teacher tech tools in ccss instruction for ell students & 4cs
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Martin
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Educ
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Martin
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Get the Preso @ bit.ly/csdc-ell
No…Not That Type of
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Martin
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Educ
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Martin
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Educ
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Spec
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Martin
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Educ
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Martin
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Educ
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ESL Ghetto
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Martin
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Educ
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Era of Building Programs, Practices, Approaches
ELD
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Martin
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Educ
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1974 - Lau Vs Nichols
EQUITY
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Martin
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Educ
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Late 80’s & early 90’s
BLUEPRINT
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Martin
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Educ
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1997 - Prop 227 English Only Movement
DESTRUCTION2001 - No Child Left Behind
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Martin
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2010 - Common Core Adopted 2012 - NEW ELD Standards Adopted
HOPE
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Martin
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2014 - NEW EA/ELD Framework Adopted 2016 - Prop 58
AWAKENED
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Martin
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Spec
ialist
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EXTRA!
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ESL Ghetto
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Martin
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So…What do we
do?
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Awareness of English Learners
Are educators aware there are English Learners in their
schools|classes? Are they aware of the magnitude?
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Understanding of all ELL Needs
Are educators aware there are English Learners in their schools|classes? Are they
aware of the magnitude?
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Knowledge of How to Dress Needs
Do educators know what needs to be done in order to address English Learner needs? Do they know the research on effective program design and instructional practices that address English
Learner needs?
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Capacity (Skills, Strategies) to Implement Knowledge
Do teachers and administrators have a toolkit of skills and strategies to use in addressing the
needs of their English Learners?
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Conditions (Resources, Time, Permission, Policy)
Are educators provided the conditions needed in order implement the strategies, programs and services needed by English Learners? Do they have the time, resources, permission, policy,
class-size, etc. that make it possible to implement what is needed?
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Data (Valid and Reliable)
Are assessments valid and reliable, timely and relevant for English Learners? Is data analyzed, shared and discussed regarding implications for addressing needs of English Learners? Is data
disaggregated by English Learner profile/typology?
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Will and Belief and Sense of Urgency
Do decision-makers care about English Learners and choose to focus on ELL needs? Do educators believe that English Learners can achieve to high
levels with appropriate scaffolds provided? Is there a sense of urgency and focus on
addressing English Learner needs?
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Accountability
Are there clear goals and indicators focusing on English Learners in the LCAP? is there leadership
focus on what is happening with your English Learners?
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Martin
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Educ
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So…like I said Before
What do we do?
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BEGIN WITH
What are we teaching?
What analytic task are we asking Students to do?
What is the CONTEXT for using language?
What is the NEED & PURPOSE for using language?
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Example
•Students will deliver an oral presentation on how force effects the motion of an object using the language of cause and effect and academic vocabulary.
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Scaffolding
•“Scaffolding does not change the intellectual challenge of the task, but instead allows the learners to successfully participate in or complete the task in order to build the knowledge and skills to be able to perform similar tasks independently in the future.”
Source: CA ELA/ELD Framework
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Find the ELD Standards
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Look in the ELD standards Part I (“Interacting in Meaningful Ways") to find the type of INTERACTION this task requires
writing, listening actively, exchanging ideas and information, interacting with others, offering opinions, reading closely, presenting, selecting and applying precise vocabulary and language structures
Find the ELD Standards
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Look in the ELD Standards Part II (“How English Works”) to locate the aspects of language students will need to carry out this task
Understanding text structure and cohesion, using verbs and verb phrases, using nouns and noun phrases, modifying to add details, connecting ideas and condensing ideas
* Note the suggested scaffolds and modifications by English proficiency level
Find the ELD Standards
Example
•Students will deliver an oral presentation on how force effects the motion of an object using the language of cause and effect and academic vocabulary.
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•ELD Standard Part 1.C.9 Interacting in Meaningful Ways, Productive Language, Presenting
•** ELD Standards Part II, B 3, 4 and 5 Learning about how English works, expanding and enriching ideas, verbs, nouns and modifying to add details.
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Example of differentiated language objective with scaffolds specified
•* My Emerging Level ELL students..... will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.
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Example of differentiated language objective with scaffolds specified
•Students will deliver an oral presentation on how force effects the motion of an object using the language of cause and effect and academic vocabulary.
•* My Emerging Level ELL students..... will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.
All Students Ell Students
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Draw and Label (pictorials) Shared research projects
Graphic organizers Cooperative writing and editing
Structured oral interaction & collaborative conversations Interactive dialogic read alouds
Narrative retell Structured team tasksContent based chants Barrier Games
Vocabulary in Context Researcher centers with hands-on materials
Visuals Total Physical Response And more
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Provide literature that is culturally
relevantUse online writing
Allow students to research topics of
interest
Have students work together
professional learning
opportunities
Honor the resources they
bring
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Provide literature that is culturally relevant, age
appropriate, and accessible to ELs at their current level of English
acquisition
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newsela.com
Google Advanced Search
crafty184.com
Use online writing to help students develop relationships and practice English with other
students. Make it part of a language and cultural exchange where English-speaking students -- who
often take foreign language classes -- also practice the first language of the ESL student
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docs.google.com
todaysmeet.com padlet.com
docsstorybuilder.appspot.com
Allow students to research topics of interest. If students are truly interested in a topic, they will
probably learn more language
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Google Search Education
Google App Search
agoogleaday.com
Provide a space where all languages have equal power. Have students work together to
complete a service-learning task, interview each other, or work on a project using both languages
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awwapp.com
Google Drive
Google Translate Tools
edtechteacher.org
Take advantage of professional learning opportunities specifically to benefit English
learners. For example, join a professional organization such as TESOL or the National Association for Bilingual Education (NABE)
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TESOL.org
NABE.org twitter.com
Get to know students as human beings. Honor the resources they bring to the classroom and
recognize their multiple literacies
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Music
Literature Google Cultural Institute
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Source: goo.gl/bcTir3
Google Forms
GoFormative.com
GetKahoot.com
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Source: goo.gl/bcTir3
Cloud Generators
canva.com
goo.gl/auLfPi
spark.adobe.com
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Source: goo.gl/m4nNQO
Interactive Word WallsScannable Vocabulary ListsBuild Background Knowledge
goo.gl/MeyAJq
goo.gl/nW0IQs
aurasma.com & App
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