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Setting a powerful early foundation of language and literacy for English Learners

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Setting a powerful early foundation of language and literacy for English Learners Laurie Olsen, Ph.D. Alameda County Office of Education English Learner Institute – PowerPoint PPT presentation

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Title: Setting a powerful early foundation of language and literacy for English Learners


1
Setting a powerful early foundation of language
and literacy for English Learners
  • Laurie Olsen, Ph.D.
  • Alameda County Office of Education
  • English Learner Institute

2
Definition
  • Six or more years (cumulatively or continuously)
    in U.S. schools
  • Not yet reclassified
  • Stuck in progressing towards English proficiency
  • Tend to be orally fluent in social English
  • Reading and writing below grade level
  • Insufficient development of primary language
  • Struggling academically

3
Resulting in typical profile
  • High functioning socially with weak language
  • Often English dominant think they are fluent
  • Discouraged and struggling in classes
  • Dont ask for help
  • Dont complete homework
  • Are not readers
  • Either stay under the radar, invisible and silent
    or act out
  • Non-engaged and non-participants in class

4
The continuum learning English as a second
language
1 3 years
7 10 years
? ? ? ? ?
__________________________________________________
_____________________
No English
CELDT Proficient
Proficient for Academic work
Oral, social English
CST Basic
I II III IV V
5
Review Contributing conditions
  • Weaker forms of English Learner programs
  • No ELD
  • Just ELD and no other special instruction or
    services
  • Mainstream placement
  • Reliance on core E.L.A. program for language
    development
  • Supposed to be SDAIE but doesnt really happen
  • Inconsistent program placements
  • Inconsistent program implementation
  • Narrowed curriculum
  • Use of interventions that arent designed for ELs

6
Review Need to ensure.
  • Clearly defined EL program models (ELD plus
    access), consistently implemented
  • Consistency in placement and EL language approach
    (no ping-pong)
  • Full academic curriculum
  • Strategies that promote student engagement as
    active learners
  • Scaffolding instruction
  • No more Interventions EL Program especially
    interventions designed for native English
    speakers

7
From the research..
  • Begin with preschool programs
  • Active outreach/recruitment to English Learner
    communities
  • Attention to supporting the transition from
    preschool into kindergarten
  • Articulation, alignment between the two systems
    (preschool and K-12)

8
From the research..
  • Multiple and frequent structured opportunities
    for students to be engaged in producing oral
    language
  • Emphasize complex vocabulary development
  • Model rich, expressive, amplified oral language
  • Identify key academic vocabulary and discourse
    patterns and explicitly teach them
  • Monitor the rigor and complexity of the language
    used in text and instruction
  • Set a high bar for sophisticated, complex,
    precise language in both social and academic
    domains

9
From the research
  • Intentional language development across the
    curriculum
  • Full curriculum
  • Language objectives for content lessons based on
    analyzing the linguistic demands
  • Identify key academic vocabulary and discourse
    patterns and explicitly teach them
  • Home language support
  • Home language instruction when possible

10
Echoing Common Core
  • More focus on structured, rich oral language
  • More focus on writing
  • More emphasis on language in and through social
    studies and science a full academic curriculum
  • More focus on interaction, collaboration,
    discussion
  • More focus on academic vocabulary and discourse
  • More engagement with complex, rigorous text

11
The SEAL ModelSobrato Early Academic
LanguagePreK-3
  • A Case Example

12
The Sobrato Early Academic Language (SEAL) model
is
  • A PreK-3 model piloted for Spanish-speaking
    English Learner children
  • Research-based
  • Age-appropriate, coherent and articulated
    preschool through third grade approach that
    prepares children for academic success in
    elementary school and beyond.
  • The vision is children with high level cognitive,
    language and literacy skills and who are
    confident, motivated, engaged learners

13
FOUR PILLARS
Focus on Academic Language Discourse Oral
language Biliteracy Language development
through enriched thematic curriculum Text
Engagement
Alignment of PreK and K-3 systems
Parents and Teachers Working Together Parent
Engagement
Affirming Environment
14
FIRST PILLAR
Summer Bridge programs Joint professional
development Articulation of instructional
strategies Observation and classroom
visits Transition activities for students
and families Outreach from elementary
campus to preschool families Pre LAS/LAS
assessments
Alignment of PreK and K-3 systems
15
SECOND PILLAR
Development of rich and complex oral
language Simultaneous development of
English and home language whenever
possible Text-rich curriculum and
environments Academic language developed
through an enriched and full thematic
curriculum
Focus on academic language and discourse
16
Language development throughout an integrated
curriculum
? Thematic Connection ?
Core ELA Math ELD
Sci SS Arts
High leverage strategies ? ? ? ? ?

Academic vocabulary ? ? ? ? ?
17
Thematic planning
  • Begin with core program themes
  • Sort the grade level Science and Social Studies
    standards
  • Develop a yearly thematic plan

18
High Leverage Instructional Strategies
  • Complex, precise, academic vocabulary development
  • Structured oral interactions (e.g., Think Pair
    Share)
  • Read Alouds
  • Narrative/Story Retell
  • Children as Readers
  • Checks for Comprehension Adapting Instruction
  • Graphic Organizers and visuals
  • Dramatic Play
  • Children as Writers/Authors
  • Collaborative practice/ skills of teamwork
  • Language through Arts Infusion

19
THIRD PILLAR
Environment bridges home and school
Home-school connection in the curriculum
Family Science and Literacy Nights Parent
education Book bag/book loan program Cadre
of parent volunteers focused on language and
literacy
Parents and Teachers working together
20
FOURTH PILLAR
Environment reflects children and
families Parents in the classroom Bilingual
authors/illustrators Focus on building
community within classroom and the
language to talk about feelings and
experience Climate supportive of
bilingualism and cultural diversity
Affirming Environment
21
SEAL has had a significant impact on parents and
on literacy activities in the home
  • Majority of SEAL parents participate in
    literacy-related activities at least a couple of
    times a week and read books with their child on
    a daily basis.
  • SEAL parents as or more likely to engage in
    literacy-related activities than a national study
    of parents (including Hispanic parents and
    college-educated parents).
  • SEAL parents were more likely than Non-PreK
    (Partial) SEAL parents to participate
    frequently in parent-teacher conferences
  • SEAL parent involvement was highly correlated
    with various measures of childrens language
    development.

22
STUDENT IMPACTS
  • Statistically significant achievement gains in
    all academic, cognitive and social areas
  • High gains in language and literacy
  • Significant rate of progress towards English
    proficiency (34 moved two levels 79 one)
  • Significantly greater growth than comparison
    groups of demographically similar in district and
    state
  • Close gap (equal or higher) achievement outcomes
  • One year of SEAL provides benefits benefits are
    cumulative

23
English CELDTfirst grade entry
Listening Speaking Reading Writing Total
Bilingual 318.9 295.7 278.8 357.0 307.9
English/SEI 310.8 292.5 272.2 338.9 301.4
Transfer from L1 to English, and benefit of
strong foundation of home language shows by end
of kindergarten year
24
Spanish PreLAS First Grade Entry
Level 1 Not fluent Level 2-3 limited Level 4-5 fluent
Bilingual 2 33 65
English/SEI 18 82 0
L1 language loss/gap significant by end of
kindergarten
25
English (CELDT) correlated to proficiency in
Spanish
26
Infrastructure of support is essential
  • Professional development
  • Planning and collaboration time
  • Two years per grade level
  • Materials to supplement (e.g., informational,
    hands-on, enrichment, bilingual)

27
The Common Core and SEAL the match
  • Language addressed across the curriculum
  • Emphasis on building rigorous, complex academic
    language
  • Oral language skills are important
  • Active engagement in discourse, and
    collaborative/team academic tasks
  • Career ready emphasis
  • Standards based planning

28
  • Take your photo to the corner that best
    represents what you see
  • Divide into groups of 4-6 people
  • Discuss how your pictures represent research on
    effective EL practices discuss how they
    represent what we know about preventing LTELs
    discuss how they represent implementation of the
    Common Core standards

29
Steps
  • Put definitions, expectations, data and
    identification system in place
  • Program definition and coherence
  • Select a few high-leverage strategies to go
    school-wide
  • Support professional development and data-based
    collaborative planning
  • Build by grade-level
  • Link CCS and EL work

30
Lennox After School
  • A case study of project-based, differentiated ELD
    intervention program during after-school hours
    designed to prevent the creation of LTELs

31
Lennox
  • District serves 7,200 K-12
  • 95 are Latino, 78 receive free and reduced
    lunch, 61 are English Learners
  • Large number of LTELs
  • Decided to focus on emerging LTELs (English
    Learners in grades 3 7, been in district at
    least four years, at CELDT Levels I, II or III)
  • Afterschool intervention program

32
  • Project-based, student centered curriculum
    focusing on speaking/listening, collaborative
    practices and authentic writing integrating
    language learning with content learning
  • Journalism focused writing and technology and
    genre specific syntax
  • Community partnerships real word
    application/fieldwork
  • Active engagement
  • Strong language models
  • Authentic opportunities to connect language with
    students communities and social realities

33
  • Eleven week cycle
  • Two days a week for two hours each day
  • Small groups (4-7 students per teacher)
  • Community business/location for fieldwork
  • Culminating project publication of Lennox
    Voices newspaper

34
Professional development
  • ELD Standards
  • Strategies for vocabulary development, oral
    language development in context of journalism
    (questioning, interviewing, paraphrasing,
    synthesizing information, collaborative
    planning), lesson planning, journalism as a genre
  • Selecting expository reading materials to support
    research and inquiry
  • Differentiating ELD instruction
  • Use of varied grouping strategies

35
Impacts
  • Pre and post CELDT higher attain 1 or more
    levels of English proficiency
  • CST higher of growth on CST/ELA
  • Teacher surveys heightened awareness and
    implementation of effective practices for LTELs
    in school day
  • Parent program satisfaction surveys high level
    of satisfaction (4.1 on 5 pt. Likert scale)
  • Increased student motivation, confidence,
    willingness to speak, read and write in English

36
Basic Principles
  • Attention oral language, engagement moving into
    writing
  • Hands-on, authentic, project-based (for young
    children play-based)
  • Intentional, rigorous, expressive language
  • Science, social studies standards-based
    curriculum
  • Investment in teacher p.d. and collaboration
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