ESHS
ELD
PROGRAM
By: Kathy Clemmer,
ELD Coordinator
ELL: English Language Learner
lWho is responsible?
–EVERYONE
–SDAIE:
Specially Designed Academic Instruction in English
lPurpose of the ELD class:
–Support the students (Intermediate and below
language proficiency) in learning
English
–Not a study hall
–Not a punishment for language proficient
(early advanced; advanced) ELL students
who have poor study and work habits
Language
Proficiency Levels & the ELD Standards
Your role in teaching ELL students, regardless of your
content expertise
–Incorporate the
ELD standards into each lesson (required even if you have only one ELL in your
class)
–Purpose is to
help these students learn English within the context of content
Where are the ELD standards?
–ELD Standards can
be found on the ESHS website under course outlines (www.elsegundousd.com/eshs). Can
also request them from the ELD Coordinator
–Be familiar with
the main categories: (1) listening &
speaking (2) reading, (3) writing
–Know the language
proficiency levels of each of your ELL students in order to effectively
incorporate the correct standards
Language
Proficiency Levels
lDetermined by an exam (CEDLT:
California English Development Language Test) given annually
lMatched to the ELD Standards
lMajor categories: Beginning, Intermediate, Advanced
(differentiated within each category by “early”)
lDual expectations within
context of your lesson
–Appropriate instruction for language
proficiency
–Move student to the next proficiency level (Vygotsky)
WHY CARE?
–Enables you to plan effective ELD (SDAIE)
lessons that support good teaching and learning for ALL students
–Legal Compliance issue
State and Federal mandate: schools are required to provide ELLs with the possibility to develop language and content
knowledge so they might benefit from the same learning opportunities as their
English speaking peers.
Beginning Level
–Limited or no
understanding of English
–Responds
nonverbally to simple commands, statements, and questions
–Able to construct
meaning from text through illustrations, graphs, maps, tables
–Will invent
spelling, have grammatical inaccuracies, demonstrate patterns of native
language
Intermediate Level
–Understand more complex speech; requires
repetition
–Vocabulary and phrases cover daily situations
–Difficulty expressing all thoughts due to
restricted vocabulary
–Limited command of language structure
–Will speak in simple sentences; marked by
grammatical errors
–Trouble comprehending academic language
–Need background knowledge to build meaning
Advanced
lLanguage skills adequate for
most day-to-day communication
lOccasional structural errors
lDifficulty understanding/using
idioms, figures of speech, and words with multiple meanings
lOccasional difficulty with abstract
academic concepts
lOccasional comprehension
problems
lStructures, vocabulary, and overall organization approximate the writing of native English speakers
Nine Principles
for Culturally Responsive Teaching
(1) Active Teaching Methods
–Focus on themes of personal interest to
students
–Relate questions to real life issues
–Share responsibility for instruction
(2) Communication of High Expectations
–Provide extensive feedback, call on students
frequently
–Propose challenging curriculum, provide
intensive time on task
(3) Cultural
sensitivity
–Solicit student input, pose directed
questions, attend local events
(4) Culturally mediated instruction
–Research students’ experience with learning
& teaching styles
–Encourage diverse ways of achieving
(5) Positive perspectives on Parents and Families
–Seek to understand parents’ hopes, concerns,
suggestions
–Apprise parents of services offered by the
school (mentor program, bi-lingual support)
(6) Reshaping the
curriculum
–Present a variety of learning strategies,
responsiveness to the needs of all students
–Establish high expectations for all students (standards-based
instruction)
(7) Small group instruction
–Provide non-threatening environment
–Develop higher order thinking skills
–Create a bridge between oral and academic language
(8)
Student-controlled classroom discourse
–Students make decisions and solve problems on
their own
–Expand their discourse repertoire through
frequent expression
–Develop their understanding of course material
using prior knowledge
(9) Teacher as facilitator
–Knowledge about language and culture of
students
–Awareness of personal ethnocentric attitudes
Hispanic-American
Student Learning Styles
lCharacteristic of paramount
importance: family commitment which
involves loyalty, a strong support system, a belief that a child’s behavior
reflects on the honor of the family, a hierarchical order among siblings, and a
duty to care for family members
lStrong sense of
other-directedness conflicts with mainstream emphasis on individualism
lHispanic culture emphasizes
cooperation in the attainment of goals (can result in Hispanic students’
discomfort with conventional classroom competition)
Implications for Counseling and Teaching
lBased on research, teachers
and counselors should expect Hispanic students to prefer:
–A cool environment
–Conformity
–Peer-oriented learning
–Kinesthetic instructional resources
–High degree of structure
–Late morning and afternoon peak energy levels
–Variety as opposed to routine
–A field-dependent (cooperative) cognitive style
Strategies for Teaching
ELL Students
lContent certified teachers
need to use simpler English and a wide range of scaffolding strategies to
communicate meaningful input to students
lTeachers must first simplify
their discourse then gradually make it more complex, without sacrificing the
quality of instruction or depth of comprehension in the process
Comprehensible
Input
lDefinition: Any message addressed to the learner made
understandable by the context in which it is uttered
lSpeak clearly and slowly
lEmploy pauses, short sentences,
simple syntax, few pronouns and idioms
lUse redundancy, keywords, and
outlines
lProvide examples
and descriptions, not definitions (brain research connection– story telling)
lUse visuals,
hands-on resources, gestures and graphic organizers (brain research
connection)
lKEY: Simplify the language, NOT the content
Scaffolding
lDefinition: Communication process where instructor
initially provides and executes major parts then decreases help, allowing
student to assume greater responsibility
lDemonstrate the ideal version
of a product
lIdentify discrepancies between
actual product and ideal
lRecruit interest in tasks by
connecting to prior knowledge or developing it
lSimplify tasks
lSupport potential development level by providing student interaction, a non-threatening environment, continuous review-reentry
Spiraling
lDefinition: An instructional practice used when
re-entering and reviewing information in which each re-entry is increasingly
complex
lHelps increase comprehension
lMake re-entry increasingly complex
lSupply and expect additional
detail
lUse and expect more complex language forms (Note: Never make an ELL student pronounce a word he/she does not know)
Instructional
Management
lDefinition:
Process of planning events to facilitate learning
lContinuously re-enter content
lUse “spiraling” in re-entering
and reviewing activities
lCheck student comprehension
often
lUse cooperative learning or
task group
lProvide learning tools
(guides, grids, outlines)
lEmploy “pre-teaching” methods
lConsistently conference with ELLs about what they are learning
Performance
Assessment
lDefinition: involves systematic observation of a
student’s performance on a specific task according to pre-established
criteria. The process and end results
are both taken into account
lHave students: maintain
learning logs, conduct research and produce a report or essay, make oral
presentations, take notes from oral and written sources, transcribe into own
words, develop learning plan for completing assignments, complete
self-evaluations, conference periodically with the teacher to discuss what has
been learned and how it was learned
lUse scoring guides or
performance rubrics
Connection between ELL Instruction & Reading Across the
Curriculum
lUse a variety of strategies
when teaching literacy
lUse guided reading and writing
strategies
lConduct shared reading and
writing lessons
lPlan for independent reading
and writing every day
lPlan word structure and
vocabulary work every day
lRecognize that students use both languages to learn, encourage students to share what they learned in their first language
FROM THEORY TO
PRACTICE
lPreparation and Planning
–Use clear
language that promotes listening, speaking, reading, and writing in English
–Use modified
speech such as enunciating clearly, using high-frequency vocabulary,
paraphrasing, reducing the use of idioms.
–Use body language, gestures, and facial expressions to communicate.
Logical
Instructional Sequence
lIntroduce lesson, present
content, student practice
lAssess what students already
know
lLink what students know (prior
knowledge) to new learning
lLink instructional content to
content standards and ELD standards (standards-based teaching)
lPre-teach key vocabulary
lModel desired behavior by demonstrating what is expected from students by providing clear step-by-step instruction and showing samples of finished product
Use Various
Teaching Modalities
lMini-lectures, student
interactions, role play, interviews, hands-on activities, demonstrations, guest
speakers, videos, group projects, ….
lPresent content by using
pictures, visuals, diagrams, charts, realia, manipulatives, graphic organizers (inspiration), technology
lIncorporate learning
activities that are relevant to students’ real life experiences
lApply multiple methods to
assess student learning
lProvide opportunities for
students to reflect on material presented (brain research connection)
Instructional
Strategies
lAllow longer pause time for
students to respond (approximately 10 seconds for ELL students)
lNurture a supportive learning
environment, accept all possible student responses, encourage student
participation
lDemonstrate an effort to learn
about students
lKeep a low anxiety level
lAvoid forced oral production
in the learning process (allow students to speak in their native language when
necessary– Beginning and Beginning. Intermediate students hear “English noise”
most of the day
lPractice minimal overt error
correction
lProvide opportunities for students to practice oral English in pairs, small groups, whole class
lStrategies continued
lUse a variety of grouping
configurations: students-students;
teacher-students; with partners;
cooperative/collaborative/homogeneous/heterogeneous groups
lIncorporate
various learning styles and modalities (brain research)
lMake a deliberate effort to
help students improve overall academic performance within a reasonable time
frame (standards-based teaching)
lTeach same concept in a
different context through making connections across the curriculum
lRespect students as capable individuals
Conclusion
lTeaching to support ELL
students means using research based strategies to support good teaching for ALL
students, regardless of their linguistic and cultural background
lThis is not something “extra”
that must be incorporated into your lesson, but rather how your lessons should
be structured
lCulturally sensitive teaching
is simply good teaching
Bibliography
lwww.tesol.org/assoc/k12standards/it/06.html
lwww.alliance.brown.edu/tdel/tl-strategies/crt-principles.shtml
lwww.ed.gov/databases/ERIC_Digests/ed393607.html
lTowards Equity: A Guide for
Teaching and Learning in a Multicultural Society McGinty/Mendoza-Reis,
1998
lTaking the
Challenge: ELD/SDAIE Observation Tool, Guiding Administrators, Teachers, &
Students for Success,
The Paper Trail
(COMPLIANCE ISSUES and “THE LAW”)
lKnow the data concerning your
ELL students (hand-out; concerns/questions-ELD Coordinator)
lDemonstrate that your lessons
are appropriate for ELL students (reference this hand-out and scaffolding hand-out)
lComplete any requested
paperwork on individual ELL students in a timely manner (progress reports;
SOLOM Observation Matrix)
lKeep copies of everything
Importance of
l
l
lGoal: reading comprehension
–Best index of student reading comprehension is a summary in student’s own words
Purpose of the ELD
class
lTeach limited language
proficient students English (Intermediate and below)
lSupport these students in
their “mainstreamed” courses
lSymbiotic relationship between
the ELD instructor and the “mainstream” instructor
lPara-professional support
Definitions in
primary language
lWeb site that translates many
languages: www.alltheweb.com
Support for your
mainstreamed ELL students
lLegal compliance issues and
“paperwork”: ELD coordinator, Kathy
Clemmer
lELD teacher support: Branka O’Brien
lSpanish speaking para-professional (Elisa Bonilla)
–Contact her by
either leaving a note in Branka O’Brien’s box or in
the library M-Thursday, periods 2-7
Role of the Para-Professional
lWorks directly with the
beginning level ELL in translation and reading
lHelps students understand and
complete homework assignments, concepts, projects, etc…
lCan pull-out mainstreamed ELL
students or come into your class during a test to help the student understand
the test (requires more time)
lProvides emotional/social
support
–Not only are students having to learn English,
but must also acclimate culturally.
Support Requested
from You
lCommunicate any type of
concern or problem with an ELL student to Branka
O’Brien immediately (extension 393)
lReturn the green progress
reports to Branka O’Brien as soon as possible