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Sheltering English in Language Arts Lessons: Making What You Know Explicit for ELLs

Sheltering English in Language Arts Lessons: Making What You Know Explicit for ELLs. Karie Mize, Ed.D . ( mizek@wou.edu ) Associate Professor, ESOL/Bilingual Education Western Oregon University http:// www.kariemize.weebly.com Carmen Cáceda , Ph.D. ( cacedac@wou.edu )

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Sheltering English in Language Arts Lessons: Making What You Know Explicit for ELLs

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  1. Sheltering English in Language Arts Lessons:Making What You Know Explicit for ELLs Karie Mize, Ed.D. (mizek@wou.edu) Associate Professor, ESOL/Bilingual Education Western Oregon University http://www.kariemize.weebly.com Carmen Cáceda, Ph.D. (cacedac@wou.edu) Assistant Professor, ESOL/Bilingual Education Western Oregon University National Council of Teachers of English Las Vegas, NV – November 16, 2012

  2. Outline of Presentation • Audience check-in • Similarities between ESOL and NCTE • Important differences • Sheltered Strategies • Explicit Language Instruction • ELLs in the new CCSS standards • Q & A Welcome

  3. ELs in ELA • English Learners (ELs) [aka English Language Learners (ELLs), Emerging Bilinguals (EBs)] are a growing segment of our school populations • ELs have content needs (such as English Language Arts, Math, Science, etc.) and linguistic needs (like my *Foreign Language*) • ELs need to "catch up" to native-English speaking (NES) peers who are rapidly increasing their own knowledge

  4. English Language Arts vs. English Language Proficiency/Development • English Language Arts (ELA) for all students; English Language Proficiency (ELP standards) and English Language Development (ELD classes) for ELLs • NCLB: States aligned ELP to ELA standards, so the standards for ELs are usually a pathway to the Language Arts standards. What can ELs be expected to do at each oral proficiency level? Lots of overlap!

  5. Who is in the “driver’s seat”?

  6. The CCSS recognizes: • Literacy instruction is a shared responsibility among teachers in all disciplines • In grades K–5, the standards articulate expectations for students in the areas of reading, writing, speaking and listening that apply to all subjects • In grades 6-12, the standards are divided into two sections—those specifically for ELA and those for history/social studies, science, and technical subjects.

  7. Disciplinary Literacy: Understanding Language within the Disciplines (ELA/STEM) • College and career readiness requires reading with “an appreciation of the norms and conventions of each discipline” and writing with consideration of different kinds of tasks, purposes, and audiences. • Just as literacy can no longer be taught only in the English Department or English Language Arts block, ELLs cannot be expected to learn everything they need to know in ELD • Every teacher is now recognized as a language & literacy teacher

  8. Teaching IN English (all ELA teachers) is different than teaching ABOUT English (ELD and ELA teachers)

  9. Once you know the driver (standard/purpose of the lesson) and where you’re going, then think about the quality of the trip (make that content accessible to ELLs by SHELTERING the instruction). What is Sheltered Instruction: • Make content accessible WHILE learning English • Two for one instruction: language + contentobjectives • Don’t wait for students to know English before teaching them content • Modify instructional practices in mainstream settings • Same standards, different methods of achieving them • Adapt without changing basic content and objectives • Not remedial or watered down, but the next step for each student

  10. Sheltering Content Instruction (ELA and STEM) for ELLs • Working definition of Sheltered Instruction: “Anything that is helpful for an ELL” • Not just *good instruction* or *best practices* • If you prepare your lessons to benefit your ELLs, all students will benefit; if you don’t think about ELLs in the planning and preparation stages, they will fall through the cracks.

  11. Sheltered strategies often involve using a different lens on current practices e.g., Name Erase instead of Popsicle Sticks • We also have to think explicitly about language, and teach what we often take for granted as native/ fluent speakers

  12. Sheltered Instruction (SI): ESOL Observation Form • Found at www.wou.edu/esol

  13. Purposeful Use of Four Language Skills (RWLS) • Connect Oracy to Literacy • Switch up the order of events • (discuss questions first, then read)

  14. Connect PRODUCTIVE skills to RECEPTIVE skills • Students comprehend more than they can produce, so provide comprehensible input (i + 1)

  15. Fluency & Accuracy • Fluency: ease of both oral and written comprehension and of the production of speech and writing • Accuracy: precision and correctness with which students speak, write, comprehend language It’s important to provide opportunities to develop both in multiple contexts, but not always at the same time! • Sensitive error correction • There’s a time for editing in the Writing Process

  16. Turn and Talk • 10:2 in GLAD (10 minutes of input/instruction to 2 minutes of processing time) [aka “Think, Pair, Share”] • “Write, Pair, Share” or “Pair, Share, Write” • Introduction? • What is one take-away concept from the first part of this session?

  17. Explicit Language Objectives • SIOP: Clearly define (write and state) language objectives[equated with 4 language skills] • Read; Write; Active listening; Purposeful speaking • Dutro & Moran: bricks and mortar • “If I had known we needed , I would have gone to the .”

  18. Functions • The tasks or purposes of language. The use of language to accomplish things in informal and formal settings • Social purposes (e.g., expressing needs and wants, greeting, agreeing and disagreeing, complaining) • Academic purposes (e.g., asking questions, explaining cause and effect, drawing conclusions) • Increasing competence in any language function requires the use of increasingly complex sentence structures or forms

  19. Forms • Language forms (e.g., verbs, nouns, adjectives) are tools to enact language functions, in other words, to make specific meanings for particular functions • Parts of speech, verb tenses and subject/verb agreement, use of pronouns and conjunctions, and sentence structure (complex and compound sentences and word order) • Vocabulary • Mortar words (general utility) • Brick words (content-specific) • Using mortar templates to linking forms and functions: ______ are _________, but are ________. If I were ________, I would …

  20. Functions and Forms • Functions = ESOL Goal • Long-term, desired outcome • Language goal for ELs (that also helps NESs) • A set quantity • Forms = ESOL Objectives • Lesson-specific • Gradual release of responsibility • Taught/modeled • Opportunities for students to practice with peers (GLAD: guided oral practice) • Individual practice (writing?)

  21. ELsin the CCSS ELA Standards 1. Reading: Engaging with Complex Texts to Build Knowledge Across the Curriculum 2. Writing: Using Evidence to Inform, Argue, and Analyze 3. Speaking and Listening: Working Collaboratively, Understanding Multiple Perspectives, and Presenting Ideas 4. Language: Using and Developing Linguistic Resources to Do All of the Above Sociocultural perspective: Language must be in CONTEXT ELsInTheELA-CCSS.pdf at http://kariemize.weebly.com Understanding Language at http://ell.stanford.edu

  22. Sheltered Instruction: Differentiated Language Demands Begin with a sentence the FEP/native English speaker might say in the lesson: ____________________________________ Break this sentence down into the ELP levels: • A: • EA: • I: • EI: • B: • Expressing needs and likes • B: animals, birds, food, shelter (wants vs. needs) • EI: Birds need _____. • (noun) • I: Birds need _____ and _____. • EA: Birds need ____ for . . . and ____ for . . . • A: In order to survive, birds need . . .

  23. Sheltered Instruction: Lesson Planning GOALS Content (ELA/STEM) Goal Language Goal (ESOL Function) OBJECTIVES Content (Students/I will be able to . . .) Language (ESOL Forms) (for levels of ELLs in the class or choose 2 if hypothetical) • (P:) • A: • EA: • I: • EI: • B: • B: • EI: • I: • EA: • A: • (P:) OR

  24. Example: Oregon’s ELP Standards

  25. Sheltered Instruction: Lesson Planning • Dirt>>> Clay>>> Rock >>> Granite • Found lesson plan >>> WOU template; Content Goals and Objectives >>> Evaluate, modify, and add sheltered strategies; get feedback >>> Address feedback and add ESOL objectives • Comparison of different lesson formats

  26. We see on the Understanding Language website how the CCSS value a Sociocultural Perspective on Language Acquisition and Language Pedagogy • Understanding Language: Language, Literacy, and Learning in the Content Areas • http://ell.stanford.edu/ • “In the context of the expectations for all students articulated by the Standards, ‘language instruction’ for ELs can no longer be envisioned as isolated from the context of meaningful and engaging academic work.” Language is a resource used to realize our personal and professional selves! We must continue to search for the joy, and help students do the same…

  27. Heads Together: Take away ideas/actions?

  28. Heads Together: Take away actions? Thank you! Karie Mize mizek@wou.edu http://www.kariemize.weebly.com

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