ESOL Workshop - PowerPoint PPT Presentation

1 / 32
About This Presentation
Title:

ESOL Workshop

Description:

ESOL Workshop Includes ESOL Strategies to meet Response to Intervention and the Sheltered Instruction (SIOP) Model By Pamela Lorenzo Educational Specialist in TESOL – PowerPoint PPT presentation

Number of Views:234
Avg rating:3.0/5.0
Slides: 33
Provided by: osceolaK
Category:
Tags: esol | workshop

less

Transcript and Presenter's Notes

Title: ESOL Workshop


1
ESOL Workshop
  • Includes ESOL Strategies to meet Response to
    Intervention and the Sheltered Instruction (SIOP)
    Model
  • By
  • Pamela Lorenzo
  • Educational Specialist in TESOL
  • ESOL Instructor for Brevard County

2
No Child Left Behind Act (NCLB) Annual Measurable
Achievement Objectives (AMAOs) under Title III
  • Accountability for English Language Learners
    (ELLS) is required under NCLB as measured by
    annual performance targets that must be met by
    all Title III-funded Local Education Agencies
    (LEAs)
  • http//www.fldoe.org/aala/amao.asp

3
Cultural Riches Chart
  •  

4
Cultural Diversity
  • 1. Student's native culture should be accepted
    and accommodated
  • 2. The educational system should seek to expand
    and enrich the existing repertoire of teaching
    styles, instructional activities, and even
    administrative procedures to provide for the
    cultural diversity of students.
  • http//www.ncela.gwu.edu/pubs/classics/culture/app
    lications.htm

5
Cultural Diversity
  • 1. Useful components of the second culture
    should be taught
  • Students should expand and enrich their
    repertoire of knowledge, skills, and behaviors,
    and extend their cultural competence
  • Students should develop positive biculturalism
  • http//www.ncela.gwu.edu/pubs/classics/culture/app
    lications.htm

6
Standards for Effective Teaching and Learning
  • 1. Joint Productive Activity Teacher and
    Students Producing Together
  • 2. Language Development Developing Language
    Across the Curriculum
  • 3. Making Meaning Connecting School to
    Students Lives
  • 4. Cognitive Challenge Teaching Complex
    Thinking
  • 5. Instructional Conversation Teaching Through
    Conversation
  • Echavarria, J. (1998). Teaching language
    minority
  • students in elementary schools.
    http//www.cal.org/crede/pdfs/ResBrief1.pdf

7
ESOL Strategies
  • Teachers should use a variety of instructional
    methods whenever possible (including visual and
    manipulative)
  • Never assume there is one best way to teach
    anything.
  • http//www.ncela.gwu.edu/pubs/classics/culture/app
    lications.htm

8
Communication
  • BICS and CALP refer to a distinction
    introduced by Cummins (1979) between basic
    interpersonal communicative skills and cognitive
    academic language proficiency. The distinction
    draws attention to the very different time
    periods typically required by immigrant children
    to acquire conversational fluency in their second
    language as compared to grade-appropriate
    academic proficiency in that language.
  • Cummins, J. (1979) Cognitive/academic
    language proficiency, linguistic interdependence,
    the optimum age question and some other matters.
    Working Papers on Bilingualism, No. 19, 121-129

9
Parent Involvement
  • Parents made recommendations for improving
    parent involvement in their school
  • 1. Changing the attitudes of school staff to
    make the parent feel more welcome
  • 2. Taking parents interests into consideration
    when planning activities
  • 3. Recognizing that even if parents cannot be
    present at school, helping their children at home
    is also a valuable contribution
  • 4. Providing parents with knowledge about how
    to be involved in a range of involvement
    opportunities.
  • Pena, Delores C. (2000)Parent
    Involvement Influencing factors and
    implications. The Journal of Educational
    Research, 94 (1), pp. 42-54.
  • http//www.floridapartnerships.usf.edu/pdfs
    /RTP_2007/Rsrch_Prac_Res

10
What is the Response To Intervention Model?
  • 1. Multiple tiers of evidence-based instruction
    service delivery
  • 2. A problem-solving method designed to inform
    the development of interventions
  • 3. An integrated data collection/assessment
    system to inform decisions at each tier of
    service delivery
  • http//www.florida-rti.org/RtI.pdf

11
What does Response to Intervention look like?
12
How does Response to Intervention apply to the
classroom?
  • 1. Scientific research-based instruction is
    delivered by highly qualified personnel
  • 2. Curriculum and instructional approaches must
    have a high probability of success for most
    students
  • 3. Differentiate instruction to meet individual
    learning needs
  • http//www.florida-rti.org/RtI.pdf

13
Why is the Response to Intervention used?
  • 1. Data are used to guide instructional decisions
    and to align curriculum and instruction to
    assessment data
  • 2. To allocate resources
  • 3. To drive professional development decisions
  • 4. To create student growth trajectories to
    target and develop interventions
  • http//www.florida-rti.org/RtI.pdf

14
RTI Framework
  • Tier 1
  • is the foundation and consists of scientific,
    research-based core instructional and behavioral
    methodologies, practices, and supports designed
    for all students in the general curriculum.
  • http//www.florida-rti.org/RtI.pdf

15
RTI Framework
  • Tier 2
  • consists of supplemental instruction and
    interventions that are provided in addition to
    and in alignment with effective core instruction
    and behavioral supports to groups of targeted
    students who need additional instructional and/or
    behavioral support.
  • http//www.florida-rti.org/RtI.pdf

16
RTI Framework
  • Tier 3
  • consists of intensive instructional or
    behavioral interventions provided in addition to
    and in alignment with effective core instruction
    with the goal of increasing an individual
    students rate of progress. Tier 3 interventions
    are developed for individual students using a
    problem-solving process.
  • http//www.florida-rti.org/RtI.pdf

17
Collaboration with Parents for RTI Model
  • Parent Involvement
  • Meaningful and effective parental/family
    involvement is critical to student progress and
    required by both NCLB and IDEA. It is vital that
    parents be informed and involved at each step in
    the process. Regardless of whether the parent or
    the teacher initiated a concern, parent
    involvement should be facilitated throughout the
    process.
  • http//www.florida-rti.org/RtI.pdf

18
(No Transcript)
19
What is the problem-solving method for RTI?
  • 1. Define the problem by determining the
    discrepancy between what is expected and what is
    occurring. Ask, Whats the problem?
  • 2. Analyze the problem using data to determine
    why the discrepancy is occurring. Ask, Why is it
    taking place?
  • 3. Establish a student performance goal, develop
    an intervention plan to address the goal, and
    delineate how the students progress will be
    monitored and implementation integrity will be
    ensured. Ask, What are we going to do about it?
  • 4. Use progress monitoring data to evaluate the
    effectiveness of the intervention plan based on
    the students response to the intervention plan.
    Ask, Is it working? If not, how will the
    intervention plan be adjusted to better support
    the students progress?
  • http//www.florida-rti.org/RtI.pdf

20
Support Websites for RTI
  • Problem Solving/Response to Intervention (PS/RtI)
    (http//floridarti.usf.edu/)
  • Positive Behavior Support (PBS)
    (http//flpbs.fmhi.usf.edu/)
  • Student Support Services Project
    (http//sss.usf.edu/)
  • Reading First (http//www.justreadflorida.com/read
    ing_first.asp)
  • Florida Center for Reading Research (FCRR)
    (http//www.fcrr.org)
  • Florida Center for Research Science,
    Technology, Engineering and Math (FCR-STEM)
    (http//www.fcrstem.org/center11.aspx)

21
Application of RTI to English Language Learners
  • A challenge facing educators is the
    difficulty in determining an English Language
    Learners (ELL) actual learning potential using
    standardized intelligence assessments and testing
    procedures. Educators often misinterpret ELLs
    lack of full proficiency in English as low
    intelligence (Oller, 1991) or as a language or
    learning disability (Langdon, 1989). RtI models
    hold promise for preventing academic failure by
    providing support for culturally and
    linguistically diverse students within the
    general education environment. Ideally, this will
    decrease the number of ELLs who are
    inappropriately referred to and placed in special
    education (Vaughn Fuchs, 2003).
  • http//www.florida-rti.org/RtI.pdf

22
ESOL Standards
  • TESOL Standards. Goal statements for LEP
    students
  • Use English to Communicate in social setting.
  • Use English to achieve academically in all
    content areas.
  • Use English in socially and culturally
    appropriate ways.
  • Best educational practices emerge when the
    teachers understand and use both sets of
    standards to guide them in making decisions about
    curriculum and instruction. We have an obligation
    to provide evidence of our teaching and student
    learning.
  • www.tesol.org

23
(No Transcript)
24
(No Transcript)
25
Sheltered Instruction Observation Protocol
  • Lesson Plan Checklist for SIOP
  • The Sheltered Instruction Observation Protocol
    (SIOP)
  • I. Preparation
  • 1. Write content objectives clearly for students
  • 2. Write language objectives clearly for
    students
  • 3. Choose content concepts appropriate for age
    and educational background level of students.
  • 4. Identify supplementary materials to use
    (graphs, models, visuals).
  • 5. Adapt content (e.g., text, assignment) to all
    levels of student proficiency.
  • List ideas for adaptation
  • 6. Plan meaningful activities that integrate
    lesson concepts (e.g., surveys, letter writing,
    simulations, constructingmodels) with language
    practice opportunities for reading, writing,
    listening, and/or speaking (www.cal.org)

26
SIOP Model Instruction
  • II. Instruction
  • Building Background
  • 7. Explicitly link concepts to students
    backgrounds and experiences
  • 8. Explicitly link past learning and new
    concepts.
  • 9. Emphasize key vocabulary (e.g., introduce,
    write, repeat, and highlight) for students.
  • List key vocabulary (www.cal.org)

27
SIOP Model Comprehensible Input
  • Comprehensible Input
  • 10. Use speech appropriate for students
    proficiency level (e.g., slower rate,
    enunciation, and simple sentence
  • structure for beginners).
  • 11. Explain academic tasks clearly.
  • 12. Use a variety of techniques to make content
    concepts clear (e.g., modeling, visuals, hands-on
    activities, demonstrations,
  • gestures, body language). (www.cal.org)

28
SIOP Model Strategies
  • Strategies
  • 13. Provide ample opportunities for students to
    use strategies, (e.g., problem solving,
    predicting, organizing, summarizing,categorizing,
    evaluating, self-monitoring).
  • 14. Use scaffolding techniques consistently
    (providing the right amount of support to move
    students from one level of understanding to a
    higher level) throughout lesson.
  • 15. Use a variety of question types including
    those that promote higher-order thinking skills
    throughout the lesson (literal, analytical, and
    interpretive questions).

  • (www.cal.org)

29
SIOP Interaction
  • Interaction
  • 16. Provide frequent opportunities for
    interaction and discussion between
    teacher/student and among students about lessons
    concepts, and encourage elaborated responses.
  • 17. Use group configurations that support
    language and content objectives of the lesson.
  • List the grouping types
  • 18. Provide sufficient wait time for student
    responses consistently.
  • 19. Give ample opportunities for students to
    clarify key concepts in L1 as needed with aide,
    peer, or L1 text

30
SIOP Practice and Apply
  • Practice/Application
  • 20. Provide hands-on materials and/or
    manipulatives for students to practice using new
    content knowledge.
  • 21. Provide activities for students to apply
    content and language knowledge in the classroom.
  • 22. Provide activities that integrate all
    language skills (i.e., reading, writing,
    listening, and speaking). (www.cal.org)

31
SIOP Lesson Delivery
  • Lesson Delivery
  • 23. Support content objectives clearly.
  • 24. Support language objectives clearly.
  • 25. Engage students approximately 90-100 of the
    period (most students taking part and on task
    throughout the lesson).
  • 26. Pace the lesson appropriately to the
    students ability level. (www.cal.org)

32
SIOP Review and Evaluation
  • III. Review/Evaluation
  • 27. Give a comprehensive review of key
    vocabulary.
  • 28. Give a comprehensive review of key content
    concepts.
  • 29. Provide feedback to students regularly on
    their output (e.g., language, content, work).
  • 30. Conduct assessments of student comprehension
    and learning throughout lesson on all lesson
    objectives (spot checking, group response).
    (www.cal.org)
Write a Comment
User Comments (0)
About PowerShow.com