Out of the Peaceable Kingdom

The Three Roles of the ESL Teacher

MinneTESOL 2015

Rita & John

• 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!

•ritaplatt@hotmail.com • john.wolfe@mpls.k12.mn.us •http://www.weteachwelearn.org/tag/rita-platt/ • http://mplsesl.wikispaces.com/Home+Page • @ritaplatt • @johnwolfe3rd Your soul, my soul,

MinneTESOL!

Vote for the man with the squarish head!

Relax … Everything (and more) is on The Wiki

http://www.mplsesl.wikispaces.com/

PD must be: Continuous, Collaborative, Communicative

What do we mean when we refer to the ESL classroom as a “Peaceable Kingdom”?

In your experience … 1. to what extent was

this true in the past? 2. 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?

What is the “Peaceable Kingdom?” We Teach We Learn (www.weteachwelearn.org)

http://tiny.cc/3csPK

Why did the profession leave the “kingdom”?

•It didn’t work.

•It separated students.

•Space, time, & staffing issues.

•The law.

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

The Roles

•Provide English language development (ELD)

•Support meaningful access to content learning

•Provide advocacy and expertise

The Law 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) http://www.colorincolorado.org/article/landmark-court-rulings-regarding-english-language-learners

The Research •Similar English Learner Students, Different Results: Why Do Some Schools Do Better? (http://tiny.cc/3csSimilarELs )

• English Language Development Guidelines for Instruction ( http://tiny.cc/3csAFT_ELD )

The Research First, proven effective practice …

1. Clear goals & objectives

2. Appropriate & challenging material

3. Well-designed instruction & instructional routines

4. Clear input & modeling

5. Active student engagement &participation

6. Informative feedback to learners

7. Application of new learning & transfer to new situations

8. Practice & periodic review

9. Structured, focused interactions with other students

10. Frequent assessments, with reteaching as needed

11. Well-established classroom routines and behavior norms

Features that count … Domain For ELs For All

1. 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)

But …

ELs in an English instructional environment will almost certainly need

additional supports so that instruction is

meaningful and productive.

Goldenberg

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

Genesee & National Literacy Panel

EL’s class of 2012 – rate of 4, 5 or 6-year graduation: • Graduated: 65.4% • Dropped out: 14.75% • “Unknown”: 16.5%

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

Why a narrow band

of like levels?

To increase the odds that the whole class will be ready & need the content being

teaching.

Resources for ELD

• Dutro (https://mplsesl.wikispaces.com/file/view/functional-grammar-ELD-Matrix-of-grammatical-forms.pdf)

• Iowa Standards (Focus on Standard 10) http://www.elpa21.org/sites/default/files/Final%204_30%20ELPA21%20Standards_1.pdf

• Scope & sequence from Redwood City School District, CA (https://sites.google.com/site/rcsdelddepartment/resources/video-library/scope-sequence & http://www.examenglish.com/CEFR/cefr_grammar.htm)

Susana Dutro's ELD Matrix of Grammatical Forms -- one effort at a developmental progression of grammatical forms. http://tiny.cc/3csELD

Meaningful Access to Content •Co-Teaching

•Intentional

•Based on shared learning targets

•With Can-Do Descriptors in mind

•Using modified assessments

http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx https://www.youtube.com/watch?v=TCn4qDyuZVE

Meaningful Access to Content •Shared learning targets derived fr Power Standards

•Posted standards

•Differentiated Assessment using Can-Do Descriptors

FOCUS!

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

What standard does this support? What learning target? What language objective does learning those words support?

So why do they do it?

Um, because it feels

science-y?

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 telson uropods walking legs

4. Life Science

3.4

.1.1

.1

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.

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

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

12 Tips 1. Allow for wait time. 2. Understand language acquisition

levels (WIDA Levels & Can-Do Descriptors.)

3. Create a safe environment. 4. Use students as mentors in L1 & L2. 5. Speak slowly. 6. Provide sentence frames. 7. Provide background. 8. Work with the ESL teacher. 9. Engage parents. 10. Use visual and graphic supports. 11. Be mindful of higher level ELLs. 12. Honor the students native language

and culture.

http://www.scholastic.com/teachers/article/unlocking-language-ells

• If you could pick 5 what would they be?

•What if you could only pick 3?

1. Allow for wait time. 2. Understand language acquisition

levels. 3. Create a safe environment. 4. Use students as mentors in L1 & L2. 5. Speak slowly. 6. Provide sentence frames. 7. Provide background. 8. Work with the ESL teacher. 9. Engage parents. 10. Use visual and graphic supports. 11. Be mindful of higher level ELLs. 12. Honor the students native language and

culture.

Advocacy & Expertise

http://www.weteachwelearn.org/2012/02/beyond-the-kidney-shaped-table-the-new-role-of-the-specialist/

Check Your Facts

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

Advocacy & Expertise •Heart of service

•Share good news

•Always assume best intentions

•Leave your ego at the door

Why did the profession leave the “kingdom”?

•It didn’t work.

•It separated students.

•Space, time, & staffing issues.

•The law.

Continuous, Collaborative, Communicative