1. Out of the Peaceable Kingdom
The Three Roles of the ESL Teacher
MinneTESOL 2015

2. Rita & John ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us
@ritaplatt
@johnwolfe3rd
Your soul, my soul, MinneTESOL! Vote for the man with the squarish head!
Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.
John Wolfe is running for VP of MinneTESOL. Wolfe Supports Shakira as the next MELED Keynoter!

3. Continuous, Collaborative, Communicative
Relax … Everything (and more) is on The Wiki
PD must be:
Continuous, Collaborative, Communicative

4. What do we mean when we refer to the ESL classroom as a “Peaceable Kingdom”?
In your experience …
to what extent was this true in the past?
to what extent is it still true
3. What’s good about the ESL Classroom/ Peaceable Kingdom?
4. What’s bad about the ESL Classroom/ Peaceable Kingdom?

5. What is the “Peaceable Kingdom. ” We Teach We Learn (www
What is the “Peaceable Kingdom?” We Teach We Learn (

6. Why did the profession leave the “kingdom”?
It didn’t work.
It separated students.
Space, time, & staffing issues.
The law.

7. What are your actual roles? What do you think they should be?

8. The Roles Provide English language development (ELD)
Support meaningful access to content learning
Provide advocacy and expertise

9. The Law All must have equal access to the curriculum.
Civil Rights Act, HEW Interpretation 1, 1968
All students get a free public ed, regardless of country of origin.
Must modify instruction to make sure all have access to content.
Civil Rights Act, HEW Interpretation 2, 1970
Must also teach English.
Lau vs. Nichols, 1974
All must have equal access to the curriculum.
How do we do that?
Bilingual Programs
Sheltered/Modified Instruction
ELD (English Language Development)

10. The Research
Similar English Learner Students, Different Results: Why Do Some Schools Do Better? ( )
English Language Development Guidelines for Instruction
( )

11. The Research First, proven effective practice …
Clear goals & objectives
Appropriate & challenging material
Well-designed instruction & instructional routines
Clear input & modeling
Active student engagement &participation
Informative feedback to learners
7. Application of new learning & transfer to new situations
8. Practice & periodic review
Structured, focused interactions with other students
Frequent assessments, with reteaching as needed
11. Well-established classroom routines and behavior norms

12. Features that count … Domain For ELs For All School Sample (N)
Using assessment data
20.4
16.7
2. Availability of resources (with “teachers” seen as the #1 resource)
17.9
16.9
3. Coherent standards-based instruction
17.3
17.6
4. Prioritizing student achievement
14.7
16.3
5. High expectations for student behavior
10.3
12.3
6. Involving and supporting parents
10.1
9.9
7. Teacher collaboration
9.4
11.0
School Sample (N)
237 (high EL)
257 (original sample)

13. Genesee & National Literacy Panel
But …
ELLs are more successful when they participate in programs that are specially designed to meet their needs (ESL, bilingual, etc.) … and when the program is consistent throughout the student education
ELs in an English instructional environment will almost certainly need additional supports so that instruction is meaningful and productive.
EL’s class of 2012 – rate of 4, 5 or 6-year graduation:
Graduated: 65.4%
Dropped out: 14.75%
“Unknown”: 16.5%
Goldenberg
Genesee & National Literacy Panel

15. Why a narrow band of like levels?
To increase the odds that the whole class will be ready & need the content being teaching.
Systematic ELD
Stand-alone, ELD class through WIDA level 5
Students groups at like-levels
30-45 minutes a day
Explicit, systematic instruction
Focused on forms (“grammar,” “patterns”)
Systematic Vocabulary development
All four domains with a focus on speaking and listening
On-going progress-monitoring

16. Resources for ELD
Dutro ( ELD-Matrix-of-grammatical-forms.pdf)
Iowa Standards (Focus on Standard 10) 20Standards_1.pdf
Scope & sequence from Redwood City School District, CA ( library/scope-sequence &

17. Susana Dutro's ELD Matrix of Grammatical Forms -- one effort at a developmental progression of grammatical forms.

18. Meaningful Access to Content
Co-Teaching
Intentional
Based on shared learning targets
With Can-Do Descriptors in mind
Using modified assessments

19. Meaningful Access to Content
Shared learning targets derived fr Power Standards
Posted standards
Differentiated Assessment using Can-Do Descriptors
FOCUS!

20. Um, because it feels science-y?
What standard does this support? What learning target?
What language objective does learning those words support?
What they don’t tell you in Teaching College Reading K-8 Standards Is Intellectual Heavy Lifting
Word Bank
chelipad
fanned tale
long antennae
pincer
rostrum
short antennae
swimmerets
tail flaps
uropods
walking legs
So why do they do it?
Um, because it feels science-y?

21. What they don’t tell you in Teaching College Reading K-8 Standards Is Intellectual Heavy Lifting
4. Life Science
1. Structure and Function in Living Systems
1. Living things are diverse with many different characteristics that enable them to
grow,
reproduce and
survive.
Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction.
For example: Skeletons in animals and stems in plants provide strength and stability.
Word Bank
chelipad
fanned tale
long antennae
pincer
rostrum
short antennae
swimmerets
tail flaps
telson
uropods
walking legs

22. What do these pictures show us about adaptation and basic life functions?

23. What do these pictures show us about adaptation and basic life functions?

24. 12 Tips Allow for wait time.
Understand language acquisition levels (WIDA Levels & Can-Do Descriptors.)
Create a safe environment.
Use students as mentors in L1 & L2.
Speak slowly.
Provide sentence frames.
Provide background.
Work with the ESL teacher.
Engage parents.
Use visual and graphic supports.
Be mindful of higher level ELLs.
Honor the students native language and culture.

25. If you could pick 5 what would they be? What if you could only pick 3?
Allow for wait time.
Understand language acquisition levels.
Create a safe environment.
Use students as mentors in L1 & L2.
Speak slowly.
Provide sentence frames.
Provide background.
Work with the ESL teacher.
Engage parents.
Use visual and graphic supports.
Be mindful of higher level ELLs.
Honor the students native language and culture.

26. Advocacy & Expertise

27. Check Your Facts

28. Check Your Facts Amhara people (Amharic) 1994 Census data on religion
81.5% Ethiopian Orthodox Christian;
18.1% were Muslim, and
0.1% were Protestant

29. Advocacy & Expertise Heart of service Share good news
Always assume best intentions
Leave your ego at the door

31. Why did the profession leave the “kingdom”?
It didn’t work.
It separated students.
Space, time, & staffing issues.
The law.

32. Continuous, Collaborative, Communicative