Transcript ESL/Dual Language

ESL/DUAL LANGUAGE
October 24th District Level PD
Bell Ringer
On the Give One Get One board in front of you,
please do the following:
• Fill in one square with your favorite website or
resource that you use in your classroom.
• When you are done, please take a few minutes to
walk around the room filling out the additional
squares with resources from your colleagues.
Today’s Objective
Today we will:
• Discuss ELPA assessment and ELP standards
• Discuss ELDA data
• Clarify the differences and similarities between ESL
and Dual Language
• Review the components of SIOP objectives and work
collaboratively to write language and content
objectives for our classrooms
THE FUTURE OF ESL TESTING…
• 2014-2015
• Fall 2014
• Spring 2015
• 2015-2016
• 2015-2016
• 2016
Last year for the ELDA
ELP Standards released for use
ELPA21 Field Test
ELP Standards training in module form
TELPA still administered
First year of ELPA21
Website for information on ELP Standards and ELPA21—www.ELPA21.org
TOP TEN THINGS YOU MAY NOT KNOW
ABOUT DUAL LANGUAGE
10 – Not all ESL students are Dual Language students, just as not all Dual Language students are
ESL students. The number of students that are both ESL and Dual Language are:
North Middle – 75 students
Irving – 284 students
9 – There are 6 home languages represented in the Dual Language program.
8 – Dual Language students at the elementary level do not receive pullout services for ESL.
7 – Students in the Dual Language program will maintain their L1 language as well as develop
academic language in their L2. (If their home language is English or Spanish.)
6 – All ESL students who are in the Dual Language program take the ELDA each year.
5 – At the elementary level, students are shared between a set of teachers, receiving half of their
instruction in English and half of their instruction in Spanish.
4 – At the middle school level students receive content-area instruction in two areas in Spanish.
3 – The mission of the program is to produce bilingual and biliterate students in English and in
Spanish.
2 – Native English speakers may only enter the program until the end of the first semester in 1st
grade.
1 – We are only 1 of 3 Dual Language programs in the state of Iowa.
TOP TEN THINGS YOU MAY NOT KNOW
ABOUT ENGLISH AS A SECOND
LANGUAGE
10 – Currently, there are 54 level 1’s who are newcomers to the country that attend the OC.
9 – OC stands for Orientation Center. 
8 – There are three ways that ESL teachers can support their students in our district: push-in, pullout, self-contained classrooms.
7 – There are 1,990 ESL students in the district currently.
6 – The current exit criteria for ESL students is that they score a 6 on the ELDA two years in a row.
5 – There are 35 elementary ESL teachers. There are 20 secondary ESL teachers.
4 - There are at least 13 home languages represented in our district.
3 - There is no set curriculum for the ESL teachers to follow.
2 - ESL teachers don’t just teach language, they are teaching life skills.
1 – Less than half of all ELL’s are foreign born. The majority are born in the United States.
SIOP
Take 1-2 minutes to share with table partners any
background with SIOP, include any strategies you
already know or use to support your ELLs.
SIOP
STANDARD
what we are aiming to grasp
CONTENT
the content we teach
LANGUAGE
the language we use
STANDARD
what we are aiming to grasp
CONTENT
the content we teach
LANGUAGE
the language we use
CCSS…
MA.5.G.3 Analyze and compare the
properties of two-dimensional figures and
three-dimensional solids (polyhedra),
including the number of edges, faces,
vertices, and types of faces
I CAN…
classify a polyhedron based on its attributes.
I CAN….
label and identify by reading polyhedrons
based on their attributes.
Verbs for Content Objectives
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Analyze
Apply
Arrange
Build a model
Demonstrate
Design
Determine
Divide
Combine
Compute
Conclude
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Construct
Convert
Create
Decide
Locate
Make
Match
Order
Draw
Draw
conclusion
• Find
• Give
examples
• Hypothesize
• Identify
• Select
• Separate
• Show
• Show
relationship
• Illustrate
• Paint
• Produce
• Put in order
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Rearrange
Reconstruct
Reorganize
Calculate
Categorize
Choose best
response
Classify
Solve
Support
Use
Language Skills Associated with Content Lessons
Listening
• Draw a picture
• Role play
• Answer
questions
• Listen and retell
• Follow directions
• Demonstrate
• Distinguish
between
• Record
Speaking
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Name
Discuss
Explain
Ask and Answer
Questions
Summarize
Evaluate
Clarify
Justify
Reading
• Preview and
predict
• Find specific
information
• Read fluently
• Identify main
idea
• Determine fact
vs. opinion
• Scan
• Infer
• Identify
vocabulary
Writing
• Create complete
sentences
• Summarize
• List
• Compare
• Explain
• Write questions
and answers
• Create a poem
• Diagram
Take 5-7 minutes working with table partners; use
sentence strips for fun 
1. Think of a standard you are teaching, will teach or
have taught
2. Think of the content that will be covered
3. Use the content verb list sheet to create the content
objective
4. Use the language verb list sheet to create a
language objective
5. Share with partners around you
SIOP STRATEGIES
• GIST (Generating Interactions b/t Schemata and
Text)
• Together read a section of text on whiteboard or
other visual
• Underline 10 or more words most important
• Without text, write a summary sentence or two using
GIST words
• Repeat process through the text and write a topic
sentence to precede the summary sentence (also
works well with video clips)
SIOP STRATEGIES
• Concept Definition Map
• One of best strategies for
learning content vocab and
concepts. Can be complex
concepts. Adding drawings also
helpful.
SIOP STRATEGIES
• Expert Stay & Stray
• Students first work in a small group on an assignment or topic.
• Say, for example, students are recording the steps for solving a word problem in math on a
large poster.
• Students in the group number off: 1, 2, 3, 4. The teacher calls a number. For example, the
teacher may call #4. #4 in the group will take his or her group’s poster and share with
another group. #4 stays with his/her new group and the teacher calls another number-#1, for
example. #1 in #4’s new group will need to take the poster that #4 just shared with the
group, to another group in the room to share.
• This encourages students to listen carefully in order to be ready to share. If you have
newcomers in the room, you may want to pair that student with a more proficient English
speaker. The newcomer could point to the steps on the poster as his partner shares with the
group verbally.
SIOP STRATEGIES
• Pretest with a Partner
• Any subject area. Purpose is to allow ELL’s opportunity at beginning of
lesson/concepts/vocab that will be assessed at the conclusion of the
lesson/unit.
• One pretest/pencil to each pair. It should be similar to the posttest.
• Partners pass the pretest and pencil back and forth (use a timer?).
• Read question aloud, discuss possible answers, come to a consensus and
write an answer
• Gives students opportunity to activate prior knowledge and share
background information. Teacher can circulate to assess what students know.
Today’s Objective
Today we will:
• Discuss ELPA assessment and ELP standards
• Clarify the differences and similarities between ESL
and Dual Language
• Review the components of SIOP objectives and work
collaboratively to write language and content
objectives for our classrooms
Ticket out the door
On the sticky note at your table, write down one take
away from today’s meeting that you can apply in your
classroom. 
Please place your sticky note onto the chart paper
objectives.
Thank you for your collaboration and attendance today!