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![ELL Students in Wisconsin
• 43,659 in 2006-2007 school year
• two most common languages: Hmong & Spanish
• 80 other languages
• It is estimated that by the year 2030:
– the African-American population will grow by 68%
– the Asian-American population by 79%
– the Hispanic-American population by 197%.
[National Education Association May 2000]](https://image.slidesharecdn.com/6d8ee30d-d114-4d95-926b-01aa0133384b-160601153348/75/Mainstream-Teachers-ELL-Training_REVISED-9-2048.jpg)
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Mainstream Teachers ELL Training_REVISED
- 1. Mainstream Teachers ofEnglish Language Learners Training Briana Boodry Tamara Hepler Lindsey Schubert Laura Sowinski
- 2.
- 3. Questions to beAnswered at the End of the Training 1. Why does it benefit your whole class for your ELLs to have success? 2. How can these strategies help all students to feel successful? 3. What do you plan to do differently?
- 4. Section 1 ofTraining • ELL Background Information
- 5. Who are ELLStudents? • Extremely diverse group – many different needs! • ELLs constitute the fastest growing segment of the school-age population • Most are born in the US • Many varying levels of education
- 6. Most ELL Studentstoday are 2nd Generation Immigrants
- 7. Most ELL studentsare Latino/Hispanic
- 8. Nearly 54 %of all ELL youths born outside the United States are from Mexico
- 9. ELL Students inWisconsin • 43,659 in 2006-2007 school year • two most common languages: Hmong & Spanish • 80 other languages • It is estimated that by the year 2030: – the African-American population will grow by 68% – the Asian-American population by 79% – the Hispanic-American population by 197%. [National Education Association May 2000]
- 10. Wisconsin’s ELL Populationgrew 51-100% between 1995-2005
- 11. Waunakee’s English Language LearnerPopulation • In March 2004, the Waunakee school district reported a total of 18 ELL students K-12 to the DPI. • In fall 2008, there were approximately 61 ELL students K-12.
- 12. Waunakee’s English Language LearnerPopulation • The majority of our students are Spanish speakers • But, we also have students whose first languages are: Hmong Oriya Khmer Mandinka Lao Arabic Albanian Amharic Russian Polish Chinese Japanese American Sign Language Afrikaans Ukrainian
- 13. Trends in ELL •There are roughly 5.1 million English- language learners nationwide • The number of ELLs nationwide rose about 57% from 3.2 to 5.1 million from 1995-2005 according to the National Clearinghouse for English Language Acquisition.
- 14. By 2010 theELL Population is Predicted to grow to 13.3 Million
- 15. Challenges Facing ELLStudents • Learning and using academic language with confidence • Reluctance to use English in class • Need for classroom support to succeed - Sink or swim won’t work • ELLs are held to the same reading and math proficiency targets as native English-speakers • There were significant achievement gaps between ELL and non-ELL students on the 2006-2007 national math and reading assessment in Wisconsin (math = 24.7%, reading = 23.6%)
- 16. Challenges Facing Mainstream Teachers •Many teachers are not prepared to work with ELLs in their classroom • Mainstream teachers need more support and strategies to better serve the ELL population • Accountability decisions are based on the goal that 100% of all students-including ELLs-be academically proficient by the end of 2013-2014 school year.
- 17. FactorsFactors that maythat may affectaffect studentstudent learninglearning (Page11)(Page 11)English Language LearnerEnglish Language Learner The Learning EnvironmentThe Learning Environment Teacher School/Community Class Program The ESL Program Other Students BackgroundBackground Skills in 1st Language Geography Culture Family Situation Personality
- 18. Family Income andEducation
- 19. Cultural Differences • Differencesin language and culture can affect students' classroom behavior, participation, understanding, and interaction.
- 20. Cultural differences canaffect classroom behavior • Students from other cultures can have different views of how to be a student or to "do schooling."
- 21. Cultural differences canaffect students' understanding of content • New knowledge is built on the basis of what is already known by an individual or background knowledge. • Often, school texts assume a common experience that, in fact, is not shared by all students.
- 22. Cultural differences canaffect interactions with others • Culturally different ways of showing interest, respect, and appreciation can be misinterpreted.
- 23. Cultural Quiz • Youwill be presented with several cultural scenarios that could happen with ELL students you come into contact with. Take time to read the scenarios and try to come up with a logical explanations.
- 24. Scenario #1 • Mingis a smiling 3rd grader from China. She seems well-mannered and eager to please. However, when you speak to her she refuses to look at you. • In many cultures it is considered rude to look directly at an adult or a person considered of a higher status. This is so instilled in some students that they find it very difficult to learn to maintain eye contact.
- 25. Scenario #2 • Haitianbrothers Jean-Baptiste and Jean-Pierre are in middle school and they are often late for school. They are also each absent about once a week but on different days. • They may be staying home on different days of the week to baby-sit for a younger sibling who does not yet attend school. They may be late because they have family obligations to help parents who are working.
- 26. Scenario #3 • Youhave a Puerto Rican student in the 9th grade who speaks English fluently. She participates orally in your classroom and socializes well with her peers. She even translates for other students. However, she is doing very poorly in her content area schoolwork. • This student has acquired BICS (Basic Interpersonal Communication Skills) but has not yet acquired CALP (Cognitive Academic Language Proficiency) needed to learn in content areas. Many of our ELLs are exiting ESL programs at the BIC level. We need to work on CALP before these students are exited. Good BIC skills can fool mainstream teachers regarding the students language capabilities.
- 27. Scenario #4 • Duringa parent conference you tell the parents of your Algerian ESL student that their child is having difficulty in learning English. You suggest that they only speak English in their home. The parents look confused. When you relay this conversation to the ESL teacher in your school, she disagrees with your decision. • It is better for parents to speak a rich native language than fragmented English. Remember that any concept taught in native language will eventually translate to English. It isn’t appropriate to tell parents to speak only English in their home.
- 28.
- 29. Section 2 ofTraining • Strategies that Help ELL Students Succeed Academically
- 30. BICS CALP Second Language Development BasicInterpersonal Communication Skills Everyday/“social” language Not related to academic achievement Attained after 1-3 years in host country Cognitive/Academic Language Proficiency Classroom/“textbook” language Needed to function in academic settings Requires high level of reading and writing Attained between 4-7 years in host country
- 31. Lesson Planning Academic vs.Content Vocabulary
- 32. Lesson Planning • Alllessons include language • We are here to help! • SIOP can help!
- 33. YOU are thebest person to teach your students YOUR content… …but WE are here to help!
- 34. SIOP – aCrash Course SIOP = Sheltered Instruction Observation Protocol
- 35. Class Presentation • GeneralPrinciples for Teaching ELLs • Strategies • Co-Teaching with the ELL teacher or other specialist
- 36. General Principles forTeaching ELLs • Increase Comprehensibility • Increase Interaction • Increase Thinking/Study Skills • Use a Student’s Native Language to Increase Comprehensibility
- 37. Strategies • Realia • Fishbowl •Role Modeling with an English speaking peer • 1 Sentence Summary • Framed Paragraph • Think Pair Share • Dyad • Color Coding • 4 Corners • Jigsaw • Gallery Walk
- 38. Co-Teaching • Lead andSupport Model • Speak and Add/Chart Model • Skills Group Model • Station Teaching Model • Learning Style Model • Parallel Teaching Model • Adapting Model • Complementary Instruction Model • Duet Model
- 39. Common Co-Teaching Mistakes •“Bathroom Stall” Planning – planning on the fly • “Leaving on a Jet Plane” – failure to debrief and reflect on the lesson • “Tightening the Corset” – lack of flexibility; need to feel control • “Too Many Cooks Syndrome” – role confusion (who should do what) • “Can You Hear Me Now?” – need for communication and clarity
- 40. Guidelines for SuccessfulCo- Teaching • Have at least one 45 minute chunk of time to plan together • Co-teach with NO MORE than 4 teachers (one is best, aim for 3) • Load classes with similar needs
- 41. Homework Issues andEnglish Language Learners • In general, ELLs have to work harder to complete a piece of homework than native speakers doing the same assignment. • Time spent on homework should be time spent profitably. • ELLs experience greater success when class-work and homework are modified to fit their capabilities.
- 42. Why do ELLsStruggle with Homework •Language Issues •Culture Shock •Family •Economic •Culture
- 43. Homework Modification Strategies •Presentation • Worksheets • Time/ Redo/ Amount • Tasks • Collaboration/Exceptions
- 44. Homework Collaboration Teaching Activity •You will divide into groups • Each group will have a different category of homework modification strategies • Take sometime to read through and choose the most important point(s) • Present the most important point(s) to the group • You can be creative – role play, drawing, direct presentation, etc..
- 45. Homework Collaboration Teaching Activity •You will divide into groups • Each group will have a different category of homework modification strategies • Take sometime to read through and choose the most important point(s) • Present the most important point(s) to the group • You can be creative – role play, drawing, direct presentation, etc..
- 46.
- 47. The GOOD news! Youalready planned your assessment when you planned your lesson!
- 48. Some thoughts onassessment…
- 49. A test doesn’ttell you if a student is succeeding in your class…
- 50. “Education is alla matter of building bridges…” -Ralph Ellison “…and not creating roadblocks…” -anonymous
- 51. What is thelogic behind assessing students on whether they can successfully complete a task you haven’t taught them?
- 52. Assessment should notbe a surprise!
- 53.
- 54. Section 3 ofTraining • ELL Program Overview
- 55. Federal Laws Year LawDescription 1964 Civil Rights Act Title VI “No person in the U.S. shall, on the grounds of race, color, or national origin … be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance”. 1974 Equal Education Opportunities Act (EEOA) “No state shall deny equal educational opportunity by . . . the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.” 2001 No Child Left Behind Act, Title I and Title III Title I and Title III ensure that the educational needs of limited English proficient children are met and ensure that students who are limited English proficient, Native American and/or immigrants, attain English language proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic standards that all children are expected to meet. It also requires that ELLs be assessed on their English language abilities annually.
- 56. Court Cases Year LawDescription 1973 Lau v. Nichols The U. S. Supreme Court’s decision states that if English is the mainstream language of instruction, then measures have to be taken to ensure that English is taught to students who do not speak English or are limited English proficient in order to provide equal access to educational opportunities. (Identical education does not constitute equal education if the students are not learning.) 1981 Castañeda v. Pickard 5th District Court of Appeals (Texas) mandated that English Language Learners receive special help. School districts need to take “appropriate action” for these students. This includes: Pedagogically sound plan for ELLs Qualified staff for instruction Effective implementation of the program An evaluation process for the program. 1982 Plyler vs. Doe (457 U.S. 202) The Supreme Court ruled that schools were prohibited from denying immigrant students access to a public education. Undocumented children have the same right to a free public education as U.S. citizens and permanent residents, and are obligated to attend school until they reach the age mandated by state law.
- 57. Wisconsin Law Year LawDescription 1964 The Wisconsin Bilingual- Bicultural Statute (s. 115.95, Wis. Stats. and PI 13) If any school, within a school district in Wisconsin, has a trigger number of English Language learners who speak the same language, the district must design a program and prepare a formal plan of services (PI-1849) to meet the needs of these students. The statute requires all such programs to be staffed by licensed bilingual teachers. When bilingual licensed teachers are not available, ESL licensed teachers may be used with bilingual teacher aides except in programs serving Spanish speakers. •10 students at grades K-3, •20 students at grades 4-8 •20 students at grades 9-12
- 58. ELL Overview • Entry/exitcriteria • ACCESS testing • WIDA standards • Resources available (handouts, books to check out, US !) • Websites
- 59. ESL Program Overview TestingSupport English language development support ELL Pullout/ ELL Class Classroom teacher support/ Modifications Monitoring for Successful Academic Progress Staff Development
- 60. Section 4 ofTraining • Modifications
- 61. Modification • Group accordingto grade clusters • Review Modification Examples (analyze, evaluate, suggest) • Modify your own material that you brought along
- 62.
Editor's Notes
- #2 While this first slide is up on the screen, we will go through the “Robin” activity Lindsey will introduce, Briana/Tamara will write on whiteboard, Laura will wrap up
- #3 Laura will do facility welcome and start introductions Briana/Tamara/Lindsey introduce themselves Objectives – Tamara will run through (on white chart paper)
- #4 Briana will hand out graphic organizer and introduce 3 questions. "we have put together a graphic organizer with three questions 1. Why does it benefit your whole class for your ELLs to have success?, 2. How can these strategies help all students to feel successful? 3. What do you plan to do differently? We would like you to be thinking about these question throughout the training seminar and jotting any ideas or notes. We will come together and answer these questions at the end of the training. We also have placed post-it notes on the tables, and we would like you to think of a question or some questions you have and write them down - we have divided the white board into four question categories including: lesson planning/ implementation, assessment, students, and other. Please take about 2 minutes right now to come up with some questions and then you can place your question in the corresponding category. If you come up with other questions while the training is going please write them down and then post them on the board during a break time Next we will do the poem altogether (choral reading after first section) and then Lindsey will introduce handout table
- #5 Briana The first of the four sections of the training today is focused on ELL background information. We will end this section with a break followed by a language experience activity.
- #6 Briana The ELL population is diverse and growing. There are different subgroups with different needs requiring different strategies (i.e. newcomer, strong literacy/weak literacy skills in first language, interrupted formal education, long-term ELL, etc.). We need to understand the subgroups within our population. Most ELLs are now born in the United States and some come from other countries. Some are at grade level and highly educated in their native language. Others are not… Many immigrant families are settling in suburban and rural communities challenging districts with little experience working with ELL students.
- #7 Briana Most ELL students are second generation immigrants, meaning they were born in the U.S. of immigrant parents. Second generation immigrants face the unique challenge of maintaining and honoring their cultural roots, as well as assimilating into the culture of the U.S. Some may find themselves stuck between two cultures.
- #8 Briana Most, or about 68% of ELL students are Latino, and the second largest group of ELL students are non Hispanic white with 13.8%
- #9 Briana and 19.2% are from different countries in Asia
- #10 Briana 43,659 ELL students were enrolled in Wisconsin school districts in the 2006-2007 school year the two most common languages: Hmong & Spanish however, there are over 80 other languages represented in Wisconsin public schools It is estimated that by the year 2030: the African-American population will grow by 68% the Asian-American population by 79% the Hispanic-American population by 197%.
- #11 Briana Nationwide, the ELL population grew 57% between 1995-2005, and in Wisconsin the population grew between 51-100%
- #12 Briana
- #13 Briana Although the majority of the ELL students are Spanish or Hmong speakers, we also have students whose first languages are Hmong, Khmer, Lao, Albanian, Russian, Polish, Chinese, Japanese, American Sign Language, Afrikaans, Ukrainian, Oriya, Mandinka, Arabic and Amharic. Some students are newcomers to the school district; others have been here for several years. Some have parents who speak no or little English; other parents are native-English speakers.
- #14 Briana
- #15 Briana In just one more year, the ELL population is predicted to reach 13.3 million
- #16 Briana Learning and using academic language with confidence Their reluctance to use English in class do to fear Need for classroom support to succeed - Sink or swim won’t work Modifications and classroom support are designed not to give ELLs an advantage, but give them an even playing field Many ELLs are not receiving classroom modifications to help them overcome their language difficulties as well as comprehend content ELL students who are still working on mastering the English language, are held to the same reading and math proficiency targets as native English-speakers There were significant achievement gaps between ELL and non-ELL students on the 2006-2007 national math and reading assessment in Wisconsin (math = 24.7%, reading = 23.6%)
- #17 Is this becoming a handout instead of a slide…?
- #18 Literacy of Student in Native language Literacy of Student in English Educational background Prior knowledge Literacy of Parents and Community Academic Experience Income Family/Community Expectations and Support Integration into/Familiarity with Majority Culture Significant Stress/Trauma Learning style
- #19 Briana This is a comparison between ELLs and Non-ELLs. And we see that in general - the parents of ELL students have less education, are more impoverished, and earn significantly less money than their non-ELL counterparts AFTER this slide – Tamara does think, pair, share activity We move groups according to name tags (Laura)
- #21 For example, though you may want students to participate in class by asking questions and joining in discussions, some students may not feel comfortable participating because, in their culture, it is considered disrespectful to ask questions of a teacher.
- #22 Briana New knowledge is built on background knowledge. Often, school texts assume a common experience that, in fact, is not shared by all students. ELLs may not fully understand these texts, and may be less likely to remember the content material. Many ELLs need additional explanation and examples to draw the connection between new material and their existing background.
- #23 For example, if a student does not look at the teacher when the teacher is speaking, it may be interpreted as the student's lack of attention or as a show of disrespect. However, in the student's culture the expectation may be to show respect by not look directly at the teacher.
- #24 Audience members will read slides, Briana will read explanations. You will be presented with several cultural scenarios that could happen with ELL students you come into contact with. I'll ask volunteers to read the scenarios and then we will look at possible explanations.
- #29 Esperanto experience.
- #31 Lindsey will discuss and then lead into lesson planning piece (handouts) Utilize student note cards if possible.
- #32 Brainstorming activity – language in their content area (social studies example)
- #34 Integrated language approach
- #36 Tamara
- #37 Tamara
- #38 Tamara
- #39 Tamara
- #40 Tamara
- #41 Tamara Homework – Briana Assessment - Lindsey
- #42 Briana In general, ELLs have to work harder to complete a piece of homework than native speakers doing the same assignment. Time spent on homework should be time spent profitably. The amount of homework/ homework tasks should be aligned with language proficiency level of the student. ELLs experience greater success when class-work and homework are modified to fit their capabilities. Modifying class-work or homework tasks to fit the ELLs’ capabilities doesn’t mean expecting less from them. It means giving them realistic tasks to complete that increase their chances for success.
- #43 Briana Language Issues ELLs are struggling to acquire a new language. They struggle in all areas of language including: speaking, listening, reading, and writing. They often lack academic vocabulary, background knowledge related to content areas, knowledge of cultural concepts, etc. Culture Shock While ELLs are assimilating to a new culture it is quite overwhelming, resulting in an inability to do homework on top of struggling with all the other issues. Family Educators may make the assumption that parents will be able to help their children with homework. ELLs who may have no one at home who speaks, reads, or writes English are at a distinct disadvantage when doing homework. Economic Many ELLs live in a culture of povert. According to the U.S. Census of 2000, approximately 20% of all children in public schools live at or below the poverty level. Of this 20%, 58% are ELLs. of ELLs living in poverty may lack the economic materials to do homework, such as: computers, calculators, pens, pencils, scissors, paper, encyclopedias, and other resources that enable a student to do homework assignments. Culture Family responsibilities and obligations can hinder a student’s ability to be able to do homework. In different cultures, social and family responsibilities outside of school are emphasized over continued schoolwork at home.
- #44 Presentation: Examples: Never just give homework orally; write it on the board. A student can write it as you give it to the class. Use visuals whenever possible (i.e. with lectures, pre-teaching of concepts, worksheets, etc.). Worksheets: Provide white space so pages are not too busy, too distracting, or have too much information. Break tasks into definite sections or boxes & give directions for each section. Time/ Redo/Amount: Give the ELL extra time to do work or complete projects. Reduce or limit the number of questions/ tasks (i.e. assign only enough items needed to test student’s knowledge or comprehension). Tasks: Allow for flexibility in the tasks you assign. Let students have choices for projects. Collaboration/Exceptions: Encourage student collaboration. Allow students to complete assignments in pairs/ buddy system. Ignore spelling or grammar errors except for when explicitly taught.
- #54 After break, into Gallery Walk
- #55 Lindsey introduces graphic organizers that can be used for this part of presentation
- #58 Tamara
- #60 Briana (program overview) Staff Development/Consultation with Mainstream Teachers The ESL teachers work and collaborate with the mainstream teachers in order to better serve the ELL population. ESL teachers are a resource that mainstream teachers should use to obtain strategies, modification support, co-teaching support, etc. Testing support The ESL teachers must administer the ACCESS Language Proficiency test to ELLs each year until ELLs reach complete fluency. ESL teachers also administer and can provide accommodations on WKCE tests, MAP tests, semester final exams, and classroom quizzes and tests. English language development support Accommodations/Modifications made by the Mainstream Teachers Teachers modify assignments and assessments, as well as the way they teach to make the content more understandable. They use additional pictures, carefully adjust their speech, provide individual help, repeat directions, etc. These accommodations do not change the content students are required to learn. English Language Learner (ELL) In-Class Support/Cooperative TeachingThe ESL teacher comes into the classroom to work with the students. The teacher works with ELL (English Language Learner) students and mainstream English-speaking students in small groups in collaboration with the classroom teacher. ESL teachers can collaborate with mainstream teachers and go into classes with struggling students in order to offer modified instruction as well as support the students in the class. English Language Learner (ESL) PulloutThe student leaves the classroom to receive one-on-one/small group English language instruction and/or content-area support. Students leave class during free/work time so that they don’t miss valuable content area instruction. In some cases, they leave the classroom during the subject they are getting the content area support. For example, an elementary ELL may receive his or her math instruction one or more times a week from the ESL teacher. He/she will be learning the same concepts as his/her peers, but in a different way, and with more support. ELL Resource ELLs report to the ESL Resource class instead of study hall in small groups in order to receive support. Students can receive support with English language development, homework, projects, assessments, etc. Transitional ELL ClassThe ESL class is meant to offer additional English language instruction to levels 1-4. ESL teachers collaborate with mainstream teachers and teach different content themes while helping students to develop their speaking, listening, reading, and writing abilities. Monitoring of Successful Academic Progress The ESL teachers monitor the student's academic progress, reviewing English and academic testing results, classroom teacher reports/grades, etc. Scheduling ESL teachers help students put their schedules together. They work with the Guidance department to cluster students whenever possible and place them with similar teachers. Bilingual SupportThe Waunakee School District has bilingual Spanish/English staff to offer support to students, parents, and staff.
- #61 Break into grade level clusters Mini-group mixers
- #63 Wrap up: Recap objectives - Tamara Recap 3 questions – Briana WIDA Pink Books – Lindsey Final Thoughts - Laura