Transcript High Point Level B

Language
Acquisition
Branch
English Learners
in
Middle School:
Dispelling
Myths about ESL
District 6
English Learner Summit
June 6, 2008
Maria Whang, EL Advisor
Marisol Muñiz, High Point Expert
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Language
Acquisition
Branch
The Myths
• Middle School placement in ESL will do
irreparable harm to our matriculating
elementary English learners
– Never graduate
– Are unable to meet A-G requirements
– Are precluded from access to the university
• ESL moves the student backwards; it’s
not standards-based and is generally a
waste of time
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Language
Acquisition
Branch
“… the secondary curriculum for all English
Learners (ESL + PRP) must be standards based,
grade appropriate and rigorous. As it stands now,
English Learners who are placed in ESL classes in
Middle School and High School are precluded
access to the University, as they are not part of the
A-G curriculum.”
From the Council of Mexican American Administrators (CMAA)
position paper in support of the Achieving A+ Summit
December, 2007
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Language
Acquisition
Branch
Presentation Outcomes
• Become aware of English learner
middle school data
• Review common understandings
(policy, programs and services)
related to ELs in Middle School
• Explore the comprehensiveness,
coherence and the rigor of the ESL
curriculum
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Language
Acquisition
Branch
K-12 English Learner Numbers
R30 –California State Language Census Report
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Language
Acquisition
Branch
Middle School
EL Numbers
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Language
Acquisition
Branch
49,115
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Language
Acquisition
Branch
LAUSD’s Two English Learner
(EL) Categories
ESL students (English as a Second Language) and PRP
students (Preparation for Reclassification Program)
Total EL
ESL
PRP
ESL%
PRP%
6th grade
17,042
10,115
6,927
59%
41%
7th grade
15,360
8,122
7,238
53%
47%
8th grade
14,827
4,573
10,254
31%
69%
47,229
22,810
24,419
48%
52%
Middle School
Totals
In second semester, approximately 42% of ELs are ESL and 58% PRP.
Data sources: DSS FALL NORM DAY 2007-2008
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Reclassification:
Language
Acquisition
Branch
A Five Year District Trend
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A Five Year State Comparison
Language
Acquisition
Branch
English Learners Reclassified
15%
Grades K-12
13.6%
12%
9%
9%
8.3%
7.7%
9.6% 9.5%
9.2%
2005-2006
2006-2007
7.7%
6%
4.2%
3%
2.1%
0%
2002-2003
2003-2004
2004-2005
State
Calif ornia R30 Language Census Report
LAUSD
Planning, Assessment and Research Div ision
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REFERENCE GUIDE:REF 3494.1
Language
Acquisition
Branch
PLACEMENT of MATRICULATING ELs in
MIDDLE SCHOOL and HIGH SCHOOL ELD
CURRICULUM
• Basis for placement: DPI code from elementary
school
• Additional criteria to determine placement:
– CELDT scores
– CST results from Spring, 2005 in
English/Language Arts (or 2006 if available)
• High school placement by course passed
• Limited DPI use in secondary for new enrollees
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Elementary to Middle School
Language
Acquisition
Branch
Matriculating English Learner Placement Chart
OVERALL
CELDT SCORE
CST
Eng/LA
DPI
CODE
COURSE PLACEMENT
1
1
Beginning ESL 1A or
Introduction to ESL A/B
1
2
Beginning ESL 1B
1
3
Beginning ESL 1B
2
A
Intermediate ESL 2A
3 or 4
A
Intermediate ESL 2B
2
B
Intermediate ESL 2B
3 or 4
B
Advanced ESL 3
3 or less
C
Advanced ESL 3
4 or 5
Basic
A-C, E
Grade-level PRP English
3-5
Prof. or Adv.
A-C
Grade-level PRP English
Can also be used to guide high school placement (newcomers & out of district)
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Language
Acquisition
Branch
1st Semester ESL Enrollment
Fall Norm Day ‘07
ESL 1A
ESL 1B
GRADE 6
637
705
2,875
3,304
2,594
93
GRADE 7
412
371
927
1,417
2,772
2,223
GRADE 8
390
263
534
581
1,340
1,465
GRADE 9
1,068
638
782
488
877
632
GRADE 10
175
421
790
559
536
384
GRADE 11
24
42
205
372
587
438
GRADE 12
3
3
22
21
88
138
2,709
2,443
6,135
6,742
8,794
5,373
ALL GRADE
LEVELS
ESL 2A
ESL 2B
ESL 3
ESL 4
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Language
Acquisition
Branch
ESL Courses Aligned to
High Point
ESL Courses
High Point ESL Textbooks
Intro ESL A/B
High Point The Basics
(Lakeside School)
High Point The Basics
Beginning ESL 1A
Beginning ESL 1B
Intermediate ESL 2A
Intermediate ESL 2B
Advanced ESL 3
Advanced ESL 4
High Point Level A
High Point Level B
High Point Level C
AND Core Literature
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Language
Acquisition
Branch
Examining Level B
Curriculum for ESL 2B
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Language
Acquisition
Branch
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Language
Acquisition
Branch
Reading Instruction
In High Point
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Reading Instructional
Structure
Language
Acquisition
Branch
The pattern for reading instruction in High
Point is as follows:
• Prepare to read
• Read the selection
• Respond
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Prepare to Read
Language
Acquisition
Branch
The Keeping Quilt
• Activate Prior Knowledge
• Key Vocabulary
• Reading Strategy
Level B, pp. T76-T86
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Prepare to Read
Language
Acquisition
Branch
• Activate Prior Knowledge
– Brainstorm Traditions
– What traditions does your family have?
Throwing
rice
traditions
Day
of the
Dead
Wearing
red
Level B, pp. T76
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Language
Acquisition
Branch
Prepare to Read
•Key Vocabulary
Locate and use Definition
• Husband
• Apron
• Nightdress
• Babushka
• Quilt
• Bouquet
• Tablecloth
• Bride
• Wedding huppa
• Celebrate
• Engaged
Level B, pp. T76
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Prepare to Read
Language
Acquisition
Branch
• Reading Strategy
Preview and Make Predictions
Level B, pp. T76
Transparency 18
Yellow Handout
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Read the Selection
Language
Acquisition
Branch
The reading is divided into 3 parts:
Each part includes:
• 1. Pre-Reading
Strategy
– Identify Genre
• 2. Strategy Focus
– Make and Confirm
predictions
• 3. Vocabulary
– Use New words in
context
• 4. Comprehension
– Before you move on:
Think and discuss
• 5. Grammar
Minilesson
– Past Tense Verbs
– Irregular past Tense Verbs
– Future Tense Verbs
Level B, pp. T78-T83
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Respond
Language
Acquisition
Branch
• Check your understanding:
– Sum it Up (Pg. 84)
– Think it Over (Pg. 84)
• Language Arts and Literature Connection
– Grammar in Context (Pg. 85)
– Literary Analysis (Pg. 85)
• Content Area Connection
– Fine arts and Technology (Pg. 86)
– Social Studies and Technology (Pg. 86)
Label B, pp, T84-T86
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Language
Acquisition
Branch
•
•
•
•
•
Formative Assessment
Selection Test
A selection test is administered after each
reading selection:
Concepts and Vocabulary
Reading Strategy
Reading Comprehension
Grammar in Context
Writing in Response to Literature
TESAB, Pgs. 51-52
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Language
Acquisition
Branch
Summative Assessment
End of Unit test
An end of unit test is administered at the end of each unit
•
Vocabulary
• Reading and Literary Analysis
• Language Skills
• Process and Strategies
• Written Composition
Blue packet
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Language
Acquisition
Branch
The Writing Process
in High Point
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Language
Acquisition
Branch
The Writing Process
• Although there are common elements,
instructional steps in the writing process
differ at each level in High Point.
• The major differences are:
Basics
Writing process not as defined; limited attention to
peer conference; focuses on sentences and
paragraphs
Level A Includes “Write Together” step; moves from
paragraph to short essay
Level B Moves from short essays to multi-paragraph writing
Level C Focuses on multi-paragraph writing
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Language
Acquisition
Branch
The Writing Process in
High Point
Writing a Personal History
Level B, Unit 2
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Language
Acquisition
Branch
Writing Instruction
• Comprehensive and wellsequenced
• Integrated throughout the unit
• Brings together all of the students’
skills
Level B, pp. T410
Level B, pp. T132-T138
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Language
Acquisition
Branch
Writing Project Structure
Predictable Pattern of Instruction
• Introduce the mode/genre
• Introduce the writing process
◊Prewrite
◊Draft
◊Revise
◊Edit and Proofread
◊Publish
Level B, pp. T132-T138
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Language
Acquisition
Branch
Clear Expectations
High Point, Level B, Unit 2, Writing Assessment
Name:
• What are the criteria
for this writing
assessment?
Date:
Score:
UNIT 2 – WRITING ASSESSMENT (PGS 132-133)
WRITING PROMPT: Write a personal history to tell an elementary school class about your experiences.
Be sure to express your feelings.
EXPRESSIVE WRITING: FEATURES OF A PERSONAL HISTORY
Compare the student’s personal history to the features listed below
Check the Boxes that Apply
1.
The personal history tells about three important events in the writer’s life.
2.
The personal history presents the events in sequence using time order words.
3.
The personal history expresses the writer’s feelings and thoughts for each event.
4.
The personal history is written in the first-person point of view.
5.
The personal history demonstrates proper usage of some of the following targeted language
conventions:
– Future, Regular, and Irregular Past Tense Verbs
Evident
Partially
Evident
Not Yet
Evident
– Possessive Pronouns
– Subject Pronouns
SCORING RUBRIC
Check the box in each category that best describes the student’s personal history. Then determine the scales
score based on the array of checks.
SCALE
• What are the
characteristics of a
quality paper?
DEVELOPMENT OF IDEAS
ORGANIZATION
ATTENTION TO AUDIENCE
LANGUAGE & CONVENTIONS
4
Conveys ideas clearly, and
represents all features of a
personal history, includes
three important events with
adequate details that convey
thoughts and feelings.
Shows purposeful
organization and a logical
progression of events with
smooth transitions and
time order words.
Chooses vocabulary and
tone that are adequate for
engaging and maintaining
reader's interest.
Vocabulary is varied and vivid.
Maintains a first-person point of
view across a variety of
sentence structures with
minimal verb tense errors.
3
Conveys meaning most of
the time, representing most
features of a personal
history, includes two or more
important events with some
attention to thoughts and
feelings.
Offers a flow of events
with some lapses in
logical order; limited use
of transitions and time
order words.
Shows some attention to
word choice; mostly
anticipates and answers the
needs of the audience.
Vocabulary is adequate for the
purpose. Uses first-person
point of view in varied sentence
structures with verb tenses that
are usually correct; errors
seldom diminish meaning.
Conveys some meaning;
demonstrates attention to
some features of a personal
history, and presents one
event while providing limited
attention to thoughts and
feelings.
Writes loosely connected
ideas in simple sentences;
lacks use of transitions.
Vocabulary is not
appropriate for audience and
or topic, and limited
vocabulary diminishes
meaning.
Vocabulary is often limited.
Writes primarily with simple
sentences with verb tenses that
are frequently incorrect; errors
sometimes impede
communication; point of view
may vary.
Begins to convey meaning
and to represent a few
features of a personal
history, but development
and supporting details are
inadequate.
Simple sentences
Word choice is not
appropriate.
Vocabulary is limited. Writes in
single words or simple phrases
with errors that impede
communication.
2
1
TESAB, pg. 114, Level B, Unit 2
Writing Assessment Rubric
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Language
Acquisition
Branch
The Writing Process
• Introduce the mode
– Discuss the mode
– Study the professional model
– Explore text structure
• Study a student writing model
– Listen for features
– Analyze and evaluate
• Close and assess
Level B, p. T132-133
Transparencies 29 & 30
Green Handout
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Language
Acquisition
Branch
Prewrite: Writing Prompt
Write a personal history to tell an
elementary school class about your
experiences. Be sure to express your
feelings.
Level B, p. T134
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Language
Acquisition
Branch
Prewrite: Brainstorm Ideas
People, Places,
and Events
Why They Are
Important
My Feelings
Ajay, my friend in
India
We liked the same
things. We played
sports and helped
each other.
He was my best friend. I
miss him the most of all my
friends.
New Delhi, India
My first home. I
lived there until I
was nine.
I miss my family there. I
miss playing cricket. I don’t
miss the noisy, crowded city.
Going to a
professional cricket
match
It was a special trip
with my mom and
dad.
I miss going to games with
Mom and Dad. I also miss
watching and playing cricket.
No one in the U.S. even
knows how to play the game!
Level B, p. T134
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Language
Acquisition
Branch
Prewrite: F.A.T.P Chart
Unlock the writing prompt:
Form: ____________________________
Audience: _________________________
Topic: ____________________________
Purpose: __________________________
Level B, p. T134
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Language
Acquisition
Branch
Prewrite: Organize with
the Transparency
Organize your ideas:
• Use a timeline to list important events in
your life.
• Use a chart to compare your life in the
U.S. with your life in the country where
you came from.
• Make a list of things you liked as you
were growing up.
Level B, p. T134
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Language
Acquisition
Branch
Prewrite: Organize with the
Transparency 29
Transparency
Green packet
TIME LINE OF PERSONAL HISTORY
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Language
Acquisition
Branch
Prewrite: Close and
Assess
Reflect and evaluate:
• Work with a partner to answer these
questions:
– How did listening to your partner’s ideas help
you form your ideas?
– Have you listed enough information?
– Are your dates, place names, and people’s
names correct? Check with a family
member.
Level B, p. T134
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Language
Acquisition
Branch
Five paragraph essay
• Introductory Paragraph
• Three Body Paragraphs
• Conclusion Paragraph
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Language
Acquisition
Branch
Draft: Write the Beginning
Writer’s Craft: Introductory Paragraph
Structure
• Write an introductory sentence in
the first person, using the pronouns
I, my, me, we, our, or us.
• Write three sentences that name
the events in your life that you will
describe in your body paragraphs.
Level B, p. T135
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Language
Acquisition
Branch
Draft: Writer’s Craft
Writer’s Craft: Body Paragraph Structure
• Write an introductory sentence in the
first person, using the pronouns I, my,
me, we, our, or us.
• Write three sentences giving three
events in your life. Use first person
pronouns. Add details such as dates,
place names, and people’s names.
Express your emotions during those
events.
Level B, p. T135
Transparency 31
Green packet
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Language
Acquisition
Branch
Draft: Write an Ending
Write a concluding paragraph:
• Write an ending paragraph to leave
your reader with a final thought
about your experiences. Express
your feelings about them.
Level B, p. T135
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Language
Acquisition
Branch
Draft: Close and Assess
Reflect and evaluate:
• Work with a partner to answer
these questions:
– Read through your draft. Does it let
your reader know how you feel about
your experiences?
– Are your sentences detailed and wellorganized?
Level B, p. T135
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Language
Acquisition
Branch
Revise: Reread Your Draft
• Review your FATP. The form,
audience, topic and purpose should
be clear in your paragraph.
• Do the supporting details of your
paragraph tell about three
important experiences?
Level B, p. T136
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Language
Acquisition
Branch
Revise: Conduct a Peer
Conference
• Work with a partner to review your
paragraph.
• Use the revision marks and
questions from Transparency 32 as
a guide for your feedback to your
partner.
Level B, p. T136
Transparency 32
Green handout
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Language
Acquisition
Branch
Revise: Conduct a Peer
Conference
Transparency 32
Green packet
slide 49
Language
Acquisition
Branch
Revise: Mark Your
Changes
• Decide what changes you will
make.
• Use the revising marks to show
your revisions.
Level B, p. T136
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Language
Acquisition
Branch
Revise: Close and Assess
Reflect on these questions:
• Did your peers like what you
wrote? What did they suggest you
change?
• Did you find you had to do a lot of
rewriting?
• Did you include all the thoughts
and feelings you wanted to?
Level B, p. T136
slide 51
Language
Acquisition
Branch
Revise: Grammar in
Context
• Teach verb tenses
• Cooperative
learning activity
• Practice
• Close and assess
Level B, p. T137
slide 52
Language
Acquisition
Branch
Edit and Proofread: Check
for Mistakes
• Capitalization
• Spelling
• Punctuation
Level B, p. T138
Transparency 33
Green packet
slide 53
Language
Acquisition
Branch
Edit and Proofread: Check
Your Verbs
• Look for the correct
use of verb tenses.
Level B, p. T138
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High Point Rubric Parts
High Point, Level B, Unit 2, Writing Assessment
Name:
Language
Acquisition
Branch
Date:
Score:
UNIT 2 – WRITING ASSESSMENT (PGS 132-133)
WRITING PROMPT: Write a personal history to tell an elementary school class about your experiences.
Be sure to express your feelings.
EXPRESSIVE WRITING: FEATURES OF A PERSONAL HISTORY
Compare the student’s personal history to the features listed below
Check the Boxes that Apply
1.
The personal history tells about three important events in the writer’s life.
2.
The personal history presents the events in sequence using time order words.
3.
The personal history expresses the writer’s feelings and thoughts for each event.
4.
The personal history is written in the first-person point of view.
5.
The personal history demonstrates proper usage of some of the following targeted language
conventions:
– Future, Regular, and Irregular Past Tense Verbs
Evident
Partially
Evident
Not Yet
Evident
– Possessive Pronouns
– Subject Pronouns
SCORING RUBRIC
Check the box in each category that best describes the student’s personal history. Then determine the scales
score based on the array of checks.
SCALE
DEVELOPMENT OF IDEAS
ORGANIZATION
ATTENTION TO AUDIENCE
LANGUAGE & CONVENTIONS
4
Conveys ideas clearly, and
represents all features of a
personal history, includes
three important events with
adequate details that convey
thoughts and feelings.
Shows purposeful
organization and a logical
progression of events with
smooth transitions and
time order words.
Chooses vocabulary and
tone that are adequate for
engaging and maintaining
reader's interest.
Vocabulary is varied and vivid.
Maintains a first-person point of
view across a variety of
sentence structures with
minimal verb tense errors.
3
Conveys meaning most of
the time, representing most
features of a personal
history, includes two or more
important events with some
attention to thoughts and
feelings.
Offers a flow of events
with some lapses in
logical order; limited use
of transitions and time
order words.
Shows some attention to
word choice; mostly
anticipates and answers the
needs of the audience.
Vocabulary is adequate for the
purpose. Uses first-person
point of view in varied sentence
structures with verb tenses that
are usually correct; errors
seldom diminish meaning.
Conveys some meaning;
demonstrates attention to
some features of a personal
history, and presents one
event while providing limited
attention to thoughts and
feelings.
Writes loosely connected
ideas in simple sentences;
lacks use of transitions.
Vocabulary is not
appropriate for audience and
or topic, and limited
vocabulary diminishes
meaning.
Vocabulary is often limited.
Writes primarily with simple
sentences with verb tenses that
are frequently incorrect; errors
sometimes impede
communication; point of view
may vary.
Begins to convey meaning
and to represent a few
features of a personal
history, but development
and supporting details are
inadequate.
Simple sentences
Word choice is not
appropriate.
Vocabulary is limited. Writes in
single words or simple phrases
with errors that impede
communication.
2
1
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Language
Acquisition
Branch
Language
Acquisition
Assessments
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Language
Acquisition
Branch
Language Acquisition
Assessments
What patterns or structures do you
need to know in order to…
…give driving directions?
…order from a menu?
…retell a story?
…describe your dream house?
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Language
Acquisition
Branch
slide 58
The Best Practice
Language
Acquisition
Branch
•
Oral language instruction and
practice opportunities exist
throughout the unit.
•
All LAAs are opportunities for
structured oral practice.
•
The 2 recommended LAAs can be
revisited as formal assessments.
•
Build Language and Vocabulary
Lessons have the targeted
language functions and structures
for upcoming LAA.
•
Students should be aware where
needed skills occur within the unit.
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Language
Acquisition
Branch
Oral Language
Assessment
Function
Form
How language The patterns
and structures
is used to
of the
communicate
communication
Vocabulary
The words needed to
communicate ideas
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Language
Acquisition
Branch
Language Acquisition
Assessments
Language Function
– the purpose for communicating
Language Patterns and Structures
– the required words, phrases,
sentence forms, and types of grammar,
used to construct the oral response
slide 61
Language
Acquisition
Branch
LAA Rubric
FUNCTION
PATTERN & STRUCTURE
VOCABULARY
4
Student effectively performs
the function.
Student clearly expresses the
targeted pattern/structure in a
variety of ways.
Student uses a variety of
effective vocabulary, including
words from the unit.
3
Student performs the
function.
Student adequately expresses the
targeted pattern/structure.
Student uses adequate
vocabulary, including words
from the unit.
2
Student does not adequately
perform the function.
Student does not clearly express the
targeted pattern/structure.
Student uses limited vocabulary
or uses vocabulary incorrectly.
1
Student makes no attempt or
offers a non-verbal response.
Student does not express the
targeted pattern/structure.
Student makes no attempt to
use appropriate vocabulary.
TESAB Level B, Pg. 138
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Language
Acquisition
Branch
The Keeping Quilt
Language Acquisition Assessment
Level 2B, Unit 2
slide 63
Language
Acquisition
Branch
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Language
Acquisition
Branch
slide 65
Language
Acquisition
Branch
•Now let’s review what
you will do…
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Language
Acquisition
Branch
LAA Pie Chart
Language
Functions
What will
you do?
Ask and
answer
questions
Patterns &
Structures
Write
questions
Vocabulary
This
information
comes
from the LAA
form.
You will use the words…
Quilt
Husband
Huppa
Tablecloth
Tradition
bouquet
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Language
Acquisition
Branch
Questions
• When you want information, you ask a
question.
• Use question words to ask a question.
• End your question with a question mark.
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Language
Acquisition
Branch
Can
Question Words
How
Where
Do, Does, Did What
Who
Am, Is, Are
Why
When
slide 69
Language
Acquisition
Branch
Whose clothes
were used to make
the quilt?
The family clothes
were used to make
the quilt.
Examples
What were some
of the things in
Mary Ellen’ s
bouquet? Some of
the things in Mary
Ellen’s bouquet
were gold, bread,
and salt.
What did Anna
give Carl when she
was born?
Anna gave Carl a
gift of gold, flower,
salt, and bread.
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Language
Acquisition
Branch
•Let’s Review the
Vocabulary
slide 71
Language
Acquisition
Branch
Quilt
Bed cover made of pieces of
cloth sewn together
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Language
Acquisition
Branch
Husband
Man who is married
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Language
Acquisition
Branch
huppa
Cloth supported on poles that
a couple stands under when
being married
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Language
Acquisition
Branch
Tablecloth
Cloth for covering a table,
used especially at meals
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Language
Acquisition
Branch
bouquet
Bunch of flowers
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Language
Acquisition
Branch
tradition
Way of acting that is passed from
generation to generation
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Language
Acquisition
Branch
It’s your turn!!!
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Directions: Work in Pairs
Language
Acquisition
Branch
1. Look at the pictures on pages 79-83 and
choose the one you like the most
2. Talk about what you see.
3. Write 3 questions you might have about
the picture you have chosen.
4. Make sure to use:
1. correct word order
2. proper intonation
3. questions wordsWho, What, Where, When, Why, Whose, How, Which , etc.
•
Be ready to present as a pair.
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Language
Acquisition
Branch
Now Let’s Sample your
LAA Performance…
Congratulations!
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Language
Acquisition
Branch
Please fill out an
evaluation.
Thanks for your attention!
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