Transcript Response to Instruction & Intervention (RtI2)

Equipping Your English
Learners for Academic Success
Building Receptive and
Expressive Language
Norms
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Be respectful of one another
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Cell phones off or on vibrate
Avoid side conversations (jot notes
instead?)
Ask “we” questions. Save “me”
questions.
Keep the focus on teaching and
learning; that which is within our
sphere of influence
Be a learner - actively participate
in readings, discussions and
activities
2
Participation Processes
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Parking Lot questions will be addressed after breaks
and at the end of day
During discussion time, please focus attention on the
given task first, then discuss related topics of interest.
At the signal, please finish your sentence but refrain
from starting a new paragraph
3
Thinking About My
English Learners…
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My Turn, Your Turn
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Letter off A-B-A-B at your table. Remember your
letter.
 Person
A turns the first frame into a question.
 Person B completes the frame.
 Frames are on the following slide
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Use previous learning from the E.L. Series and
your experience as reference points.
Continue with the same process, switching roles for
each bullet.
4
Reflections…
1.
2.
3.
4.
To best support English Learners based on their
background and level of English use, we need to know
_______ and ________. (Day 1 & 2)
A few strategies to scaffold content learning for
English learners include_______, _______, and
______. (Day 2)
I have had the most success with my English learners
when ____________.
A challenge I have had in supporting my English
learners with their language growth includes ______.
5
Outcomes for the Day
Answer the Questions:
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How do I maximize
English Language learning
in both ELD and content
standard instruction?
What language structures
need to be taught and how
do I teach them?
6
Looking At Our English Learners
Research Driven
Questions Teachers Should Ask
Last time we asked:
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What will I do to establish and
communicate learning goals,
and celebrate success?
What will I do to help students
effectively interact with new knowledge?
This time we will focus on the question:
 What will I do to engage my English
Learners?
The Art and Science of Teaching
Marzano, 2007
Language Learning
Need to be explicit with our language
instruction so that we can help prevent…
http://www.youtube.com/watch?v=BNQLmHKlmiE
Instructional Blueprint for English Learners
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This blueprint describes two instructional purposes:
1.
Systematic ELD (for proficiency level)
2.
English language for content learning (for grade
level)
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Please read the Blueprint for English Learner
Instruction.

As you read, highlight key phrases for table sharing
to follow.
E.L. Achieve: A Focused Approach
11
Instructional Blueprint for English Learners
Systematic ELD
instruction
Goal
Develop solid English
language foundation needed
to fully engage in academic
and real life situations.
Purpose
Teach students language
necessary to move from one
assessed English-proficiency
level to the next.
Content
 Determined by students’
ELD levels.
 Follows a scope/sequence
of language skills.
 Taught in functional
contexts.
Teachers Need
 Knowledge of L2 levels, L2
learning, pedagogy
 Tools to assess and plan
 Collaboration time
 Scheduled time to teach
language
English Language Arts Instruction
Reading Intervention
Goal
Intensively teach literacy
skills to accelerate
achievement for students
reading two years below
grade level
Teachers Need
 Knowledge to diagnose
and teach PA, decoding,
fluency, comp, spelling oral
lang. development, and
writing.
Grade Level ELA
Goal
Achieve grade level content
standards
Teachers Need
 Knowledge of content
being taught
 Effective instructional
practices
Content
Math, H/SS, Science, PE, Art
Goal
Achieve grade level content standards
Teachers Need
 Knowledge of content being
taught
 Effective instructional
practices
English language instruction for content learning
Purpose
Focused language support to equip students to construct and express meaning.
This is based on an analysis of cognitive and linguistic demands of upcoming
content instruction.
Content
Determined by content objective and students’ English language knowledge.
Teachers Need
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Tools to identify language demands of lesson
Tools to plan language instruction for content learning
Support through collaborative planning
Comprehensible delivery of content instruction:
• Utilizes instructional strategies and techniques to make content comprehensible (e.g. SIOP, GLAD, SDAIE, etc.)
• Maximizes teachable moments throughout the entire instructional day for both content and language
E.L. Achieve: A Focused Approach
Instructional Blueprint for English Learners
Systematic ELD
instruction
Goal
Develop solid English
language foundation needed
to fully engage in academic
and real life situations.
Purpose
Teach students language
necessary to move from one
assessed English-proficiency
level to the next.
Content
 Determined by students’
ELD levels.
 Follows a scope/sequence
of language skills.
 Taught in functional
contexts.
Teachers Need
 Knowledge of L2 levels, L2
learning, pedagogy
 Tools to assess and plan
 Collaboration time
 Scheduled time to teach
language
English Language Arts Instruction
Reading Intervention
Goal
Intensively teach literacy
skills to accelerate
achievement for students
reading two years below
grade level
Teachers Need
 Knowledge to diagnose
and teach PA, decoding,
fluency, comp, spelling oral
lang. development, and
writing.
Grade Level ELA
Goal
Achieve grade level content
standards
Teachers Need
 Knowledge of content
being taught
 Effective instructional
practices
Content
Math, H/SS, Science, PE, Art
Goal
Achieve grade level content standards
Teachers Need
 Knowledge of content being
taught
 Effective instructional
practices
English language instruction for content learning
Purpose
Focused language support to equip students to construct and express meaning.
This is based on an analysis of cognitive and linguistic demands of upcoming
content instruction.
Content
Determined by content objective and students’ English language knowledge.
Teachers Need



Tools to identify language demands of lesson
Tools to plan language instruction for content learning
Support through collaborative planning
Comprehensible delivery of content instruction:
• Utilizes instructional strategies and techniques to make content comprehensible (e.g. SIOP, GLAD, SDAIE, etc.)
• Maximizes teachable moments throughout the entire instructional day for both content and language
E.L. Achieve: A Focused Approach
Instructional Blueprint for English Learners
Systematic ELD
instruction
Goal
Develop solid English
language found ation needed
to fully engage in academic
and real life situations.
Purpose
Teach students language
necessary to move from one
assessed English-proficiency
level to the next.
Content
 Determined by studentsÕ
ELD levels.
 Follows a scope/sequence
of language skills.
 Taught in functional
contexts.
Teachers Need
 Knowledge of L2 levels, L2
learning, pedagogy
 Tools to assess and plan
 Collaboration time
 Scheduled time to teach
language
English Language Arts Instruction
Reading Intervention
Goal
Intensivel y teach literacy
skills to accelerate
achievement for students
reading two years below
grade level
Teachers Need
 Knowledge to diagnose
and teach PA, decoding,
fluency, comp, spelling oral
lang. develo pment, and
writing.
Grade Level ELA
Goal
Achieve grad e level content
standards
Teachers Need
 Knowledge of content
being taught
 Effective instructional
practices
Content
Math, H/ SS, Science, PE, Art
Goal
Achieve grad e level content standards
Teachers Need
 Knowledge of content being
taught
 Effective instructional
practices
English language instruction for content learning
Purpose
Focused language support to equip students to construct and express meaning.
This is based on an analysis of cognitive and linguistic demands of upcoming
content instruction.
Content
Determined by content objective and studentsÕEnglish language knowled ge.
Teachers Need



Tools to identify langu age demands of lesson
Tools to plan language instruction for content learning
Support through collaborative planning
Comprehensible delivery of content instruction:
• Utilizes instructional strategies and techniques to make content comprehensible (e.g. SIOP, GLAD, SDAIE, etc.)
• Maximizes teachable moments throughout the entire instructional day for both content and language
E.L. Achieve: A Focused Approach
Instructional Blueprint:
Talking Stick
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Consider the reading you
just completed and the
information that followed.
In groups of 3 or 4, select a
Talking Stick.
1st round – The
Instructional Blueprint
made me think about ____.
2nd round –I’m noticing
that when it comes to
learning a language,
students _____because___.
Continue using the frames
above until the signal.
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Language to Develop a Solid
Language Foundation
When focusing on ELD…
we have the opportunity to teach English
learners the language they …
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did not learn before entering school,
will not be taught in any other content area,
and
need to be able to use every day.
E.L. Achieve: A Focused Approach
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ELD Matrix of
Grammatical Forms
Scope and sequence of grammatical knowledge
across proficiency levels
E.L. Achieve: A Focused Approach
Scope & Sequence of Language Skills
ELD Matrix of Grammatical Forms
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Describing actions & states of being: VERBS
Naming people, places & things: NOUNS &
ARTICLES
Re-naming people, places & things: PRONOUNS
Connecting ideas: PREPOSITIONS
Connecting ideas: CONJUNCTIONS
Describing what kind, how many, how much, which
one: ADJECTIVES
Describing when, where, how, why: ADVERBS
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ELD Matrix of Grammatical Forms
Layout of Tool:
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Note proficiency levels
across the top.
Note parts of speech
along the left side.
Getting to know this
tool:
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Skim entire ELD Matrix.
Read one level
“vertically”.
Read one part of speech
“horizontally”.
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Enjoy a 10 minute break
Small Group Activity
ELD Matrix Sort
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You will work in groups of 3 or 4
Sort the cards by level of English proficiency using
the ELD Matrix of Grammatical Forms as a resource
Now, group the samples by part of speech
Finally, generate one more example for each of the
levels.
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What’s Grammar Got to Do With It?
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Internalized knowledge of grammatical forms
Is essential to language proficiency
 Equips us with tools to communicate our thinking
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Putting Grammar in its Place
However, just as the ability to:
Decode ≠ Reading,
Grammatical knowledge ≠ Language.
It greases the wheels for us to be able to
communicate ideas.
But remember…
Functions First!
E.L. Achieve: A Focused Approach
25
Language Functions
Functions are the purposes for
communicating orally and in writing.
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Language Functions
Different language functions require different
grammatical forms:
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Retelling calls for verbs and verb phrases
Describing where something is located calls for
prepositional phrases
Telling about a person or thing calls for nouns and
pronouns
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ELD:
Prominent Language Functions
Interpersonal Communication Express Action & Time
Relationships
• Express needs and make
requests
•Discuss or create a plan
•Contribute ideas and opinions
•Retell actions and events
to a discussion
•Ask for, give and follow multi•Negotiate solutions
step directions
Describe, Compare, Contrast
•Describe physical
characteristics
•Describe location of objects in
space
Express Cause & Effect,
Predict, Infer
•Cause and effect for actions
•Make predictions and
inferences about actions and
events
Language to Share
Content Knowledge
Receptive which leads to Expressive
Content Learning:
Dominant Language Functions
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Language functions commonly
found in content standards,
include:
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Identification and explanation
(includes description, definition)
Cause and effect relationships
Compare and contrast attributes
or actions
Prediction and inference
Express sequence and time
relationships
Summary and generalization
Cause and Effect:
Signal Words
Topic: Charges
What causes a negatively charged balloon to stick to a
neutral wall? This happens because there is another
way to separate charges. The balloon’s negative
charges repel negative charges in the wall. The
wall’s negative charges move away a little. They are
now separated from the wall’s positive charges. The
balloon’s negative charges are then attracted to the
wall’s positive charges. The balloon sticks to the
wall.
Harcourt School Publisher: California Science;
grade 4 Interactive Science Reader
Cause and Effect:
Signal Words & Phrases
Topic: Charges
What causes a negatively charged balloon to stick to a
neutral wall? This happens because there is
another way to separate charges. The balloon’s
negative charges repel negative charges in the wall.
The wall’s negative charges move away a little.
They are now separated from the wall’s positive
charges. The balloon’s negative charges are then
attracted to the wall’s positive charges. The balloon
sticks to the wall.
Harcourt School Publisher: California Science;
grade 4 Interactive Science Reader
Vocabulary to teach
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The topic determines the vocabulary you need
to teach.
Topic: Charges
What causes a negatively charged
balloon to stick to a neutral wall?
This happens because there is
another way to separate charges.
The balloon’s negative charges
repel negative charges in the wall.
The wall’s negative charges move
away a little. They are now
separated from the wall’s positive
charges. The balloon’s negative
charges are then attracted to the
wall’s positive charges. The
balloon sticks to the wall.
Your Turn…
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Peruse the Dominant Function Content paragraphs
and choose several to look for signal words based on
a function with a partner.
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What might be some important vocabulary to teach?
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Circle the signal words
Underline the vocabulary
If you brought your materials, look at upcoming
passages to identify the language function, signal
words and important vocabulary to teach. If not, use
the CST Release Test Questions.
Connection:
Language Function
Predict/Hypothesize
Signal Words
Sequence
Explain through
classification
B/EI – is
going to, will,
I think
B/EI – first,
second, next,
then, last,
B/EI – have,
are, are called,
is used to
I – think,
believe,
probably,
predict, might
I – To get
started, from
there, continue
to, to finish
I – described
as, is part of, is
related to, is
used for
EA/A – most
likely,
certainly,
doubt, based
on,
EA/A – initially,
eventually, to
begin/conclude
the process,
EA/A –
characterized
by, utilized for,
identified by,
employed as,
features,
Signal Words are not enough…
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Students need sentence frames to provide structure
for responses that focus on accuracy.
•
•
•
•
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To get started, we ____. After that, we ____. From there,
we _____. Finally, ____.
When ____ is added to _____, it ______.
_____ is _______, however, _____ is ______.
Both _____ and _____ are able to ______.
Your turn…
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Use the Thumbnail Look at Common Functions to create
a few frames for expressive language students will need
to use in an upcoming situation.
Starters vs. Frames
Sentence Starters and Sentences Frames are
not the same…
Sentence Starters do not provide
sufficient structure for accurate responses
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Prompt
How does your best friend get to school?
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Sentence Starter
My best friend __________________.
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Sentence Frame
My best friend ______s to school
Verb Bank: (present tense +s)
walks
rides her bike
gets a ride
Simple Sentence Starters can be
turned into Sentence Frames
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Sentence Starters require students to
already know how to accurately complete
the sentence
Sentence Frames add essential
grammatical support so students can
produce a competent response in the
appropriate register.
Response Frames
Language Function: Prediction
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I predict that the character _______ will
________ (base verb: study, leave)
or
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will be ______ (adjective: upset, excited)
I made this prediction because she/he
________ (past tense verb: tried, bought)
Source of example: Kate Kinsella
Enjoy an hour for lunch
Structured Oral Language
Practice
Student Participation and Practice
Structured Oral Language Practice
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Provides students the opportunity to:
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Internalize new vocabulary and sentence
structures
Develop fluent accuracy
Build confidence in using English
Provides teachers ongoing monitoring of
student progress.
Find Someone Who
Language Practice Strategies
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With a partner other than that
at your table, meet to:
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Have your partner describe
ONE of the strategies.
You jot down the gist of the
strategy in the box.
Finish by writing down your
partners name.
Continue the process with new
partners until you hear the
chime.
Head to the Computer Lab
Pulling it all together

With a partner, consider today’s focus on building
receptive and expressive language. In what ways
will you support the learning of English in upcoming
lessons? Be prepared to share your thoughts.
Day 3 Evaluation
Reflect on Day 3 Learning (http://estaffroom.sccoe.org)
Thank you for spending the day with us!