Transcript
Improving Adequate Yearly Progress forEnglish Language Learners
Ells are classified as a single subgroup
1. Newly arrived with adequate schooling
2. Newly arrived with limited formal school
3. Long-term English learners
Newly arrived with adequate school
• Less than 5 years in U.S. • Continuous schooling • Previous school system
parallels Schools • Makes steady progress• Difficulty on standardized
tests in Englilsh
Newly Arrived with Limited Formal
Schooling• > than 5 years• Previous schooling may be
limited or interrupted• Lacks a sense of school
culture and routines• Limited literacy / math
development
Long Term English Learners• 7 or more years in U.S.
Schools • Experienced methods of
English- language instruction
• Unrealistic perspective on demands of school
• Achieves conversational fluency, but not academic fluency
Factors that may compromises the accuracy of AYP and ELLs • Classification criteria differs
within states• States determine
appropriate accommodations
• Schools with less than 40 ELLs are not required to report AYP
ELL Subgroup Variances
ELLS continual transition out of program Subgroups
of low performance students
Maximize LearningChallenging Instruction
Collaboration
Recognition and Validation of Students' Experiences
Effective ELL Program
Mercuri, Freeman, & Freeman
Dalton
Garcia & Beltran
Mercuri, Freeman, & Freeman
Challenging, theme-based curriculum
Collaborative activities
Staffold Instruction
Scheme
DaltonTeach complex thinking
Develop Cognitive Complexity
Teacher - student conversations
Provide Compelling Whys ~ connect curriculum to students' lives
Garcia & BeltranSolid curriculum framework
Instructional opportunities
Network of support to reinforce effective practices
Research Based Instructional Models for
English Language Learners
Cognitive Academic Language Approach ( CALLA)
Sheltered Instruction Observation Protocol (SIOP)
Cognitive Academic Language Approach
CognitiveAcademicLangugeLearningApproach
CALLA
Components
Language Developmen
t
Content Area
Instruction
Explicit Instruction of
Strategies
Sheltered Instruction Observation ProtocolShelteredInstructionObservationProtocol
SIOP Components1. Preparation2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice/Application7. Instruction8. Review/Assessment
Instructional Strategies•Activating Schema•Building Schema•Explaining Key Concepts•Vocabulary Building•Structured Overview•Graphic Organizers•Think-Alouds
top related