ELL Training Module Slides

• 1. ELLs: Culture, Equity and Language Training Module 12 3for Closing the Achievement Gaps

2. Day One Introduction/WelcomeTrainers Names ELLs: Culture, Equity and Language Training Module 2for Closing the Achievement Gaps 3. Logistics Training Materials Parking Lot Housekeeping ELLs: Culture, Equity and Language Training Module 3for Closing the Achievement Gaps 4. Community Agreements Everyone participates; no one dominates. Start and end on time. Limit side conversations. Speak one at a time; be an active listener andlisten respectfully as an ally. Give freely of your experience(but remember one-minute rule). Cell phones offor on silent. Keep a sense of humor!ELLs: Culture, Equity and Language Training Module 4 for Closing the Achievement Gaps 5. Overview of Three-DayTraining ModuleHandout #1-A Day 1 Demographics and Map Culture and Equity Issues: Implications for Classroom/School Practices Language Acquisition: Theories of Language Acquisition and the Relationship to ELL Student Achievement Day 2 Language Acquisition: Stages of Language Acquisition and the Relationship to ELL Student Achievement English Language Development: Going from Theory to Practice to Close ELL Student Achievement Gaps;and Strategies for Classroom Conditions Day 3 English Language Development: Theory to Instructional Practice and Application for Lesson PlanningELLs: Culture, Equity and Language Training Module5 for Closing the Achievement Gaps 6. Day One OutcomesHandout #1-BParticipants will: Explore culture and equity issues Develop an understanding of how our beliefs, values, andbehaviors related to culture, language, racial identity, andequity impact our practice with English language learners Explore language acquisition theory/Language development ELLs: Culture, Equity and Language Training Module6for Closing the Achievement Gaps 7. Day One Agenda Please take out Handout #1-C. Welcome/Trainer Introductions Demographics: Why Are We Here? Culture and Equity Part I Culture and Equity Part II Culture and Equity Part III Lunch Language Acquisition Theories of Language Acquisition: Instructional Understandings inClosing ELL Achievement Gaps ClosureELLs: Culture, Equity and Language Training Module7 for Closing the Achievement Gaps 8. Why Are We Here?Demographic Shift in U.S. Student PopulationHandout #1-D, Handout #1-E Individually read handout on Demographics Examine map Share your reactions andinsights with a table partner ELLs: Culture, Equity and Language Training Module 8for Closing the Achievement Gaps 9. Demographics: Did You Know? In table groups, take turns reading the list of statementsregarding English language learners on your handout#1-F. Discuss possible answers. After you have completed the Did You Know? list, thetrainer will go over the correct answers. Whole group discussion.ELLs: Culture, Equity and Language Training Module 9 for Closing the Achievement Gaps 10. Whats in My Name?Handout #1-GShare with a partner the story of your name: What does it mean? Who were you named for and who named you? If you could choose any name, what would it be and why? ELLs: Culture, Equity and Language Training Module 10for Closing the Achievement Gaps 11. T-Shirt PoemHandout #1-HTeacher? George, please call me Mrs. Roberts.Yes, teacher.George, please dont call me teacher.Yes, T You see, George, its a sign of respectI mean, Mrs. Roberts.to call me by my last name.Yes.Mrs. Roberts. Besides, when you say it, it sounds like t-shirt.` I dont want to turn into a t-shirt!Mrs. Roberts?Yes, George?Please call me Jorge.- Jane Medina ELLs: Culture, Equity and Language Training Module 11for Closing the Achievement Gaps 12. Two Very Different Views of the English Language LearnerDeficit View:Assets View: Culturally and Culturally and LinguisticallyLinguistically DeprivedEnriched Failing or Low Unrecognized orAchievingUnderdeveloped Abilities At-risk Resilient Unmotivated Engaged/Self-MotivatedCulture, Abilities, Resilience, Effort (C.A.R.E.)ELLs: Culture, Equity and Language Training Module 12 for Closing the Achievement Gaps 13. BREAK!Be back in 15 minutesELLs: Culture, Equity and Language Training Module 13 for Closing the Achievement Gaps 14. Culture and EquityHandout #1-IHow can we become teachers who are committed to ensuring equityfor all English language learners? Toward Equity: Teaching and Learning in a Multicultural Society. McGinty, I. and Mendoza-Reis, 1998. ELLs: Culture, Equity and Language Training Module 14for Closing the Achievement Gaps 15. Implications of Culture and Equity for English Language Learners:Classroom and School PracticeHandout #1-IaAs educators we need to continuously confront the issueof equity. We must recognize that power, wealth and status are unequally distributed among cultural groups in the U.S. We must reflect on how those unequal power relations affect our teaching and our interactions with students. ELLs: Culture, Equity and Language Training Module 15for Closing the Achievement Gaps 16. Closing the English Language Learners Equity GapHandout #1-IbThree Essential Factors of Our Common Commitment to Equity1. Raise achievement of all English language learner students.2. Narrow the gap between the lowest and highest performing English language learner students.3. Eliminate negative preconceptions about English language learners.ELLs: Culture, Equity and Language Training Module 16 for Closing the Achievement Gaps 17. Guiding Principle 1Teachers who are committed toEnsuring equity for English languagelearners continually examine how their ownlife experiences, perspectives, and behaviorsregarding culture, language, racial identityand equity impact their teaching.In practice, it looks like: EQUITABLE, INCLUSIVE TEACHING WITH HIGH EXPECTATIONS ELLs: Culture, Equity and Language Training Module 17for Closing the Achievement Gaps 18. Guiding Principle 2Implement a relevant and challenging curriculum that: Draws upon and affirms the cultural knowledge, life experiences, interests and competencies of each student; Expands students knowledge of diverse culturalperspectives within their communities and society as awhole.In practice, it looks like: ACCESSING PRIOR KNOWLEDGE AND DEVELOPING MULTIPLE PERSPECTIVES ELLs: Culture, Equity and Language Training Module 18for Closing the Achievement Gaps 19. Guiding Principle 3Design and implement equitable opportunitiesthat maximize student learning throughfull participation, interaction and empowerment.In practice, it looks like: A STUDENT CENTERED FRAMEWORK FOR INSTRUCTION ELLs: Culture, Equity and Language Training Module 19for Closing the Achievement Gaps 20. Guiding Principle 4Explicitly teach in a meaningful contextwith academic and communication skills, strategies andconventions that are required for success in advanced learningand the larger society.In practice, it looks like: CLEAR STANDARDS FOR ACHIEVEMENT AND EXPLICIT SUPPORT FOR STUDENTS ELLs: Culture, Equity and Language Training Module 20for Closing the Achievement Gaps 21. Guiding Principle 5Understand, value and build upon thedynamic cultures, knowledge, languages, experiences,and critical issues of families and other members of theschools community.In practice, it looks like: FAMILY-SCHOOL-COMMUNITY PARTNERSHIPSELLs: Culture, Equity and Language Training Module 21 for Closing the Achievement Gaps 22. Create a Visual Representation of Assigned PrincipleHandout #1-KIn your table group Consider what the assigned principle would look like in practice Create a visual representation of your principle(picture, poster, etc.) Decide how to explain your representation to the whole group through asingle statement Write the statement at the bottom of your poster Determine who will report your project to the other groups ELLs: Culture, Equity and Language Training Module22for Closing the Achievement Gaps 23. What is Culture & Equity?Handout #1-L Think - Pair - Share Take a moment to think about your own family andcommunity. What were/are shared beliefs, values andbehaviors that support you in living a meaningful andsuccessful life? Share your insights with a table partner. Whole group share. What commonalities and differences do you notice? ELLs: Culture, Equity and Language Training Module 23for Closing the Achievement Gaps 24. What is Culture and Equity? Team Word Web Please refer to your Handout #1-M in your packet for instructions on developing a team word web addressing the following prompt:What is Culture and Equity?ELLs: Culture, Equity and Language Training Module 24 for Closing the Achievement Gaps 25. Lunch!ELLs: Culture, Equity and Language Training Module 25 for Closing the Achievement Gaps 26. Find Someone WhoDirections: Locate Find Someone Who in Handout Packet (#1-N). Put your initials in those boxes that have meaning to you. Find others who know the answers to the boxes that remain. Others may sign only one square on your sheet. Stop at signal and/or when you have completed your grid! ELLs: Culture, Equity and Language Training Module 26for Closing the Achievement Gaps 27. Quick WriteHandout #1-OTake two minutes to write down your definition of LANGUAGE Food for thought: Why do we need language? What are some reasons people need to learn a second language? What are some of the benefits of speaking more than one language? Share your definition with an elbow partner. ELLs: Culture, Equity and Language Training Module27for Closing the Achievement Gaps 28. Language Acquisition TheoryFoundational theories fromStephen Krashen and JimCummins Are you ready?The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module28for Closing the Achievement Gaps 29. Monitor and ModelKrashens Hypotheses Acquisition Learning Natural Order Monitor Input Affective FilterThe Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdfELLs: Culture, Equity and Language Training Module 29 for Closing the Achievement Gaps 30. Krashens Input Hypothesis (i+1)Input must be comprehensible learnersmust be able to make meaning from whatthey hear, or they are just hearing noise.i = input + = plus 1 = one level slightly aboveability levelThink Comprehensible Input! ELLs: Culture, Equity and Language Training Module 30for Closing the Achievement Gaps 31. Krashens Affective FilterA learners feelings/emotions (stress, anxiety,boredom) may block language input into the brain.Think Classroom Environment!ELLs: Culture, Equity and Language Training Module 31 for Closing the Achievement Gaps 32. Language Learning TheoryResearch suggests that there are THREE differentdimensions of language required or learned: BICS CALP CUPHmmm, lets see? Gee, what dothese acronyms mean to meas an educator of ELLs?The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdfELLs: Culture, Equity and Language Training Module 32 for Closing the Achievement Gaps 33. Basic Interpersonal CommunicationSkills (BICS) Conversations with family, friends and neighbors Language used by children on a playground Greetings that you exchange with others on the streetor in the elevator The Diversity Kit: An Introductory Resource for Social Change inEducation, Part III: Language. LAB at Brown University.Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 33for Closing the Achievement Gaps 34. Cognitive Academic LanguageProficiency (CALP) CALP includes listening, speaking, reading, and writing about subject area content material. CALP is more demanding.The Diversity Kit: An Introductory Resource for Social Change in Education, PartIII: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdfELLs: Culture, Equity and Language Training Module 34 for Closing the Achievement Gaps 35. Common Underlying Proficiency(CUP)In the course of learning one language, a childacquires a set of skills and implicitmetalinguistic knowledge that can be used whenworking with another language.The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdfELLs: Culture, Equity and Language Training Module 35 for Closing the Achievement Gaps 36. Language Acquisition TheoryHandout #1-R The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available:http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module36for Closing the Achievement Gaps 37. Language AcquisitionThe Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdfELLs: Culture, Equity and Language Training Module 37 for Closing the Achievement Gaps 38. BREAK!Be Back in 15 MinutesELLs: Culture, Equity and Language Training Module 38 for Closing the Achievement Gaps 39. BICS and CALP Sampler ExamplesBICS Cognitively undemanding Context embedded Playing a familiar game Cognitively undemanding Context reduced A friendly phone conversationCALP Cognitively demanding Context embedded Locating geographic features on a map Cognitively demanding Context reduced A lecture on language acquisition theory You try it! ELLs: Culture, Equity and Language Training Module 39for Closing the Achievement Gaps 40. Table Sort At your table, sort the academic tasks into the appropriate quadrantbased on Cummins criteria. (Handouts #1-S and #1-Sa) We will compare the results to the table chart on the next slidewhen all participants are done. How did you do? How can an understanding of Cummins Quadrants help youimprove instruction in your classroom? ELLs: Culture, Equity and Language Training Module40for Closing the Achievement Gaps 41. Handout #1-SbQuadrants SortCognitively Undemanding Developing survival vocabulary Engaging in telephone conversations Following demonstrated directions Reading and writing for personal purposes: Playing simple gamesnotes, lists, sketches, etc. Engaging in face-to-face interactions Participating in art, music, and physical educationContext Embedded Participating in hands-on science and mathematics Understanding academic presentations Context Reduced activitieswithout visuals or demonstrations: lectures Making maps, models, charts, and graphs Making formal oral presentations Solving math computational problems Solving math word problems without Making brief oral presentations illustrations Understanding academic presentations through Writing compositions, essays, and research the use of visuals, demonstrations, active reports in content areas participation, realia, etc. Taking standardized achievement tests Understanding written texts through discussion, illustrations and visuals Writing academic reports with the aid of outlines, structures, etc. Cognitively DemandingWalter, T. (1996). Amazing English. Addison-Wesley. p. 24.ELLs: Culture, Equity and Language Training Module41 for Closing the Achievement Gaps 42. Language Acquisition TheoryHandout #1-TCommon Underlying Proficiency (CUP) Cummins, 1980 The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module 42for Closing the Achievement Gaps 43. Language AcquisitionCommon Underlying Proficiency (CUP) Think Transfer! Cognitive-academic skills learned in the first language will transfer to the new language (English) and such skills are interdependent across languages.ELLs: Culture, Equity and Language Training Module 43 for Closing the Achievement Gaps 44. Language Acquisition TheoryDiscuss how these elements of language transfer fromone language to another:Phonological Awareness Intonation Syllabication Rhyme BlendingCognate Vocabulary Words that are similar in both languages (i.e., family familia, studyestudio, science - ciencias)ELLs: Culture, Equity and Language Training Module44 for Closing the Achievement Gaps 45. Language Acquisition Theory Common Underlying Proficiency (CUP)Cummins, 1980The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf ELLs: Culture, Equity and Language Training Module45for Closing the Achievement Gaps 46. Training Outcomes Day OneDid we meet our goals? Explore culture and equity issues and implications for classroom/school practice when teaching English language learners. Develop an understanding of how our beliefs, values, and behaviors related to culture, language, racial identity, and equity impact our practice with English language learners in the classroom and school. Discuss fundamental concepts from the field of language acquisition theory and their relationship to language development for English language learners.ELLs: Culture, Equity and Language Training Module46 for Closing the Achievement Gaps 47. Day One ReflectionHandout #1-USo What? Now What? What are the key concepts from todays training? What did I learn that I can apply to my own practice? What is one idea from todays training that I can use in myclassroom tomorrow? Please leave at your table the handout sheet with yourthoughts when you depart. ELLs: Culture, Equity and Language Training Module 47for Closing the Achievement Gaps 48. Welcome to Day Two! Community Agreements Parking Lot Logistics Handout Packet ELLs: Culture, Equity and Language Training Module 48for Closing the Achievement Gaps 49. Community AgreementsHandout #2 Everyone participates; no one dominates. Start and end on time. Limit side conversations. Speak one at a time; be an active listener andlisten respectfully as an ally. Give freely of your experience (but rememberone-minute rule). Cell phones offor on silent. Keep a sense of humor! ELLs: Culture, Equity and Language Training Module 49for Closing the Achievement Gaps 50. Day Two OutcomesHandout #2-AParticipants will review Culture and equity and explore: Application of language acquisition stages to language development Classroom conditions for optimal language learning Bridging theory to practiceclassroom conditions ELLs: Culture, Equity and Language Training Module 50for Closing the Achievement Gaps 51. Day Two AgendaHandout #2-B Welcome/Opening Culture & Equity Review/Activity Language Acquisition Theory: In Relationship to ELL StudentAchievement Stages of Language Acquisition: Introduction Activity Stages of Language Acquisition: Overview Lunch/After Lunch Energizer English Language Development: Theory to InstructionalPractice to Close ELL Achievement Gaps Closure ELLs: Culture, Equity and Language Training Module 51for Closing the Achievement Gaps 52. Educator Check-InCulture & EquityHandout #2-C Complete the Educator Check-InCulture & Equity Discuss your responses with a table partner ELLs: Culture, Equity and Language Training Module 52for Closing the Achievement Gaps 53. Match GameHandout #2-D and #2-E Review the list of indicators of Teaching for Equity. Compare the indicators to the Five Guiding Principles. Match each indicator to one of the Five Guiding Principles, and write the number of the principle you have selected in the box provided. ELLs: Culture, Equity and Language Training Module53for Closing the Achievement Gaps 54. Reading on Language Acquisition Please read the excerpt Overview of Second Language AcquisitionTheory. (See Handout #2-G) Tell your partner: One thing from the reading that you found interesting; One thing from the reading that you would like to know moreabout. ELLs: Culture, Equity and Language Training Module 54for Closing the Achievement Gaps 55. Language Acquisition Theory Poster In groups of four, create a poster or graphic organizer thatillustrates/describes the key concepts of Language AcquisitionTheory presented at this workshop. Be prepared to explain your groups poster to the rest of us.ELLs: Culture, Equity and Language Training Module 55 for Closing the Achievement Gaps 56. BREAK!Be Back in 15 MinutesELLs: Culture, Equity and Language Training Module 56 for Closing the Achievement Gaps 57. Language Acquisition Stages IntroductionAnticipation Guide Please complete the AnticipationGuide in your packet. (Handout #2-H) Share your responses with a partner. ELLs: Culture, Equity and Language Training Module 57for Closing the Achievement Gaps 58. Stages of Language AcquisitionHandout #2-Ha Predictable May be compared to first languageacquisition Individual progress through stagesvaries as students develop at theirown pace Knowledge of instructionalstrategies and techniques to use ateach stage will encourage thecontinuous growth of languageELLs: Culture, Equity and Language Training Module 58 for Closing the Achievement Gaps 59. Four Stages ofLanguage AcquisitionStephen Krashen and Tracy Terrell identified fourstages of language acquisition:1. Pre-production2. Early production or early speech3. Speech emergence4. Intermediate fluency ELLs: Culture, Equity and Language Training Module 59for Closing the Achievement Gaps 60. Language Acquisition Stages Suggested by TheoristsHandout #2-I1. Silent/Receptive or Pre-production2. Early Production3. Speech Emergence4. Intermediate Language Proficiency5. Advanced Language Proficiency ELLs: Culture, Equity and Language Training Module 60for Closing the Achievement Gaps 61. The Silent/Receptive or Pre-production StageHandout #2-I This stage can last up to six months. Characterized by a silent period during which the learner is unable to produce language but may respond with non-verbal gestures, (such as nodding, pointing, or responding with yes/no). The learner is very receptive to language input as the learner may understand up to 500 words at this level. ELLs: Culture, Equity and Language Training Module 61for Closing the Achievement Gaps 62. Stage 1: Pre-ProductionMinimal Comprehension with No Verbal ProductionHandout #2-IStudent Behavior Teacher Strategies Does not yet produce speech Surrounds students with language Listens and begins responding Avoids forcing students to speakby using non-verbal signals prematurely Participates through physical Creates an environment thatactionssupports risk-taking Relies on picture clues for Provides abundant opportunitiesclear understanding for active listening using props,visuals and media ELLs: Culture, Equity and Language Training Module 62for Closing the Achievement Gaps 63. Early Production/Early Speech StageHandout #2-I This stage can last six months toa year. Characterized by production ofone to two words or short phraseresponses with increasedcomprehension. Demonstrates an increasedvocabulary development ofabout 1,000 words, both in theability to comprehend input andproduce speech. ELLs: Culture, Equity and Language Training Module 63for Closing the Achievement Gaps 64. Stage 2: Early ProductionLimited Comprehension with One or Two ResponsesHandout #2-Ia and #2-Ib Student BehaviorTeacher Strategies Responds with one or two Uses questioning strategies elicitingwords.one- or two-word responses. Repeats and recites Uses predictable and/or patterned text.memorable language. Identifies people, places Asks yes/no, who, what and whereand things. questions. Understands the main idea Implements shared reading withof the message but may notprops, and builds on student priorunderstand each word. knowledge.ELLs: Culture, Equity and Language Training Module64 for Closing the Achievement Gaps 65. Round Robin ReviewThe First Two Stages of Language AcquisitionDirections for Round Robin Review: Handout #2-J ELLs: Culture, Equity and Language Training Module 65for Closing the Achievement Gaps 66. The Speech Emergence Stage This stage can last from one to two years. Characterized by a considerable increase in verbal output withlonger sentences, sprinkled with grammatical and syntactical errorsthat may interfere with communication. Both receptive and productive vocabulary increase to about 3,000words. Please use Handout #2-I for note-taking. ELLs: Culture, Equity and Language Training Module 66for Closing the Achievement Gaps 67. Stage 3: Speech EmergenceHas Good Comprehension and Makes Simple Sentences (with Errors)Handout #2-I and #2-Ic Student BehaviorTeacher Strategies Begins speaking in phrases Asks questions requiring responsesand short sentences.of phrases and short sentences. Shifts the emphasis from Models, restates, expands, andlanguage reception to enriches student language.language production. Errors in grammar and Continues to model standardsyntax are common.language structures. Participates more fully in Focuses on communication ofdiscussions, including thosemeaningful contexts in both oralwith academic content.and written forms. ELLs: Culture, Equity and Language Training Module67for Closing the Achievement Gaps 68. The Intermediate LanguageProficiency StageHandout #2-I This stage can last from one to two years. Characterized by considerable increase in verbal and writtenoutput with more complex sentence structures. Manipulates receptive and productive vocabulary of about6,000 words with some syntactical and structural errors. ELLs: Culture, Equity and Language Training Module68for Closing the Achievement Gaps 69. Stage 4: Intermediate LanguageProficiencyGood to Excellent Comprehension with Grammatical ErrorsHandout #2-I and #2-IdStudent BehaviorTeacher Strategies Responds with a flow of related Explicitly teaches more complexphrases and sentences.grammatical forms. Uses more extensive vocabulary. Introduces colloquialisms andidiomatic expressions. Explores concepts in subject Guides students use of referencematter more extensively.materials for research purposes. ELLs: Culture, Equity and Language Training Module 69for Closing the Achievement Gaps 70. The Advanced LanguageProficiency StageHandout #2-I To get to this stage, it takes aboutfive to seven years of Englishlanguage learning (not to beconfused with chronological age). Characterized by near nativeproficiency in both verbal andwritten language application. Successfully manipulates contentarea vocabulary and participateslike a native speaker, but may needoccasional support or clarification. ELLs: Culture, Equity and Language Training Module 70for Closing the Achievement Gaps 71. Stage 5: Advanced Language ProficiencyExcellent Comprehension with Complex SpeechPatterns, Few Grammatical Errors Handout #2-I and #2-Ie Student BehaviorTeacher Strategies Near native speech fluency Allows students to lead group uses grammar and fluencydiscussions comparable to that of same-age Encourages independent use of native speakers reference materials and technology Expanded vocabulary to succeed Provides explicit grammar academicallyinstruction Very good comprehension of Provides opportunities for information student-generated presentations Provides a variety of realistic writing opportunities in a variety of genreELLs: Culture, Equity and Language Training Module 71 for Closing the Achievement Gaps 72. Case Study Activity Please refer to the profiles in yourParticipants Packet. (Handout #2-K,#2-Ka-d, #2-L, #2-M, #2-N). You will first identify the level of languageacquisition of each student. Next, you will select which teacher wouldbest support each student in his or herlanguage development. Write your answers in the space provided inyour packet.ELLs: Culture, Equity and Language Training Module72 for Closing the Achievement Gaps 73. Lunch!ELLs: Culture, Equity and Language Training Module 73 for Closing the Achievement Gaps 74. Stand and Deliver In table groups or groups of 4 or 5, brainstorm and list quotations, phrases, songs, and movie titles about education and teaching. Please write this brainstorm list on Handout #2-O; assign a person to record on one chart paper for your group.ELLs: Culture, Equity and Language Training Module 74 for Closing the Achievement Gaps 75. English Language Development Theory to PracticeHandout #2-P Just Let Them SitWhen I was a first year teacher, I received my first non-English speakersin May in the middle of state testing. When I asked what the best way toinstruct them was, I was told by the ELL teacher that I should just let themsit. They will pick up English that way.I asked my mentor teachers at the school what they did. They said they letthem sit and watch. Even as a new teacher that was not good enough forme. I started teaching them like I would teach a beginning reader or howI assumed a beginning reader would be taught. Thankfully, I had studentswho could translate.Journal ExcerptAricka Graduate Student in Educational Leadership Dr. Noni Mendoza-Reis (2003) ELLs: Culture, Equity and Language Training Module 75for Closing the Achievement Gaps 76. Classroom Conditions:The Overview Referring back to the Five Guiding Principles of Culture, GuidingPrinciple Three stresses that it is important to understand that howwe organize instruction influences who learns what in ourclassrooms. (Handout #1-J) Educators need to pay attention to both the social organization of aclassroom (grouping practices) and the physical organization of aclassroom (rows or table groups). Refer to the five charts on the wall describing the elements ofAffective Filter.(McGinty, I. and Mendoza-Reis, 1998) ELLs: Culture, Equity and Language Training Module76for Closing the Achievement Gaps 77. Classroom Conditions: Things To Do Create a supportive climate whereit is safe to take risks. Optimize opportunities to uselanguage in meaningful, non-threatening ways. Affirm students language andculture and equal/equitable accessto learning.ELLs: Culture, Equity and Language Training Module 77 for Closing the Achievement Gaps 78. Classroom Conditions:Things To Do Maintain high expectations. Differentiate instruction forstudents level of languageacquisition. Develop opportunities forfamilies to participate in theeducational process in anequitable manner. ELLs: Culture, Equity and Language Training Module 78for Closing the Achievement Gaps 79. Carousel ActivityHandout #2-Pa1. Write a descriptor for the term positive classroom conditions.2. Begin a list of strategies and ideas that teachers and schools can use to create positive classroom conditions for English language learners.3. When you hear the signal to switch, bring your pen and move to the next poster.4. Add your ideas and comments to the new poster. ELLs: Culture, Equity and Language Training Module 79for Closing the Achievement Gaps 80. BREAK!Be Back in 15 MinutesELLs: Culture, Equity and Language Training Module 80 for Closing the Achievement Gaps 81. Classroom Conditions ReviewHandout #2-Pa I already do this!!! Supportive climate Opportunities to use language Affirm language and culture High expectations Differentiate instruction for students levels of language proficiency Opportunities for family involvement Consider what you are already doing and how you might refine your current practice to enhance the language learning environment in your classroom. ELLs: Culture, Equity and Language Training Module 81for Closing the Achievement Gaps 82. Your Class ProfileHandout #2-R Think about the students you work withevery day. Complete a Class Profile of your class. Be sure to list students names, and makenotes for yourself about their strengths andlearning needs. Base your profile on a variety of evidence:assessments, language proficiency measures,observations, class work, etc. You will need this informationtomorrow as you develop a lessonplan for your students. ELLs: Culture, Equity and Language Training Module 82for Closing the Achievement Gaps 83. Training Outcomes Day TwoDid we meet our goals? Review culture and equity issues in the education of English language learners. Discuss the application of language acquisition stages to language development for English language learners. Examine the importance of Classroom Conditions for optimal language learning. Bridging theory to practice as it relates to the critical attributes of classroom conditions. ELLs: Culture, Equity and Language Training Module 83for Closing the Achievement Gaps 84. Day Two ReflectionHandout #2-SSo What? Now What? What are the key concepts fromtodays training? What did I learn that I can apply tomy own practice? What is one idea from todaystraining that I can use in myclassroom tomorrow? ELLs: Culture, Equity and Language Training Module 84for Closing the Achievement Gaps 85. Welcome to Day Three! Community Agreements Parking Lot Logistics Handout Packet ELLs: Culture, Equity and Language Training Module 85for Closing the Achievement Gaps 86. Community AgreementsHandout #3 Everyone participates; no one dominates. Start and end on time. Limit side conversations. Speak one at a time; be an active listener and listen respectfully as an ally. Give freely of your experience (but remember one-minute rule). Cell phones offor on silent. Keep a sense of humor!ELLs: Culture, Equity and Language Training Module86 for Closing the Achievement Gaps 87. Day Three OutcomesHandout #3-AParticipants will: Examine critical elements of instructional design to promote English language development. Apply theories of second language acquisition to classroom practice. Review and develop lesson plans for ELLs reflecting Culture, Equity and Language Acquisition.ELLs: Culture, Equity and Language Training Module 87 for Closing the Achievement Gaps 88. Day Three AgendaHandout #3-B Welcome/Opening English Language Development:ELL Student Achievement English Language Development:Concepts in Closing ELLAchievement Gaps Lunch After Lunch Energizer Theory To Instructional Practice Closure ELLs: Culture, Equity and Language Training Module 88for Closing the Achievement Gaps 89. The Third Language:Academic English For English language learners, academic English is a thirdlanguage their second language being social English of thehallways, community and media. This third language is full of new words, figurative expressions,grammatical structures, verb tenses, and concepts. Many English learners, and many native speakers, even thosewith well-developed social language, struggle to master thecomplex language of school.ELLs: Culture, Equity and Language Training Module89 for Closing the Achievement Gaps 90. Theory to PracticeHandout #3-CTopicProceduresLanguage Language VocabularyMetacognitive Grouping (Comprehensible Input)FunctionsStructures Development StrategiesStrategiesK-2Demonstration Describe Prefix non PersonalAccessing Whole groupScience: list of characteristics of Third person dictionary or priorliving living and non-livings: grow-grows, Science Wordknowledgevs. non- things with examples move-moves,Wall: growliving visuals to include posters,reproduce- movethings video, and realiareproduces reproduce Venn diagram Compare MonitoringSmall group characteristics of living and non- ContrastEvaluating living things Sorting activity ClassifyMonitoringPairs photo cards with pictures of living &EvaluatingTriads non-living things Science journal Synthesize Defending an Remembering Individual Depending on opinion: (I stage of languagethink it is a acquisition: 1) label; non-living 2) cloze exercise; thing because 3)respond to prompt_________.)ELLs: Culture, Equity and Language Training Module 90 for Closing the Achievement Gaps 91. Theory to Practice Look at the Procedures for ComprehensibleInput column of the lesson planningtemplate. (Handout #3-D) List strategies that you think will make thecontent comprehensible for languagelearners. Work with a partner to complete theanalysis of the sample lesson template.ELLs: Culture, Equity and Language Training Module 91 for Closing the Achievement Gaps 92. Comprehensible InputHandout #1-P for reviewConcept 1 Comprehensible input must be provided to support optimal language development.ELLs: Culture, Equity and Language Training Module 92 for Closing the Achievement Gaps 93. Strategies for Comprehensible Input I Adjust rate of speech, level of vocabulary, and complexity ofsentence structure to students level of language proficiency. Monitor and explain use of idiomatic speech and figurativelanguage.ELLs: Culture, Equity and Language Training Module 93 for Closing the Achievement Gaps 94. Strategies forComprehensible Input IIUse the following techniques to present concepts: Modeling Demonstrations Hands-on activities Gestures Visuals, graphics and realiaELLs: Culture, Equity and Language Training Module 94 for Closing the Achievement Gaps 95. Scaffolded InstructionConcept 2Scaffolded instruction supportslanguage development.ELLs: Culture, Equity and Language Training Module 95 for Closing the Achievement Gaps 96. Strategies for Scaffolded InstructionThis sequence is an example of activities that scaffold thewriting process for language learners: Graphic organizer/mind map Modeled writing Interactive writing Cloze sentences/passages Writing frames Independent writingELLs: Culture, Equity and Language Training Module 96 for Closing the Achievement Gaps 97. Scaffolded InstructionWriting Activity The activity in your handout packet follows the Scaffolded Writing sequence we just discussed. Using this sequence as a model, develop a Scaffolded Writing activity you could use with English language learners. Share your activity with a table partner.ELLs: Culture, Equity and Language Training Module 97 for Closing the Achievement Gaps 98. BREAK!Be Back in 15 MinutesELLs: Culture, Equity and Language Training Module 98 for Closing the Achievement Gaps 99. Language Structures and FunctionsConcept 3 Language structures and functions must be taught explicitly to support optimal language development.ELLs: Culture, Equity and Language Training Module 99 for Closing the Achievement Gaps 100. ActivityWorking in pairs or triads, choose five of the following languagefunctions, and write a corresponding language structure. Seeking information Hypothesizing Informing Justifying Analyzing Persuading Comparing Solving problems Classifying Synthesizing Predicting EvaluatingExample: Seeking information Structures: What time is it? Its _____ oclock.ELLs: Culture, Equity and Language Training Module100 for Closing the Achievement Gaps 101. English Language Development: Kindergarten Lesson AnalysisIn table groups, review lesson in Handout #3-F and checkout the next slide. Discuss what is similar/different in this lesson from the wayyou usually plan for math lessons. Table group share. Discuss how this might be adapted for different grade levels. ELLs: Culture, Equity and Language Training Module 101for Closing the Achievement Gaps 102. English Language Development Kindergarten Lesson - SortingHandout #3-FPlanning for English language development in content lessonsTopic Activities LanguageLanguageVocabulary Functions StructureShape SortingClassifying Triangle They are allattributes byDescribingCircle (shapes).shapeSquare RectangleSizeSortingClassifying Large These (shapes) areattribute blocks DescribingSmall all the same size.by sizeComparing Medium This one is (smaller, Smaller Contrasting larger).Larger Bigger LittlerHerrell, A. & Jordan, M., (2004). Fifty Strategies for Teaching English Language Learners (2nd edition). Pearson. ELLs: Culture, Equity and Language Training Module 102for Closing the Achievement Gaps 103. Vocabulary Instruction Supports Language DevelopmentHandout #3-F Concept 4 Content Vocabulary Academic Vocabulary Functional Vocabulary ELLs: Culture, Equity and Language Training Module 103for Closing the Achievement Gaps 104. Strategies for Vocabulary InstructionHere are two strategies for vocabulary development. Thematic Instruction Word Analysisand Content Integration ELLs: Culture, Equity and Language Training Module 104for Closing the Achievement Gaps 105. Vocabulary Development StrategiesThematic instruction and Word analysis:content integration: Language learners need specificVocabulary must be taught instrategies for word analysis the context of students own in order to move towardindependence in their speaking, reading andvocabulary development. writing.ELLs: Culture, Equity and Language Training Module 105 for Closing the Achievement Gaps 106. Give One, Get OneHandout #3-GThink about three vocabulary development activities thatyou do in your classroom. List them separately in a box on your grid. At presenters signal, move around the room exchanging one of your ideas for someone elses ideas (Give One, Get One). Repeat process until presenter signals to stop or you have filled in your boxes! ELLs: Culture, Equity and Language Training Module 106for Closing the Achievement Gaps 107. Metacognitive StrategiesConcept 5 Metacognitive strategies support language development.ELLs: Culture, Equity and Language Training Module 107 for Closing the Achievement Gaps 108. Metacognitive StrategiesMetacognitive strategies must be explicitly taught andmodeled: Planning Accessing prior knowledge Monitoring Remembering Evaluating Imagining ELLs: Culture, Equity and Language Training Module 108for Closing the Achievement Gaps 109. English Language Development Strategies Activity: Tree DiagramTree DiagramI will assign one of the following concepts of effective Englishlanguage development to each table. At your table, discuss howthis concept might be translated into a tree diagram. Draw yourtree diagram on chart paper. Select a reporter to share out with thewhole group.Be creative!! Comprehensible Input Scaffolded Instruction Language Structure and Functions Vocabulary Development Metacognitive StrategiesELLs: Culture, Equity and Language Training Module 109 for Closing the Achievement Gaps 110. Contributors to Academic EnglishLanguage Development English Language DevelopmentLanguageComprehensible Scaffolded StructuresVocabularyMetacognitive Input Instruction AndDevelopmentStrategiesFunctions ELLs: Culture, Equity and Language Training Module 110for Closing the Achievement Gaps 111. Lunch!ELLs: Culture, Equity and Language Training Module 111 for Closing the Achievement Gaps 112. After Lunch Energizer- Traits of a Teacher/Educator Each pair or small group of threeneeds one piece of chart paper. Create a model teacher/educatorwhom you would admire for his orher care and skill in working withEnglish language learners. Illustrate, list, or describe in a storyor scenario the traits, characteristics,and/or behaviors of thisteacher/educator. ELLs: Culture, Equity and Language Training Module 112for Closing the Achievement Gaps 113. English Language Development Lesson PlanningCollect the following materials that you have worked on to assist you inplanning your lesson: ELL Lesson Scaffolded LanguageVocabularyLessonClass Profile Template Writing Structure and Development PlanningAnalysis ActivityFunctionsStrategies ResourcesHandouts: #3-H, #3-I, 3-Ia-e, #3-J, #3-Ja, #3-K, #3-Ka-i, #3-L, #3-La-m ELLs: Culture, Equity and Language Training Module113for Closing the Achievement Gaps 114. English Language Development Lesson Sharing Plan a lesson or series oflessons for English languagedevelopment, usinginformation and tools providedin this workshop. Determine the needs of yourstudents look at the ClassProfile you developed. ELLs: Culture, Equity and Language Training Module 114for Closing the Achievement Gaps 115. Day Three OutcomesDid we meet our goals?Participants will: Examine critical elements of instructional design to promote English language development. Apply theories of second language acquisition to classroom practice. Review and develop lesson plans for ELLs reflecting Culture, Equity, and Language Acquisition.ELLs: Culture, Equity and Language Training Module115 for Closing the Achievement Gaps 116. Day Three ReflectionHandout #3-M So What? Now What?321 Write 3 things you learned in this training! Write 2 things that you will use! Write 1 thing you still have a question about!ELLs: Culture, Equity and Language Training Module 116 for Closing the Achievement Gaps