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  • Chicagoland Partners for ELL Education

    Office of Catholic Schools

    Meeting the Needs of All Learners: Identifying

    and Planning Instruction for ELLs

    December 3, 2013

    Facilitated by:

    Marla Susman Israel, Ed.D.

    Associate Professor

    Loyola University Chicago

  • This presentation was made possible by:

    Chicagoland Partners For English Language Learners (CPELL) Loyola

    University Chicago project funded by the

    Office of English Language Acquisition,

    U.S. Department of Education School of Education

    Grant # T365Z120068

    Loyola University Chicago 820 N. Michigan Avenue, Chicago, Illinois

    60611 Phone:312.915.6318 Email: cpell@luc.edu

    Current CPELL Scholars in OCS: Amanda Pantle, Billy Schauer,

  • OBJECTIVES & AGENDA

    Introduction to Session

  • What we learned in August and

    what we want to learn today:

    n= 21

    All answered yes that PD was useful

    Minimum Maximum Mean SD

    This session provided me with useful

    strategies I can use in my classroom

    3 4 3.81 .40

    This session gave me useful strategies

    and/or ideas that I can use to make

    instruction and school services more

    effective for ELLs

    2 4 3.86 .48

    This session provided me with useful

    information on WIDA and ISBE

    standards

    2 4 3.38 .67

    In this session I had an opportunity to

    ask questions about points that I didnt

    understand

    1 4 3.71 .78

    The materials distributed during the

    session were informative

    3 4 3.90 .30

    I would like to attend additional

    sessions like this one in the future

    2 4 3.81 .51

  • Qualitative Data Summarythe following comments represent trends or themes identified in the

    responses to open ended questions.

    Strategies that can be used in classroom or school Strategic/intentional grouping Common planning time with fellow teachers (7x) WIDA grouping/planning Vocabulary planning time TPI model LA graphic organizers Can Do indicators Matching vocabulary to pictures

    Strategies that can make services more effective for ELLs Parent communication Group sharing/teacher planning (4x) Send native language books home Utilize resource personnel More attention to culture, differentiation and vocabulary SMART goals WIDA standards Have parents and siblings record books on tape

    What we learned in August and

    what we want to learn today:

  • What we learned in August and

    what we want to learn today:

    Information useful for WIDA and ISBE standards Goal of tests and stages Awesome updates Handout How to group and plan for all students Can Do descriptors New cutoff scores Grid lesson plan template Wish we had more time/ran out of time (x4)

    Why/why not likely to attend additional sessions Support and knowledge Currently working on ELL endorsement Very informative and useful Excited about research and developments in this area To better serve my students I hope to become endorsed in ESL, however location is difficult to get to To share with other teachers More practical application in the classroom would be nice

  • What we learned in August and

    what we want to learn today:

    What are elements directly applicable to work? Experience of read aloud in another language Collaborative planning meetings are new, so now we can do it every Wednesday Communication with parents in native languages Aligning horizontally and vertically Vocabulary aids (x3) Help with planning (x3) Knowledge of 6-10 key words to use in instruction Endorsement that all strategies were helpful for high ELL population (in one case 75% of

    class) (x4)

    Remembering that students can learn from one another Strengths of session Presentation (materials, activities, practical tips) Presenter (knowledgeable, well-prepared, humorous) Peer collaboration Resources Hands on activities

  • What we learned in August and

    what we want to learn today:

    Weaknesses of session Not enough time Would like more information on assessment and lesson ideas Suggestion to split information into two different sessions

    Why session was useful (or not) Better understanding of effective strategies for working with ELL students Underscore that many of OCS students are ELL Encouraged reflection of pedagogy

    Suggestions Longer session How to identify ELL learners

  • Todays Focus

    Linguistically responsive practice

    Teaching and learning in mainstream classrooms

    grounded in the principles and practices of language

    development and second language acquisition

    Recognizing the language backgrounds, abilities, and

    needs of individual students

    Analyzing language demands inherent in academic tasks

    Scaffolding learning for language development

    Lucas, Villegas, & Freedson-Gonzalez, 2008

  • Todays Focus

    Linguistically responsive practice

    Central to linguistically responsive instruction is

    recognizing individual students backgrounds, abilities,

    and needs.

    Todays focus will center on getting to know students

    specific language abilities and needs through use of

    WIDA tools.

    Lucas, Villegas, & Freedson-Gonzalez, 2008

  • Todays Objectives

    Leaders will:

    Describe how WIDA tools can inform and support

    classroom practice with ELLs.

    Explain how WIDA Can-Do Descriptors support planning

    for individual and whole-group instruction.

    Apply WIDA tools to support individual and whole-group

    ELLs learning needs in classroom instruction.

    Discuss next steps to build school systems that support

    the screening and assessments of ELLs to create

    linguistically responsive practice .

  • Todays Norms

    Prepared We are all prepared to commit to this

    important work together.

    Professional All discussions are confidential and

    respect the reality that sharing involves risk-taking.

    Present Please turn-off laptops and cell phones.

    Positive Maintain a solutions-oriented attitude and use

    asset-based language.

  • Todays Agenda

    15m: Introduction to Session

    15m: Accessing Prior Knowledge Word Sort

    30m: Introduction to WIDA & WIDA Tools (I do)

    30m: WIDA Tools: Expert Groups by Case (You do)

    30m: Reflections & Next Steps (We do)

  • Word Sort

    With your tablemates, please sort the words that are in your envelope.

    You may sort these words into categories, semantic maps, whatever makes sense to the group.

    You may speak in your native language during the sorting. You must, however, be able to explain the sorting to others in English.

    Teaching tip: This can be done as a picture sort for non-English readers. This is a great way to pre-teach and re-teach vocabulary. With P-12 students you would limit this activity to no more than 10 words.

  • Selecting Words to Teach

    (Cloud, Genesee, Hamayan, 2009)

    Select words that are important for understanding the essential learnings

    and the text.

    Do not exceed the number of words that student can remember

    (around 6 to 10 per lesson) depending on the learners age and/or

    stage of proficiency.

    Select words that can advance students word learning skills (words with

    particular prefixes or suffixes for example)

    Teach words that are frequent, useful and likely to be encountered in the

    content area. They should be highly transferrable to other units or content

    areas.

    Do not directly teach words if students can use context or structural

    analysis skills to discover the words meaning.

    Be sure that you select an appropriately leveled passage to begin with, one

    for which you will only need to teach a small number of words prior to

    reading.

  • Common Core Instructional Shifts

    Regular practice with complex test and its academic vocabulary

    Students should practice with academic vocabulary through multiple opportunities

    across all four language domains and for multiple academic purposes

    Building knowledge through content-rich nonfiction and informational text

    Students should write consistently, during and after reading short and extended texts, and respond to text dependent questions

    Reading and writing grounded in evidence from text

    Students should write daily and consistently during reading of short and extended texts to show evidence of their application of reading strategies, such as predicting,

    visualizing, inferring, summarizing, questioning and connecting.

    ELL students are learning to read English while simultaneously reading to learn

    English content.

    The older the ELL child, the farther his/her English language peers have progressed in English language content development.

  • Introduction to WIDA

    World-class Instructional Design and

    Assessment (WIDA)

    Originated in Wisconsin, but has expanded

    to over 25 states in the U.S.

    Every state is required to have English

    Language Development (ELD) standards

    and aligned assessments to support and

    measure ELLs language development.

  • Introduction to WIDA

    WIDA Standards:

    2007 ELD Standards 2012 Amplified Standards

    WIDA Assessments:

    W-APT - screening ACCESS yearly assessment

    (k-12)

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