Aspire Session 5 Language Proficiency January 20, 2016

Professional Learning Outcomes Participants will learn to Adapt lessons for language proficiency

What organizers did you use? Sunshine Outline Prediction Log Timeline Story Map KWL Chart Reading Log

What Factors Do You Believe Affect Second Language Acquisition?  Discuss at your table and be ready to share in whole group. (3 minutes)

Stages of Language Acquisition ELP Standards  Level 1 Beginning  Level 2 Advanced Beginning  Level 3 Intermediate  Level 4 Advanced  Level 5 Transitional 5 Krashen (1982) and (2003); WELPA numerical levels NOTE: These terms were developed by Krashen in 1982 and provide loose descriptions of the levels. They are not seen in the ELP Standards.

Characteristics of Level 1 “Silent period” Uses little or no English. May or may not connect words with objects or pictures. Student watches carefully. Student follows lead of others. Student repeats language heard in and out of appropriate context. Needs to see and uses words connected to gestures and actions Responds to simple academic content and directions Begins to correct speech in group activities Needs visual and social academic supports 6

Characteristics of Level 2 Mostly silent. Watches carefully. Mimics what others do. Points frequently while communicating. Repeats words and simple phrases uttered by others but not always with understanding. Begins to recognize words in the classroom written in English. Participates in academic discussions with words and phrases Begins to use content related vocabulary 7

Characteristics of Level 3 Demonstrates frequent grammatical and word choice errors. Uses simple sentences with inconsistent grammatical forms Follows simple directions especially when accompanied by gestures. Uses a few well-chosen English words and phrases to communicate. Relies on non-linguistic cues for meaning. Participates in social discussions on familiar topics. Tells and retells simple stories and content. Has problems understanding nuances of deeper meaning. Doesn’t understand many jokes. Uses word parts to determine meaning of new words (grades 3 to 12) Reads scaffolded (adapted) text 8

Characteristics of Level 4 Communicates with most speakers on many topics with some ease. Influence of home language phonology and sentence structures evident. Begins to self monitor. At times frustrated due to lack of vocabulary. “Knows what she doesn’t know.” May mix home language with English when trying to communicate ideas. Relies on literal meanings. Attempts descriptive sentences in academic discussions Uses common grammatical forms with some errors Reads at close to grade level with support Uses simple figurative and idiomatic language (grades 3 to 12) 9

Characteristics of Level 5 Uses and understands more complex speech. Communicates effectively with some language errors. Jokes and teases easily in English. May still be confused by idioms. Speaks clearly and comprehensibly using standard forms. Applies content related vocabulary in various contexts. Reads at grade level. 10

11 Conversational Fluency Usually takes between 1 – 2 years to acquire Typically this language provides context and is not cognitively challenging Also called BICS (Basic Interpersonal Communication Skills) Cummins 1979

Cummins: Conversational Fluency  Formerly BICS: Basic Interpersonal Communication Skills  “Playground English” - conversation in casual settings  High frequency words Anglo-Saxon based  Relies on facial expressions, gestures, etc.  Have it in L1 by age 5  Students have it in L2 in 1 or 2 years Cummins, J. (1981).

13 Academic Language Proficiency Usually takes between years to achieve Discourse is cognitively demanding, often lacks context clues, and is required for literacy and success in content learning Also called CALP (Cognitive Academic Language Proficiency) Cummins 1979

Cummins: Academic Language Proficiency  Formerly CALP  Low frequency words Graeco-Roman (Latin) based  Complex written and oral language  Technical, specialized language  Discourse, grammar and vocabulary  5-12 years  The Norman Conquest in 1066 Cummins, J. (1981) Corson, DJ (1985) Thomas & Collier (1997)

The Iceberg Model With 2 Languages Conversational Academic L1 L2

Teresa Gallegos Teresa grew up in Michacan and went to school there until she was 12. She has basic literacy in Spanish. She moved with her family of six to Othello when she was 16. She attends Othello HS but both of her parents work in the hotel industry, so she is responsible for her siblings after school until 6pm. She works at McDonald’s from 6:30- 10:30 five nights a week.

Teresa L1 L2 Conversational Academic

What might a Level 1 student understand? ______ the ____ game __ the ______ball ______, Fernando ___ ______ a _____ __ 73 ______. He ______ 20 ______ in the ____ game, ______ ___ ______ _______ 15.5 ______ ___ game. To ____ the _____ ______ __ games he ______, _____ ____ the ___ __ 73 and 20 and the_  ___ the ___ to 15.5  ________ 15.5 ____ 73  ________ the ___ __ 15.5  ______ the ___ __

What might a Level 2 student understand? ______ the last game __ the basketball ______, Fernando had ______ a _____ of 73 points. He ______ 20 points in the last game, ______ his ______ _______ 15.5 points ___ game. To find the _____ number of games he ______, first find the ___ of 73 and 20 and then  ___ the ___ to 15.5  ________ 15.5 ____ 73  Multiply the ___ by 15.5  ______ the ___ by

What might a Level 3-4 student understand? Before the last game of the basketball season, Fernando had ______ a total of 73 points. He ______ 20 points in the last game, making his season _______ 15.5 points per game. To find the total number of games he played, first find the sum of 73 and 20 and then  Add the sum to 15.5  Subtract 15.5 from 73  Multiply the sum by 15.5  Divide the sum by

What’s so important about language? Before the last game of the basketball season, Fernando had scored a total of 73 points. He scored 20 points in the last game, making his season average 15.5 points per game. To find the total number of games he played, first find the sum of 73 and 20 and then: Add the sum to 15.5 Subtract 15.5 from 73 Multiply the sum by 15.5 Divide the sum by

Modifying expectations - scaffolding Use the language level descriptors to modify your expectations Also English Language Proficiency Standards (ELPS)

Standards 1-7: Content-Area Practice Focus Standards 8-10: Language Specific Focus 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing 7 adapt language choices to purpose, task, and audience when speaking and writing 8 determine the meaning of words and phrases in oral presentations and literary and informational text 9 create clear and coherent grade-appropriate speech and text 10 make accurate use of standard English to communicate in grade-appropriate speech and writing Page 4 all versions Function Form

K-12: pages 6-29; K-1: pages 6-13; 2-3: pages 6-9; 4-5: 6-21; 6-8: pages 22-25; 9-12: pages 6-9 Standards

Horizontal progressions Choose one standard at your grade level and read is across the page. Fill in notes on page 15 of the packet about the increase in academic demand: Standard _____Level 1Level 2Level 3Level 4Level 5

Vertical Progression Track that one level downward through all the ELP standards on page 16 in the packet. What’s the same, what’s different? Standard Level _______ (your choice)

Try this

Next time (Feb 17) bring: Stories about how you scaffolded for lower level ELLs in a lesson Happy faces!