YM TEACHING ENGLISH LEARNERS What Do Teachers Need to Know? Presented by: Yvonne D. Mitchell and DEENA FOGLE

Introduction Magadang hapon TO YOU ALL! Kamusta po kayo lahat? Ako po ay si Yvonne D. Mitchell, maestra nang ESOL sa Orangeburg 5. Nasisiyahan akong makita ko kayo lahat dito sa RIVELON ES! Salamat MRS. BOWMAN sa inyong imbitacion sa amin ni DEENA FOGLE. Umaasa po ako na maraming kayong matututunan parti sa pagtuturo sa mga bata na nag-aaral nang English sa atin mga paaralan. Sana ay magugustuhan ninyo ang lahat na mga ideas na ituturo ko sa inyong lahat!

MY JOURNEY AS AN ENGLISH LEARNER CHUCHAY, 4 YRS OLD

TITLE III VISIT/ AUDIT IN 2018 TG TITLE III VISIT/ AUDIT IN 2018 WHAT DO YOU KNOW???? HLS WHAT DO TEACHERS DO IN THE CLASSROOM TO ACCOMMODATE ELs? ARE YOU FAMILIAR WITH WIDA? CAN YOU SHOW ME AN MPI? DO YOU KNOW YOUR STUDENTS PROFICIENCY LEVELS? PARENT COMMUNICATION

WHAT DO YOU KNOW? HLS? WIDA? L1….L2? MPI? ENGLISH PROFICIENCY? TITLE III

Esol – ENGLISH TO SPEAKERS OF OTHER LANGUAGES A CORE CURRICULUM; the LAW MANDATES SERVING ELs Designed to help students- ENGLISH LEARNERS (Els) improve their English language skills in reading, writing, listening and speaking. PULL-OUT OR PUSH IN SERVICES

What are expected of ESOL students? To meet the same academic standards in content area classes. To meet the same attendance requirement.  To meet state accountability requirements STANDARDIZED TESTS

WHY DO I NEED TO LEARN ALL THESE ESOL “STUFF” WHEN I DON’T TEACH AN ENGLISH LEARNER??

States in deep red- more than 10 percent of EL learners States in deep red- more than 10 percent of EL learners. A little lighter red- 6- 9.9%- That’s include our neighbor – NC and close to us VA and FL. Our state is in 3-5.9 percent range along with GA and TN

RIVELON ESOL TCHRS OBURG 5 4 156+ NUMBER OF ENGLISH LEARNERS IN ORANGEBURG 3, 4, AND 5 RIVELON ESOL TCHRS OBURG 5 4 156+

What Do We Do as ESOL TEACHERS? DEENA FOGLE YVONNE MITCHELL LATANZA GARVIN KIMBERLY FARMER

WHAT DO we DO AS ESOL TEACHERS? MEET THE FEDERAL COMPLIANCE (TITLE III) PROVIDE ACADEMIC ASSISTANCE

WHAT DO we DO AS ESOL TEACHERS? HELP WITH LANGUAGE DEVELOPMENT HELP STUDENTS ACHIEVE ENGLISH PROFICIENCY…. THAT LEADS TO ACADEMIC SUCCESS!!! WE SERVE AS FAMILY ADVOCATE

What ARE expected of mainstream teachers? ENGLISH PROFICIENCY LEVEL? KNOW your students well. READ AND UNDERSTAND the ACCOMMODATIONS needed for these students. CULTURAL BACKGROUND? PAST SCHOOLING? HOME LANGUAGE? COUNTRY? WHAT CAN HE DO? WHAT ACCOMMODAT-IONS CAN HE RECEIVE?

What ARE expected of mainstream teachers? IMPLEMENT the accommodations according to their proficiency levels and the WIDA STANDARDS. Consider the CONTENT AND LANGUAGE objectives as well as demands for the lesson. MODIFY some activities, assignments or assessments as necessary. COLLABORATE with the ESOL teacher; WE ARE IN THE SAME TEAM!

COMMUNICATING WITH PARENTS IF YOU NEED TO GET IN TOUCH WITH PARENTS (FOR DISCIPLINE, GRADES, ETC) LET MRS. GARVIN KNOW FIRST. CONTACT: JORDONE MASSEY, DISTRICT INTERPRETER (jordone.branch@ocsd5.net)

YM two types of language proficiency:  social and academic, often referred to AS BICS and CALP. BASIC INTERPERSONAL COMMUNICATION SKILLS COGNITIVE ACADEMIC LANGUAGE PROFICIENCY VS.

WIDA STANDARDS the ELP (ENGLISH LANGUAGE PROFICIENCY) standards THAT center on the language needed and used by ELLs to succeed in school!

WHY DO WE NEED TO KNOW THIS? SC ADOPTED WIDA as the new English language standards  ESOL and mainstream teachers must work together to promote the EL’s English language development standards (ELD) throughout the school day. 

WIDA HAS FIVE ELD STANDARDS Y

TO LINK LANGUAGE WITH STATE ACADEMIC STANDARDS

Language Domains Listening Speaking Reading Writing Process, understand, interpret, and evaluate spoken language in a variety of situations Speaking Engage in oral communication in a variety of situations for a variety of purposes and audiences Each standards matrix is organized around one of these four language domains. Process, understand, interpret, and evaluate written language, symbols, and text with understanding and fluency Reading Writing Engage in written communication in a variety of situations for a variety of purposes and audiences

The WIDA Performance Definitions are an example of a holistic rubric When we look at the performance definitions they give us criteria for that level of proficiency, they are similar to a rubric

What can you do? MODELING DF What can you do? MODELING Do model for students what they are expected to do or produce; show good teacher and student work samples. Modeling promotes learning and motivation, as well as increasing student self-confidence—they will have a stronger belief that they can accomplish the learning task if they follow steps that were demonstrated. Don’t just tell students what to do and expect them to do it.

WHAT CAN YOU DO? RATE OF SPEECH AND WAIT TIME Do speak slowly and clearly, and provide students with enough time to formulate their responses, whether in speaking or in writing. This “wait time” provides all students with an opportunity to think and process, and gives especially ELLs a needed period to formulate a response. Don’t speak too fast, and if a student tells you they didn’t understand what you said, never, ever repeat the same thing in a louder voice.

WHAT CAN YOU DO? USE OF NON-LINGUISTIC CUES Do use visuals, graphic organizers, sketches, gestures, intonation, and other non-verbal cues to make both language and content more accessible to students. Teaching with visual representations of concepts can be hugely helpful to ELLs and to ALL students! GOOGLE IMAGES IS YOUR BEST FRIEND! Don’t lecture, or rely on a textbook as your only visual aid.

WHAT CAN YOU DO? CHECK FOR UNDERSTANDING Do regularly check that students are understanding the lesson. “Please put thumbs up, thumbs down, or sideways… Don’t simply ask, “Are there any questions?” Also, don’t assume that students are understanding because they are smiling and nodding their heads—sometimes they’re just being polite.

WHAT CAN YOU DO? ENCOURAGE THE USE OF L1 Do encourage students to continue building their literacy skills in their home language, also known as L1. Don’t “ban” students from using their native language in the classroom. Forbidding students to use their primary languages does not promote a positive learning environment where students feel safe to take risks and make mistakes. 

WHAT CAN YOU DO? GIVING DIRECTIONS Do give verbal and written instructions— CONSTANT PRACTICE can help all learners, especially ELLs. In addition, it is far easier for a teacher to point to the board in response to the inevitable repeated question, “What are we supposed to do?” Don’t act surprised if students are lost when you haven’t clearly written and explained step-by-step directions.

Clearly defines CONTENT AND LANGUAGE OBJECTIVES. EIGHT COMPONENTS/FEATURES FOR WORKING WITH ELLs in content areas (from SIOP) Clearly defines CONTENT AND LANGUAGE OBJECTIVES. Think of the language demands for the lesson. PREPARATION

BUILD BACKGROUND KNOWLEDGE EIGHT COMPONENTS/FEATURES FOR WORKING WITH ELLs in content areas (from SIOP) Explicitly link concepts to students’ backgrounds and experiences. Make clear links between students’ past learning and new concepts. BUILD BACKGROUND KNOWLEDGE

Speak appropriately to accommodate students’ proficiency levels. EIGHT COMPONENTS/FEATURES FOR WORKING WITH ELLs in content areas (from SIOP) Speak appropriately to accommodate students’ proficiency levels. Clearly explain academic and language tasks. COMPREHENSIBLE INPUT

EIGHT COMPONENTS/FEATURES FOR WORKING WITH ELLs in content areas (from SIOP) Learning strategies facilitate the process of understanding, retaining and applying knowledge. STRATEGIES

EIGHT COMPONENTS/FEATURES FOR WORKING WITH ELLs in content areas (from SIOP) Supply much need “ORAL REHEARSALS” – give one minute talks. Varying groups INTERACTION

EIGHT COMPONENTS/FEATURES FOR WORKING WITH ELLs in content areas (from SIOP) Supply LOTS of hands-on materials Provide students to apply content/language knowledge MODIFY ASSESSMENTS IF NECESSARY Gradual Release of Responsibility PRACTICE/ APPLICATION

MUST CLEARLY support CONTENT AND LANGUAGE OBJECTIVES (no guessing) EIGHT COMPONENTS/FEATURES FOR WORKING WITH ELLs in content areas (from SIOP) MUST CLEARLY support CONTENT AND LANGUAGE OBJECTIVES (no guessing) LESSON DELIVERY

EIGHT COMPONENTS/FEATURES FOR WORKING WITH ELLs in content areas (from SIOP)  Provide COMPREHENSIVE REVIEW Teach, review, assess MODIFY ASSESSMENTS: REDUCE # of items, differentiated tests or products\ REVIEW/ ASSESSMENT

ACCESS TEST TO ASSESS EL’S ENGLISH PROFICIENCY IN FOUR DOMAINS- Reading, Writing, Speaking, Listening USED IN CODING IN POWER SCHOOL Feb. 5 - March 23, 2018

Plotting on Can Do Sheet

Elements of MPIs – Model Performance Indicator YM Elements of MPIs – Model Performance Indicator Content Stem/Example Topic Language Function Follow oral directions to design area maps using manipulatives and illustrated examples in small groups An example MPI Grade: 3 Standard 3: The Language of Mathematics Proficiency Level: 3 Instructional Support

Share..… Instruction to ELs? Why do we need to know how to provide appropriate Instruction to ELs? What is one thing that would be most helpful when you are teaching a low level EL? (between 1.0-3.0) How can we as a school provide an inclusive and culturally responsive learning environment for our ESOL students? It is key to know the current English ability level of each student. Once that is known we can look at what they CAN DO according to their language performance level. The Performance Level Definition together with the CAN DO Descriptors tell us exactly what we need to know in order to differentiate. The exciting aspect about the CAN DO Descriptors is that they are a tool and a support created by teachers for teachers. It is important though to recognize they are not the standards, instead they help us decide upon the supports and differentiation needed during an activity or lesson.

FOR MORE INFORMATION, PLEASE CONTACT US: YVONNE D. MITCHELL : yvonne.mitchell@ocsd5.net LATANZA GARVIN: latanza.garvin@ocsd5.net