key principles & digital tools for ell instruction

Key Principles & Digital Tools for ELL Instruction in CCSS

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Martin Ricardo Cisneros Academic Technology Specialist

[email protected] @TheTechProfe

mailto:[email protected]


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Get Preso @ bit.ly/FallCUE14ELL


http://bit.ly/FallCUE14ELL

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Facts about ELLs

ELL’s in USA come from 400 different language

backgrounds Vietnamese and Chinese are the next two most

common first languages spoken among ELLs

(accounting for 1.8% and 1.4%, respectively, of the

ELL population)80% of the ELL population enrolled in our nation's

schools are Spanish speakers

What Do All The Labels Mean?

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ELL, or English language learner. ELL is the most current term used in the United States to describe students whose native language is not English, who are in various stages of acquiring English, and who require various levels of language support and development in order to become fully proficient in English.

ELL, ESL, ELD, LEP, EFL


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ESL, or English as a second language. The term ESL was formerly used as a designation for ELL students, but is more commonly used now to refer to “a program of instruction designed to support ELL students ” and is often still used at the postsecondary level to refer to multilingual students.



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ELD, or English language development. ELD is often used to describe instruction and programs for ELL students that focus on developing English language proficiency in the domains of reading, writing, listening, and. speaking.



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LEP, or limited English proficiency. LEP is used by the U.S. Department of Education for ELLs who have not yet demonstrated proficiency in English, according to state standards and assessments.



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EFL, or English as a foreign language. EFL refers to students who are “nonnative English speakers, but who are learning English in a country where English is not the primary language.”


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Over 1/2 of ELLs in middle and high schools were born in the United States, are second- or even third-generation immigrants, and have been

enrolled in U.S. schools since kindergarten.

Long-term English language learners, or LT-ELLs

Stuck at the intermediate level. High levels of oral English

proficiency, but may lack the academic language and skills in reading and writing needed to

master subject matter

• Researchers and educators commonly use the term L1 to refer to a student's native language (also called primary language, home language, or heritage language ) and L2 to refer to the language a student is acquiring in addition to their native language, which in the United States is English. The next subsection, on ESL best practices, will discuss the important link between L1 and L2 in language learning.

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L1 - Home Language

L2 - Acquiring Language

• also called communicative competence, refer to the listening and speaking skills that students tend to acquire quickly in a new language (within the first couple of years) in order to communicate in social situations. For example, BICS enable one to talk with friends on the soccer field or to ask someone for directions.

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BICS: Basic Interpersonal Communicative Skills (1-2 Years)

CALP: Cognitive Academic Language Proficiency: (5-7 Years)

• refers to the academic language and more cognitively demanding skills that are required for academic success. CALP takes longer for students to develop, often between five to seven years, but can take longer for students with less proficiency in their native language. CALP is required in academic situations such as lectures, class discussions, and research projects, and includes skills such as summarizing, analyzing, extracting and interpreting meaning, evaluating evidence, composing, and editing.

California ELD Standards

12goo.gl/ku1OV

http://goo.gl/ku1OV

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PLD - Professional Learning DescriptorsEmerging: Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language.

Expanding: Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level. Bridging: Students at this level continue to learn and apply a range of high‐level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. The “bridge” alluded to is the transition to full engagement in grade‐level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction. However, ELs at all levels of English language proficiency fully participate in grade level tasks in all content areas with varying degrees of scaffolding in order to develop both content knowledge and English.


14goo.gl/ku1OV

http://goo.gl/ku1OV


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goo.gl/ku1OV

http://goo.gl/ku1OV


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goo.gl/ku1OV

http://goo.gl/ku1OV

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The CA ELD Standards ARE NOT INTENDED TO REPLACE the Common Core State Standards for ELA but instead to amplify the language

knowledge, skills and abilities of those Common Core State Standards that are critical in order for ELs to simultaneously be successful in

school while they are developing English.

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Fewer: Those standards that are necessary and essential for development and success

Clearer: A coherent body of standards that have clear links to curriculum and assessments

Higher: Correspondence with the elevated standards in the

CCSS.

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Organization of the California English Language Development Standards

Section 1: Goal, Critical Principles, and Overview

An “at‐a‐glance” overview of Parts I–III of the CA ELD Standards, with

corresponding grade‐level Common Core State Standards for ELA

Critical Principles for Developing Language & Cognition in

Academic Contexts

A Goal statement for all English learners in California

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Organization of the California English Language Development Standards

Section 2: Elaboration on Critical Principles for

Developing Language & Cognition in Academic

Contexts

Part III: Using Foundational Literacy Skills

Part I: Interacting in Meaningful Ways

Part II: Learning About How English Works

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John Carr Educational Enterprise (JCEE)

jcarrmaa.com

The matrix shows all of the ELA standards corresponding to each ELD standard as

identified by the California Department of Education. The rows labeled “Link” identify

the strongest ELD-ELA links, as determined by the Link author and advisory panel. The

rows labeled “Other” list the remaining correspondences. The ELD numbers are

hyperlinks, allowing the user to move back and forth between the matrix and the text

statements of the standards.

All Linkable!

http://jcarrmaa.com

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John Carr Educational Enterprise (JCEE)

jcarrmaa.com

The matrix shows all of the ELA standards corresponding to each ELD standard as

identified by the California Department of Education. The rows labeled “Link” identify

the strongest ELD-ELA links, as determined by the Link author and advisory panel. The

rows labeled “Other” list the remaining correspondences. The ELD numbers are

hyperlinks, allowing the user to move back and forth between the matrix and the text

statements of the standards.

All Linkable!

http://jcarrmaa.com

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bit.ly/FC14ELL

Let’s Share!

Next Steps?

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Look for numerous specific suggestions about how ESL teachers can use technology to bring a value-added benefit to their language-learning students.

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Using Video & Multimedia with ELL’s

Get students moving, talking, writing and speaking!

Critical Pedagogy

• Describe what you see: Who is doing what? What do they look like? What objects do you see in the video? Summarize what they are saying.

• What is the problem in the video?

• Have you, your family, or friends ever experienced the problem? Describe what happened.

• What do you think might be the causes of the problem?

• What solutions could a person do on their own? What solutions could people do together? Would one be better than the other? Why or why not?

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Learn through questioning & looking at real-world problems that they, their families, and their communities face.

Students could create simple posters and make presentations (including role-plays) illustrating the

problem, sharing their personal connection to it, listing potential solutions, and choosing which one they think is best and why. As students became more advanced,

they could even develop this outline into a Problem/Solution essay using the same outline

goo.gl/KeXvMm

Back to the Screen

• The teacher picks a short engaging clip from a movie and then divides the class into pairs, with one group facing the TV and the other with their back to it. Then, after turning off the sound, the teacher begins playing the movie. The person who can see the screen tells the other person what is happening. Then, after a minute or a few minutes (depending upon the length of the video), the students switch places. Afterward, the pairs write a chronological sequence of what happened, which is shared with another group and discussed as a class. Finally, everyone watches the clip, with sound, together

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Adapted from Zero Prep: Ready-to-Go Activities for the Language Classroom by Laurel Pollard, Natalie Hess, and

Jan Herron ( http://goo.gl/T5eXiX )

goo.gl/8SrR7S


http://goo.gl/T5eXiX

http://goo.gl/8SrR7S

Language Experience Approach

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The approach describes the process of the entire class doing an activity, which could very well be watching a short video, and then discussing and writing about it.

Immediately following the activity, students are given a short time to write down notes about what they did (very early beginners can draw). Then, the teacher calls on students to share what the class did -- usually, though not always in chronological order. The teacher then writes down what is said on a document camera, overhead projector, or web tool.

infuselearning.com

goo.gl/ewJ2p5


http://goo.gl/ewJ2p5

http://infuselearning.com

Dubbing• Showing videos without the sound

and having students develop an imagined dialogue can be a great language lesson, and a lot of fun. You can even have students act out the scenes, too. In fact, you can use this idea even with videos that don't include humans! Have students imagine a galaxy far, far, away!30

goo.gl/ySUafv


Novelty• Our brains are wired to respond to something

new -- a survival legacy of our ancestors who had to be acutely aware of any change in their environment. You are more likely to grab students' attention by introducing information, a topic, or a lesson in a different way, and a video clip can "fit the bill." For example, you can begin a unit on Natural Disasters by showing a portion of this first report on the Japan earthquake and tsunami.

31goo.gl/Lhfd3H


http://goo.gl/Lhfd3H

Video Clips and Questions

• Another way to use video to generate student thinking involves students watching a short video clip and then writing questions about the clip. Students divide into pairs, exchange their papers, and answer their partner's questions. Students then exchange papers again and ''grade'' their partner's answers. The fact that students are writing questions for a real audience (a classmate) tends to lead to better questions. Students may also take more time answering the questions because they know a classmate will be ''grading'' them

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• This activity can be used when teaching students about different levels of thinking such as the difference between literal and interpretive questions.

• For example, students could use this worksheet (bit.ly/12qicbB) and generate some interesting predictions and questions about an undefeated professional mixed martial arts fighter who is also an amputee in the video titled "My Little Arm."

goo.gl/SqmIkf


http://bit.ly/12qicbB

http://goo.gl/SqmIkf

Video and Reading Strategies

• We focus a lot on helping our students develop and use various reading strategies such as predicting, summarizing, visualizing, questioning, connecting, evaluating, etc. Teachers can use video to give students further opportunities to practice these strategies in an engaging way. For example, students could practice predicting what will happen next and then summarize what actually happened in the video "Bike Thief."

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goo.gl/xQY27z


http://goo.gl/xQY27z

SO MUCH TO LEARN!

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M A R T I N R I C A R D O C I S N E R O S

ACADEM I C T ECHNO LOGY S P EC I A L I S T

E: [email protected]: sccoe.org/edtech G+: google.com/+MarHnCisneros@TheTechProfe

@sccoetech

Learn, Teach, Help, Enjoy! Enhancing Your Ed Tech Superpowers

https://www.scco

http://google.com/+MartinCisneros


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Get Preso @ bit.ly/FallCUE14ELL


http://bit.ly/FallCUE14ELL