Working with English Language Learners in Illinois: Science Instruction By Carl J. Wenning Based in part on a presentation by John F. Hilliard The Illinois.

promote equitable access to language support services for students from culturally and linguistically diverse backgrounds who have been identified as English Language Learners.

assist English Language Learners to become lifelong learners, able to contribute to and function in a multicultural and globally competitive world.

promote equitable access to language support services for students from culturally and linguistically diverse backgrounds who have been identified as English Language Learners.

assist English Language Learners to become lifelong learners, able to contribute to and function in a multicultural and globally competitive world.

In Illinois, it’s the law to…In Illinois, it’s the law to…In Illinois, it’s the law to…In Illinois, it’s the law to…

There are five levels of English language There are five levels of English language proficiency according to ISBEproficiency according to ISBE

There are five levels of English language There are five levels of English language proficiency according to ISBEproficiency according to ISBE

ENTERING

BEGINNING

DEVELOPING

EXPANDING

BRIDGING

1

2

3

4

5

A human screener tentatively determines these levels; the ISBE ACCESS test sets the level more precisely.

All Illinois teachers are responsible for moving kids to level 4.5 min.; teachers MUST make lessons comprehensible for English language learners.

Level 5: Students are able to work independently in content area using English language.

Illinois English Language Proficiency StandardsIllinois English Language Proficiency StandardsIllinois English Language Proficiency StandardsIllinois English Language Proficiency Standards

Standard 1: English language learners communicate in English for social and instructional purposes within the school setting.

Standard 2: ….LANGUAGE ARTS

Standard 3: ….MATHEMATICS

Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE

Standard 5: ….SOCIAL STUDIES

Proficiency IndicatorsProficiency IndicatorsProficiency IndicatorsProficiency Indicators Exemplars of what English language

learners can do Sample behaviors representative of the

five English language proficiency levels Developmental and additive; that is, they

scaffold from lower to higher levels of language proficiency

Exemplars of what English language learners can do

Sample behaviors representative of the five English language proficiency levels

Developmental and additive; that is, they scaffold from lower to higher levels of language proficiency

The Cummins Model of ELLThe Cummins Model of ELLThe Cummins Model of ELLThe Cummins Model of ELL

BICS:BICS: Basic Interpersonal Communication Skills (the tip of the iceberg: grammar, pronunciation, vocabulary)

CALP:CALP: Cognitive Academic Language Proficiency (submerged part of iceberg: semantic meaning)

The distinction between BICS and CALP has exerted a significant impact on a variety of educational policies and practices in the USA in recent years.

BICS:BICS: Basic Interpersonal Communication Skills (the tip of the iceberg: grammar, pronunciation, vocabulary)

CALP:CALP: Cognitive Academic Language Proficiency (submerged part of iceberg: semantic meaning)

The distinction between BICS and CALP has exerted a significant impact on a variety of educational policies and practices in the USA in recent years.

6 months to 2 years

5 to 7

year

s

Cristina Cristina CristinaCristina

L1

CALP

ELL with formal academic education in L1 (literacy) and no social language in L2

Maria Maria MariaMaria

L1

ELL with no formal academic education in L1 (literacy) and no social language in L2

PabloPablo PabloPablo

L1 L2

ELL with inconsistent academic education in either L1 or L2

(stunted literacy)

MariaMaria ElenaElena MariaMaria ElenaElena

L1 L2

ELL with stunted development in social language in both L1 and L2 and little to

no CALP development

Academic Language Proficiency is:Academic Language Proficiency is:Academic Language Proficiency is:Academic Language Proficiency is:

associated with language acquisition that, in large part, is tied to formal schooling

representative of social and academic contexts

driven by the language of content-based curriculum and instruction

grounded in a blending of language proficiency and academic content standards

associated with language acquisition that, in large part, is tied to formal schooling

representative of social and academic contexts

driven by the language of content-based curriculum and instruction

grounded in a blending of language proficiency and academic content standards

Language Proficiency is Related to but Language Proficiency is Related to but Distinct from Academic AchievementDistinct from Academic Achievement

Language Proficiency is Related to but Language Proficiency is Related to but Distinct from Academic AchievementDistinct from Academic Achievement

Language proficiency revolves around the language within the context of the core curriculum areas.

Academic achievement reflects the knowledge and skills associated with the content of the core curriculum areas.

Academic Language Proficiency is Academic Language Proficiency is required for Academic Achievementrequired for Academic Achievement Academic Language Proficiency is Academic Language Proficiency is

required for Academic Achievementrequired for Academic Achievement

Academic Achievement

Academic Language Proficiency

SocialLanguage Proficiency

Working with ELL StudentsWorking with ELL Students

Language domains Language patterns Multiple meanings Teaching strategies

Lesson cycles Cooperative learning

Language domains Language patterns Multiple meanings Teaching strategies

Lesson cycles Cooperative learning

There are four language domainsThere are four language domainsThere are four language domainsThere are four language domains

Listening- process, understand, interpret, and evaluate spoken language in a variety of situations (receptive)

Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences (productive)

Reading- process, interpret, and evaluate written language, symbols, and text with understanding and fluency (receptive)

Writing- engage in written communication in a variety of forms for a variety of purposes and audiences (productive)

Imagine you are a first grader. What are some language language patterns patterns you need to use or recognize in order to solve this problem?

Imagine you are a first grader. What are some language language patterns patterns you need to use or recognize in order to solve this problem?

++ =

For example a teacher might say, “Count the boxes.”

Language PatternsLanguage Patterns

Did you think of any other math sentences?Did you think of any other math sentences? Did you think of any other math sentences?Did you think of any other math sentences?

How many altogetheraltogether? How many in allin all? How much is 3 andand 2? What is the sumsum of….? What is 2 plusplus 3? Add Add the two numbers. Three squares and two moremore are…. Three plus two equalsequals….

How many altogetheraltogether? How many in allin all? How much is 3 andand 2? What is the sumsum of….? What is 2 plusplus 3? Add Add the two numbers. Three squares and two moremore are…. Three plus two equalsequals….

Which of these are BICS; which of these are CALP?

Multiple Meanings in EnglishMultiple Meanings in EnglishMultiple Meanings in EnglishMultiple Meanings in English

Think about the word “table;” how might one use this word in the context of: English language

arts? Mathematics? Science? Social Studies?

Think about the word “table;” how might one use this word in the context of: English language

arts? Mathematics? Science? Social Studies?

Think about the word “cell;” how might one use this world in the context of: English language

arts? Mathematics? Science? Social Studies?

Think about the word “cell;” how might one use this world in the context of: English language

arts? Mathematics? Science? Social Studies?

Range of Contextual Support andDegree of Cognitive Involvement in Communicative Activities

Cognitivelydemanding

Adapted from J. Cummins, “The Role of Primary Language Development in Promoting Educational Success for Language Minority Students.” Schooling and Language Minority Students: A Theoretical Framework. Los Angeles: California State University.

Total physical response;Demonstrations, illustrationsFollowing directionsArt, music, physical educationFace-to-face conversationSimple games

Telephone conversationNote on a refrigeratorWritten directions(without diagrams or examples)

Context embedded

Cognitivelyundemanding

Mathematics computationsScience experiments, social studies projects (map activities, etc.)

Subject content explanation(Without diagrams or examples) Mathematics word problems. (Without illustrations) Explanations of new abstract concepts

Context reduced

A C

(less language dependent)

(more language dependent)DB

Lesson CycleLesson Cycle

DIRECT INSTRUCTIONPHASE

APPLICATIONPHASE

StrategiesActivities

PREPARATIONPHASE

LANGUAGE FOCUS

LANGUAGE FOCUS

LANGUAGE FOCUS

DIRECT INSTRUCTIONPHASE

APPLICATIONPHASE

StrategiesActivities

PREPARATIONPHASE

LANGUAGE FOCUS

LANGUAGE FOCUS

LANGUAGE FOCUS

Cooperative LearningCooperative Learning

Mix ELL students with native speakers of English

Pair bilingual students with monolingual students, but require primarily English language usage

Be certain cooperative efforts are concrete at the start so that language, experiences, and concepts can be linked

Ensure full engagement of ELL students

Mix ELL students with native speakers of English

Pair bilingual students with monolingual students, but require primarily English language usage

Be certain cooperative efforts are concrete at the start so that language, experiences, and concepts can be linked

Ensure full engagement of ELL students

Other SuggestionsOther Suggestions

Reading Writing Think-Pair-Share Reciprocal teaching Engaged Learning Graphic organizers - semantic maps -

using one of the following: Inspiration/Kidspiration/CMapTools

Reading Writing Think-Pair-Share Reciprocal teaching Engaged Learning Graphic organizers - semantic maps -

using one of the following: Inspiration/Kidspiration/CMapTools

CLOSED WORD SORTSCLOSED WORD SORTS

Directions: 1. Choose 10-12 important words from the selection. 2. Have the students work in pairs or small groups. 3. List the categories for the students. 4. Have the students discuss the words and place them under the categories. (The words and categories could be

written on slips of paper so that they could be moved around.) 5. Be sure that the students discuss their reasons for the categorizing with each other and with another group. 6. Have the entire class discuss the categories. 7. Have the students read the selection. 8. Have the students revise their categories and express their learning through a graphic organizer, a story retelling,

or role playing.

Directions for the students: Below is a list of words from the unit that we have been studying. Place each word under the proper category and be ready to

justify your choices.

Average Velocity Instantaneous velocity Distance Speed Displacement Position Acceleration Time

Categories: Scalar Vector

Adapted from Content Area Reading by Richard T. Vaccar Illinois Resource Center, 1855 Mount Prospect Road, Des Plaines, IL 60018 (708) 803-3112

Directions: 1. Choose 10-12 important words from the selection. 2. Have the students work in pairs or small groups. 3. List the categories for the students. 4. Have the students discuss the words and place them under the categories. (The words and categories could be

written on slips of paper so that they could be moved around.) 5. Be sure that the students discuss their reasons for the categorizing with each other and with another group. 6. Have the entire class discuss the categories. 7. Have the students read the selection. 8. Have the students revise their categories and express their learning through a graphic organizer, a story retelling,

or role playing.

Directions for the students: Below is a list of words from the unit that we have been studying. Place each word under the proper category and be ready to

justify your choices.

Average Velocity Instantaneous velocity Distance Speed Displacement Position Acceleration Time

Categories: Scalar Vector

Adapted from Content Area Reading by Richard T. Vaccar Illinois Resource Center, 1855 Mount Prospect Road, Des Plaines, IL 60018 (708) 803-3112

OPEN WORD SORTS(a.ka. concept or semantic maps)OPEN WORD SORTS(a.ka. concept or semantic maps)

Directions:

1. Choose 10-12 important words from the selection, say “Energy.” 2. Have the students work in pairs or small groups. 3. Have the students discuss the words and then categorize them.

(The students will develop their own categories.) 4. Be sure that the students discuss their reasons for the categorizing with each other and with another group. 5. Have the entire class discuss the categories. 6. Have the students read the selection. 7. Have the students revise their categories and express their learning through a graphic organizer, a story retelling,

or role playing.

Words:

mass spring velocity equilibrium position PE height KE conservation g gravity distance acceleration k displacement work energy

Adapted from Content Area Reading by Richard T. Vaccar____________________________________________________________________________________________________

Illlinois Resource Center, 1855 Mt. Prospect Rd., Des Plaines, IL 60018 (708) 803-3112

Directions:

1. Choose 10-12 important words from the selection, say “Energy.” 2. Have the students work in pairs or small groups. 3. Have the students discuss the words and then categorize them.

(The students will develop their own categories.) 4. Be sure that the students discuss their reasons for the categorizing with each other and with another group. 5. Have the entire class discuss the categories. 6. Have the students read the selection. 7. Have the students revise their categories and express their learning through a graphic organizer, a story retelling,

or role playing.

Words:

mass spring velocity equilibrium position PE height KE conservation g gravity distance acceleration k displacement work energy

Adapted from Content Area Reading by Richard T. Vaccar____________________________________________________________________________________________________

Illlinois Resource Center, 1855 Mt. Prospect Rd., Des Plaines, IL 60018 (708) 803-3112

In the EndIn the End

Just like working with students with disabilities, working with English Language Learners constitutes nothing more than best practice.

All students benefit from ELL accommodations.

Just like working with students with disabilities, working with English Language Learners constitutes nothing more than best practice.

All students benefit from ELL accommodations.