Map It and Ramp It! 2008 Thinking Maps ® International Conference Welcome!

1. Map It and Ramp It! 2008 Thinking Maps® International Conference Welcome!

2. How have you used Thinking Maps® for English Language Development? Thinking Maps® for ELD

3. Agenda Overview of Title III English Language Development Practicum Enhanced TBLT Into English! Lessons Task-based Language Teaching (TBLT) Group Activity: Content Application Language Development Using Literature A Look at English Learner Data in LAUSD

4. 33 % LAUSD K - 5Enrollment by Language Classification 2007-2008 RFEP 23,040 EO106,207 IFEP 38,385 7 % 12 % 48 % EL 152,152 Total K-5 Elementary = 319,784 Total K-12 Enrollment = 700,490

5. 2,886 - Korean 2,789 - Armenian 2,314 - Tagalog 1,116 - Cantonese 735 - Farsi 687 - Vietnamese 612 - Russian 4,374 - All Others LAUSD K - 12EL Enrollment by Primary Language 2006-2007 Spanish250,575 = 94% Other Languages15,513 = 6%

6. Title III ELD Initiative Goals Ensure 30-45 minutes of daily ELD Instruction Provide quality professional development Support accountability for student achievement Close the Achievement Gap

7. ELD Practicum Training Model 15,000 Teachers (K-5) 544 School ELD Trainers 62 Lead ELD Trainers

8. Attend six 90 minute seminars Observe Demo Teacher/School ELD Trainer conduct Into English! demo lessons ELD Practicum For K-5 Teachers Seminars Practicum Peer Coaching • Teach enhanced Into English! TBLT lessons • Assess ELs using Into English! SPF and ELD standards • Observe peers teach and assess • Learn non-evaluative peer coaching protocols • Practice 1 round of scripted peer coaching

9. Pillars of Successful Implementation High Quality Program: Slavin (2003); Tucker & Codding (1998) High Teacher Capability: Darling-Hammond (1985); Dreeben (1987)

10. Pillars of Successful Implementation Time (Berliner & Fisher, 1985; Rosenshine, 1980)

11. Teacher Capability: Peer Coaching

12. K-5 ELD Curriculum 1st Grade Into English! Teacher’s Guide Enhanced Into English! Task-Based Language Teaching Lessons

13. High Quality Program: Task-Based Language Teaching (TBLT)

14. TBLT: Definition “TBLT refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.” Richards & Rogers (2001)

15. TBLT: Key Assumptions • Focus on process rather than product • Emphasize communication and meaning • Learners learn language while engaged in activities and tasks • Tasks can be either: (a) real life or (b) instructional • Tasks determined by:(a) learner variables (b) task complexity (c) language required (d) available support Feez (1998)

16. TBLT: Teacher & Learner Roles Teacher Learner • Selection and Sequencing of Tasks • Preparation of Learners for Tasks • Consciousness-Raising (Noticing) • Active Participation in Groups • Self-Monitoring • Risk-Taking and Innovation

17. THINKING ® MAPS

18. Think-Pair-Share This is a strategy that guides students to perform a communicative task and understand language input by talking, sharing and negotiating meaning. A Thinking Map® helps create a visual scaffold for input and output.

19. TBLT: Lesson Sequence Goals • Set behavior and lesson objectives. • Access prior knowledge and link to new comprehensible input. • Use task-based activity to explicitly teach language forms & functions. • Practice communicatively through structured oral and written tasks. • Self-evaluate and reflect. • Practice acquired forms and functions outside the ELD block.

20. Input: Circle Map • Introduce Theme • Brainstorm • Think-Pair-Share • Access Prior Knowledge • (2nd Grd. Unit 4 Part A Lesson 4.1 – Pg.9)