Elizabeth Reveiz Director ESL/Bilingual World Languages Amityville School District [email protected] # ESL/BILINGUAL STUDENTS NE 75 NW 103 PA 133 MS 65 HS 51 TOTAL 427 Special Education 67 District-Wide 3,093 Students = approx 14 % ELL Bilingual Special Education =16 % Cummins 2009 Current Practices/Emphasis Content work based on a reading series (grades k-6) Recall of information Teacher-fronted classes Surface knowledge (BICS) (implicit) Vocabulary building Phonics instruction Test prep CCSS Based Curriculum Content aligned with CC Apply higher order thinking skills Develop rigorous & coherent content knowledge and ELL application Develop thematic instruction that develops explicit learning & understanding Amityville Union Free School District Lesson Plan Course: Teacher: I. Planning and Preparation: A. NYS/Common Core Standards: B. Essential Questions, Academic and Content Vocabulary: C. Resources /Materials: D. Relationship to Unit of Study: II. Instructional Outcomes: A. Goals/Objectives: 1. The learner will be able to: III. Instructional/Student Engagement: A. Anticipatory Set: B. Student-Centered Activities: C. Differentiation Strategies: D. Language Objectives for ELL: E. Higher Order Thinking Strategies – Bloom’s Taxonomy: IV. Checking for Understanding: A. Closure Activities: B. Lesson Assessment: C. Student-Self Assessment: V. Independent Practice/Homework: VI. Reflection: Date: Students having access to linguistic accommodations during instruction & assessment Academic language that is central to ELA, Math , Science & Social Studies Research-based practices (not only in second language classes) Provide ALL teachers with strategies & resources to teach ELLs Implement the SIOP (Sheltered Instruction Observational Protocol) model across all disciplines Align ESL strategies within the framework of current CC ELA Curriculum Rivera 2011 1. Balancing Informational and Literacy Text 2. Building Knowledge in the Disciplines 3. Staircase of Complexity 4. Text-based Answers 5. Writing from Sources 6. Academic Vocabulary THE SIX SHIFTS IN ELA Balancing Informational and Literacy Text IMPLICATIONS FOR ELLS Nonfiction texts Authentic texts Wider range of materials Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary 50 % of material will be informational learning from what they read Higher level of text complexity, paired passages, copying skills as meaningful activities, extracting salient information, scaffolding information Each grade requires a “step” of growth Any evidence that can be gathered from text, highlighting key points, more writing process , more conversation Build vocabulary in meaningful formats, within context, build ability to access more complex vocabulary across content areas Implications for Teachers Implications for ELL students Provide students equal access to informational and literary texts Build background knowledge to increase reading skill Teach strategies for reading and gathering details from informational texts Gain exposure to the world around them through reading Teach through and with informational texts Apply strategies to reading informational text (graphic orgs., webs) Ask students for connectivity between texts and outline details Scaffold information (look for the spiral) Make connections to their reallife experiences, be detailed, look for salient information Honigsfeld & Dove 2012 Implications for Teachers Shift perception : “ I teach reading” Teach content deeper, not longer Implications for ELL students Become better readers Build background knowledge Have opportunity to delve deeper into a text Teach different strategies for reading and gathering detailed, salient information Learn to look for what it says and what it doesn’t say Use leveled texts Provide scaffolding Search for information Think of the text as “the evidence needed” challenge students with varied levels have them “show you” their findings Provide opportunities for more conversation Patience with errors and frustration Implications for Teachers Implications for ELL students Provide more complex texts at every grade level Engage students in rigorous conversation Engage in oral language development but with emphasis on developing “depth” of content vocabulary Give students less to read, let them re-read Understand sentence structure, syntax and academic discourse Provide Scaffolding Reinforces concepts for ELLs Build on what they already know Implications for Teachers Facilitate evidence-based conversations Implications for ELL students Students should find in the text evidence to support argument Consistently ask students “where is Encourage highlighting unknown it in the text” words Plan and document conversations about writers point of view Learn to create own judgments and ask questions Questioning strategies based on level of language and are text dependent Leveled questions allows for language acquisition to develop from simple to complex. Encourage using the text as a conduit for gathering information . Provide opportunities to read and re-read text Implications for Teachers Implications for ELL students Provide opportunities for students to create informational texts Generate own informational text Provide opportunities to analyze and synthesize ideas Develop a style of writing that promotes drawing from powerful and meaningful sources Less emphasis on personal narratives Writing as an everyday occurrence Writing across the content areas Sentence starters Encourage students to draw their own conclusions and connections Broader vocabulary Implications for Teachers Implications for ELL students Use and access complex vocabulary Word walls within a context, not in isolation Establish high frequency words and content based words Separate high frequency words from content embedded vocabulary Teach fewer words that are transferable across the content areas Teach words that have the same meaning (silly, ridiculous, ludicrous) Encourage the use of non-linguistic representations (visual, tactile, kinesthetic) Develop CC aligned curriculum with ELA & Bilingual teachers across grade bands Provide ELL research-based strategies (SIOP) weekly to district Provide professional development Implement SIOP model of instruction on one grade level Overview of Common Core ELA Curriculum ModulesPark Avenue Elementary School Grade Module/ Marking Period 4th 1 Becoming a Close Reader and Writing to Learn: Native Americans in New York Informative Writing: The importance of rules and civil decision-making 4th 2 The Hardship of Colonial Times and How Electricity Has Changed Our Lives Research/Informative Essay: The Challenges during the colonial times, the development of electricity and how people’s lives have improved. 4th 3 Important Roles during the Revolutionary War Opinion/Argumentative Essay about the Importance of a Particular Individual During the Revolutionary War 4th 4 The Leadership of Persuasive Speech on Local Frederick Douglass, Humanitarian Issue Susan B. Anthony, and (Problem/Solution Essay) DeWitt Clinton 5th 1 Becoming a Close Reader and Writing to Learn: Stories of Human Rights ELL STRATEGY Topic End Assessment Personal narrative writing piece – Human story of human rights Science Unit Role of Science Teacher Research on electricity & inventions
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