ELLs: Knowing Our Learners Outcomes: To identify characteristics relating to the ELL student group and the impact language acquisition has on ELLs’ learning. To discuss how Reading Specialists and ESOL teachers provide instruction to accelerate reading development of ELLs.

The Growing Population of ELLS : approximately 1,600 ELLs : approximately 1,800 ELLs : approximately 2,100 ELLs : approximately 2,200 ELLs : approximately 2,250 ELLs 1,650 ELLs at the elementary level 250 ELLs at the middle school level 350 ELLs at the high school level

The Growing Population of ELLS The 2,250 ELLs represent: Over 60 languages:  Spanish, Korean, Urdu, Chinese, and Chin Approximately 78 countries

LAS Links Proficiency Levels of ELLs Level 1 - Low Beginner Level 2 - High Beginner Level 3 - Low Intermediate Level 4 - High Intermediate Level 5 - Advanced Level 6 - Independent

What do you understand when you know a language? The music The sounds The correct sequence of sounds in a word How to use and interpret intonation How to change the time of a sentence The order of words Formal v. informal language Idiomatic expressions A wealth of vocabulary The variety in meaning of words How to use language to build relationships Connections between language and culture How to ask for information How to persuade How to enter a conversation without interrupting How to take turns in conversation Language nuances The gestures

Key Differences: L 1 and L 2 Acquisition

First Language: Learned through total immersion Learned at home Learned by young children Learned in order to communicate with loved ones Largely an unconscious process No time pressure to learn Must learn developmental concepts as well as language Second Language: Learned through partial immersion Hampered by emotions Learned at an older age Learned to communicate in less personal situations such as schools or work Very conscious and often methodical Great time pressures Acquire while learning academic concepts already acquired in the L 1

BICS and CALP Basic Interpersonal Communication Skills BICS: Are necessary for everyday functioning. Are very context sensitive and depend on nonverbal cues. Can typically be achieved in the classroom with good contextual support. Cognitive Academic Language Proficiency CALP: Is very context reduced and depends more on cognitive capabilities. Depends on the relationship between the native language and new language since it is best if both are sufficiently developed.

Common Underlying Proficiency (CUP) BICS-L1 CALP-L1 BICS-L2 CALP-L2 Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy

The Bottom Line In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they MUST master Academic Language.

Performance Definitions: A New Tool 2- Emerging

Criteria for Performance Definitions Linguistic Complexity: The amount and quality of speech or writing for a given situation Vocabulary Usage: The specificity of words or phrases for a given context Language Control: The comprehensibility of the communication based on the amount and type of errors ENTERINGEMERGING DEVELOPING EXPANDINGBRIDGING REACHINGREACHING

Linguistic Complexity Level 1 – Entering Single words Level 2 – Emerging Phrases, short sentences Level 3 – Developing Series of related sentences Level 4 – Expanding Moderate discourse Level 5 – Bridging Complex discourse

Vocabulary Usage Level 1 – Entering Most common vocabulary Level 2 – Emerging High frequency vocabulary Level 3 – Developing General and some specific vocabulary Level 4 – Expanding Specialized and some technical vocabulary Level 5 – Bridging Specialized and technical vocabulary

Language Control Level 1 – Entering Memorized language Level 2 – Emerging Language w/ errors inhibiting communication Level 3 – Developing Meaning overrides communication errors Level 4 – Expanding Language w/minimal errors Level 5 – Bridging Language comparable to English peers

Interaction of Performance Level Definitions and ELLs’ Abilities Language Proficiency (Performance Level Descriptions) 1 Entering 2 Emerging 3 Developing 4 Expanding 5 Bridging PIs L 1 L 2 L 3 L4 L 5 Linguistic Complexity Vocabulary Usage Language Control

Presumed Competence: CAN DO Descriptors The CAN DO Descriptors: A tool for instruction used to find the instructional match based upon language proficiency Discussion: How can you use the CAN DO Descriptors to collaborate in meeting the ELLs’ needs?

Sample Teacher Prompts and Questions for Each Stage of Language Proficiency Entering Teacher Prompts: Questions starting with “Show me” “Circle the...,” “Where is...?” and “Who has...?” Sample Prompt: “Show me the wolf.” Emerging Teacher Prompts: Yes/no and either/or questions, questions with one- or two-word answers, lists, labels Sample Question: “Did the brick house fall down?”

Developing Teacher Prompts: Questions starting with “Why...?” “How...?” and “Explain...” phrase or short-sentence answers Sample Prompt: “Explain why the third pig built his house out of bricks.” Expanding Teacher Prompts: Questions starting with “What would happen if...?” and “What do you think...?” Sample Question: “Why do you think the pigs were able to outsmart the wolf?” Bridging Teacher Prompts: Questions starting with “Retell...” and “Decide Whether...” Sample Prompt: “Accurately summarize the story.” Sample Teacher Prompts and Questions for Each Stage of Language Proficiency

Creation Evaluation Analysis Application Comprehension Knowledge Bloom’s Taxonomy

Relationship Between Bloom’s Taxonomy and the Stages of Second Language Acquisition Bloom’s Taxonomy Creation Evaluation Analysis Application Comprehension Knowledge Stages Stages of Second Language Acquisition Bridging Expanding Developing Emerging Entering

Relationship Between Bloom’s Taxonomy and the Stages of Second Language Acquisition Stages of Second Language Acquisition Bloom’s Taxonomy

Best Practices for Instruction Phonics/Phonemic Awareness Vocabulary Syntax Comprehension

Syntax What really matters about teaching syntax to ELLs from the perspective of a Reading Specialist or ESOL Teacher? What resources would you use? Why? What are some challenges or considerations for teaching syntax to ELLs? How do listening and speaking integrate into the instruction of syntax for ELLs?

“There were two cupcakes in Philip Parker's lunch bag and Albert got a Hershey bar with almonds and Paul's mother gave him a piece of jelly roll that had little coconut sprinkles on the top. Guess whose mother forgot to put in dessert?”

Early1 Sight Word List the of and a to in is you that it he was for on are as with his they I at be this have from or one had by word but not what all were we when your can said there use an each which she do ho w their if

The Challenge for ELLs the of and a to in is you that it he was for on are as with his they I at be this have from or one had by word but not what all were we when your can said there use an each which she do how their

andas butor if notthere ifto inon forwith atfrom by hehis youyour theytheir Ishe weit thea thatthis oneall aneach be isare havehad waswere cando said whenwhat whichhow word

Breakout Jigsaw Find your jigsaw group/topic by locating the table tent that is the same color as your note-taking sheet. Discuss and take notes on one of the three topics related to ELLs with the facilitators at the tables: Comprehension Vocabulary Phonic/Phonemic awareness Get back together with your original jigsaw group, take turns sharing the ideas you discussed with the topic group members and record notes in the appropriate sections.

Planning with School Team How can you use this information when working with ELLs as a school team?

Next Session Session #2: February 29 th AM – teachers in schools Atholton ES – Jeffers Hill ES PM – teachers in schools Laurel Woods ES – Worthington ES Homework: Read article, ELL ‘Shadowing’ Brings Instructional Gaps to Light that will be sent with the evaluation