1. Category 1, Day 3 March 12, 2012 Leah Palmer and Jennifer Hannon

2. Objectives for Day 3 Participants will be able to: Understand WiDA’s Can-Dos and proficiency descriptors. Use English proficiency levels to analyze classroom tasks.

3. Agenda, Day 2 Language, Culture, Teaching and Learning Review 3-2-1 Assignment #3- Shadowing an ELL Review of Assignment, p.25 Module 3: p.35 (supplemental materials) Social and Academic language WiDA Can Do Descriptors Ticket to Leave

4. What we said…

5. Assignment Review, bring 3/19 http://learningandteachingells.wikispaces.com http://learningandteachingells.wikispaces.com

6. Assignment Reflection

7. Small Group Share: 1’s, 2’s, 3’s 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. Reflect on Scenario and on the rules of communication that are in play, Think, write, pair, share Activity 9a, p. 20 What is going on here? Summarize each participant’s point of view. What cultural differences in communication rules might be at play here?

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. Socio-type vs. Stereotype “some” vs. “all” A sociotype is observed BUT acknowledged that not everyone will have the same world view.

12. An example of Cultural Implications Listen and obey, Not question Not challenge Luck and fate Determine future, Not own control Parents may be indulgent, Not push towards Independence and achievement High value on Family life Discourse Style: Parents do not verbalize ongoing events Adults do not ask children to voice preferences Adults do not ask children to foretell or repeat facts De-emphasis on actions and event Sequencing Parents are parents not teachers Directions are given one step versus multistep Work towards group harmony, Not individual advancement Eye contact

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

14. 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?

15. 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? What is the student’s English proficiency? When are they engaged? What do they like to do? What is their cultural background?

16. 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

17. Second Language Acquisition Theory Jim Cummins BICSCALP Social LanguageAcademic Language

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

19. 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

20. Academic vs. Social Language

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

22. CALPS C ognitive A cademic L anguage P roficiency S kills (7+ years) BICS B asic I nterpersonal C ommunication S kills (1-3 years) What influences language acquisition? Motivation Prior educational Experience/CALPS Literacy level in L1 Support in L1 Perception of L2 In the home Social needs/friends Risk taking ability Emotional state Cultural Differences Learning Styles Teacher Centered vs.. Student centered Parental support At home language rich Environment L1? L2? Level of acculturation

23. Movie: an analysis of language in the classroom

24. BICS and CALP in the Classroom BICSCALP Morning MessageCause and effect in Social Studies

29. 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!!! L1 L2 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 L1 proficient Learners Seek and discover in the L2: Lexical items, Clauses, phrases, speech acts and functions, patterns, and structures IA (Internationall y Adopted Children) may exhibit CDD (cumulative Cognitive Disorder due to subtractive bilingual state Additive bilingual state

30. 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) Additive: Both languages are reinforced resulting in high levels of proficiency in the two languages Subtractive: Student ’ s first language is replaced by second language 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

31. WiDA, World-class instructional Design Assessment

32. WIDA Standards: 27 states Reading, Writing, Listening, and Speaking based on 5 overarching WIDA standards: 1. Learning Social and Instructional language 2. Learning the Language of Language Arts 3. Learning the Language of Mathematics 4. Learning the Language of Science 5. Learning the Language of Social Studies

33. WIDA’s Standards: Grade Levels PreK-K Grades 1-2 Grades 3-5 Grades 6-8 Grades 9-12

34. Proficiency levels

35. WiDA

36. In Table Group: Alt Activity 17 Groups 1’s, 2’s, 3’s 1’s present, 2’s write, 3’s check question and answer Match proficiency descriptor and modality and level.

37. Revisit SS class: What CAN students do?

38. 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

39. 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

40. Ticket to Leave: Think Write One insight I 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 p. 41

41. Category 1, Day 4 March 19, 2012 Leah Palmer Jenn Hannon

42. Agenda: Language, Culture, Teaching and Learning Module 4: p.37 Responsive Learning Environments Module 5: p.44 Putting it all together: Reflection and Analysis Conclusion/Evaluations

43. Objectives For Day 4: 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.

44. 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. p. 38

45. 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? p. 39

46. Culturally Appropriate Techniques, activity 11, p. 24 HO#4 Checklist: 1.Does the task/technique recognize the value and belief system that are presumed to be a part of culture(s) of the student? 2.Does the technique refrain from any demeaning stereotypes of any culture, including the culture(s) of your students? 3.Does the technique refrain from any possible devaluing of the students’ native language(s)? 4.Does the technique recognize varying degrees of willingness of students to participate openly die to factors of collectivism/individualism and power distance? 5.If the technique requires students to go beyond the comfort zone of uncertainty avoidance in their culture(s), does it do so empathetically? 6.Is the technique sensitive to the perceived roles of males and females in the culture)s) of your students? 7.Does the technique sufficiently connect specific language features (e.g., grammatical categories, lexicon, discourse) to cultural ways of thinking, feeling, and acting? 8.Does the technique in some way draw on the potentially rich background experiences of the students, including their own experiences in other cultures?

47. 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. p. 40

48. Classroom Task Analysis TaskLanguage requiremen ts (L, S, R, W) Beginnin g Early Intermediat e Intermedia te Transitioni ng Commen ts Journal writing - students read a prompt (R) - Students listen while the teacher reads a prompt - students write in their journal

49. Classroom Task Analysis TaskLanguage requiremen ts (L, S, R, W) Beginnin g Early Intermediat e Intermedia te Transitioni ng Commen ts Journal writing - students read a prompt (R) - Students listen while the teacher reads a prompt - students write in their journal - pictures - lists - short sentence s - action verbs - sentences (3-5) - details - paragraphs - set minimum requireme nts - details

50. Activity 19: Classroom Task Analysis 1.Students given time for silent reading in class. 2.Students listen while instructor introduces a new topic. 3.Students watch video. 4.Students watch teacher perform a science experiment. 5.Students work in small groups to answer study questions, then report back to whole group. 6.Students draw a map. 7.Students answer yes-no question. 8.Students watch while one student does a math problem on the board in front of the room. p. 40

51. 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

52. Analytical Framework: Classrooms as Sites Situational Factors Language Input Individual Characteristics Language Processing Variable Language Output p. 10

53. Situational Factors Language Input Individual Characteristics Language Processing Variable Language Output p. 42 Who talks? Who reads? About what? How much? What strategies are required to successfully complete this task? Are there any opportunities for students to use their first language? 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?

54. Classroom Interaction Analysis TasksInput 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

55. Activity 20: Classroom Task Analysis 1.Students given time for silent reading in class. 2.Students listen while instructor introduces a new topic. 3.Students watch video. 4.Students watch teacher perform a science experiment. 5.Students work in small groups to answer study questions, then report back to whole group. 6.Students draw a map. 7.Students answer yes-no question. 8.Students watch while one student does a math problem on the board in front of the room. p. 42

56. 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.

57. Activity 21b: Unit Lesson Analysis TasksInput/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

58. 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

59. Activity 20: Classroom Task Analysis 1.Students given time for silent reading in class. 2.Students listen while instructor introduces a new topic. 3.Students watch video. 4.Students watch teacher perform a science experiment. 5.Students work in small groups to answer study questions, then report back to whole group. 6.Students draw a map. 7.Students answer yes-no question. 8.Students watch while one student does a math problem on the board in front of the room. p. 42

60. 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

61. Video Example Situational Factors Language Input Individual Characteristics Language Processing Variable Language Output p. 42 Who talks? Who reads? About what? How much? What strategies are required to successfully complete this task? Are there any opportunities for students to use their first language? 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?

62. 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.

63. 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:

64. 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?

65. Activity 21b: Unit Lesson Analysis TasksInput/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

66. Final Assignment TaskLanguage Requireme nts Input/outp ut analysis

67. Thank you!

68. Contacts: Leah Palmer leahpalmer@mvyps.org Jenn Hannon jenninbusan@yahoo.com