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New English Language Development and Common Core State Standards Institute

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Title: Title of Presentation Date Author: Andy Perez Last modified by: Sylvia Solis Created Date: 6/6/2013 5:15:52 PM Document presentation format – PowerPoint PPT presentation

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Title: New English Language Development and Common Core State Standards Institute


1
New English Language Development and Common Core
State Standards Institute
  • Preventing the Creation of Long Term English
    Learners by Setting a Powerful Early Foundation
    of Language and Literacy
  • June 28, 2013

2
Introductions
  • Laurie Olsen, Ph.D.
  • Director of the Sobrato Early Academic Language
    (SEAL) initiative

3
Things we need to avoid creating
  • High functioning socially but weak language
  • English dominant think they are fluent with
    weak home language
  • Discouraged and struggling in classes
  • Dont ask for help, dont complete homework,
    dont know how to approach assignments
  • Are not readers
  • Stay under the radar, invisible and silent
  • Non-engaged and non-participants in class

4
Need to monitor movement along the continuum
towards English proficiency
1 3 years
5 - 7 years
LTELs STUCK HERE

__________________________________________________
_____________________
No English
Oral, social English
CST Basic
CELDT Proficient
Proficient for Academic work
I II III IV V
5
Review Contributing conditions
  • Weaker forms of English Learner programs
  • No ELD
  • Just ELD (separate and decontextualized) 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
  • Interventions designed for ELLs

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
These things echo the 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, team tasks and projects
  • More focus on academic vocabulary and discourse
  • More engagement with complex, rigorous text

11
And the new ELD standards call for.
  • Language development in and across curriculum
    and content-based ELD both focused on language
    demands of academic work
  • Emphasis on scaffolding (from heavy to light)

12
  • The SEAL ModelSobrato Early Academic
    LanguagePreK-3

13
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

14
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
15
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
16
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
17
Language development throughout an integrated
curriculum
? Thematic Connection ?
Core ELA Math ELD
Sci SS Arts
High leverage strategies ? ? ? ? ?

Academic vocabulary ? ? ? ? ?
18
High Leverage Instructional Strategies
  • Complex, precise, academic vocabulary
  • Structured oral interactions
  • Interactive read-alouds, Narrative/Story Retell
  • Children as Readers
  • Checks for Comprehension Adapting Instruction
  • Graphic Organizers and visuals
  • Dramatic Play and Socio-emotional development
  • Children as Writers/Authors
  • Collaborative practice/ skills of teamwork
  • Language through Arts Infusion
  • Support for Bi-literacy

19
Thematic planning
  • Begin with core program themes IF still tied to
    pacing guide
  • Sort the grade level Science, English Language
    Arts and Social Studies standards
  • Develop a yearly thematic plan

20
Each theme
  • Across the curriculum, across the day (including
    ELD)
  • Includes key vocabulary, interactive dialogic
    read-aloud/narratives, all high leverage
    strategies, home-school connection activities,
    resource centers and projects, dramatic play area
    (PreK, K) and rich environments (all grades)

21
Professional development
  • CC and ELD Standards
  • Standards based planning
  • Language assessment (PreLAS/LAS)
  • Six 2-day modules of professional development,
    with coaching and collaborative planning to
    support implementation with 10-day summer
    bridge for co-teaching and professional
    development

22
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
23
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 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
  • 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.

24
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

25
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
26
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 K
27
English (CELDT) correlated to proficiency in
Spanish
28
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

29
Infrastructure of support is essential
  • Professional development
  • Planning and collaboration time
  • Materials to supplement (e.g., informational,
    hands-on, enrichment, bilingual)

30
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

31
Implementation getting started
  • Basic speaking/listening strategies in context of
    a thematic mini-unit
  • Think-Pair Share
  • Dialogic Read Alouds
  • Chants
  • Vocabulary through pictorials
  • Dictation and drawing as responses to learning
    (PreK) and reflective writers notebooks (K)

SEAL High Leverage Strategies 1 and 5
32
Whatever you do..
  • Frontload rich oral language development and high
    level academic language
  • Scaffold and emphasize collaborative practice
    uses of language to negotiate and make meaning of
    academic concepts
  • Support/encourage home language development and
    engagement of parents in fostering L1
  • Foster a love of language rich, expressive,
    wonderful language!

33
Monitor for development of LTELs
  • Shadowing
  • Oral language and depth of engagement
    observations
  • Identify peripheral kids
  • Keep rosters of CELDT growth (ELLs stuck for two
    or more years or losing ground)
  • Structure small group support/intervention

34
Lennox School DistrictELD Intervention
  • After school ELD intervention
  • Project based journalism series for
  • emerging LTELs (English Learners in grades 3
    7, been in district at least four years, at
    CELDT Levels I, II or III)

35
  • 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

36
  • 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

37
Professional development
  • ELD Standards
  • 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

38
For more information, to visit SEAL sites or
inquire about replication supportwww.sobrato.org
lolsen_at_sobrato.org
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