Presented by Steve Cawthon, WIDA Certified Trainer

Transcription

1 Presented by Steve Cawthon, WIDA Certified Trainer

2 What is collaborative instruction? What does a collaborative classroom look like? What is academic language? How do teachers differentiate who teaches what in the collaborative classroom?

3 WIDA Terms Why does WIDA distinguish between language proficiency and language development? WIDA uses the name English language development (ELD) standards to articulate the language acquisition process as fluid, flexible, and ongoing. WIDA uses the term language proficiency to reflect a student s current level in the language acquisition process at a particular point in time. Levels 1-6 are still referred to as proficiency levels. ACCESS for ELLs is an English language proficiency assessment.

4 Language proficiency involves the language associated with the content areas. Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.

5 Features of Academic Language Performance Definitions Standards Matrix

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7 Language of Mathematics Language of Music Language of Science Language of Social Studies General academic language for knowing, thinking, reading, writing, visualizing Language of Language Arts Language of Computer Science Foundation of home and community language and cultural factors Presentation Name // 7

8 One very important way we must come to use language is in order to access and engage with the school curriculum. While social uses of language still important for interaction with peers and teachers in school, often the language of the classroom and of textbooks is characterized by a more formal register; a specific way of talking (e.g., use of academic vocabulary and specific syntactic structures), for a particular language function, or in a particular context in this case all for acquiring new knowledge in school. Bailey and Heritage (2008) Presentation Name // 8

9 In the past.. ESOL Sheltered Instruction Presentation Name / 9

10 ESOL Depth of Vocabulary Sheltered Instruction Reading and Writing in Content Areas Presentation Name / 10

11 Read the passage in French. Answer the question. Presentation Name / 11

12 Jean et André sont des frères. Jean est plus âgé. Les deux vont à une école qui se trouve à moins de cinq kilomètres de leur domicile à Paris. Bien qu'il y ait une différence d'âge de trois ans entre les deux frères, leurs niveaux scolaires sont que deux ans d'intervalle. Jean est en quatrième année. En quelle année est André en? Google Translate

13 Now read the translated passage. Answer the question. Presentation Name / 13

14 Translation: Jean and Andre are brothers. Jean is older. The two go to a school which is found less than five kilometers from their home in Paris. Although there is a difference in age of three years between the two brothers, their grade levels are only two years apart. Jean is in fourth grade. What grade is Andre in?

15 Why is it necessary to consider students cultural differences? SHOUT OUT! What is the responsibility of the ESL teacher? SHOUT OUT! What is the responsibility of the content teacher? SHOUT OUT!

16 ELs are learning English at the same time they are studying core content through English. They must perform double the work of native speakers to keep up, and at the same time be accountable for AYP. Without explicit instruction on reading each subject area, students cannot learn math, science, social studies and literature. Presentation Name / 16

17 Step 1: Select vocabulary to pre-teach before presenting content, teacher read aloud, or student reading of ANY text. Step 2: Teach vocabulary using ample student interaction. Step 3: Students read, discuss and write using new vocabulary. Step 4: Remember students cultural differences. Presentation Name / 17

18 Tiering Vocabulary Not all vocabulary words are the key words to success. Presentation Name / 18

19 Tier 1 Words: simple words that still need to be taught to ELs Tier 2 Words: sophisticated/functional words that pertain to more than one core subject area Tier 3 Words: content specific words Presentation Name / 19

20 One gray winter s day, the elderly queen summoned all her grandchildren to the castle. I have been fortunate to have lived a long life, she said. But in time, your generation will rule the country. I have one wish. You must work persistently to help the people and take care of the land. We will always work hard, the children replied. You must also be faithful to your brothers and sisters, no matter what, the queen said. Presentation Name / 20

21 TIER 1 TIER 2 TIER 3 Simple Words Process, Idioms, Content Words, Sophisticated Key Vocabulary wish gray queen castle in time rule take care replied no matter what elderly summoned fortunate generation persistently faithful Presentation Name / 21

22 Solution Table Divide Prime Round Trunk State Power Cell Right Radical Leg Left Sum Presentation Name / 22

23 COMPARE Likewise Like Alike As While Similarly In the same way CONTRAST But However Still Yet Although Otherwise On the other hand

24 WORDS THAT ADD INFORMAITON Again Also As well as Next Another And Besides Moreover In addition WORDS THAT CLAIRIFY That is For instance In other words To explain

25 CCGPS

26 Identify the standard(s) to be taught. Identify the key nouns and verbs. Tier those words accordingly.

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29 a. Distinguish between atoms and molecules. b. Describe the difference between pure substances (elements and compounds) and mixtures. As a group, tier the academic language in these three statements. TIER 1 Students The View And Of TIER 2 Will examine Nature Distinguish between Describe the difference Pure TIER 3 Scientific Matter Atoms Molecules Substances Elements Compounds Mixtures

30 Let s Review 1. Turn to a shoulder partner. 2. Explain tiering the words in the standards. 3. Discuss the primary responsibilities of the ESL and Content Area teachers.

31 Push-in Model (within reading, language arts, mathematics, science or social studies) [higher level] students remain in their core academic class where they receive content instruction from their content are teacher along with targeted language instruction from the ESOL teacher. Georgia Department of Education Title III Resource Guide

32 Fulton-Scott and Calvin (1983) found that integrated ESL programs in which ELs were integrated with English-proficient students yielded higher achievement test scores and GPAs than a segregated ESL program that provided limited opportunities for ELs to interact with English-proficient students. Georgia Department of Education Title III Resource Guide

33 ELs included in mainstream ELs more validated ESL teacher understands content and student expectations ELs not missing valuable content

34 Plan. Identify target vocabulary. Push-in regularly. Teach identified academic language. Provide appropriate accommodations and verify they are implemented correctly.

35 Baecher and Bell

36 Learn the ELs culture, proficiency and background. Implement ELs accommodations. Collaborate with the ESL teacher.

37 Make ELs a priority. Get the administrative support. Consider teachers personalities: both must buy in. Content and ESL teachers must meet regularly. Provide content area teachers professional development in ESL.

38 Schedule planning and expect collaboration. Make sure the ESL teacher is included in all planning such as grade-level or content area planning. Cluster ELs as much as possible. Provide administrators with professional development in ESL.

39 Write down one thing you learned about Academic Language (AL) and collaborative instruction (Push-in). Exchange your paper with a partner. Read what your partner wrote. Discuss what each of you wrote. You just SWRL(ed)!

40 Write down one thing you learned about Academic Language (AL) and collaborative instruction (Push-in). Exchange your paper with a partner. Read what your partner wrote. Discuss what each of you wrote. You just SWRL(ed)!

41 Speaking Writing Reading Listening

42 What is collaborative instruction? What does a collaborative classroom look like? What is academic language? How do teachers differentiate who teaches what in the collaborative classroom?

43 Steve Cawthon

44 Elementary Push-In/Pull-Out Instruction: From Coping to Collaboration, Baecher, L, Bell, A, March 17, Title III Resource Guide , Georgia Department of Education, Georgia Performance Standards, Georgia Department of Education, 2014.