1. January 28, 2012 Leah Palmer and Jennifer Hannon
Category 1, Day 2
January 28, 2012
Leah Palmer and Jennifer Hannon

2. Objectives for Day 2 Participants will be able to:
Understand WiDA’s Can-Dos and proficiency descriptors.
Use English proficiency levels to analyze classroom tasks.
Use the variables represented in the Analytical Framework to analyze their own classrooms as sites of second language learning and learning in a second language.
Use the Analytical Framework to plan changes that would make their classrooms more effective environments for second language learning and learning in a second language.
Explain the implications of the heterogeneity of ELLs for classroom organization and instruction.
Identify the type of information that would help in meeting the educational needs of ELLs.

3. Agenda, Day 2 Language, Culture, Teaching and Learning
Review 3-2-1
Review of Assignment, p.25
Module 3: p.35 (supplemental materials)
Social and Academic language
WiDA Can Do Descriptors 
Lunch 12:30 to 1 
Module 4: p.37
Responsive Learning Environments
Module 5: p.44
Putting it all together: Reflection and Analysis
Conclusion/Evaluations

4. What we said…

5. Assignment Review, http://learningandteachingells.wikispaces.com

6. Assignment Reflection

7. Small Group Share:
How did this assignment help you gain a better understanding of teaching and ELLs?
What are 2 points you would like to share with the full group/your colleagues?

8. Review: Questions to think about
How can we effectively communicate with our ELL families?
What factors do we need to take into account?

9. Art of Crossing Cultures: COMMUNICATION BREAKDOWN, Activity 9b, p.21
first
We expect others to be like us-but not everyone is like us.
second
Because we are different, a cultural incident can occur.
third
When a misunderstanding or incident occurs, it causes a reaction (anger, fear, frustration, annoyance, etc)
Fourth: WE WITHDRAW

10. Process preventing communication breakdown, after first 3 steps: p.21
Fourth: we become aware of our reactions
Fifth: Once we are aware of our reactions, we can then reflect on why we are reacting the way we do.
Sixth: AS we identify the cause of the way we feel, our reaction tends to subside.
Seventh: This will permit is to observe the situation and to explore other perspectives.
Eighth: Gathering information, can help us gain a different perspective, which can lead us to develop culturally appropriate expectations.

11. Reflection, Turn and Talk:
Think about the families you work with.
Does this breakdown sometimes exist?
What can we do to prevent the communication breakdown?

12. Factors of Language Processing The Analytical Framework
Situational Factors
Individual Characteristics
Language Input
What is the student’s English proficiency?
When are they engaged?
What do they like to do?
What is their cultural background?

13. ELLs Differ Greatly in Terms of:
Language background
Place of origin
Rural or urban background
Previous school experience
Home language literacy skills
Proficiency in conversational English(BICS)
Proficiency in CALP
Age
Age on arrival
Family circumstances and responsibilities
Living situation
History of mobility
Employment/work schedule
Immigration or refugee experience
Trauma and resiliency
Family legal status
Family educational history
Family social organization
Birth order in family
Size and resources of the local ethnic community
Identification with local ethnic community
Religious beliefs and practices
Continued contact with place of origin and language
Gender roles and assumptions
Interests, talents, and skills
Funds of knowledge and community support

14. Second Language Acquisition Theory Jim Cummins
BICS
CALP
Social Language
Academic Language

15. BICS = Basic Interpersonal Communication Skills
Playground Language
Not related to academic achievement
Attained after 1-2 years in host country

16. CALP = Cognitive Academic Language Proficiency
Language proficiency needed to function in decontextualized, academic settings
CALP in L1 and L2 may overlap, despite differences in “surface features “ of each language
Attained between five to seven years in host country

17. Academic vs. Social Language

18. BICS (Communicative Language)
Student comprehends
and responds to
interpersonal
language
Familiar context
Personal Context
High Context
Students uses many
Observational cues
Nonverbal behaviour
Intonation and stress
Pictures and objects
Basic
Interpersonal
Communication
Skills
(1-3 years)
Student can be
very proficient socially:
pronunciation and content
Requires use and command
of academic vocabulary
Cognitive
Academic
Language
Proficiency
Skills
(7 +years)
Context
Reduced
Non verbal
cues are
absent
Less face to
face
Abstract
Inferential
High literacy
demand
High on
cultural and
linguistic
Very demanding
Lots of support
needed!
-Cummins

19. Level of acculturation
What influences language acquisition?
Prior educational
Experience/CALPS
Motivation
BICS
Basic
Interpersonal
Communication
Skills
(1-3 years)
Social needs/friends
Perception of L2
In the home
Risk taking
ability
Parental support
Emotional state
CALPS
Cognitive
Academic
Language
Proficiency
Skills
(7+ years)
Literacy level in L1
Level of acculturation
Cultural
Differences
Learning
Styles
Teacher
Centered vs..
Student centered
Support in L1
At home language rich
Environment L1? L2?

20. BICS and CALP in the Classroom
Morning Message
Cause and effect in Social Studies

25. Additive bilingual state
Transfer of language skills from first language (L1) to second language (L2) There is a transfer of not just language but also cognitive skills from L1 to L2. Children who are proficient in their L1 will use these skills when acquiring L2. Children who are prematurely stopped from fully developing their L1 will suffer and struggle trying to acquire L2!!!
IA (Internationally Adopted Children) may exhibit CDD (cumulative Cognitive Disorder due to subtractive bilingual state
L1 proficient Learners
Seek and discover
in the L2:
Lexical items,
Clauses, phrases,
speech acts and
functions,
patterns,
and
structures L2 L1
Additive bilingual state
Did you know??? Proficient bilingual and biliterate children and adults have heightened metalinguistic awareness and knowledge that may actually enhance their ability to use linguistic processes and analysis in L2 reading?
-Cummins

26. Types of Bilingualism It is important to identify your student’s bilingual state!
Simultaneous:
Both languages
since birth
Sequential:
One language is in place
before another is learned
(new immigrant, Preschooler)
Subtractive:
Student’s first language
is replaced by
second language
Additive:
Both languages are
reinforced resulting
in high levels
of proficiency in the
two languages
Language loss
If English skills remain considerably
below English monolingual peers,
cognitive and linguistic growth
likely to be affected
High level of
metalinguistic skills
Cognitive skills intact
High functioning

27. WiDA, World-class instructional Design Assessment

28. The Cornerstone of WIDA’s Standards: Guiding Principles of Language Development

29. In Table Group: Alt Activity 17
Match proficiency descriptor and modality and level.

30. The Cornerstone of WIDA’s Standards: Guiding Principles of Language Development

31. Proficiency levels

32. WiDA

33. Language Proficiency Inventory, Activity 17, p.36
Reflect back on your Autobiography of a Second Language Learner.
Use the WiDA CAN DO descriptors to highlight the indicators that show what you can do in a second language.
p. 36

34. Questions for Small Proficiency Level Group Discussion
What does it mean to be:
Level 1, entering,
Level 2, emerging/beginning,
Level 3, Developing,
Level 4, Expanding,
and Level 5, Bridging
What can you do at your level of proficiency?
What supports do you need to succeed in school?
p. 36

35. Activity 18: Hopes and Fears, Elementary, Middle, and HS groups
Think of yourself as a student in a classroom in which the language of instruction is a language in which your proficiency is limited.
Record your proficiency for this language in the four domains of listening, speaking, reading, and writing.
Go over the directions of the worksheet on page 38.
Group according to language proficiency levels
“Participant as language student”
Choose one of the scenarios and put yourself as a student in that class in a language you may not be proficient in.
p. 38

36. Activity 18: Hopes and Fears
Choose a scenario. The class is taught in a language you have limited proficiency in.
Answer the following:
-What do you hope your teacher will do on the first day? What do you fear?
-What do you hope your teacher will do on follow-up days? What do you fear?
-What kind of homework do you hope the teacher will assign? What do you fear?
-How do you hope the teacher will assess what you have learned?
-What do you hope the teacher will not do? What do you fear?
Participants work on the worksheet for minutes by themselves
Bring back as a table group and share their ideas – put their ideas on poster paper
Bring back to the large group and have each group relate 3-4 things that they found interesting
What insight did this give you?
Participants have had a chance to reflect from a personal perspective, now bring that perspective into the classroom.
p. 39

37. Culturally Appropriate Techniques, activity 11, p. 24 HO#4
Checklist:
Does the task/technique recognize the value and belief system that are presumed to be a part of culture(s) of the student?
Does the technique refrain from any demeaning stereotypes of any culture, including the culture(s) of your students?
Does the technique refrain from any possible devaluing of the students’ native language(s)?
Does the technique recognize varying degrees of willingness of students to participate openly die to factors of collectivism/individualism and power distance?
If the technique requires students to go beyond the comfort zone of uncertainty avoidance in their culture(s), does it do so empathetically?
Is the technique sensitive to the perceived roles of males and females in the culture)s) of your students?
Does the technique sufficiently connect specific language features (e.g., grammatical categories, lexicon, discourse) to cultural ways of thinking , feeling, and acting?
Does the technique in some way draw on the potentially rich background experiences of the students, including their own experiences in other cultures?
There is a reason you have hopes and fears – your past experiences.
Choose one of the tasks that you just discussed.
Think about it in terms of the following checklist

38. Activity 19: Classroom Task Analysis
Think about the language requirements inherent in each of these tasks, and decide which students could fully engage with this task. Record your thinking on you decision on the last column.
Be sure to think of the four domains: reading, writing, listening and speaking.
We have looked at reading, writing, listening and speaking
As a whole group, brainstorm some activities that teachers use in class.
Use one as an example
Group by grade level or content level
p. 40

39. Classroom Task Analysis
Language requirements (L, S, R, W)
Beginning
Early Intermediate
Intermediate
Transitioning
Comments
Journal writing
- students read a prompt (R)
- Students listen while the teacher reads a prompt
- students write in their journal
What ways can each level of student engage in these activities?
Who can do this without help? How can it be done so everyone can do it?
With differentiated learning, ALL levels can participate in activities.

40. Classroom Task Analysis
Language requirements (L, S, R, W)
Beginning
Early Intermediate
Intermediate
Transitioning
Comments
Journal writing
- students read a prompt (R)
- Students listen while the teacher reads a prompt
- students write in their journal
- pictures
- lists
- short sentences
- action verbs
- sentences (3-5)
- details
- paragraphs
- set minimum requirements
What ways can each level of student engage in these activities?
Who can do this without help? How can it be done so everyone can do it?
With differentiated learning, ALL levels can participate in activities.

41. Activity 19: Classroom Task Analysis
Students given time for silent reading in class.
Students listen while instructor introduces a new topic.
Students watch video.
Students watch teacher perform a science experiment.
Students work in small groups to answer study questions, then report back to whole group.
Students draw a map.
Students answer yes-no question.
Students watch while one student does a math problem on the board in front of the room.
Use this only if students are stuck on the kinds of activities they should be discussing
p. 40

42. Think Write One insight you have gained… One thing I struggled with…
Language proficiency is not about intelligence. It is about what you can do and not in the language being used in the classroom.
Kathryn Riley, 2004
Have teachers write their insights for about 5 minutes.
Read the quote
(Awareness is the 1st step. Not trying to add more work for Ts, trying to facilitate and yes it will take time to do this.)
p. 41

43. Activity 20: Classroom Interaction Analysis
Reflect on the Analytical Framework: Classrooms as Sites for Second Language Acquisition.
Think about the language requirements in each of these tasks, and decide which students could fully engage with this task.
Think about all four domains of listening, speaking, reading, and writing.
Teachers use the same activities as exercise 19.
p. 42

44. Analytical Framework: Classrooms as Sites
Situational Factors
Language
Input
Language Processing
Variable Language Output
Just a review
Individual Characteristics
p. 10

45. Variable Language Output
Is speaking required?
How much do students speak?
What kind of talk is it?
How much does the teacher speak? Is writing required?
How much do the students write?
Situational Factors
Who talks? Who reads? About what? How much?
Language
Input
Language Processing
Variable Language Output
Individual Characteristics
What strategies are required to successfully complete this task?
Are there any opportunities for students to use their first language?
p. 42

46. Classroom Interaction Analysis
Tasks
Input
Who talks?
Who reads?
About what?
How much?
Language Processing
What strategies are required in order to successfully complete this task?
Are there any opportunities for students to use their first language to complete this task?
Variable Language Output
Is speaking required?
How much do students speak?
What kind of talk is it?
How much does the teacher speak?
Is writing required?
How much do students write?
Think, write, pair, share
Teacher explains the prompt - 10%
Students talking - 90%
Students talk about their journal entries
- writing ideas before speaking
- pictures/word lists/bullets
- L1 peers
- access content – time to reflect and process
- dictionary/translator use
- activity cards/word lists/key vocabulary
- follow up questions
- possible to write in L1
Speaking not required for beginners
Students speak 50% of the time (other 50% writing)
Writing is required in L1 or L2
teacher speaks to read the prompt
What kind of talk is it = what do Ts perceive is demanded?
L1 is ok - critical thinking in L1

47. Activity 20: Classroom Task Analysis
Students given time for silent reading in class.
Students listen while instructor introduces a new topic.
Students watch video.
Students watch teacher perform a science experiment.
Students work in small groups to answer study questions, then report back to whole group.
Students draw a map.
Students answer yes-no question.
Students watch while one student does a math problem on the board in front of the room.
Use this if needed as alternative exercise
p. 42

48. Final Project
Write a brief description of a lesson you have planned for the near future.
Break the unit into tasks on the worksheet and reflect on implications of this lesson for ELLs at different levels
What changes might you make to this lesson to make it more accessible to ELLs.
Students work individually for 20 minutes before sharing with others
Task analysis is without scaffolding

49. Activity 21b: Unit Lesson Analysis
Tasks
Input/Output Analysis
How much time is the teacher talking? Students?
Interaction Analysis
Are students working individually? In pairs? In small groups? Whole class?
Task Analysis
What proficiency levels of speaking, listening, reading or writing are required to complete tasks?
Assessment Analysis
How will comprehension and learning be assessed?
Internet research
Teacher explains the tasks and gives students web addresses
Students work in pairs according to proficiency level
Video for advanced students
Website for low-intermediate students
Students will complete a graphic organizer
This is a lesson in grades on the Emancipation Proclamation

50. Activity 19: Classroom Task Analysis
Think about the language requirements inherent in each of these tasks, and decide which students could fully engage with this task. Record your thinking on you decision on the last column.
Be sure to think of the four domains.
p. 40

51. Activity 20: Classroom Task Analysis
Students given time for silent reading in class.
Students listen while instructor introduces a new topic.
Students watch video.
Students watch teacher perform a science experiment.
Students work in small groups to answer study questions, then report back to whole group.
Students draw a map.
Students answer yes-no question.
Students watch while one student does a math problem on the board in front of the room.
p. 42

52. Activity 20: Classroom Interaction Analysis
Reflect on the Analytical Framework: Classrooms as Sites for Second Language Acquisition.
Think about the language requirements in each of these tasks, and decide which students could fully engage with this task.
Think about all four domains of listening, speaking, reading, and writing.
p. 42

53. Variable Language Output
Video Example
Is speaking required?
How much do students speak?
What kind of talk is it?
How much does the teacher speak? Is writing required?
How much do the students write?
Situational Factors
Who talks? Who reads? About what? How much?
Language
Input
Language Processing
Variable Language Output
Explain framework. There are situational factors that affect second language learners. For example, I had Greek neighbors who led to my exposure to Greek. Individual characteristic because I also became motivated to learn the language to be able to communicate. Food, music, and family motivated me to learn. It also added an emotional aspect. Situational factors and individual characteristics impact language input. Language input is the language coming in. Students process the language coming in through various strategies such as translating word for word. All of these affect the language output we get from students.
To help reflect a little more on this framework. Please look at the questions on page 11 of your manual.
Count off by 4s. Assign one question to each group. Give chart paper to put down responses.
Share out responses.
Individual Characteristics
What strategies are required to successfully complete this task?
Are there any opportunities for students to use their first language?
p. 42

54. Final Project
Write a brief description of a lesson you have planned for the near future.
Break the unit into tasks on the worksheet and reflect on implications of this lesson for ELLs at different levels
What changes might you make to this lesson to make it more accessible to ELLs.
Students work individually for 20 minutes before sharing with others
Task analysis is without scaffolding

55. ASSIGNMENT #2: Analyze a lesson's tasks, change 3 parts of the lesson, teach the lesson with a peer observation, conference with peer, reflect DUE: March 31, 2012
Step 1: What are the tasks students will need to accomplish in a lesson you will be teaching?
Step 2: What are the language requirements, listening, speaking, reading, and writing?
Step 3: input/output analysis, how much time is the teacher talking? Students?
Step 4: Interaction Analysis, are students working individually? In pairs? In small groups? Whole group?
Step 5: Task Analysis, what proficiency levels of speaking, listening, reading, or writing are required to complete the task?
Step 6: Assessment analysis, how will comprehension and learning be assessed?
Step 7: Teach the lesson with a peer observing.
Step 8: Conference with the peer who observed you teach your lesson,
Step 9: Reflect on your lesson and the experience.
Step 10:Answer the following questions:

56. Reflection Questions:
Overall, how do you feel your lesson went? Were ELLs able to manage the tasks? Did they actively participate in the lesson?
Would you change any part of the lesson? Why or why not?
What part of the lesson did you find most helpful for ELLs?
Was this experience helpful? Why or why not?

57. Activity 21b: Unit Lesson Analysis
Tasks
Input/Output Analysis
How much time is the teacher talking? Students?
Interaction Analysis
Are students working individually? In pairs? In small groups? Whole class?
Task Analysis
What proficiency levels of speaking, listening, reading or writing are required to complete tasks?
Assessment Analysis
How will comprehension and learning be assessed?
Internet research
Teacher explains the tasks and gives students web addresses
Students work in pairs according to proficiency level
Video for advanced students
Website for low-intermediate students
Students will complete a graphic organizer
This is a lesson in grades on the Emancipation Proclamation

58. Final Assignment
Task
Language Requirements
Input/output analysis

59. Thank you!

60. Contacts: Leah Palmer Jenn Hannon leahpalmer@mvyps.org