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Component 1 - Lesson Preparation

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- Content objective - Language objective - Appropriate content concepts - Supplementary materials - Adaptation of content - Meaning activities

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Component 2 - Building Background

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- Concepts linked to students' background - Links between past learning and new concepts - Developing key vocabulary

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Component 3 - Comprehensible Input

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- Speech appropriate for student proficiency levels (slower rate and sample sentences for beginners) - clear explanation of academic tasks - a variety of techniques to make concepts clear (modeling, demonstrating, and gestures)

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Component 4 - Strategies

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- Ample opportunities provided for students to use learning strategies. - Scaffolding techniques consistently used, assisting and supporting student understanding - A variety of questions or tasks that promote higher-order thinking skills

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Component 5 - Interaction

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- Frequent opportunities for interaction - Grouping configurations - Sufficient Wait Time - Clarify Concepts in L1

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Component 6 - Practice and Application

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- Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. - Provide activities for students to apply content and language knowledge in the classroom. - Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking).

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Component 7 - Lesson Delivery

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•* Support* content objectives • *Support* language objectives • *Promote* student engagement • Pace lesson appropriately

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Component 8 - Review and Assessment

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- Comprehensive review of key vocabulary. - Comprehensive review of key content concepts. - Regular feedback provided to students on their output. - Assessment of student comprehension and learning of all lesson objectives throughout the lesson. - Reviewing and Assessing - ongoing and continuous - Assess before, during, and after lessons - Assessment findings - guide lesson design and instruction

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Instructional assessment for each language skill (Example) - Short answer

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*Write*: Look at the picture. Write what you see. Write a story about the picture. Question and answer type of document. How well are they writing (not physical) Written samples in a portfolio *Speak*: Retell the story, discussions, pretend to interview a character, speech *Read*: Read the following passage and summarize it. Comprehension dice (explain) *Listen*: Listen to the story and tell me where the boy is going.

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BICS in the classroom- (Short Answer)

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Basic Interpersonal Communication Skills Language skills needed in social situations. They support the day-to-day language needed to interact socially with other people.

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CALP in the classroom - (Short Answer)

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Cognitive Academic Language Proficiency Refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school.

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Scaffolding an academic lesson - Short answer

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*6 Steps* 1. Teacher will model 5 paragraph essay by reading a short essay and labeling the components 2. Teacher models by think aloud of each step of the 5 paragraph essay. 3. Teacher guides student to use a graphic organizer that breaks down each paragraph. 4. Students work as a group to write what components make up a 5 paragraph essay 5. Students work in pairs on writing a 5 paragraph essay. 6. Student will write a 5 paragraph essay on their own.

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Performance-based assessment (describe assessment) - short answer

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A demonstration transforms ideas into something concrete and observable through visual, audio, art, drama, movement, and/or music. This could also include opportunities to demonstrate and explain procedures and strategies such as a science experiment or a solution to a non-routine math problem

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Modifying assessments for ELLs - Short answer

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•Provide a version of the test with simplified language. •Simplify directions •Read test questions aloud •Supply word banks for tests •Provide matching activities •Allow extra time to complete tests •Allow students to respond orally rather than in written form. •Reduce response materials for content area testing •Use portfolios to authentically assess student progress.

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Criterion referenced assessment (describe use for ELLs) - Short answer Content Area Assessment and ELLs

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Language objectives must be measured informally and formally. Informal: Learning Logs, Anecdotal Records, Expression through imagery

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Criterion Referenced Assessment and Use for ELL: Formal

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Quizzes, Exams (Universal Design Features, Alternate responses [drawing, native language use]). Formal assessments should include criteria that measures vocabulary knowledge and English Language proficiency.

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Purpose of Language objective and an example - Short answer

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is the HOW students will show what they know about the content. Should be planned to meet learning goals and prepare students for the type of academic language they need to understand the content and perform the activities in the lesson. Example: Students will be able to use key words like feathers, scales, fur, and adjectives of size and color to describe animals.

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Self assessment (Examples) - Short answer

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Students are asked to diagnose their knowledge about a topic and then take some responsibility for learning new information during the lesson. At the beginning of the lesson, display the objectiveds and ask students to rate themselves on how well they understand each one. You may read each aloud and have children show with their fingers which of the following rating fit: 1. I understand this concept. 2. It looks familiar, or I have studied something like this before. 3. I don't know this.

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Alternative assessment (Examples) - Short answer

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•Observation •Oral or written interviews •Demonstrations • Oral or written retellings •Role plays •Portfolios •Journaling

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Modifying Multiple Choice Tests for an ELL

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•Provide only three answer options •Make all answer options about the same length. •Be sure the answers are not ambiguous and relate to the question •Keep vocabulary and syntax simple, and use simple sentences. •Provide answer options that require careful reading, not outside knowledge.

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Modifying Fill-in-the-Blank Questions

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•Write clear, brief, and simple statements •Provide a box containing a list of word or term options, rather than ask ELL students to produce the vocabulary on their own

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Formative assessment (Examples) - Short answer

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Assessments that takes place during instruction is formative. This assessment ranges from •Informal verbal feedback, such as questioning students about their progress •Informal observation instrument •Preliminary scoring with a rubric

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Summative assessment (Examples) - Short answer

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Summative assessments occur at the end point and provide a basis for a letter grade. *Classroom Assessments*- ELL students should have a mix of modified traditional measures and alternative assessments. The focus should be on documenting individual student growth over time, rather than on comparing ELL students with native-English-speaking peers. - checklists- cloze- conferencing- demonstrations- drawings & models- games- oral tests- peer-assessment- performance- portfolios- projects (individual and group)- self-assessment- teacher observation- rubrics *Traditional Classroom Assessment*- Formal assessments should include criteria that measures vocabulary knowledge and English Language proficiency. •Multiple choice and true-false tests •Discrete item Quizzes •Structured essays

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CUP

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Common Underlying Proficiency Knowledge from first language transfers to the 2nd language

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SUP

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Separate Underlying Proficiency Proficiency in L1 is separate from proficiency in L2 Does *NOT* transfer

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Plyler v. Doe: (1982)

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In 1982, the Supreme Court rules in Plyler v. Doe , 457 U.S. 202 (1982), that public schools were prohibited from denying immigrant students access to a public education. The Court stated that undocumented children have the same right to a free public education as U.S. citizens and permanent residents. Undocumented immigrant students are obligated, as are all other students, to attend school until they reach the age mandated by state law.

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Lau Vs. Nichols (1974)

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In 1971 the San Francisco, California school system was integrated as a result of a federal court decree. Chinese students in the school system did not speak English. Some students received supplemental courses in English language, and others did not receive such instruction. The students alleged that they were not provided with equal educational opportunities and not being afforded their Fourteenth Amendment rights.

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Castañeda vs. Pickard (1981)

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Set the standard for the courts in examining programs for LEP students. Basically districts must have (3 part test): 1. A pedagogically sound plan for LEP students. 2. Sufficient qualified staff to implement the plan (includes hiring of new staff and training of current staff). 3. A system established to evaluate the program. Castañeda did not require bilingual education programs to meet these standards. It required only that "appropriate action to overcome language barriers" be taken through well implemented programs.

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Purpose of SOLOM - Multiple Choice

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The SOLOM (student oral language observation matrix) is a rating scale that teachers can use to assess their students' command of oral language on the basis of what they observe on a continual basis in a variety of situations. Such situations can include class discussions, playground interactions, and encounters between classes.

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There are five main categories of the SOLOM

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* listening comprehension * vocabulary *fluency *grammar *pronunciation The SOLOM is a five point scale. The SOLOM scores represent whether a student can participate in oral language tasks typically expected in the classroom at his/her grade level.

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Greatest value of the SOLOM:

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•It fixes teachers' attention on language-development goals •It keeps them aware of how their students are progressing in relation to those goals •It reminds them to set up oral-language-use situations that allow them to observe the student, as well as provide the students with language-development activities.

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Standardized Testing (advantage and disadvantage) - Short answer

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One advantage to standardized testing is they are often readily scored and they are not confounded by individual teacher effects. One disadvantage to standardized testing is that tests can presume the test takers are English proficient. Standardized tests, which are intended to measure knowledge and skills in a content area, really become assessments of English proficiency for ELLs.

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Content objective

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Component 1 - Lesson Preparation

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Language objective

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Component 1 - Lesson Preparation

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Appropriate content concepts

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Component 1 - Lesson Preparation

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Supplementary materials

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Component 1 - Lesson Preparation

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Adaptation of content

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Component 1 - Lesson Preparation

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meaning activities

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Component 1 - Lesson Preparation

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Concepts linked to students' background

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Component 2 - Building Background

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Links between past learning and new concepts

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Component 2 - Building Background

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Developing key vocabulary

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Component 2 - Building Background

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Speech appropriate for student proficiency levels (slower rate and sample sentences for beginners)

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Component 3 - Comprehensible Input

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clear explanation of academic tasks

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Component 3 - Comprehensible Input

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a variety of techniques to make concepts clear (modeling, demonstrating, and gestures)

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Component 3 - Comprehensible Input

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Ample opportunities provided for students to use learning strategies.

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Component 4 - Strategies

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Scaffolding techniques consistently used, assisting and supporting student understanding

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Component 4 - Strategies

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A variety of questions or tasks that promote higher-order thinking skills

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Component 4 - Strategies

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Frequent opportunities for interaction

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Component 5 - Interaction

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Group Configurations

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Component 5 - Interaction

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Wait Time

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Component 5 - Interaction

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Opportunities for clarification in native language (L1), if possible.

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Component 5 - Interaction

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English learners can practice these important skills: - elaborating - negotiating meaning and clarifying information - persuading and evaluating

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Component 5 - Interaction

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Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.

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Component 6 - Practice and Application

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Provide activities for students to apply content and language knowledge in the classroom.

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Component 6 - Practice and Application

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Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking).

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Component 6 - Practice and Application

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*Support* content objectives

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Component 7 - Lesson Delivery

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*Support* language objectives

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Component 7 - Lesson Delivery

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*Promote* student engagement

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Component 7 - Lesson Delivery

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Pace lesson appropriately

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Component 7 - Lesson Delivery

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Comprehensive review of key vocabulary.

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Component 8 - Review and Assessment

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Comprehensive review of key content concepts.

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Component 8 - Review and Assessment

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Regular feedback provided to students on their output.

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Component 8 - Review and Assessment

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Assessment of student comprehension and learning of all lesson objectives throughout the lesson.

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Component 8 - Review and Assessment

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Reviewing and Assessing - ongoing and continuous

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Component 8 - Review and Assessment

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Assess before, during, and after lessons

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Component 8 - Review and Assessment

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Assessment findings - guide lesson design and instruction

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Component 8 - Review and Assessment

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Assessment questions for Entering Level

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Show me the wolf, where is the house? (ask questions where they can point)

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Assessment questions at Emerging level

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Did the brick house fall down? (ask questions where they can answer with one or two words)

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Assessment questions at Developing level

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Explain why the third pig built his house out of bricks? (Asking why and how questions?)

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Assessment questions at Expanding level

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Ask what would happen if... and why do you think... questions. What would happen if the pigs outsmarted the wolf?

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Assessment questions at Bridging level

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Ask students to retell the story, including main plot elements but leaving out unnecessary details.

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Mainstream Classes (Inclusion)

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Teacher uses ESOL strategies to integrate language and content

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Self Contained ESOL (elementary)Sheltered Classes (secondary)

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ELL students are grouped in special classes so that the teacher can accommodate instruction/curriculum to meet the students' needs

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ESOL Pullout

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ELL students leave their regular classes to receive ESOL instruction

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Transitional Bilingual Program

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Some instruction is provided in L1 so that the ELLs can progress academically while learning English. The goal is to support students during their" transition: to an all-English program

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Maintenance Bilingual Programs

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Some instruction is provided L1 so that ELLs can "maintain" their L1 as well as learn English and academics

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Immersion

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Language majority students are grouped together to learn a minority language through subject matter instruction in their second language

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Two-Way Bilingual Programs

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English-speaking and ELL students are in the same class where some subjects are taught in English and other subjects are taught in the ELL students' native language

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Newcomer Programs

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Immigrant ELLs are grouped together to receive adjustment support in the language, culture, and schooling of their new country.

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