1. ENGLISH LANGUAGE DEVELOPMENT PROGRAM Tulsa Public Schools New ELD Teacher Orientation 2012-2013 SY

2. If Children Don’t Learn the Way We Teach, We Have to Change the Way We Teach - Ignacio “Nacho” Estrada

3. Objectives ELL in Tulsa PS Title III Accountability Language Proficiency & Academic Achievement WIDA English Language Proficiency Standards SIOP – Sheltered Instruction

4. The ELL Vision Statement Students will participate in a rigorous academic program including development as an emergent bilingual to become college and career ready in a globally competitive environment.

5. Tulsa PS ELL Population

6. Tulsa PS Immigrant Population

7. Languages Spoken in Tulsa PS

8. ELL Identification and Eligibility During new student enrollment…  All students new to the district complete a Home Language Survey.  If there is another language spoken in the home, NCLB requires that the student’s English language proficiency be assessed.  The state of Oklahoma requires an overall score of 5.0 and a literacy score of 4.5 on the ACCESS for ELLs exam to be considered proficient. If the student scores below this, they qualify as an English Language Learner

9. Exiting the ELL Program Students are classified as Fluent English Proficient (FEP) when they achieve a composite score of 5.0 AND a literacy score of 4.5 on the ACCESS for ELLs test. NCLB requires that students’ language proficiency must be monitored for 2 years immediately following the proficient score. Once a student successfully completes the two years of monitoring following a proficient score, he/she is formally exited from the ELL program.

10. TITLE III ACCOUNTABILITY

11. Title III Annual Measurable Achievement Objectives Per No Child Left Behind Title III Programs must meet Annual Measurable Achievement Objectives The Title III AMAOs consist of three factors:  Progress in English Language Learning based on ACCESS for ELLs test scores.  Proficiency in English Language Learning based on ACCESS for ELLs test scores.  Adequate Yearly Progress (AYP) on the Oklahoma Core Curriculum Tests (OCCT).

12. LANGUAGE PROFICIENCY & ACADEMIC ACHIEVEMENT

13. Second Language Acquisition Anticipation Guide

14. Factors Affecting Second Language Acquisition Motivation First language development Language distance and attitude Access to the language Age Personality and learning style Peers and role models Quality of instruction Cultural Background

15. General Principles of L2 Development Research confirms that language acquisition is enhanced when: attention is given to background knowledge and experience. the content and language are real and purposeful. language is made comprehensible. anxiety is low. interaction is high.

16. Cummins Iceberg Theory BICS CALP

17. Basic Interpersonal Communication Skills (BICS) Skills involved in everyday communication; listening, speaking, carrying on basic conversation, understanding speakers & getting basic needs met Pronunciation Grammar Vocabulary Not related to academic achievement Universal across all native speakers Attained after 2 or 3 years in the host country

18. Cognitive Academic Language Proficiency (CALP) Skills that are needed to succeed in the academic classroom; problem solving, inferring, analyzing, synthesizing & predicting Language of the classroom; decontextualized Language outside of immediate interpersonal context CALP in 1 st & 2 nd language overlaps in spite of differences in language Related to literacy skills Attained between 5 to 7 years in the host country

19. Language Proficiency… is an outgrowth of cumulative experiences both inside and outside of school. can reflect complex thinking when linguistic complexity is reduced and support is present. both socially and academically are required for school success.

20. What Makes Academic Content Easy or Hard for ELL Students?

21. Math Easy Some notation is the same Some is “hands- on” Some concepts transfer Lower volume of written material Computation uses less “language” Hard Some notation is different Some processes are different Word problems, vocabulary Concepts are often abstract

22. Science Easy Demonstrations, “hands-on” Visuals, pictures, diagrams Hard Cause-effect, if-then relationships Hypothesis-testing Volume of vocabulary Terms with technical & non-technical meanings (table, kingdom, power, etc.)

23. Social Studies Easy Interesting to different cultures Opportunities to incorporate ELL students’ culture Hard Technical & non- technical terms (subjects, power, etc.) Volume of reading Cultural assumptions are not always explicit Abstract concepts

24. Literature Easy Interesting to student from another culture Opportunities to incorporate ELL students’ culture Hard Volume of reading requires analysis & evaluation Required background knowledge Variety of language used (poetry, Shakespeare, root words, etc.)

25. Do you speak Math? The number a is five less than the number b Without the proficiency required to understand the linguistic complexity of this sentence, you may incorrectly translate that as: a = 5 – b rather than the correct translation: a = b - 5

26. WIDA English Language Proficiency Standards

27. WIDA’s English Language Proficiency Standards Focus Social, intercultural, and instruction language The language of language arts The language of math The language of science The language of social studies

28. Why are English language proficiency standards necessary? To provide access for ELLs to academic achievement and educational equity To provide a curriculum/assessment resource anchored in academic content standards To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing To comply with federal law

29. WIDA ELP Standards Standard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2 – LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3 – LoMA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4 – LoSC: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5 – LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

30. Four Language Domains Listening ─ 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 Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences

31. Levels of English Language Proficiency 6 ENTERING BEGINNING DEVELOPING EXPANDING 1 2 3 4 5 BRIDGING REACHINGREACHING

32. Language Proficiency Levels & Criteria for Performance Definitions Linguistic Complexity Vocabulary Usage Language Control ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 54321 6 REACHINGREACHING

33. Performance Definitions

34. LESSON PLANNING and ACADEMIC LANGUAGE

35. Differentiation Differentiated Instruction historically, and according to its author (Tomlinson), refers to ways lessons can be differentiated to address learning styles of students. In the case of English Language Learners, lessons must be differentiated according to the student’s level of English language proficiency.

36. Differentiation What can teachers use as a guide to differentiate instruction according the student’s level of English language proficiency?

37. What information do you find in a Teacher Report? Make a list

38. Teacher Report Demographic Information About the Student Student’s ELP Level by Domain Student’s Composite Scores Student’s Scale Composite Scores Student’s Scale Score by Domain Student’s Speaking Performance by Standard Description of the ELP Levels Student’s Writing Performance by Standard Student’s Comprehension by Standard

39. Differentiation Starts with knowing the student’s Language Proficiency Level and performance definitions. Examining the standards and defining the language function. Defining the connection to Academic Content. Selecting the appropriate scaffolding or support.

40. Differentiating Process Strategies  Scaffolding  Pre-teaching  Re-teaching Structures  Large group  Small group  Triads  Partners  Individual

41. Differentiating Product Oral presentations Written reports Performance assessments Portfolios

42. WIDA + SIOP = Student Success

43. What is Sheltered Instruction? A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development.

44. What is Sheltered Instruction? The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students.

45. What is Sheltered Instruction? An approach that can extend the time students have for getting language support services while giving them a jumpstart on the content subjects they need for graduation.

46. SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice/ Application Lesson Delivery Review/ Assessment

47. Preparation Content Objectives Language Objectives Content Concepts Supplementary materials Adaptation of Content Meaningful Activities

48. SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice/ Application Lesson Delivery Review/ Assessment

49. Building Background Concepts linked to background experience Links made between past learning and new concepts Key vocabulary, semantic features, and discourse structures emphasized

50. SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice/ Application Lesson Delivery Review/ Assessment

51. Comprehensible Input Using speech appropriate to proficiency level. Explanation of academic task clear. Uses a variety of techniques to make content concepts clear.

52. SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice/ Application Lesson Delivery Review/ Assessment

53. Strategies Provide ample opportunity for students to use strategies. Consistent use of scaffolding techniques throughout the lesson, assisting and supporting students understanding. Teacher uses a variety of question types, including those that promote higher-order thinking skills.

54. SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice/ Application Lesson Delivery Review/ Assessment

55. Interaction Frequent opportunities for interaction and discussion between teacher/student and among students Grouping configuration Wait time Clarify key concepts in L1

56. SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice/ Application Lesson Delivery Review/ Assessment

57. Practice/Application Provides hands-on materials and or manipulatives. Provides activities for students to apply content and language knowledge. Uses activities that integrate all language skills.

58. SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice/ Application Lesson Delivery Review/ Assessment

59. Lesson Delivery Content objectives clearly supported by lesson delivery Language objectives clearly supported by lesson delivery Students engaged 90%-100% Pacing of lesson appropriate to the students’ ability level

60. SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice/ Application Lesson Delivery Review/ Assessment

61. Review/Assessment Comprehensive review of key vocabulary, semantic features, and discourse structures Comprehensive review of key concepts Regularly provides feedback to students on their output Conducts formative and summative assessment of student output and learning