English Learners in Middle School Multilingual Multicultural - - PowerPoint PPT Presentation

English Learners in Middle School

Multilingual Multicultural Education Department Ivette Munoz Secondary English Learner Instruction Specialist

Welcome

Please introduce yourself Name Work location Position

• 1. English Learners (ELs) are held to the same high expectations of learning

established for all students.

• 2. ELs develop full receptive and productive proficiencies in English in the

domains of listening, speaking, reading & writing.

• 3. ELs are taught challenging academic content that enables them to meet

performance standards in all content areas.

• 4. ELs receive instruction that builds on their previous education and

cognitive abilities and that reflects their language proficiency levels.

• 5. ELs are evaluated with appropriate and valid assessments that are

aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students.

• 6. The academic success of ELs is a responsibility shared by all educators,

the family and the community. Adapted from George Washington University

Source: English Learner Master Plan, p. 2-3

Middle School Student Brain

All students experience changes in middle school

• Engage in strong, intense interests, often short lived
• Prefer interactions with peers
• Prefer active to passive learning

2015-16 MS Language Classifications

• Reclassified Fluent English Proficient (RFEP) - 37%
• English Learners represent almost 16% of all MS students.
• Limited English Proficient (LEP) – 4%
• Long Term English Learners (LTEL) - 12%

Former and Current English Learners – 53% of all MS students

Middle School English Learner

English Learner Needs

• Language
• Different than an EO student.
• Considerations:
• US schooling years
• Literacy in first language
• Academic language is demonstrated with reading and writing. This is

different than social language shown through listening and speaking skills.

• Social/Emotional
• Newcomers
• Long Term English Learners (LTELs)
• Content
• Various disciplines (Math, Science, Social Studies, ELA)
• English Language Development

*LANGUAGE MA MATH TH SCIENCE/ SCIENCE/ HISTOR HISTORY/ Y/ SOCIAL SOCIAL STUDIES STUDIES AR ARTS TS ENGLISH ENGLISH LANGUAGE LANGUAGE AR ARTS TS

NEW ST NEW STATE ST TE STANDARDS P ANDARDS PARADIGM ARADIGM:

LANGUAGE IS CENTRAL TO ALL ACADEMIC AREAS

• Instructional

Discourse

• Expressing and

Understanding Discourse

ELA/ELD Framework

Integrated ELD

• When? Period by period

throughout the school day

• What? Content classes
• Content standard in

conjunction with ELD Standard

• How Taught?
• Differentiation
• Scaffolding
• How Structured?
• Sheltered
• Newcomer

Designated ELD

• When? Protected time – 1 period
• What? ELD Standards – Implementation Year!
• How Taught? High Impact Practices:
• Using Complex Text (Interpretive)
• Fortifying Complex Output (Productive)
• Fostering Academic Interactions (Collaborative)
• How Structured? School years & other factors

ELD 1, 2, 3, 4 – Curriculum: High Point LTEL Classes - Curriculum + Framework

• Advanced ELD: Reader/Writer Handbook
• Literacy & Language: English 3D

Formula

What?

• ELD Standards
• Academic

language

• Word
• Sentence
• Message
• LTEL Framework

(in LTEL classes)

• Curriculum
• Literacy

How?

• Engagement
• Real world

connections

• Interaction
• Resiliency
• Oral practice
• Constructive

Conversations

• Small group

instruction – foundational skills

Why?

• Student needs
• Data
• CELDT
• SRI
• DIBELS
• Spelling

Inventory

• Running

Records

• LAS Links
• Class

assessments

LTEL Classes accelerated LEARNING

The LTEL classes help students reach reclassification.

Resiliency Curricular Materials LTEL Framework Novels

LTEL Framework

SCRIBE ¡ Skills ¡ College Skill ¡ Career Skill ¡ Theme ¡ Core Content Connections ¡ Domain Emphasis ¡ Achievement Attitudes ¡

Skillful Scholars ¡ Organization ¡ Self- Management ¡ Career Exploration ¡ Hierarchy Biodiversity/ Interdependence Problem-Solving Data around the classroom Commerce Growth & Conflict ¡ Social Studies Science Math English Language Arts Career and Technical Education Arts ¡ Listening Speaking Writing Reading ¡ Determined Focused Thoughtful Respectful Tolerant Grateful Hardworking Tenacious Cooperative Humorous Responsible Optimistic Culturally Competent ¡ Synthesis ¡ Learn from Criticism ¡ Team Player ¡ Rational Thinkers ¡ Analysis ¡ Decision- Making ¡ Persistence ¡ Informed Learners ¡ Investigation ¡ Research ¡ Job Market ¡ Building Communities of Learners ¡ Real-life Applications ¡ Networking ¡ Resume ¡ Effective Communicators Eager to Learn ¡ Public Speaking ¡ Writing Letters ¡ Interview ¡

Incorporates Habits of Mind AVID-like study skills

Thematic units unify components Connects language to content Connects to careers and college Handout 1

Resiliency

LTEL Classes accelerated LEARNING

Skills learned in the LTEL class are brought INTO content classes. Text FROM content classes is used in the LTEL class. The LTEL class is connected to and supports content classes.

Into and From

7th Grade Science

Vocabulary:

• Maintain
• Organism

(not the same as

• rganized!)
• Grow/

growth

• Life-live-

lives-living

Text Structure

• One sentence

summarizes this entire text.

• That

sentence creates the

• rganization

for the paragraphs that follow.

Comparative Language

• Also are
• Similar to
• Much like
• The same is

true for

Prefixes

• Non-
• Re-
• Multi-
• Extra-
• Pre-
• Homeo-

Compound Words

• Lifetime
• Freshwater

Non- examples Ø Butterfly Ø Offspring Ø Circuit- breaker Ø Disease- causing

Use of 2nd Person

• Most

informational text is written in 3rd person and uses passive voice.

• This text

addresses the reader directly in order to create meaning.

7th grade CA ELD Standards

Part I

• 6. Reading/viewing closely
• a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect,

problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.

• c. Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual

cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple- meaning words on a variety of new topics.

• 8. Analyzing language choices

Explain how phrasing, different words with similar meaning (e.g., refined-respectful- polite-diplomatic), or figurative language (e.g., The wind whispered through the night) produce shades of meaning, nuances, and different effects on the audience.

Part II

• 1. Understanding text structure

Apply understanding of the organizational structure of different text types (e.g.,how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.

• 2. Understanding cohesion
• b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an

increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending texts and writing texts with increasing cohesion.

• 3. Using verbs and verb phrases

Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions)

• n a variety of topics.

Applying Conversation Skills Applying Conversation Skills

“Teachers need to appr apprentice students entice students in how to converse and use academic use academic discourse discourse in ways that build and deepen build and deepen literacy literacy and content content understanding understanding.”

• Common Core Standards in Diverse Classrooms



LTEL Classes accelerated LEARNING

Constructive Conversations

• 2015-16
• Create, Clarify, Fortify, Negotiate skills
• Visual text
• Oral output
• Jeff Zwiers, Stanford
• 2016-17
• Complex text
• Multiple texts sources
• Written output
• Susan O’Hara, UC Davis & Bob Pritchard, Sacramento State
• Compliments site initiatives:
• SBAC
• Kagan, interaction
• Technology (NewsELA, Achieve 3000, A-Z Reading, Accelerated Reader,

etc.)

Progress Towards 4 Year Graduation

Only 38.9% of ELs are On-Track to graduate in 4 years, compared to 72.2% of RFEP students.

Resource: My Data

Three Year LTEL Rates

We are headed in the right direction. However, our goal is to eliminate LTELs, so we have a lot of work ahead of us.

• 6%

MMED

• 90 Secondary Title III Coaches, split between MS & HS
• Coaches support ELD classes
• Fellowships
• Professional Development
• ELD Standards
• High Point
• LTEL Course Basics
• Online Resources – MMED website