ELL Resources - CELDT/Language Standards

Why Push-In?

There is much research that supports a variety of ELL instructional models. Newer research suggests that a push-in model is more effective for students in the Early Intermediate stages and above because:

The language and literacy instruction is more relevant because it is directly related to academic, grade-level content (applied immediately to classroom use)
Integration of content and language standards within the classroom.
Skills that support students ACROSS content can be emphasized. (forms, functions of language)
Instruction can be interconnected between the classroom, reading specialist, and EL teacher, improving comprehension. (Instruction is less disjointed, shared expertise).

Using Students' Home Language to Support English

Students benefit from resources they have in their home language and can apply these skills to the learning of English (Cloud, Genesee, Hamayan, 2009).

Learn about the similarities and differences of students' home language to English (Ask people who speak that language to help you. Try the websites on the Links page...)
Use cognates and false cognates when reading and writing (point out similarities and differences in spelling and word meaning. Use roots and affixes...)
Recognize mistakes that are made because of both languages (ex. when a Spanish-speaking student reads garden as /h/arden because in Spanish g can makes an /h/ in the beginning and middle of many words. Simply by pointing out the differences between the pronunciation will provide clarity.)
Point out parallels between the 2 languages. Teach initial and ending quotation marks. Teach reading with intonation and expression.
Point out contrasts. Vowel sounds are very different across languages, as are syllabication rules and rules about grammar.
Have bilingual books available. Ask families to donate books for the classroom. Order magazine subscriptions (ex. Scholastic News offers a bilingual version...)

The Hidden Curriculum

Aside from academic curriculum, ELLs often need to be taught social skills like greeting a friend versus greeting an adult at school. Nonverbal language, including expressions and hand gestures can be confusing and send mixed messages if not clarified for the student. Proximity can also be an issue (How far do you stand from someone in different situations?). Voice tone, volume, and the "language of school" can be problematic.

Many of the social and cultural skills can be taught just by being explicit and aware. Partnering students with another child capable of mentoring speeds up the learning process. Role playing, teacher modeling, and video can be very effective.

SIOP

I have attached a SIOP Lesson Plan form that guides you through the integration of content and language standards. You can download the form and type directly onto the file. I also attached a list of SIOP strategies that can give you ideas for building background knowledge, thinking about "comprehensible input"...

Attachments:

SIOP Lesson Plan Form

SIOP Strategies

lesson plan 1.doc

lesson plan 2.doc

California ELL Standards

This attachment is the California document of English Language Standards organized by grade and CELDT level. This is a great resource when developing matching content and language standards, meeting the needs of ELLs with what you are already teaching.

Attachments:

englangstandards.pdf

Questioning Assumptions:

become aware of how you view yourself and others,
realize that cultural backgrounds influence the meanings that students construct while reading/writing/talking...
believe students bring many experiences to the classroom that make them proficient language learners (start from where they are...build on their strengths),
view differences as valuable resources for learning
recognize generalizations (There is variability within all groups.)
believe that all parents can be partners in education.

"Students need opportunities to reveal who they are as learners and what they can contribute to the learning situation. This should never be predetermined." ( Strickland, 1998)

"What you say and what you do in the classroom, what you teach and how you teach it, and what you don't say and don't teach will have significant effect on the potential success or failure of my child." (Lake, 1990, p. 53 in Rothenberg & Fisher, 2007)

Proven ELL Techniques

Important Characteristics of ELLs (Cloud, Genesee, Hayaman, 2009)

These characteristics influence how ELLs learn and how you will teach them:

1. Level of Proficiency in English

2. Prior literacy skills and training

3. Prior schooling

4. Grade level

5. Family background

6. Similarity of the home language and culture to that of mainstream

How Do CELDT Levels Transfer to Instruction?

Attached is a document created by the Intercultural Research Development Association outlining activities that are appropriate for Beginning, Intermediate, and Advanced ELL students.

Attachments:

Differentiating Inst.pdf

Quick Strategies to Implement Immediately

1. Slowing down teacher talk.

2. Using gestures and visual cues (modeling, demonstrating)

3. Simplifying and explicitly teaching grammar

4. Using multiple synonyms (pre-teaching academic vocabulary)

5. Adding graphic organizers

6. Hands-on instruction (attaching language to real objects)

7. Using drama

8. Using the primary language (cognates)

9. Stating and posting a clear objective (setting a purpose, creating authentic activities- ex. having an audience for writing, including student choice and interest...)

10. Accessing background knowledge/ connecting prior learning

11. Explicitly teaching metacognitive strategies

11. Encouraging and scaffolding student talk

Links to Standards

Activities by CELDT Level

Beginning Students Not Speaking?

"Sometimes children who are shy withdraw when faced with a new language in a new environment. And if they feel extremely anxious about it, they might even go through what is called a 'silent period." When this occurs, the child does not talk at all in the new environment, much less in the new language. But it is important to understand that the underlying difficulty is the anxiety and new environment more than the new language."-Naomi Steiner, M.D.

Beginning Lessons: Mimic Writing

Mimic Writing- "copying with a purpose"- students copy sentences from the board or a paper. The difference with this strategy is that the purpose is authentic- there is a real reason they are writing this message. (ex. labeling the room- this will become text the students can use, writing messages to parents- make sure they understand what the message says- this relays information/makes meaning out of written text...try a communication notebook for home and school)

Note: Do not have children copy words 5 times, or copy sentences with more than 2 words they do not know. Do not give copying exercises or fill in the blanks with sentences that are not connected...

Taken from Cloud, Genesee, and Hayaman, 2009

Differentiating Instruction

Brian Cambourne's (1988) Conditions of Learning

Cambourne's found specific conditions of learning present as children learned language. His conditions have been applied to the classroom learning of language for many years.

Conditions:

1. IMMERSION (There is print and language everywhere, namely in four domains: reading, writing, listening, speaking. Proper language is modeled for students and students are expected to actively participate. Ex.'s: Environmental print, anchor charts, word walls, interactive read aloud, a well-stocked classroom library with all levels and genres...)

2. DEMONSTRATION (The modeling of concepts, skills, and strategies in any content area...Ex.'s: Think Alouds, Fishbowl activities- modeling activities/procedures as the students watch, student samples)

3. ENGAGEMENT (Active participation in culturally relevant and meaningful activities. Ex.'s: differentiated assignments, choice, purpose...)

4. EXPECTATION (Check to make sure your expectations are high for every student. Often, we might think we have high expectations for all, but we tend to ask higher level questions from some students and not from others. Wait time for response may be different for different students, especially those who have difficulty expressing themselves. Ex's: Post content and language examples, use flexible grouping- heterogeneous and homogeneous, use Blooms Taxonomy/ Focus questions, use scaffolding and other supports to make content accessible.)

5. RESPONSIBILITY (This is essentially, the Guided Release of Responsibility Model, where students gradually are expected to be more independent and drive their own learning. Ex's: Guided Reading/Writing, Inquiry projects, self-assessment and reflection built into lessons, open-ended questions/problems, choice...)

6. PRACTICE (Students have ample time to practice new learning interactively. Ex's: Group projects, authentic projects, project-based learning...)

7. APPROXIMATION (Celebrate students strengths. Use what they know as a building block for new learning. Encourage attempts. Ex's: Mistakes are used for learning, inventive spelling, interactive writing...)

8. RESPONSE (Feedback is ongoing and specific. Ex's: Interactive Journals, Reading Response Notebooks, conferencing, peer review, peer editing...)

Adapted from Teaching English Language Learners: A Differentiated Approach (Rothenberg & Fisher, 2007)

ELL Resources - CELDT/Language Standards

California ELL Standards

Why Push-In?

Using Students' Home Language to Support English

The Hidden Curriculum

SIOP

California ELL Standards

Questioning Assumptions:

Proven ELL Techniques

Important Characteristics of ELLs (Cloud, Genesee, Hayaman, 2009)

How Do CELDT Levels Transfer to Instruction?

Quick Strategies to Implement Immediately

Links to Standards

Activities by CELDT Level

Beginning Students Not Speaking?

Beginning Lessons: Mimic Writing

Differentiating Instruction

Brian Cambourne's (1988) Conditions of Learning

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