1 Title III Master Plan Institute 2012-13 Chapter 3: Instructional Services for English Learners “English Language Development” Secondary
1
Title III Master Plan Institute
2012-13
Chapter 3: Instructional Services for
English Learners
“English Language Development”
Secondary
2
“The limits of my language are
the limits of my world.” -Ludwig Wittgenstein
3
Objectives
1. To articulate the guiding principles of instruction for
English Learners
2. To understand the required instructional services for
ELs
ELD
Access to Core
SDAIE
Primary Language Support
Page 51
Chapter 3: Instructional Services for ELs
Distinction between ELA and ELD
Standards-based,
differentiated ELD instruction
Standards-based,
differentiated instruction
using Specially Designed
Academic Instruction in
English (SDAIE) to ensure
full access to the core
curriculum
Primary language instruction (for
Dual Language instructional
program models) to ensure
content learning and promote
bilingualism & biliteracy
Primary language support, as
needed to improve
comprehension of and meaningful
participation in core instruction in
English language instructional
programs
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Guiding Principles
for Instructional
Services for ELs
and SELs
Guiding Principles
ELs and SELs possess
a variety of linguistic
and cultural abilities
viewed as assets.
Focused instruction for these
students builds on cultural
and linguistic strengths and
provides meaningful access
to a curriculum that is
standards-based, cognitively
complex, rigorous and
coherent.
All teachers of ELs
and SELs are teachers
of both language and
content.
Recalling Module 2
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Instructional Program Options
Elementary Programs (K-5/6)
Structured English Immersion
Mainstream English Instructional program for ELs
Transitional Bilingual Education program (K-3)
Maintenance Bilingual Education program
Dual Language Two-Way Immersion
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Instructional Program Options
Secondary Programs (6-12)
Structured English Immersion
Mainstream English Instructional program for ELs
Dual Language Two-Way Immersion
Accelerated Learning Program for Long Term ELs
(LTELs)
English Learner Newcomer Program
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What is
ELD?
Close Reading Activity
Read the 1st paragraph “What is English
Language Development?” on page 52:
1. First, highlight a sentence that you think is
particularly significant.
2. Next, underline a phrase that you think is
particularly significant.
3. Then circle a word that you think is
particularly significant.
4. Share out with your table. As a group, agree
on one sentence, one phrase, and one word
that are most meaningful.
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ELD
Component of all programs for ELs
way to accelerate English language learning: listening, speaking, reading,
and writing
separate from but complimentary to English-language
arts instruction
core instruction for ELs and not elective or an instructional service from
which students may opt out.
meaningful language practice at an appropriate
level
What is the purpose of ELD?
The intent of the ELD component of
instructional programs for ELs is for teachers
to explicitly and intentionally teach English
in order to develop a strong English language
foundation in both social and academic
settings.
14 Pg. 52
15
Grouping and
Instructional Time
ELD Time
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Page 55
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ELD Course Sequence
ELD PATH
Page 64, 65
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ELD Course Sequence
Sample Schedule for a Secondary
English Learner ELD 1A and 1B
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Period
Course
1
ELD 1A
2
ELD 1A
3
ELD Math
Period
Course
1
ELD 1B
2
ELD 1B
3
ELD Math
1A 1B
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ELD Course Sequence
Note that beginning with ELD 2A, students take grade-level
SDAIE English concurrently with ELD.
Sample Schedule for a Secondary
English Learner ELD 2A and 2B
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Period
Course
1
ELD 2A
2
ELD 2A
3
SDAIE
English
Period
Course
1
ELD 2B
2
ELD 2B
3
SDAIE
English
2A 2B
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ELD Course Sequence
Sample Schedule for a Secondary
English Learner ELD 3A and 3B
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Period
Course
1
ELD 3A
2
SDAIE English
Period
Course
1
ELD 3B
2
SDAIE English
3A 3B
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ELD Course Sequence
Sample Schedule for a Secondary
English Learner ELD 4A and 4B
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Period
Course
1
ELD 4A
2
English
Period
Course
1
ELD 4B
2
English
4A 4B
Newcomers
Newcomers with prior schooling
Newcomers with limited schooling 26
Newcomers
New arriving ELs vary in
their primary language
literacy (level of English
proficiency) and degree
of prior formal schooling.
What resources do
you already have to
find out a new arrival’s
primary language
literacy background?
Pre-LAS and LAS Links
BINL
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Pg. 56
Goals for Newcomers
Develop English fluency
Develop high levels of comprehension
Develop academic language
Support progress toward mastery of core academic
standards
Familiarize students with the U.S. culture and
schools
Facilitate their adaptation to their new environment
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ELD for Newcomers
Middle School Newcomers with adequate
former schooling:
ELD 1A-1B
SDAIE Courses
Content-based ELD
Middle School Newcomers with limited prior
education:
Newcomer program
3 periods of ELD
Newcomer Math, Newcomer Science, Newcomer
Social Studies, etc. 29
Secondary Newcomers
Three-hour minimum of ELD, including at
least one content-based ELD course.
Other program components
• Grade-level math
• Math support (if necessary)
• Physical Education
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A Variety of
Secondary Newcomers
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Student Period 1 Period 2 Period 3 Period 4 Period 5 Period 6
Newcomer A
(8th grader with
adequate prior
schooling and
some prior English
language
instruction)
ELD 1B ELD 1B 8th Grade
SDAIE
Math
Newcomer
Science
Newcomer
Social
Studies
Physical
Education
Newcomer B
(6th grader with
limited prior
education)
ELD 1A ELD 1A Newcomer
Math
Newcomer
Science
Newcomer
Social
Studies
Physical
Education
Newcomer C
(9th grader with
limited prior
education)
ELD 1A ELD 1A SDAIE
Algebra 1
Algebra
1Tutorial Lab
Newcomer
Social
Studies
Physical
Education
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Long Term
English Learners
Long-Term English Learners
Students who have not reclassified after
completing either:
The entire ELD course sequence (ELD
Path), or
5 full years in US schools
Students have one of the following additional
support classes for intensive ELD and
literacy support.
Advanced ELD
Academic Literacy for English Learners 33
Pg. 62-68
Advanced ELD
An elective developed to help LTELS reclassify by focusing
on accelerating language development at the upper levels
of ELD standards. This course provided to LTELs who are:
Above the 3rd grade reading level in Middle School
Above the 5th grade reading level in High School
Emphasis on:
Oral language development
Academic vocabulary
Expository writing
Language development
Opportunities to practice discourse related to the core
content 34
Page 65
Sample Schedule for an LTEL
taking Advanced ELD
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Period
Course
1
Advanced ELD
2
English
Period
Course
1
English
2
Advanced ELD
Academic Literacy for English
Learners
An elective developed to assist LTELs reclassify who
are:
At or below the 3rd grade reading level in Middle School
At or below the 5th grade reading level in High School
Emphasis on:
Developmental literacy skills
The four language domains
Daily practice in developing oral and written academic
discourse through implemented interactive activities
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Sample Schedule for an LTEL
taking Academic Literacy for ELs
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Period
Course
1
Academic
Literacy
2
English
Period
Course
1
English
2
Academic
Literacy
Support Network for LTELs
All LTELs receive one of the following:
Counselor
Teacher specialist
Faculty member
The designee will monitor the LTELs’:
language status
test results
goals for meeting grade-level standards
Reclassification
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39
English Learners
with Disabilities
Pg. 70-71
ELD for English Learners with
Disabilities
ELD instruction is mandatory for ELs with an IEP and
will occur daily until they are reclassified.
The same requirements for instructional time and
grouping apply to ELs with disabilities.
IEP team will:
• Develop ELD goals and PLPs
• Determine placement in general education
classrooms
• Monitor progress of ELs with disabilities
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Pg. 70
ELs with Disabilities
ELs with an IEP are expected to make progress in
English language proficiency and academic content
mastery.
To attain this, the instructional programs for ELs with
IEPs will include ELD as a component of their core
instruction.
ELD instruction is mandatory for all ELs, including
those with IEPs, and will occur daily until they are
reclassified.
ELs with disabilities should receive ELD in the
mainstream classroom with students of like
age/grade and language proficiency whenever
possible. 41
Time out, talk about it!
Turn to a partner.
Highlight the main points discussed about
Newcomers, LTELs, and ELs with disabilities.
Guiding questions:
What are the non-negotiables for these groups
of students?
What are the implications when scheduling
these students?
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Accountability
Teacher Accountability
Design a daily schedule that reflects a
separate block of time devoted to ELD
instruction.
Ensure that ELD instruction is taking place at
the identified times for the required number of
minutes.
Assess and monitor ELD progress over time to
ensure students learn English within a
reasonable amount of time.
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Principal Accountability
Assess and monitor ELD progress over time to
ensure students learn English within a
reasonable amount of time.
Ensure that all ELs are scheduled into ELD
classes.
Monitor that ELD Instruction follows the
guidelines described in the District’s Master Plan.
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Page 55
Principal Accountability
Collect daily schedules at the elementary sites
and conduct placement audits at the secondary
level.
Conduct periodic classroom visits using an ELD
Observation protocol to ensure that ELD
instruction at each ELD level is taking place at
the identified times for required number of
minutes.
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Pages55-56
Upcoming Observation Tool
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Progress Monitoring
Progress Monitoring
LAUSD monitors students’ EL development
using:
CELDT Scores
Curricular assessments from adopted materials
LAUSD Common Benchmark Assessments
LAUSD ELD Assessments (ELD-PMA)
Progress Monitoring Report(s)
Diagnostic Assessments (e.g., Gates-MacGinitie) for EL
students identified as making inadequate progress and/or
incurring academic deficits in both language and literacy
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Secondary Progress Monitoring
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Page 117
Intervention for ELs
When students fail to make adequate progress, the
following interventions can be applied:
• Additional ELD instruction
• Extended day with ELD tutoring
• Summer ELD Academy
At least once yearly, a Language Appraisal Team
(LAT) meets to review performance of each EL who
is not making minimum progress expectations.
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Professional Development
Professional Development
PD for:
Administrators
Counselors
New teachers
Experienced teachers
ELD teachers by grade level
Special Education
GATE
Ongoing support through:
EL Coordinators
Title III/Access to Core Coaches
On-line (PD via Learning Zone)
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Reflection and Next Steps
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Based on what I
learned in this
session, my
tasks will be…
In order to get
ready for the
upcoming tasks,
my next Steps
are to…
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Objectives
1. To articulate the guiding principles of instruction for
English Learners
2. To understand the required instructional services for
ELs
ELD
Access to Core
SDAIE
Primary Language Support
56
“Language shapes the way we think, and determines what we can think about.”
-Benjamin Lee Whorf, Linguist