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High-Quality Intruction for Newcomer Students

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Eileen LaRiviere

on 31 October 2016

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Transcript of High-Quality Intruction for Newcomer Students

High-Quality Instruction for Newcomer Students
Global Competencies Matrix
Guidelines for Teaching English Learners & Newcomers
Framing Principle
1. Instruction based on understanding and competence
2. The native language needs to be used to help the new language grow.
3. Grade level curriculum with scaffolding - no watering down or lower level
4. Movement forward - teachers should know prior teaching and move on
5. Independence is the goal. Teach strategies to achieve this.
6. Continuous ongoing formative assessment with immediate student feedback and reflection Eileen
Address Misconceptions
Common Misconceptions about Newcomers
Cultivating Global Competencies
Newcomer students bring their own cultural backgrounds, linguistic resources, and prior knowledge as a foundation for learning

When schools recognize the perspectives and resources ELLs bring and provide the proper support, it helps all students to achieve at higher levels


ELLs can help all students understand and act on issues of global significance by giving teachers an opportunity to teach about global perspectives

21st Century Skills can be learned and applied to global perspectives in all subject areas


All students need to be aware of issues that affect the rest of the world, and they can be investigated by using the global competencies matrix

Increasing global competency creates stronger and academically more inclusive classrooms and schools


Increased global competency also helps US-born students broaden their perspective while using 21st Century Skills

Students will investigate the world outside of their own immediate environment
One way students can do this is by using a variety of resources in multiple languages to identify and weigh relevant information/evidence
Students will recognize the perspectives of others (as well as their own)
One way students can do this is by examining other students’ perspectives and identifying what has influenced them
Students will communicate ideas effectively to diverse audiences
One way students can do this is by recognizing and expressing how diverse audiences perceive meaning and how that affects communication between the student and their audience
Students will take action to improve conditions
One way students can do this is by acting (individually or collaboratively) in creative and ethical ways to contribute to improvements and then assess the impact of the actions they’ve taken (Rachel)
High Quality Instruction
Rigorous and rich learning
Academic content and English learning
The sociocultural theories of learning is a basis for the quality of teaching
The teacher has high expectations and a positive goal setting and classroom management style
Real life learning (project based)
Culture is brought into play
Self-awareness (critical thinking and problem solving) Eileen

No!
ELLs need developed language before starting
academic learning.
No!
One language only, using the native language will limit second language growth.
No!
ELLs need really easy academic content.
Teachers need specialized
knowledge to teach English
and academics to ELLs
while understanding their socio-cultural and emotional needs.
Any teacher who knows
English can teach ELLs and
Newcomers!
No!
ELLs learn by doing meaningful
real-life hands on language rich
activities
Yes!
Simpler academic content lowers the meaning; richer content adds to meaning.
Yes!
Yes!
ELLs proficiency in all areas of
literacy in their native language
will benefit their second language
learning.

Yes!
High-Quality Core Academic Programs for Newcomer Students
Integrated
Designated
includes newcomers, ELLs, and non-ELLs
dual language or bilingual
two way or one way
academic, language and
cultural support
academic, language, cultural, social, and emotional support
rigorous and grade level
high quality core academics
Newcomers only
transitional
high quality core academics
rigorous and grade level

Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 require that ELs with suspected disabilities evaluations must not be delayed based on ELP.
Special Education Needs
(Rachel)
Eileen
Eileen
Eileen
Eileen
Krystyna
Key elements of High-Quality
Educational Programs
for Newcomers
References
National Center for English
Language Acquisition.
(2016, June). Newcomer
Tool Kit - ed.gov.
Retrieved October 29, 2016,
from http://www2.ed.gov/about/
offices/list/oela/newcomers-
toolkit/ncomertoolkit.pdf
Newcomers are an asset!
What's next?
1. Student is tested in his/her native language
2. An Individualized Education Plan (IEP) is written for the student
3. IEP team has SLA expert on it!
4. Parents are informed and included!
5. Student's needs are met!
Krystyna
Key elements
of High-Quality
Educational
Programs for
Newcomers
Literacy
Clear educational
pathways
Rich learning
Krystyna
Krystyna
Krystyna
Checklist for Global
Competence
Have I selected a topic of local and global significance for this unit/project/ visit/course?
Have I planned learning outcomes that are disciplinary grounded and focused on global competence
Have I planned performances of global competence
for this unit/project/visit/course?
Have I planned global competence–centered
assessments for this unit/ project/
visit/course?
References
National Center for English Language Acquisition. (2016, June). Newcomer Tool Kit - ed.gov. Retrieved October 29, 2016, from http://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/ncomertoolkit.pdf
Krystyna
Krystyna
Newcomer Center, White Plains, New York
Elementary - Content based ESL- Project based assessments - integrates content-area concepts and state ESL standards


District 214 Newcomer Center in Arlington Heights, Illinois
High school English language newcomers - Some students with interrupted formal education (SIFE). connect families to community resources and adult schools - after-school programs -home-school extracurricular sports and clubs - transition to regular high school


Boston International High School and Newcomers Academy (BINcA)3
Middle School Newcomers (SIFE identified) enter Newcomers Academy) enrolled in home language and English transfer into 9th grade - rigorous academic learning of college curriculum - adult mentors who speak the student’s home language - connection with the student’s family - academic progress monitoring
Examples of Schools with High Quality Programs
Eileeen
Subject Specific Strategies for Newcomer English Learners
-In 2015, the U.S. Department of Education, Office of Civil Rights & U.S. Department of Justice, Civil Rights Division mandated that, "Schools must provide ELs with access to core curriculum in order to ensure they are able to meaningfully participate in the educational programs (p.18).
Two universal strategies all core teachers should use when working with newcomer
ELs is to modify teacher talk and practice wait time.
-Give students the time they need to process questions and formulate responses.
-Speak slowly and use clear articulation.
-Place more stress on important new concepts or questions.
-Use visuals, write things on the board.
The teacher in the video above could have been more successful in helping Moises by:
-using manipulatives
-use prompts to support student responses..."you figured it out by..."
-use partner talk...give students time to discuss with a partner
-let him show how he got the answer on the board using an equation

Chapter 3 of the Nwecomer Tool Kit contains links to resources for subject specific strategies.
The Intrnationals Network for Public Schools list five "core principals" for educating newcomer ELs.
Heterogeneity and Collaboration
Experiential Learning
Language and Content Integration
Localized Autonomy and Responsibility
One Learning Model for All
Heterogeneity allows students to learn from one another and offers supports for struggling students.
Experiential Learning takes the students beyond the classroom and teaches using real-life situations.
Connecting language and content allows simultaneous learning of core content along with the academic vocabulary necessary to understand that content
School decisions are made by a diverse group of stakeholders, assuring everyone's needs are met
In order to maximize learning, all levels are structured to support heterogeneous peer and collaborative groups.
Core Principals Explained
Hank
Hank
Hank
Hank
Discussion Card Activity
During a faculty meeting or professional development session, discussion cards can be used by administrators and teachers who work with newcomer ELs to ensure that everyone is on the same page, using best practices and learning from each other. Here is one example, more can be found on pages 78-80 of the Newcomer Tool Kit.
Hank
References
"Internationals’ Approach." Internationals Network For Public Schools. N.p., n.d. Web. 30 Oct. 2016.
Http://www.youtube.com/channel/ UC0MU5CbUn3dtJv5D7K4LA4Q. "The Importance of ELL Strategies - Immersion (Moises in Math Class)." YouTube. YouTube, 09 Aug. 2014. Web. 30 Oct. 2016.
"10 Ways to Help ELLs Succeed in Math | Scholastic.com." Scholastic Teachers. N.p., n.d. Web. 30 Oct. 2016.
Hank
Overall, the teacher in a class speaks about 30% of the time and the students talk to each other through carefully constructed activities 70% of the time.
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