1. Presented By: Marcia A. Vega English Language Acquisition Department Reading School District Understanding the English Language Learner Based on “Sheltered Instruction Observation Protocol (SIOP)”

2. Goal and Objectives Goal: Enhance the understanding of Second Language Acquisition and its impact on education. Objective: Participants will be able to use appropriate techniques and strategies during lesson planning and child study discussions with teachers of ELLS

3. Value Line To dispose or confirm myths related to ELLs and second language acquisition, participants will play “Value Line”.  Decide how strongly you believe in each statement (5 being the strongest and 1 the lowest).  Discuss your beliefs at your table, send a reporter to the agreed upon number.  Be prepared to justify your answers (using the sentence frame “We believe it’s a # __ because____.)

4. SLA Beliefs  English language learners (ELLs) will learn English easily and quickly by simply being exposed to and surrounded by English.  Young children learn a second language better and faster than older children.  In earlier times immigrant children learned English rapidly and assimilated easily into American life.  When ELLs converse comfortably in English, they have developed proficiency in the language.

5. 5 Research Krashen Comprehensible Input Theory (C+1) Cummins BICS v. CALP Pearson/Gallagher Gradual Release of Responsibility Vygotsky Zone of Proximal Development

6. What have we learned from research… Language can be learned or acquired. These are two different processes! Language and cognition are connected, but should no be confused. All language learners are not the same and the same methods do not apply to each.

7. Find Your Match Work at your table to match each Language Acquisition Statement (Part A) to the Language Acquisition Definition (Part B)

8. Language Acquisition 1. - H Language is functional. 2. - C Language varies. 3. - B Language learning includes cultural learning. 4. - E Language acquisition is a long-term process. 5. - A Language acquisition occurs through meaningful use and interaction. 6. - F Language processes develop interdependently. 7. - G Native language proficiency contributes to second language acquisition. 8. - D Bilingualism is an individual and societal asset.

9. The BEC: Educating Students with Limited English Proficiency (LEP) and English Language Learners (ELL) 22 Pa. Code §4.26 Declares: Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards Adaptations/modifications in the delivery of content instruction by all teachers based on the student’s language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards

10. Pennsylvania’s English Language Proficiency Standards

11. English Language Proficiency Standards for Content Areas 1.ELLs communicate for Social and Instructional (ESL) purposes in the school setting.  ELLs communicate information, ideas, and concepts necessary for academic success in the content area of: 2. Language Arts 3. Mathematics 4. Science 5. Social Studies

12. 12 Tri-fold Organizer Language Label Answer questions Draw conclusions Write a paragraph Restate steps Follow oral directions

13. Level 1 Entering – does not speak or understand English. Student is new to the USA. Level 2 Beginning – begins to demonstrate receptive and productive English skills. Level 3 Developing – communicates with increasing ease to more varied communication tasks. Level 4 Expanding – begins to communicate more effectively in most social and academic situations using some technical vocabulary. Level 5 Bridging – is able to use English in complex and cognitively demanding situations. Proficiency Levels

14. 14 Can Do’s  A reliable, standards-based tool providing examples of expectations for ELLs in each language domain across content areas  Used as a resource for teachers:  To explain stages of language development  To show how language can be integrated within a content area  For instructional planning

15. 15 Tri-fold Organizer Language Label Answer questions Draw conclusions Write a paragraph Restate steps Follow oral directions Content 2-D and 3-D figures events in US history solutions to environmental problems algebraic equation, inequality, or expression

16. 16 Response Cards Language proficiency levels review: Read each language example Choose the appropriate level (1-5) Be prepared to justify your answer

17. 17 Level Characteristics Label territories on a map. Participate in a debate about the effects of second hand-smoke. Write a report about the civil war’s economic impact on the south using a bilingual dictionary and other resources. Justify the actions of a historical figure using academic and technical language. Describe the process to solve an algebraic equation. Summarize the events of the Cold War. Ask a partner wh- questions about global warming after viewing a video. Read and respond to questions on a lab report. List ingredients needed for a recipe.

18. UNDERSTANDING THE MODEL PERFORMANCE INDICATOR Grade Level Cluster 4-5; Language Proficiency Level 3, Developing Support: Appropriate instructional support for Level 3 English language learners Language Function: Content-specific, standards-based, how students use language Content: Academic information or skill Work with a partner to follow oral directions and apply appropriate strategies to classify triangles according to sides or angles.

19. To better understand the design of an MPI, we will classify indicators by language function, content stem or student support. Directions:  In your group, determine whether the indicators are language, content or support.  Place indicators appropriately on the three-column graphic organizer. MPI Sort: Language/Content/Support

20.  Algebraic equation, inequality, or expression  Draw conclusions  Match pictures  Events in PA history  Write a letter  Using a graphic organizer  Draw and label  Solutions to environmental problems  Measure an object  Restate steps  Follow simple oral directions MPI Sort: Language Content/Support  With a partner  Data in charts and graphs  Information regarding natural processes  In a small group  Using a model  Share feelings  Engage in formal debates  Use notes  Use an appropriately leveled text  Answer WH questions

21. 21 Tri-fold organizer Language Label Answer questions Draw conclusions Write a paragraph Restate steps Follow oral directions Content 2-D and 3-D figures events in US history solutions to environmental problems algebraic equation, inequality, or expression using a word bank using notes using an appropriately leveled text using a model Support

22. 22 Grade Level Cluster: 9-12 Subject: Science Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging WritingWriting Use drawings, words, and phrases to answer WH questions on lab reports based on science experiment in small groups. Use phrases or sentences, with diagrams to answer questions on lab reports based on experiments with a partner. Complete lab reports following step-by-step procedures based on experiments. Produce lab reports from outlines or learning logs based on science experiments. Produce detailed lab reports based on grade level science experiments. ELPS Strand

23. 23 Write phrases and short sentences about historical events using graphic organizers Write phrases and short sentences _____________ _____________ _______ using graphic organizers Write phrases and short sentences about important figures in US history using graphic organizers Subject: Social Studies Grades: 6-8 Domain: WRITING Proficiency Level: 2

24. Cummin’s Model of Language Proficiency (1979, 2000) Original “Iceberg” Model criticized as being too simplistic. BICS/CALP Quadrant Model: –A. Cognitively Undemanding/Context Embedded –B. Cognitively Demanding/Context Embedded –C. Cognitively Undemanding/Context Reduced –D. Cognitively Demanding/Context Reduced

25. Context Reduced Cognitively Demanding A. Art, music, P.E. Follows simple directions Face-to-face conversations Cognitively Undemanding Context Embedded C. Telephone Conversations Note on refrigerator Written directions B. Demonstrations A-V assisted lesson Hands-on Science/ S.S. experiments or projects D. Reading a textbook Lecture with few visuals Math concepts & application

26. Cummins’Quadrant To develop an understanding of Cummins’ Quadrant… Read each classroom activity.  With a partner, decide which quadrant best reflects the activity and place the marker in A, B, C or D.  Be prepared to justify your answer

27. Cummins’ Quadrant Activities Points to classroom item. Describes classroom objects according to size, color and shape. Follows along during oral reading activity and takes his or her turn. Recites vocabulary from a word wall. Expresses reasons for his/her opinion. Distinguishes main ideas supporting details. Carries out common classroom procedures. Describes the actions depicted in a picture. Reads for comprehension. Copies an object such as a simple map or cell.

28. Comprehensible Input Some teachers worry that when they provide for the language development of ELs, native English speakers lose out. After watching the video, how would you respond to this concern?

29. Sentence Starters 1.An example I use to elicit students’ prior knowledge is …… 2.I make language and content comprehensible to students by ….. 3.A hands-on approach I use for teaching content is…. 4.The learning strategy I use most often is… 5.A language activity I use to complement a content lesson is … 6.A student self-evaluation activity that I have used is…

30. 4 Principles of Instruction Increase Comprehension Increase student-to-student interaction Increase Higher-Order Thinking and use of learning strategies Make connections In addition, use appropriate assessments to track progress

31. References Center On Instruction, Language Development for ELLs, Mabel O. Rivera, Ani C. Moughamian, David J. Francis Making Content Comprehensible for English Learners: The SIOP Model, 3rd Edition By Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. Short. Pub. Date: Apr 25, 2007 by Allyn & Bacon.