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Mount Rainier PD - 9/17
Transcript of Mount Rainier PD - 9/17
The Basics A Brief Introduction to ELL and Services at Mount Rainier High School Introduction A thought exercise 1. How do you feel about your situation?
2. What is your survival strategy?
3. What supports would help you perform well in your Astrophysics class? ELLs: The Basics ELL = English Language Learner LEP = Limited English Proficient ELD = English Language Development Acquiring Language Skills Comprehensible Input
Video - an oldie, but a goody.
Dr. Stephen Krashen Students who test low on language skills because his or her first language is not English How do we know who is an ELL and who is not? Washington Language Proficiency Test (WLPT) Tests Reading, Writing, Listening, and Speaking Given to ELLs entering school
Given yearly to every ELL (Feb - March)
Gives proficiency cut off scores (Beginning, Intermediate, Advanced, Transitional)
Averages all scores to determine ELL eligibility
Imagine that you and your family have moved to Mongolia. You have enrolled in the University of Ulaanbaattar and were put into beginning Astrophysics class. Wow, fun!
None of the instructors speak English, but you are an educated person who learns quickly and we all know that immersion is the fastest way to learn a new language. Don't worry - it will be hard at first, but you will adjust quickly. At MRHS Ok, so now what? Different types of ELL students Newcomers from other countries
Students who immigrated as young children
Students who were born in USA, but have not acquired sufficient language skills to test out of ELL eligibility
Language Learners with interrupted schooling ESL = English as a Second Language How can teachers help ELL students get the language skills they need so that they can understand what the heck is going on? Things to remember about building language skills Moral of the story:
Content learning and language learning takes place when teachers find a way to clearly communicate their message! Visuals!
Graphic Organizers Context!
Build on what they already know and understand. Use analogies, create parallels. Have clear expectations!
Keep directions simple and sequential
Write it down! Refer back to it and give students a copy.
Give a list of criteria or a rubric before the assignment is due Explain it a new way!
Give students as many different ways to build understanding as possible. Two types of Language Proficiency BICS
(Basic Interpersonal Communication Skills)
Oral Proficiency CALPS
(Congitive Academic Language Proficiency)
Language needed for successful critical thinking
Content Specific or General Academic Language How long does it take to develop CALPS (Academic Language)? Thomas and Collier, 1997:
Depends of level of schooling in first language
8-11 years old with 2-3 years of native language education take 5-7 years to test at grade level
If little or no formal school or below grade level in L1, 7-10 years to get to 50th percentile
Regardless of L1, socio-economic status, or country or origin Iceberg Model Language Acquisition vs. Language Learning
(Dr. Stephen Krashen) Language Acquisition:
Subconscious process (like learning a 1st language)
Language used for natural communication Language Learning:
Direct Instruction focusing on rules
Not Communicative * Students who have oral language skills (BICS) might take longer to develop academic oral language, so they still might be shy about speaking in class or asking teachers questions! And..
Emotions affect language acquisition
Culture shock can interfere with language acquisition Student's level ( as determined by WLPT and teacher recommendations) determines class offerings Beginning:
Building grammar, vocabulary, academic skills
In self-contained ELL classes for Math, Science, Social Studies, Reading and Writing
Participate in Gen. Ed. electives Intermediate:
Building literacy skills
In self-contained classes for Reading and Writing
Gen. Ed. for content-area classes, except Language Arts Advanced:
Transitioning to grade-level work
In self-contained class for Reading and Writing (9th and 10th) or a Academic Support Class (11th and 12th)
Transition to a full-time Gen. Ed . schedule, including Language Arts Other Supports:
Bilingual Parapro for 1st Language support (and hopefully math support)
ELL Family Night Acknowledging the Challenge:
Building Academic Language proficiency while at the same time providing access to content and support for success The Good News? We are in this together! Need support?
Call a Stephanie! Stephanie Hogan - ELL Department Chairperson
Support for Individual ELL Students in Gen. Ed. classrooms
Brainstorming strategies to meet student's needs Support for Individual Students in ELL classrooms
Observe, catalog student needs
Build skills to support Gen. Ed. class requirements
Reinforcing language skills used in Gen. Ed. classes during ELL class Stephanie Forman - ELL Facilitator Studio Residency Model
2-5 teachers (Department, PLC)
Tackle common dilemmas, try new instructional techniques together
Peer observation, collaboration Individual Coaching Cycle
One on one
Planning, problem-solving, observations, etc. Consulting
One on One
Develop instructional skills, strategies
Addressing a specific need or goal Let us know what you think!
Please take a minute to fill out your feedback form.
Thanks for your attention and we look forward to working with you and your ELL students!
Questions? * Think of Dr. Beegle's ideas of "living in a war zone"
* Different cultural ideas, family experiences about education Approximately 100 students qualify for ELL services To Access information on ELL students:
Shared N Drive
Look for latest .pdf folder, for example "ellseptember13.pdf" By the way, this presentation was made at prezi.com, which offers free use for educators.