enriching classes for esol students class meeting one: academic competence, part a welcome!
TRANSCRIPT
Enriching Classes for ESOL StudentsClass Meeting One: Academic Competence, Part A
Welcome!
Agenda
Two Warm-up ActivitiesCourse OverviewFlorida Consent Decree OverviewUS and Florida DemographicsThree Principles for Designing Effective Lessons for ESOL Students
Activity OneIcebreaker
2 adjectives that Country you’ddescribe yourself like to visit
NAME
Unusual place livedSchoolor visitedGrade
Subject
SampleOrganizedChinaInterested
JUDY
Apple HighAustralia 10th
Science
Activity TwoThe Cart before the Donkey
Instructions1. On the right side of your paper, draw a
mountain.
2. Draw a cabin on the mountain.
3. To the left of the mountain, draw a donkey.
4. To the left of the donkey, draw a cart being pulled by the donkey.
5. Draw a woman sitting in the cart holding the donkey’s reins.
6. Draw a hat and glasses on the woman.
Activity ThreeCourse Overview
Timelines for Completion of the ESOL Training Requirements
CATEGORY I CATEGORY II CATEGORY III Primary Language Arts/English Teacher
Social Studies, Mathematics, Science and Computer Literacy
All other subjects not included in Categories I or II
REQUIREMENTS 15 semester credit hours or 300 in-service credit points*
3 semester hours or 60 in-service credit points
3 semester credit hours or 18 in-service credit points
TIMELINES
Experienced Teacher: Experienced Teacher: Experienced Teacher: 6 years or more allowed for completion (See Note)
1 year to complete 1 year to complete
Beginning Teacher: Beginning Teacher: Beginning Teacher: Same as above for experienced teachers
2 years to complete 2 years to complete
NOTE: As of Sept. 10, 2003, all current guidance counselors and administrators have 3 years to complete 60 hours of ESOL training. New counselors and administrators have 3 years from date of hire.
Course ComponentsModule 1: Academic Competence, Part AModule 2: Language LearningModule 3: Culture, Part AModule 4: Academic Competence, Part B
Module 5: Literacy
Module 6: Assessment
Module 7: Culture, Part B
Module 8: Putting It All Together
ESOL Alphabet Soup
ESOLLEPLYLFOMSLE
LCDSL1L2NESLES
ESOL Alphabet Soup
ESOL English to Speakers of Other Languages
LEP
Limited English Proficient
Limited, Yes Being Served
Limited, Former
Office of Multicultural Student Language Education
LY
LF
OMSLE
ESOL Alphabet Soup
LCDS Linguistically and Culturally Diverse Students
L1 First Language
Second Language
Non-English Speaker
Limited English Speaker
L2
NES
LES
Activity FourWhat we know about the Florida Consent Decree
Brainstorm what you know…
The Florida Consent DecreeWhat is a consent decree?Who were the plaintiffs and defendants?What did the plaintiffs want?What are the main requirements of the decree?
1. What is a consent decree?
It is an agreement made by a plaintiff and a defendant to settle a lawsuit. The agreement is enforceable by the court.
2. Who were the plaintiffs and defendants?
The plaintiffs were a coalition of eight civil rights and education organizations who were represented by META (Multicultural Education, Training, and Advocacy, Inc.). The defendant was the Florida State Board of Education.
3. What did the plaintiffs want?
The plaintiffs wanted equal access to education for LEP students. They argued that if a child could not understand the language of instruction, in effect, he did not have access to education. They wanted the schools to take certain steps (such as identifying the children who need help and modifying instruction to help students learn both language and content) so that LEP students had access to a good education.
4. What are the requirements of the Consent Decree?
Identification and assessment
Equal access to appropriate programming
Equal access to categorical programs
Personnel training
Monitoring
Outcome measures
Major Legal Underpinnings for Serving LEP Students
Brown v. the Board of Education (1954)
Title VI of the Civil Rights Act (1964)
Lau v. Nichols (1974)
Equal Educational Opportunities Act (1974)
Plyler v. Doe (1982)
Activity FiveDemographics
Complete the Demographics Anticipation Guide, Study Guide pp. 15-16
1. The number of immigrants to the US was the highest ever in which decade?
Legal Immigration to the United States,1820's to 1990's
0
1
2
3
4
5
6
7
8
9
10
11
Decade
Millio
ns o
f Im
mig
ran
ts p
er
De
cad
e
All Others
Europe and Canada
Transparency 7
2. In 2000, ____ of the US population was foreign-born, compared to 14.7% in 1910.
11.1%
3. Among adults who speak another language at home, about ____ also speak English well or very well.
90%
30%4. In the year 2000, immigrants made up ____ of the new entrants in the workforce.
5. Three-fourths of those who speak another language at home live in six states.
US Population 5 years and over
262,375,152
100.0%
Speak only English 215,423,557
82.1%
Speak a language other than English
46,951,595
17.9%
6. Nationwide, approximately how many households speak a language other than English? 47 million
7. What percentage of K-12 students nationwide was LEP students in the 2000-01 school year?
8. LEP students in Florida averaged ___ years in ESOL programs.
9.6%
3.09
9. According to 2000 Census data, what is the approximate percentage of population in Florida reported being Hispanic? 17%
10. LEP students comprised ___ of the K-12 student population in Florida in 2000-01?
11. What percentage of K-12 public schools in Florida had ESOL
students in 2000-01? 91%
11%
12. How many languages were spoken by Florida K-12 students in 2000-01?
Native Languages
Native Language StudentsPercent of Total
English 1,973,839 80.98%Spanish 356,639 14.63%Haitian-Creole 53,093 2.18%Portuguese 7,490 0.31%French 5,289 0.22%Vietnamese 4,813 0.20%
Chinese, Zhongwen 3,377 0.14%Arabic 3,324 0.14%Russian 2,081 0.09%Urdu 1,948 0.08%All Others (229 Languages) 25,683 1.05%Total 2,437,576 100.00%
English/Non-English
Native English80.98%
Non-Native English19.02%
Florida’s Students speak 239 Languages - From Arabic to Zulu - Many represented by only 1
Speaker
Source: Survey 2, 2000/01
But Students whose Native Language is not English may also speak English...
Florida Department of Education • Bureau of Equity, Safety, and School Support
239
13. As of the 2000-01 school year, the majority of LEP students came from which country?
0
10
20
30
40
50
USA(141,500)
Cuba (216,691)
Haiti (18,596)
Colombia(17,025)
Mexico(15,776)
Puerto Rico(14,811)
Numbers from Country of Origin
United States
14. How many LEP students were in Florida in 2000-01?
0
50,000
100,000
150,000
200,000
250,000
90-1 110,060
92-3 131,715
94-5 155,798
96-7 159,598
98-9 176,490
00-1 219,449
Florida K-12 LEP Population
219,449
Activity SixThree Principles for Designing Effective Lesson for ESOL Students
Three Principles
Increase Comprehensibility
Increase Interaction
Increase Higher Order Thinking Skills
1. Increase Comprehensibility
Traditional SequenceRead textAnswer questionsDiscuss materialDo applications/ expansions
Teach the Text BackwardsDo applications/ expansionsDiscuss materialAnswer/preview questions Read text
2. Increase Interaction
Through pair/group work: Think-Write-Pair-Share Numbered Heads Together Jigsaw Peer Tutoring Pair Assignments Cooperative Projects
When using pair/group work:
Vary grouping strategiesPlan for positive interdependence and individual accountabilityTeach and model activities before asking students to do themRecognize and reward effective group work
Increase Thinking Skills
Analysis
Synthesis
Evaluation
Numbered Heads Together Review Activity
Numbered Heads DirectionsDivide students into groups with equal numbers (four per group is preferable). Assign numbers to each group. Ask students in each group to number off. For example, if you have groups of four, group members will number off from 1 to 4. Tip: If one group is smaller than the others, ask one or two members of the smaller group to represent two numbers (i.e., respond as the #3 member and as the #4 member).
Ask one of the review questions.
Ask students in each group to “put their heads together” in order to decide on an answer. All students must be prepared to answer the question. After students have reviewed the answer in their small groups, randomly select one of the groups using a spinner, dice, or slips of paper (e.g., group 2). Then randomly select one of the members of the selected group to answer the question.
Ask next question and continue.
Review Questions1. Name the three principles for designing
effective lessons for second language learners.
2. Explain why it is important to increase comprehensibility for ESOL students in mainstream classes.
3. Describe how a mainstream teacher can increase comprehensibility for ESOL students.
4. Explain why it is important to increase interaction for ESOL students in mainstream classrooms.
5. Describe how a mainstream teacher can increase interaction for ESOL students.
6. Name four things to remember when using pair/group work.
7. Explain how positive interdependence and individual accountability are accomplished in a Numbered Heads Together activity.
8. Explain why it is important to increase thinking skills for ESOL students in mainstream classrooms.
9. Describe how a mainstream teacher can increase thinking skills for ESOL students.
10. What are teachers required to turn in the last week of this course?
11. How many quizzes will teachers take during this course?
David Hirschy Video
Complete the Video Observation Form, Study Guide p. 19
How does David:
Increase Comprehensibility?
Increase Interaction?
Increase Higher Order Thinking Skills?
Applying the Three Principles to a Lesson
Instructions1. In order to increase comprehensibility
(principle #1), design a hands-on activity that introduces key concepts from the chapter and/or builds prior knowledge. (In keeping with the Teach the Text Backwards sequence, this activity is intended to be done with students prior to their reading of the chapter. In other words, this activity is used to introduce the chapter.)
2. In order to increase interaction (principle #2), design a cooperative learning activity that corresponds with a particular section of the chapter. Make sure the activity fosters both positive interdependence and individual accountability.
3. In order to foster higher order thinking skills (principle #3), create an assignment or a set of questions that cultivate critical thinking.
Preview of Online Module 1 Assignments
1. Design a Lesson that Applies the Three Principles
2. Discussion about Lesson Implementation
3. Critique of Echolocation Lesson (S.G. p. 20)