English as a Second Language & SIOP-2-7-18.pptx

Professional Development

1. ESL & SIOP Heather Pereda E.R. Day 2/7/18

2. Why Is English So Difficult to Learn? Consider the Word “Up” There is a two-letter word that perhaps has more meanings than any other two-letter word, and that is " up ." It's easy to understand up , meaning toward the sky or at the top of the list, but when we waken in the morning, why do we wake up ? At a meeting, why does a topic come up ? Why do we speak up and why are the officers up for election? Why is it up to the secretary to write up a report? We call up our friends, brighten up a room, polish up the silver, warm up the leftovers and clean up the kitchen. We lock up the house, fix up old cars, stir up trouble, line up for tickets, work up an appetite, and think up excuses. To be dressed is one thing but to be dressed up is special. A drain must be opened up when it is stopped up . We open up a store in the morning then we close it up at night. When it threatens to rain, we say it is clouding up . When the sun comes out we say it is clearing up . When it doesn't rain for a while, things dry up . To be knowledgeable of the proper uses of up , look up the word in the dictionary. You’ll find the word up , takes up almost ¼ the page and the number of definitions add up to at least thirty. If you are up to it, you might try building up a list of the many ways up is used. It will take up a lot of your time, but if you don't give up , you may wind up with a hundred or more. I'll wrap it up , for now my time is up , so I'll shut up ! Is it any wonder our students are pretty mixed up about up !

3. What is ESL? "An ESL teacher is responsible for teaching English Language Learners to communicate for social and instructional purposes. They are also responsible for teaching the academic language necessary to communicate information , ideas and concepts in language arts, mathematics, science and social studies.“ - Title III/EL Handbook WS/FCS Fall 2017

4. POP QUIZ Test Your Knowledge ( Before ) True or False Students take 7-10 years or more to learn a second language . Retaining an LEP child is beneficial. While a student's culture is important, it does not impact language acquisition. What language group a student comes from will impact how quickly a student learns English. Ultimately , a student has control over their mastery of English . Students develop in all four domains (reading, writing , speaking, listening) equally.

5. Quick Write 1. Brainstorm and record two challenges you face in teaching English Language Learners . 2 . As a table, rank your challenges . 3 . Share out with the whole group.

6. CAN DO’S Growth Mindset Focus on the positives! Praise the effort, not the intelligence or talent

7. WIDA ACCESS for ELLs 2.0 Students are tested in the four domains : Listening and Reading (receptive) then Speaking and Writing (productive ) K- on paper 1-5 - on computers Performance on this assessment determines students' level of ESL services and ability to exit program. The test is given annually in February. Over one million English learners take the  ACCESS for ELLs  test annually . -Center for Applied Linguistics

8. WIDA ACCESS Other reading vs . assessments Linguistic Complexity - Quantity and variety of oral and written text in communication. Language Forms and Conventions - types, array, and use of language structures . Vocabulary Usage- specificity of word or phrase choice in communication. Decoding Predicting Summarizing Fluency Comprehension Phonemic Awareness Test constructs are different How well students process academic language in written texts. Other assessments measure strategies such as:

9. YOU ARE ALL ESL TEACHERS English learners represent over 10% of the PreK-12 U.S. student population . - Center for Applied Linguistics (1/2018 ) WS/FCS – 1 of 3 main goals that the district set for itself in 2014: By 2018, the achievement gaps between subgroups will be reduced by 10 percent while the performance of all subgroups will be increased.

10. WS/FCS 2016-2017 - ELA EOG Reading Grade 4 Levels 3-5 CCR Levels 4&5 Limited English Proficient 5.6 <5 Non-LEP 55.6 42.7 EOG Reading Grade 5 Levels 3-5 CCR Levels 4&5 Limited English Proficient 5.0 5.0 Non-LEP 52.9 39.9

11. WS/FCS 2016-2017 - MATH EOG Math Grade 3 Levels 3-5 CCR Levels 4&5 Limited English Proficient 35.3 26.1 Non-LEP 58.8 49.6 EOG Math Grade 5 Levels 3-5 CCR Levels 4&5 Limited English Proficient 11.7 8.2 Non-LEP 55.9 50.3 EOG Math Grade 4 Levels 3-5 CCR Levels 4&5 Limited English Proficient 12.0 8.9 Non-LEP 57.7 51.1

12. WS/FCS 2016-2017 SCIENCE EOG Science Grade 5 Levels 3-5 CCR Levels 4&5 Limited English Proficient 13.2 8.2 Non-LEP 66.3 56.1

13. Factors Affecting Language Acquisition Small group activity Discuss each card with your tablemates . Sort the cards onto your Venn by who has control of each factor: student f amily environment (school) student e nvironment (school) family

14. Factors Affecting Language Acquisition Student Family Environment (school) There are a lot of things that affect language acquisition, but they are all not controlled by one person or environment . It take a village!

15. Six Levels of English Language Proficiency Pre-Production (The Silent Period) Early Production Speech Emergent Beginning Fluency Intermediate Fluency Advanced Fluency The student is absorbing the new language, but not producing any. They are building their receptive vocabularies and listening skills. The student begins writing and speaking using single words or short phrases with many errors still present. Ex. “Want water”. Or “Bathroom?” The student uses longer phrases but still relies heavily on context clues and familiar topics. Vocabulary increases and they begin to generalize. Speech is fluent in social or familiar settings. New contexts and academic language are still a challenge due to gaps in the student’s vocabulary. Fluent in social settings and fairly fluent in academic ones. Some gaps in vocabulary may still exist but can demonstrate higher order thinking skills. Can speak and write in connected, unified paragraphs and is fluent in all contexts. The student may still have an accent and confuse idiomatic expressions but is essentially fluent and comfortable in their second language.

16. Social and Academic Language BICS BASIC Interpersonal Communication Skills CALP Cognitive ACADEMIC Language Proficiency

17. Iceberg Analogy by Cummins Tier 1 words Tier 2 & 3 words BICS CALP Academic Language 4–10 years Also known as “ Deep Structure” Conversational Language 1-3 years Also known as “ Surface Structure”

18. WSFCS board policy on EL students: AR 5122.3 Guidelines for Placement and Evaluation of Limited English Proficient (LEP) students. "LEP students should be evaluated in academic subjects primarily on effort and progress as they relate to potential achievement. The teacher may want to use a contract system or minimal competency level for these students to determine their progress. LEP students should not be expected to accomplish the same objectives in the same amount of time as the English-proficient student .“ " NOTE: LEP students cannot be failed on the basis of language alone."

19. To retain or not to retain? Research points to not retaining, especially English Learners. Hispanic males are retained more often than any other subgroup. Multiple studies’ evidence argues that students who repeat a grade are no better off, and are sometimes worse off, than if they had been promoted with their classmates . Intensive interventions, early (pre-K) Frequently absent – find out why and try to address it The Lau v. Nichols Supreme Court decision (1974) made it clear that students with limited English proficiency must be granted equal opportunity in education, and may not be discriminated against because of their lack of English.  This means that they must be given opportunities and support by the schools to learn English so that they can participate meaningfully in the academic classroom, and must not be treated differently than other students (for example, kept from being promoted to the next grade) on the basis of their lack of English language skills.  

20. What is SIOP? SIOP is research-based lesson components that are proven to support students’ academic and social language needs! SIOP makes grade-level academic content more accessible for LEP students while at the same time promoting their English language development.

21. Why SIOP? SIOP is a framework not a hierarchy SIOP leaves room for creativity SIOP connects content with language skills SIOP is for all grades and proficiency levels SIOP is research-based SIOP can be used with any curriculum

22. Quick Review – 8 Components of SIOP 1. Preparation - Content and language objectives Content Obj. - based on standards Language Obj. - How the students will use language skills to complete the content objective Example: Content Obj : Students will be able to distinguish between liquids, solids , and gases and provide an example of each. Language Obj : Students will be able to orally describe characteristics of liquids, solids, and gases to a partner. 2. Building Background - Provide or connect to prior experiences or learning -teach key vocabulary and explicitly teach academic vocabulary -word structures, word families and word relation

23. 3. Comprehensible Input – Techniques to enhance comprehension (e.g., gestures , pictures, graphic organizers, restating, repeating, reducing the speed of the teacher’s presentation, previewing important information , and hands-on activities) using vocabulary the students can understand - state directions orally and in writing - demonstrate exactly what the students will be doing 4 . Strategies -questioning techniques to support higher-level thinking - scaffolding to provide the right amount of support -explicit teaching of learning strategies to students so that they know how to access and retain information

24. 5. Interaction - continual opportunities to interact with peers; teacher talk is reduced and students are encouraged to talk more and ask questions -groups where every student has the opportunity to speak -ELs need to practice confirming information, elaborating on one’s own or another’s idea, and evaluating opinions 6 . Practice and Application - reinforces importance of hands-on materials, manipulatives -connects abstract concepts with concrete experiences - opportunities to discuss and apply content material through the 4 domains (R,S,L,W)

25. 7. Lesson Delivery - Focus on Content and Language Objectives and involving students actively -delivered at an appropriate pace - Students are engaged through understandable lessons which allow them to talk through concepts and use hands-on activities to reinforce the lesson 8 . Review/Assessment - provide appropriate feedback to allow growth - review key concepts often - provide assessments to track progress -Lesson should provide time to determine if objectives were met

26. SIOP-Based Modifications file:///C:/Users/hmpereda/Downloads/Modifications_and_Accomodations__for_ELs%20(1). pdf

27. Building Background What appears to be : - poor comprehension - poor memory skills - lack of focus and attention Is ACTUALLY : - lack of background knowledge related to context or vocabulary - misunderstandings or miscommunications - failure to activate students' background knowledge

28. Now What? * Strong correlation between vocabulary knowledge and student achievement Select fewer terms to focus on Explicitly teach "school language" -ex: identify, compare, summarize, define... Many English Language Learners' background information cannot be "activated", because they don't have it! You need to give them the experience ! - bring in realia , pictures - show videos - partner activities

29. Teach Backwards Extension activities - ex. Write a letter, role play Discuss the material - Group/partner discussion, watch video Answer the questions - Answering what they can in partners Read the text - With a more complete background knowledge

30. Language Experience Approach- -uses students' own vocab, language pattern and background of experiences to create reading texts Discuss common experience (field trip, snow day), reinforce oral vocabulary, language skills Students formulate and express ideas - teacher constructs a text from students' account Teacher reads text modeling fluency and expressive reading. Students reread with help as needed to become familiar with the text . Students will copy down the text for future use. Depending on level, students will add their own thoughts to supplement.

31. Writing K-5 Can Do’s English Language Learners can write when provided opportunities to : - copy models - use word banks - use sentence starters/frames - use classroom resources - work with peers -have examples   Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching Writing - K • Draw pictures and scribble • Circle or underline pictures, symbols, and numbers • Trace figures and letters • Make symbols, figures or letters from models and realia (e.g., straws, clay)   • Connect oral language to print (e.g., language experience) • Reproduce letters, symbols, and numbers from models in context • Copy icons of familiar environmental print • Draw objects from models and label with letters   • Communicate using letters, symbols, and numbers in context • Make illustrated “notes” and cards with distinct letter combinations • Make connections between speech and writing • Reproduce familiar words from labeled models or illustrations   • Produce symbols and strings of letters associated with pictures • Draw pictures and use words to tell a story • Label familiar people and objects from models • Produce familiar words/phrases from environmental print and illustrated text   • Create content-based representations through pictures and words • Make “story books” with drawings and words • Produce words/phrases independently • Relate everyday experiences using phrases/short sentences   Writing – 1-2 • Copy written language • Use first language (L1, when L1 is a medium of instruction) to help form words in English • Communicate through drawings • Label familiar objects or pictures • Provide information using graphic organizers • Generate lists of words/ phrases from banks or walls • Complete modeled sentence starters (e.g., “I like ____.”) • Describe people, places, or objects from illustrated examples and models • Engage in prewriting strategies (e.g., use of graphic organizers) • Form simple sentences using word/phrase banks • Participate in interactive journal writing • Give content-based information using visuals or graphics • Produce original sentences • Create messages for social purposes (e.g., get well cards) • Compose journal entries about personal experiences • Use classroom resources (e.g., picture dictionaries) to compose sentences • Create a related series of sentences in response to prompts • Produce content-related sentences • Compose stories • Explain processes or procedures using connected sentences     Writing – 3-5 • Label objects, pictures, or diagrams from word/phrase banks • Communicate ideas by drawing • Copy words, phrases, and short sentences • Answer oral questions with single words • Make lists from labels or with peers • Complete/ produce sentences from word/ phrase banks or walls • Fill in graphic organizers, charts, and tables • Make comparisons using real-life or visually supported materials • Produce simple expository or narrative text • String related sentences together • Compare/ contrast content-based information • Describe events, people, processes, procedures • Take notes using graphic organizers • Summarize content-based information • Author multiple forms of writing (e.g., expository, narrative, persuasive) from models • Explain strategies or use of information in solving problems • Produce extended responses of original text approaching grade level • Apply content-based information to new contexts • Connect or integrate personal experiences with literature/content • Create grade-level stories or reports  

32. Language VS. Disability How can I tell? Consider the students' abilities in first language Consider the level of language acquisition the student is in Consider what accommodations or modifications are being given/could be given Consider if any progress is being made with mods Consider if the problem exists in both languages, or at home and at school

33. POP QUIZ Test Your Knowledge ( After ) True or False Students take 7-10 years or more to learn a second language . Retaining an LEP child is beneficial. While a student's culture is important, it does not impact language acquisition. What language group a student comes from will impact how quickly a student learns English. Ultimately , a student has control over their mastery of English . Students develop in all four domains (reading, writing , speaking, listening) equally. TRUE FALSE FALSE TRUE FALSE FALSE

34. More Resources Staff Haiku Site ESL – all of today’s resources and more Sign up for SIOP Haiku Enter code P6BBK Ask anything, anytime!