1. 2008 Thinking Maps® International Conference
Map It and Ramp It!
2008 Thinking Maps® International Conference
Welcome!

2. How have you used Thinking Maps® for English Language Development?
for ELD
Have participants complete CM and share out. Record responses on charted CM

3. Agenda Overview of Title III English Language Development Practicum
Task-based Language Teaching (TBLT)
Enhanced TBLT Into English! Lessons
Language Development Using Literature
Group Activity: Content Application
A Look at English Learner Data in LAUSD
Now, lets take a look at a flow map of the steps for this cooperative learning strategy.
Read instructions
Suggestion for primary grades:
Why not give them a list of characteristics?
Suggestion for upper grades:
have students write down characteristics and teach then the process of thinking through the process of rationale.

4. LAUSD K - 5 Enrollment by Language Classification
RFEP
23,040
EO 106,207
33 %
IFEP
38,385
7 %
12 %
48 %
This chart shows the K-5 enrollment by language classification throughout LAUSD. ELs make up the largest group, constituting 48% of the total population.
ELD is important. As shown here, nearly 50% of the elementary school student population needs to be provided with scaffolding and support in order to access grade-level content. EL
152,152
Total K-5 Elementary = 319,784
Total K-12 Enrollment = 700,490

5. LAUSD K - 12 EL Enrollment by Primary Language
Spanish 250,575 = 94%
2,886 - Korean
2,789 - Armenian
1,116 - Cantonese
2,314 - Tagalog
735 - Farsi
687 - Vietnamese
612 - Russian
4,374 - All Others
This chart shows the number of ELs enrolled by primary language across the District. Spanish is the primary language for 94% of the total enrolled EL student population.
Trivia: How many languages are represented in LAUSD? Over 90 languages!
If 15% of a school’s student population speak a single primary language other than English, the state mandates that all written communication (notices, reports, etc.) the school sends to parents/guardians be in English and that primary language.
Other Languages 15,513 = 6%

6. Title III ELD Initiative Goals
Ensure minutes of daily ELD Instruction
Provide quality professional development
Support accountability for student achievement
Close the Achievement Gap

7. ELD Practicum Training Model
15,000 Teachers (K-5)
544 School ELD Trainers
62 Lead ELD Trainers

8. ELD Practicum For K-5 Teachers Seminars Practicum Peer Coaching
Teach enhanced Into English! TBLT lessons
Assess ELs using Into English! SPF and ELD standards
Observe peers teach and assess
Learn non-evaluative peer coaching protocols
Practice 1 round of scripted peer coaching
Attend six 90 minute seminars
Observe Demo Teacher/School ELD Trainer conduct Into English! demo lessons

9. Pillars of Successful Implementation
Research has shown that there is a correlation between the quality of the instructional program and student achievement. Slavin (2003) claims that programs that combine research-based approaches and cooperative learning will yield high student achievement, particularly among low-SES students. Tucker and Codding (1998) argue for a standards-based curriculum that expects students to take responsibility for reaching the standards.
A substantial body of research has found that much of the difference in academic achievement among students is due to the greatly disparate access to high quality teachers and teaching (Barr & Dreeben, 1983), (Dreeben & Gamoran (1986), Darling-Hammond (1985)l Lee & Byrk (1988); Oakes (1985, 1990). Dreeben (1987) describes the results of his study of reading instruction and outcomes for black and white first grades across seven schools in the Chicago area. Taking into account students’ initial ability levels, Dreeben found that later differences in reading outcomes among students were almost entirely explained, not by socioeconomic status, race, or ability levels, but by the quality of instruction the students received.” Darling-Hammond (1985) enumerates many other similar research findings including her own, and concludes that the strategic development of high teacher capability should be one of the top priorities of educational reform in the United States.
High Quality Program: Slavin (2003); Tucker & Codding (1998)
High Teacher Capability: Darling-Hammond (1985); Dreeben (1987)

10. Pillars of Successful Implementation
Use of Time
Researchers have identified that the more time a student spends actually engaged in an academic task, the higher the student’s achievement (Fisher & Berliner, 1985). The Beginning teacher Evaluation Study reported that at the fifth-grade level, the average amount of time spend in academic, non-academic, and non-instructional activities were 60%, 23%, and 17% respectively (Rosenshine, 1980). Individual teachers vary greatly in the time used for different activities and different subjects, and as a result, students in some classes have much more opportunity to learn subject matter than do others.
Time (Berliner & Fisher, 1985; Rosenshine, 1980)

11. Teacher Capability: Peer Coaching

12. K-5 ELD Curriculum 1st Grade Into English! Teacher’s Guide
Enhanced Into English! Task-Based Language Teaching Lessons

13. High Quality Program: Task-Based
Language Teaching
(TBLT)

14. TBLT: Definition
“TBLT refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.”
Richards & Rogers (2001)
Task Based Language Teaching is one of the latest approaches to teaching second languages.
It updates and integrates all previous second language acquisition approaches from the 1960s to the present.
The key idea in TBLT is the use of communicative tasks as the core unit of planning and teaching.
_____________________________________________________________________________________________________________________
Provides opportunity to students to use a particular task.
The focus is on instruction that is task-oriented.
The purpose is to engage learners in using the informational content presented in the spoken discourse (lesson).
Two types:
Language use tasks are designed to give students/learners practice in listening to get meaning from the input (e.g., listening to a song, chant, story, etc.) with the express purpose of making functional use of it immediately (e.g., adding information to a Thinking Map or retelling a story).
Language analysis tasks are designed to help students/learners develop cognitive and metacognitive language learning strategies. (explain that these strategies are denoted on the TBLT lessons with visual icons for the teachers to know when such strategies are being used by the student/learner. Also, that these are direct and indirect strategies).

15. TBLT: Key Assumptions Focus on process rather than product
Emphasize communication and meaning
Learners learn language while engaged in activities and tasks
Tasks can be either: (a) real life or (b) instructional
Tasks determined by: (a) learner variables (b) task complexity (c) language required (d) available support
Read and briefly elaborate on TBLT key assumptions
Give one example from your experience teaching one of the IE! TBLT lessons.
Relate your example to one or two TBLT assumptions.
______________________________________________________________________
The focus is on the language.
This is achieved through purposeful activities (e.g., Think-Pair-Share, Pull Out and Talk/Write, Thinking Maps)
This achieved through student engagement such as Think-Par-Share.
(a) What students need for real life experiences (e.g., answering the phone)
(b) What students need specifically for learning (e.g., learning about vegetables First Grade Unit 6)
5. The difficulty of the task depends on these:
(a) learners previous experience; their ELD level
(b) the Pull Out and Talk/Write task; SIMPLE, ELABORATED, COMPLEX
(C) total student communication thought the use of Think-Pair-Share
(d) what the teachers provides for support to the student (e.g., sentence forms, RASP, Communication Guide, TPS)
Feez (1998)

16. TBLT: Teacher & Learner Roles
Selection and Sequencing of Tasks
Preparation of Learners for Tasks
Consciousness-Raising (Noticing)
Active Participation in Groups
Self-Monitoring
Risk-Taking and Innovation
Give one example from your experience teaching an IE! TBLT lesson. Relate your examples to the following principles.
Some examples: Teacher
Lesson objectives are provided for every lesson
Pre-task, cueing, and recalling useful words and phrases
Focus on form and function
Some examples: Learner
Having the opportunity to Think-Pair Share
By monitoring how language is being used
Students lack full linguistic resources and prior experiences
_______________________________________________________
TEACHER:
1. Instructional sequence that keeps with learners needs, interests, and language skills (e.g., objectives, lesson sequence, songs, Thinking Maps)
2. Preparing students with a pretask, or cuing is important (e.g., lesson objectives, teacher modeling tasks, clarifying tasks, use of TM to recall useful words or phrases
3. Teacher helps students acquire language through participating in tasks (e.g., Think-Pair-Share, sentence forms)
LEARNER:
Many tasks will be done in pairs (Think-Pair-Share) or small groups (Choral reading) as a central learning activity for learning.
Means of facilitating learning and gives an opportunity for learners to notice how language is used in communication. (Greeting, Pull Out and Talk)
This is where teacher supports student learning through strategies for the learner to practice. (e.g., recasting and corrective recasting)

17. THINKING
MAPS

18. Think-Pair-Share
This is a strategy that guides students to perform a communicative task and understand language input by talking, sharing and negotiating meaning. A Thinking Map® helps create a visual scaffold for input and output.
Why are direct and indirect strategies important for language learning? Pg 37 and pg. 135
Language learning strategies directly involve the target language.
Cognitive strategies are unified by a common function: manipulation and transformation of the target language. (pg. 43)
Practicing – includes repeating such as songs, chants, imitating a native speaker (TPS), when using Pull Out and Talk and language patters
(“ _____ is a vegetable.”)
FOCUSING ON PRONUNCIATION AND INTONATION RATHER THAN ON COMPREHENSION OF MEANING!
Receiving and Sending Messages – When using print and non-print resources such as: Think-Pair-Share, reciting song/chant, Thinking Map, Pull Out and Talk/Pull Out and Write and listening attentively.
Analyzing and Reasoning – Targets language skills.
Creating Structure for Input and Output – Necessary for production of the new language (e.g., the use of Thinking Maps).
Language analysis tasks are designed to help students/learners develop cognitive and metacognitive language learning strategies. (explain that these strategies are denoted on the TBLT lessons with visual icons for the teachers to know when such strategies are being used by the student/learner. Also, that these are direct and indirect strategies).

19. TBLT: Lesson Sequence Goals Set behavior and lesson objectives.
Access prior knowledge and link to new comprehensible input.
Use task-based activity to explicitly teach language forms & functions.
Maximize the 30 min. ELD block by providing a TBLT Lesson Sequence.
Read and briefly elaborate each step of the lesson sequence
Practice communicatively through structured oral and written tasks.
Self-evaluate and reflect.
Practice acquired forms and functions outside the ELD block.

20. Input: Circle Map Introduce Theme Brainstorm Think-Pair-Share
Access Prior Knowledge
(2nd Grd. Unit 4 Part A Lesson 4.1 – Pg.9)