
opportunity for improved student self-
image as a result of showing progress and accomplishment recognize different learning styles can include writing samples, selfassessments, audio, photo, video, graphic organizers, teacher notes
(001) Standards-Based
1. STANDARDS inform ASSESSMENT 2. ASSESSMENT informs INSTRUCTION 3. Students engage in LEARNING 4. Students DEMONSTRATE what they know 5. Students experience LEARNING, or 6. Teacher RETEACHES
expectations for ELs. The ELD standards are to be used to plan/provide instruction for English Language Development. The ELD standards are based on proficiency levels and grade-level spans in L/S, R, and W. The ELD standards are based on the same components as the ELA standards. An English Learner may require more explicit steps to reach a standard. The CELDT is aligned with the ELD standards.
22
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meet standards.
Teachers must develop benchmarks to
show that these students are moving toward the standards. Teachers must teach to the ELD standards.
(003) Identification
Referral process Early intervention
110-111
(003) Academic
Sound-Symbol Relationships Receptive Language Metacognition Informal Retention Motor Control Social-Emotional Functioning Attending and Focusing Culture/Language Shock
109-110
placement
23
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(003)Underachievement
ELD as compensatory education dropping out of high school difficulties in higher education
293-297
(003) Overachievement
for jobs
297
higher achievement
Some subgroups resist assimilation
(003) Issues
Dropouts
Tendency is to blame students The need is to provide high quality
curriculum and instruction and know about the students and their families
Retention
10% of language minority students are
retained
Tracking
Educational gaps continue
24