Dual Language Essentials: Creating and Sustaining a High Quality Program California Associa-on for Bilingual Educa-on San Francisco, California March 23-­‐26, 2016 – 10:30-­‐11:45am BR-­‐Con-nental Ballroom 3 Lore,a Booker: DLeNM Board Co-­‐Chairperson lbooker@sfps.k12.nm.us David Rogers: DLeNM Execu-ve Director david@dlenm.org Leslie Sánchez: DLeNM Director of Development and Finance leslie@dlenm.org www.dlenm.org Dual Language Educa-on of New Mexico Program Support www.DLeNM.org dlenm.org ² Dual Language Educa-on of New Mexico ² Educa-onal Non-­‐profit ² Mission: To develop, support, and advocate for high-­‐quality dual language enriched educa-on in New Mexico, and the United States ² Strategic Goals: ² Transforma-ve leadership & advocacy ² Clearinghouse for dual language resources – www.dlenm.org ² Development K-­‐12 dual language model programs with Partner Schools Dual Language Educa-on of New Mexico Program Support www.DLeNM.org ² Host of Annual La Cosecha Conference Purpose: www.DLeNM.org To explore together the essen-al components of sustaining a dual language educa-on program. Dual Language Educa-on of New Mexico Program Support Agenda •  Introduc-ons 1.  A common understanding of dual language educa-on goals, program components, and mo-va-ons for implementa-on 3.  Essen-al components to effec-vely sustain a DLE program •  Ques-ons & Answers 4 Dual Language Educa-on of New Mexico Program Support www.DLeNM.org 2.  Instruc-onal needs of second language learners Dual Language Educa-on -­‐ Quick Review Defini-on(s): Dual Language Educa-on is a PreK-­‐12 bilingual educa-on model, that develops high academic bilingual/biliterate proficiency and cross-­‐
www.DLeNM.org cultural competencies in two (or more) languages. 5 Dual Language Educa-on of New Mexico Program Support Dual Language Programs... • use two languages in two ways: •  Two languages are used for instruc-on •  Two groups of students are involved •  Na-ve speakers of Spanish or other “partner”
language * One group means “One Way” TWI Toolkit Brown Educa-on Alliance, and the Center for Applied Linguis-cs -­‐ 2005 Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Na-ve English speakers Motivations 1.  Build upon the linguis-c and cultural capital of our communi-es, and preserve our heritage
2.  Prepare a multilingual/multicultural citizenry that
can serve and compete locally and globally
Dual Language Educa-on of New Mexico Program Support www.DLeNM.org 3.  Close the achievement gap for English Language Learners and na-ve English speakers 7
Dual Language Program Goals Secondary Level Elementary Level All students will develop: 1.  Abain high academic abili-es in both English and partner language 1.  Bilingual and biliterate proficiencies 2.  High academic achievement 3.  Develop mul-cultural competence 3.  Posi-ve cross-­‐cultural aatudes and competencies 4.  Promote student leadership v Prepare students for global careers and global ci-zenship Taken from DLeNM Basic DefiniAon Taken from an Ysleta ISD presentaAon Dual Language Educa-on of New Mexico Program Support www.DLeNM.org 2.  Become bilingual and bi-­‐literate Dual Language Education Non-­‐negotiable Program Components •  A minimum of 50% to a maximum of 90% of instruction in the target language
Middle School •
•  Separate spaces for languages instruction (no translation)
•  K-­‐12th grade commitment (min. of K-­‐5 •
if the district does not yet have DL at the feeder middle or high school)
•
High School Required to take language arts in the target language from 6th through 8th grade in addition to another core content course taught in the target language each year from 6th through 8th grade •
A minimum of 8 credits in the target language over the course of 9th-­‐12th grade with a min. of 4 credits in core content areas (math, science, social studies & language arts) •  Strict separation of Separation of instruction-­‐100% of instruction-­‐100% of class class taught in target taught in target language
language
K-­‐12 commitment
•  K-­‐12 commitment
Dual Language Educa-on of New Mexico Dual Language Educa-on of New Mexico Program Support www.DLeNM.org Elementary School Curriculum Articulation Plan – CAP
The CAP:
•  is not a prescribed program;
•  is tailored to Curriculum and Instructional mandates, as well
as student demographics;
•  respects all dual language non-negotiable components;
•  requires periodic revision in order to strengthen the program,
and;
•  is guided by Guiding Principles for DLE (www.cal.org).
Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  needs school community leadership and stakeholders to
make it come to life;
Key Points -­‐ Guiding Principles for Dual Language: •  Curriculum is coordinated within and across grade levels. (GP 2.3.C) •  Academic content is provided in both program languages. (GP 3.1.A) •  Instruc-on incorporates appropriate separa-on of languages according to program design. (GP 3.1.D) DLeNM La Siembra Planning Retreats -­‐ 2015 Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Explicit language arts instruc-on is provided in both program languages. (GP 3.1.B) www.DLeNM.org Sample CAP (50:50)
Dual Language Educa-on of New Mexico Program Support www.DLeNM.org Sample CAP (80:20)
Dual Language Educa-on of New Mexico Program Support Present U-­‐46 – CAP Average of 315 instructional minutes per day (lunch not included)
U-46Dual
DualLanguage
Language Curriculum
Curriculum Alignment
Alignment Plan
U-46
Plan
80:20One-Way
One-Way or
or Two-Way
Two -Way Dual
Dual Language
Language Programs
Programs
80:20
2015-2016
2015-2016
For a copy of the Dual Language Sixth Grade
sample schedule, please visit the ELL Department
section on the U-46 Intranet: http://intranet.u-46.org
Content-based ESL aligned
with English Language
Content-based ESL aligned
Development
(ELD) Standards
U-46 Balanced Literacy Framework aligned with Spanish Language Arts Standards (WIDA) and CCSS
Average of 315 instructional minutes per day (lunch not included)
APPROXIMATE
TIME
GRADE-LEVEL
TIME
APPROXIMATE
ALLOCATION
TIME
GRADE-LEVEL
TIME
ALLOCATION
Spanish
155 min
U-46 Balanced Literacy Framework aligned with Spanish Language Arts Standards (WIDA) and CCSS
40 minutes
60 minutes
Language Block
Content and Language Objectives
Morning Meetings/Daily News
Phonics
Shared Reading/Interactive Read Aloud
Word Study
Academic Vocabulary/Text Talk/Cognates
45 minutes
Language Block
(The BRIDGE followed by extension activities: after a concept
is learned or at the end of the unit)
English
160 min
Spanish
155 min
Spanish
160 min
English
160 min
English
Spanish
min
155160min
English
155 min
50 minutes
Reader’s Workshop
Content and Language Objectives
Mini Lesson
Literacy Rotations: All focused on student interaction with literature.
Guided Reading – 2-3 groups/day
Independent Reading
Conferencing/Reflecting
Group Share
Content and Language Objectives
Mini Lesson
Guided/Shared Writing
Independent Writing
Conferencing/Reflecting
Group Share
Alternate language following U-46 ELL Department “Language of the Week”
calendar
60 minutes
Reader’s Workshop
of Cognates, Strategies for SUCCESS with English Language Learners
– ASCD Action Tool, ELL Curriculum Alignment/ ELL Thematic
Units, technology, interactive word walls, anchor charts, visuals,
realia, etc.
Department List of Cognates, Strategies for SUCCESS with English Language Learners – ASCD Action Tool, ELL
Curriculum Alignment/Thematic Units, technology, interactive word walls, anchor charts, visuals, realia, etc.
40 minutes
60 minutes
OBJECTIVES
Reading BY children
ELD Standard 3 – Language of Mathematics
Content and Language Objectives
Content and Language Objectives
(Science/Social Studies BRIDGE followed by
60 minutes
extension activities:
after minutes
a concept is learned or at
60
Writer’s Workshop
Content-based ESL Science/Social the end of the unit)
Math
Literacy-based ESL Word Study
Writing FOR children
Studies
and Arts
Literacy-based ESL Word
ELD Standard
2 – Language of Language
Writing WITH children
Eureka Math Modules, Words Their Way, Moving into English, Strategies for SUCCESS with
Language of
English Language Learners – ASCD Action Tool, U-46 ELLStudy
Department List of Cognates, technology,
Writing BY children
– ASCD Action Tool, U-46 ELL Department List of Cognates, ELL Curriculum
Alignment/ ELL Thematic Units, technology, interactive word walls, anchor charts,
visuals, realia, etc.
visuals, etc.
List of Cognates, Senderos Cognate Wall by Lessons, Strategies for
SUCCESS with English Language Learners – ASCD Action Tool, ELL
Curriculum Alignment/ ELL Thematic Units, technology, interactive
word walls, anchor charts, visuals, realia, etc.
Phonics
Shared Reading
45Interactive
minutes
Read Aloud
Language Block
Word
Content
andStudy
Language Objectives
MorningTalk
Meetings/Daily News
Text
Phonics
Shared Reading/Interactive
Read Aloud
Academic
Vocabulary
Word Study
Cognates
Academic Vocabulary/Text Talk/Cognates
Resources:
interactive word walls, anchor charts, visuals, realia, etc.
Language of Instruction: ENGLISH
50 minutes
65 minutes
Language of Instruction:
Language of Instruction:
CONTENTESL
ANDMath
LANGUAGE OBJECTIVES
Workshop
SPANISH/ENGLISH Writer’s
SPANISH/ENGLISH Content-based
Content and Language Objectives
ELD Standard
3 – Language
of Mathematics
Oral
Language
Development:
Lesson
Alternate language according to
Songs, poems, rhymes, guessing and musical games, language experience
Alternate language according toMini
U-46
Guided/Shared
Writing
Content activities,
and Language
Objectives
movement,
music, gestures, visuals, etc.
Department “Language
Oral Language Development
ELL Department “Language of Independent
the WritingU-46 ELL
Conferencing/Reflecting
Oral & Writing Genres transferred from U-46 Balanced Literacy
of
the
Week”
Calendar
Group Share
Framework
U-46 ELLactivities:
Curriculum
Alignment/ELL
Thematic
(Math BRIDGE
followedand
by extension
after
a concept is learned
orUnits
at the
Week” Calendar
end of the unit)
Theme organized : Listening, Speaking, Reading, Writing
Alternate language following U-46 ELL Department “Language of the Week” calendar
Literacy-based ESL - Language Arts - during English weeks
Resources: Bookrooms and/or classroom libraries, leveled readers, iOpeners, Senderos, U-46 ELL
Cognate Wall by Lessons, ELL Curriculum Alignment/ ELL Thematic Units,
Content and Language Objectives Conferencing /
Guided Reading – 2-3 groups/day
Mini Lesson
Reflecting
Guided/Shared Writing
Independent Reading
Independent Writing
Conferencing/Reflecting Group Share
Conferencing/Reflecting
Group Share
@ ELL website/Teachers ResourcesAlternate
Clicklanguage
HEREfollowing U-46 ELL Department “Language of the Week” calendar
Literacy-based ESL -Literacy-based
Language Arts - during ESL
English-weeks
Language
Group Share
40
minutes
Instruction: SPANISH
60 minutes
Science/Social Studies
40 minutes
CONTENT
AND LANGUAGE
Spanish Language
Development Standards
Content and Language Objectives
OBJECTIVES
(Science/Social Studies BRIDGE followed by extension
activities: after a concept is learned or at the end of the
unit)
ESTÁNDARES DEL DESARROLLO
DEL LENGUAJE ESPAÑOL (HERE)
Resources: FOSS- Next Generation Science Standards,
Harcourt Estudios Sociales – Estados y Regiones,
Strategies for SUCCESS
with English Language
–
Estándar
3: ElLearners
lenguaje
de las
ASCD Action Tool, Leveled Readers, iOpeners, ELL
Curriculum Alignment/ ELL Thematic matemáticas
Units, bookrooms,
Los bilingües
emergentes
U-46 ELL Department
List of Cognates,
technology,comunican información,
ideas
y conceptos
para el éxito
interactive word walls,
anchor
charts, visuals,necesarios
realia, etc.
Content-based ESL Science/Social Studies
académico en el área de las matemáticas.
40 minutes
ELDS (HERE)
Ejemplos del contexto para el uso del lenguaje
ELD Standard 4 – Language of Science
Spanish Language
Development
Standards
Los estudiantes
determinan
las posiciones de objetos en
ELD Standard 5 – Language of Social
Studies
ELD STANDARD
4: The Language of SCIENCE
Content and
Language
Objectivesprovista de manera audio-visual.
Content Topical
and Language
Objectives
planos
de información
Vocabulary:
Students at all levels of English language proficiency interact with grade-level
Oral Language Development
words and expressions, such as: Earth’s rotation, phases of the moon.
(Math BRIDGE followed by extension activities: after
Oral & Writing Genres transferred from U-46 Balanced Literacy Framework and the ELL Curriculum Alignment and ELL
Cognitive Function: Students at all levels of English language proficiency ANALYZE the effectsaofconcept isFunción
Losunit)
estudiantes en todos los niveles
Thematic Units
learned cognoscitiva:
or at the end of the
Earth’s
rotation.
Theme
organized: Listening and/or Speaking and/or Reading and/or Writing
desempeño del español COMPRENDEN información.
Alternate language following
U-46 ELL Department “Language
the
Literacy-based
ESL -ofLanguage
ELD STANDARD 5: The
Week” calendar
Literacy-based ESL - Language Arts - during English weeks
Language of SOCIAL STUDIES
de
Resources: Eureka Math Modules, U-46 ELL
Studies BRIDGE followed by extension activities: after a concept is
Arts - during English weeks (Science/Social
Topical Vocabulary: Students at all levels of English language proficiency interact with grade level
Department List of Cognates, Strategies for
Lenguaje temático: Los estudiantes en todos los niveles de
learnedwords
or at the
of the unit)
and end
expressions,
such as: colonization, explorers/exploration, discover/discovery,
Resource:
Being a Writer, Senderos, Strategies for SUCCESS with English
Arts
- during
SUCCESS with
Englishdel
Language
desempeño
españolLearners
aprenden–palabras y expresiones tales
Language Learners – ASCD U-46
Action Tool,
U-46 ELL Department
List of Cognates,
conquer/conquest.
Resources
/ Teacher-created
Literacy-based
ESL Word Study
Senderos Cognate Wall by Lessons, ELL Curriculum Alignment/ ELL Thematic Units,
Tool,
interactive
Cognitive Function: Students at all levels of English language proficiency EVALUATE effects ofASCD Action
como:
eje technology,
x, eje y, coordenadas,
horizontal y vertical.
Resources: Being a Writer, Senderos, U-46
technology, interactive word walls, anchor charts, visuals, realia, etc.
ELD Standard
2
–
Language
of
Language
Arts
exploration on history.
word walls, anchor charts, visuals, realia, etc.
ELL Department List of Cognates, Senderos
Resources: Bookrooms and/or classroom libraries, leveled readers, iOpeners, Senderos, U-46
(Path: www.u-46.org - English language Learners
English
weeks
ELL Department List of Cognates,
Senderos Cognate
Wall by Lessons, Strategies for SUCCESS with
Resources: Senderos, Making Meaning, U-46 ELL
English
Language Learners – ASCD Action Tool , ELL Curriculum Alignment/Thematic Units,
webpage
– Classroom
resources
– Teacher
resources)
Department
List of Cognates,
Senderos Cognate
Wall by Lessons,
technology, interactive word walls, anchor charts, visuals, realia, etc.
Strategies for SUCCESS with English Language Learners – ASCD
U-46
Resources
/ Teacher-created
Resources:
Action Tool,
ELL Curriculum Alignment/
ELL Thematic Units,
U-46 Resources / Teacher-created Resources:
technology, interactive
walls, anchorU-46
charts, visuals,
realia,
Senderos,
Makingword
Meaning,
ELL Department
List of
etc.
Cognates, Senderos Cognate Wall by Lessons, U-46 ELL
45 minutes
minutes
Curriculum
Alignment/ELL Thematic Units (U-4660
Intranet),
Resources: FOSS- Next Generation Science Standards,
Harcourt Estudios Sociales – Comunidades, Strategies for
SUCCESS with English Language Learners – ASCD Action Tool,
Leveled Readers, iOpeners, ELL Curriculum Alignment/ ELL
Thematic Units, bookrooms, U-46 ELL Department List of
Cognates, technology, interactive word walls, anchor charts,
visuals, realia, etc.
technology, interactive word walls, anchor charts, visuals, realia, etc.
Resources: Eureka Math Modules, Words Their Way, Moving into English, Strategies for SUCCESS with
Mini Lesson
Mini Lesson
English Language Learners – ASCD Action Tool, U-46 ELL Department List of Cognates, technology,
interactive word walls, anchor charts, visuals, realia, etc.
Guided/Shared Writing
Literacy
Rotations:
All focused
(The BRIDGE followed
by extension activities:
after a concepton
is learned or at the end of the unit)
Independent Writing60 minutes
50 minutes
60 minutes
student interaction with literature
Content-based ESL Science/Social StudiesMath
Writer’s Workshop
Reader’s Workshop
Content and Language Objectives
Mini Lesson
Literacy Rotations: All focused on student interaction with literature.
Guided Reading – 2-3 groups/day
Independent Reading
Conferencing/Reflecting
Group Share
(The BRIDGE followed by extension activities: after a concept
is learned or at the end of the unit)
ELD Standard 2 – Language of Language Arts
Department List of Cognates, Senderos Cognate Wall by Lessons, Strategies for SUCCESS with
English Language Learners – ASCD Action Tool , ELL Curriculum Alignment/Thematic Units,
technology, interactive word walls, anchor charts, visuals, realia, etc.
60 minutes
40 minutes
Mathematics
(Math BRIDGE followed by extension activities: after a concept is learned or at the
end of the unit)
CONTENT AND LANGUAGE
(Theactivities,
BRIDGE followed by
extension activities: after
a concept
movement,
music,
gestures,
Alternate language following U-46 ELL Department “Language of the Week” calendar
Resource: Being a Writer, Senderos, Strategies for SUCCESS with English Language
Literacy-based ESL Word Study
OBJECTIVES
is learned or at the end of the unit)
Literacy-based ESL - Language
Arts - during
EnglishLANGUAGE
weeks
Learners – ASCD Action Tool, U-46 ELL Department
List of Cognates, Senderos
CONTENT
AND
OBJECTIVES
Resources:: Senderos, Making Meaning, U-46 ELL Department
60 minutes
Science/Social Studies
Spanish Language Development Standards
Oral Language Development
(The BRIDGE followed by extension activities: after a concept is learned or at the end of the unit)
Language Block
Reader’s Workshop
Content and Language Objectives
Content and Language Objectives
Mini Lesson
Morning Meetings/Daily News
Literacy Rotations: All focused on student interaction with literature.
Phonics
Poems,
Guided Reading – 2-3 groups/day
Shared Reading/Interactive Read Aloud
rhymes,
guessing
and
musical
games,
Independent Reading
Word Study
Academic
Vocabulary/Text
tongue
twisters, Talk/Cognates
language experienceConferencing/Reflecting
Group Share
Morning Meetings/Daily News
Oral Language Development-
50 minutes
Development
Content-based
ESL Math
Literacy-based ESL - Language Arts - during English weeks
Resources: Being a Writer, Strategies for SUCCESS with English Language Learners
Reading FOR children
Alternate language following U-46 ELL Department “Language of the Week” calendar
Literacy-based ESL - Language Arts - during English weeks
Language of Instruction: SPANISH
Resources: Bookrooms and/or classroom
libraries, leveledWITH
readers, iOpeners,
Lectura, U-46 ELL
Reading
children
Resources: Lectura, Making Meaning, U-46 ELL Department List
CONTENT AND LANGUAGE
with English Language
(ELD) Standards
65 minutes
Writer’s Workshop
Cognate Wall by Lessons, U-46 ELL
Resources:
Literacy-based ESLWORD STUDY
Moving into English, leveled readers, Strategies for SUCCESS with English Language Learners – ASCD Action
Tool , ELL Curriculum Alignment/Thematic Units, leveled readers, FOSS- Next Generation Science Standards, U-46 ELL
(MATH BRIDGE followed by extension
activities: after a concept is learned or at
Curriculum Alignment/
Thematic
Units, technology,
interactive
wordspecials)
walls, anchor charts,
(The BRIDGE
followed
by extension
activities:
after a concept
is learned or at Curriculum
the end of the Alignment/ELL
unit)
timeELL
will
be adjusted
on days
without
Thematic UnitsDepartment List of Cognates, ELL(Instructional
Bookrooms
and/or
classroom
libraries,
leveled
readers,
visuals, realia, etc.
(U-46 Intranet), Strategies for SUCCESS with
Senderos, U-46 ELL Department List of Cognates,50
Senderos
ELD Standard 2: Language of LANGUAGE ARTS
minutes
60 minutes
60 minutes
40 minutes
the end of the unit)
Cognitive Function: Students at all levels of English language proficiency EVALUATE writing.
Cognate Wall by Lessons, U-46 ELL Curriculum Alignment/ELL
Language Block
Reader’s Workshop
Writer’s WorkshopEnglish Language Learners – ASCD Action Content-based
Math
ESL
Science/Social
Topical Vocabulary:
Students
at all levels of EnglishStudies
language proficiency are exposed to grade-level words and
Strategies
for Language
SUCCESS Objectives
with English Language Learners
– LanguageThematic
Tool,
technology, interactive word walls,
Content and
Objectives Units (U-46 Intranet), Strategies for SUCCESS
Content and
Objectives
Content and
withLanguage
U-46 Resources / Teacher-created
expressions,
such as: of
edit,Science
revise, delete, paraphrase, reword, elaborate, details.
ELD Standard
4 – Language
ASCD
Action
Tool,
technology,
interactive
word
walls,
anchor
Mini
Lesson
anchor
charts,
visuals,
realia,
etc.
Mini
Lesson
Spanish
Language
Development
Standards
Morning Meetings/Daily News
English Language Learners – ASCD Action Tool, technology,
Resources: Eureka Math, U-46 ELL Department
ELD Standard 5 – Language of Social Studies
Guided/Shared Writing
(SCIENCE AND SOCIAL STUDIES BRIDGE followed by extension activities:
charts,
visuals, realia, etc.
Literacy Rotations: All focused on student interaction with literature.
Phonics
Content and Language Objectives
interactive word walls, anchor charts, visuals, realia etc.
Standards: Common Core State Content and Language Objectives
Independent Writing
Spanish
160 min
List of Cognates, Strategies for SUCCESS with
English Language Learners – ASCD Action Tool,
technology, interactive word walls, anchor charts,
Resources:
Eurekarealia,
Math Modules,
U-46 ELL
visuals,
etc
(Science/Social
BRIDGE followed
by extension
activities:
after
a concept
is learned or
at the
end of the unit)Strategies
NextStudies
Generation
Science
Standards,
U-46
ELL
Department
List
of Cognates,
Shared Reading/Interactive
Aloud
after
a concept is learned or at the end of the unit)
Oral Language
Development
Standards:
Common Read
Core
State StandardsGuided
for Reading – 2-3 groups/day
Conferencing/Reflecting
Standards for Language Arts, ELDS,Oral & Writing Genres transferred from U-46 Balanced Literacy Framework and the ELL Curriculum Alignment and ELL
Standards: Common Core State Standards
for
Independent Reading
Word Study
Group Share
Language Arts, Spanish Language Arts Standards
Academic Vocabulary/Text Talk/Cognates
(The BRIDGE followed by extension activities: after a concept is
CAN DO Descriptors, Spanish
Conferencing/Reflecting
Language Arts, ELDS, CAN DO Descriptors,
Spanish
Alternate
language following U-46 ELL Department “Language of the
Language Arts Standards
Group Share
Week” calendar
Language Arts Standards
Alternate language following U-46 ELL Department “Language of the Week” calendar
Literacy-based ESL - Language Arts - during English weeks
or at the end of the unit)
Literacy-based ESL - Language Arts - during English weeks
Additional ELL availablelearned
resources:
Resource: Being a Writer, Senderos, Strategies for SUCCESS with English Language
Resources: Bookrooms and/or classroom libraries, leveled readers, Senderos, U-46 ELL Department List
Learners – ASCD Action Tool, U-46 ELL Department List of Cognates, Senderos Cognate Wall
Resources: Senderos, Making Meaning, U-46 ELL
of Cognates, Senderos Cognate Wall by Lessons, Strategies for SUCCESS with English Language Learners –
ELL website: http://www.u-46.org
by Lessons, ELL Curriculum Alignment/ ELL Thematic Units, technology, interactive word
Department List of Cognates, Senderos Cognate Wall by Lessons,
ASCD Action Tool , ELL Curriculum Alignment/ ELL Thematic Units, technology, interactive word walls, anchor
walls, anchor charts, visuals, realia, etc.
Strategies for SUCCESS with English Language Learners – ASCD
charts, visuals, realia, etc.
ELL intranet:
English http://intranet.u-46.org
Action Tool, ELL Curriculum Alignment/ ELL Thematic Units,
technology, interactive word walls, anchor charts, visuals, realia,
(The
BRIDGE
followed
by
extension
activities:
after
a
concept
is
learned
the end of the
155
min
(The
BRIDGE
followed
by
extension
activities:
after
a
concept
isor atlearned
orunit)
at the end of the
DL videos: U-46 V-Drive
etc.
unit)
Green: SPANISH-language of instruction
Green: SPANISH-language of instruction
Blue: ENGLISH-language of instruction
Blue: ENGLISH-language of instruction
(Math BRIDGE followed by extension activities: after
U-46 Resources / Teacher-created Resources: Keys to Learning (Newcomers),
a concept is learned or at the end of the unit)
Thematic Units
ThemeStar,
organized:
Listening
and/or Speaking
Reading and/or
Writing
Shining
Leveled
Readers,
ELL and/or
Curriculum
Alignment/ELL
Thematic Units, FOSS-
Department List of Cognates, Strategies for
Standards:
Common
State Standards
SUCCESS with
English Language
LearnersCore
–
forTool,
Math,
Spanish
Language Development
ASCD Action
technology,
interactive
Standards
word walls,
anchor charts, visuals, realia, etc.
for SUCCESS with
Literacy-based
ESLEnglish
WordLanguage
Study Learners – ASCD Action Tool, technology, interactive
word2 walls,
anchor
charts, visuals,
realia, etc.
ELD Standard
– Language
of Language
Arts
Resources:
Keys to Learning (Newcomers), Shining Star, leveled readers, Strategies for SUCCESS with English Language
Standards:
Common Core State Standards, ELDS, 2012
Learners – ASCD Action Tool , ELL Curriculum Alignment/Thematic Units, Leveled Readers, FOSS- Next Generation Science
Standards, Amplification
U-46 ELL Department List of
ELL Curriculum
Alignment/
Thematic Units, technology,
word
ofCognates,
the ELDS,
CAN
DO ELL
Descriptors,
Nextinteractive
Generation
walls, anchor charts, visuals, realia, etc.
Science Standards, C 3 Social Studies Framework
Pink: Alternate language of instruction – English or Spanish – Please follow U-46 ELL Department “Language of the Week” Calendar
Pink: Alternate language of instruction – English or Spanish – Please follow U-46 ELL Department “Language of the Week” Calendar
Dual Language Educa-on of New Mexico Program Support www.DLeNM.org Fourth Grade 50:50
Sixth Grade 50:50
School District
District U-46
U-46
School
ELL
Educational
Services
ELL Educational Services
Instructional Needs of the Second Language Learner Guiding Principle 3.2.A – Teachers integrate language and content instruc-on. – Teachers use sheltered instruc-on strategies to facilitate comprehension and promote second-­‐language development. (GP 3.2.B) hRp://www.dlenm.org/index.php/resources/soleado-­‐newsleRers Dual Language Educa-on of New Mexico Program Support www.DLeNM.org Guiding Principle 3.2.B “Good teaching is good teaching.” •  Consider the adage “good teaching is good teaching.” •  This does not ring true for the teaching of bilingual students. If that were the case, linguis-cally and culturally diverse students would not be demonstra-ng such a tremendous gap in achievement with their na-ve-­‐English speaking peers. Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Develop a short list of the essen-al components of “good teaching.” Instruc-on for ELLs is not only “good teaching”. It is “good teaching” plus: •  The ability to support ELLs in accessing, par-cipa-ng in and succeeding with content through lesson design. •  Awareness of assessment approaches and accommoda-ons for ELLs. •  Knowledge of second language acquisi-on research/theory •  A focus on assessing students’ prior knowledge and educa-onal resources, iden-fying and closing gaps in content knowledge. •  Con-nuing to learn and grow as a professional educator. Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Ability to integrate language development into instruc-on Sheltering: “Many content area teachers s-ck by the belief that good teaching is good teaching and that the strategies and approaches they had used to great success in prior years and with other diverse groups of students would yield the same posi-ve results. But, the con-nued achievement gap among linguis-cally and culturally diverse students and their English-­‐speaking counterparts point to a very different reality.” Soleado, Fall 2014 Dual Language Educa-on of New Mexico Program Support www.DLeNM.org An umbrella term for mul-ple teaching and learning strategies teachers use to provide L2 learners access to content What does the language learner need? •  Valida-on of home language and culture •  Comprehensible input •  Opportuni-es for interac-on •  Contextualized language •  Opportuni-es for ac-ve involvement 10:2—Think of a -me in your own experience as a teacher or language learner when many of these needs were addressed. What did this look like? Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Strategies and grouping techniques that reduce anxiety www.DLeNM.org Safety and Access Dual Language Educa-on of New Mexico Program Support What can the teacher do to support the second language learner? •  Maintain the language of instruc-on •  Teach target language speakers how to help •  Adhere to rou-nes www.DLeNM.org •  Shelter Dual Language Educa-on of New Mexico Program Support •
Focus on language •
Make text accessible •
Plan for peer interaction •
Develop student learning strategies •
Support meaning with realia •
Bridge the two languages •
Activate prior knowledge and/or create shared knowledge •
Af[irm identity (linguistic, cultural, individual) Dual Language Educa-on of New Mexico Program Support www.DLeNM.org DLeNM’s 8 Components of Sheltering www.DLeNM.org Sheltered Instruction in Action Dual Language Educa-on of New Mexico Program Support A summary of experimental research found that short-­‐term professional development experiences of 14 hours or less appear to have no effect on teachers’ effec-veness, while a variety of well-­‐designed content-­‐specific learning opportuni-es averaging about 49 hours over a 6-­‐ to 12-­‐month period of -me were associated with sizable gains… So what does this mean for dual language programs? Dual Language Educa-on of New Mexico Program Support www.DLeNM.org -­‐  Linda Darling-­‐Hammon The Flat World and Educa-on P.204 AIM4S3 Math Framework PD Plan Cohort Follow Up – 2 to 3 days School-­‐
based Follow Up Administra-ve Support Dual Language Educa-on of New Mexico Program Support www.DLeNM.org Level I Ini-al Training – 3 days • Sustainability What is the plan for suppor-ng new teachers in geang the training? • Capacity How are we building capacity to support follow up at the school site? A high-­‐quality dual language program has a professional development plan in place. Dual Language Educa-on of New Mexico Program Support www.DLeNM.org Instructional Expectations and Professional Development Guiding Principle 4.2.A-­‐D •  The program has a quality PD plan (GP 4.2) •  A long-­‐term PD plan exists that is inclusive, focused, and intensive. •  PD is aligned with competencies needed to meet dual language program standards •  All staff are developed as advocates for dual language programs Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Ac-on plans for PD are needs based, and individual staff plans are aligned with the program plan Staffing Plan •  The program recruits and retains high quality dual language staff (GP 4.1) •  A recruitment plan exists (GP 4.1.A) •  Selec-on of new instruc-onal, administra-ve, and support staff takes into considera-on creden-als and language proficiency (GP 4.1.B) •  Staff members receive support (GP 4.1.C) •  Staff evalua-ons are performed by personnel who are familiar with dual language educa-on (GP 4.1.E) Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Retaining quality staff is a priority (GP 4.1.D) Severe Lack of Qualified Teachers: 7-­‐12 # Sec. EL Students # Teachers # Teachers % % Not Bil./TESOL Bil./TESOL Endorsed Endorsed Endorsed Not Endorsed STATEWIDE 6262 15716 1314 4948 21.0% 79.0% ALBUQUERQUE 1936 4409 407 1529 21.0% 79.0% CLOVIS 150 267 17 133 11.3% 88.7% GADSDEN 283 1370 163 120 57.6% 42.4% GALLUP 240 1356 48 192 20.0% 80.0% LAS CRUCES 462 690 53 409 11.5% 88.5% SANTA FE 270 993 48 222 17.8% 82.2% Source: 2014-­‐2015 NMPED 2014-­‐15 Secondary (7-­‐12) EL Teacher Endorsements (Source: NMPED) Dual Language Educa-on of New Mexico Program Support www.DLeNM.org District Name # Sec. EL Teachers Staffing Plan – Consejos Mul-ple Approach •  Accept student teachers into you dual language classrooms •  Present to a Pre-­‐Service classroom •  Sell your program and your school community •  Encourage new teachers to see their language and culture as an asset •  Pipeline programs – high school educa-on career pathway •  In-­‐Service, In-­‐Service, In-­‐Service – develop a pd plan: •  that responds to the needs of your students, and •  transforms the instruc-on of your teachers Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Tell them you have a job for them Program Evaluation Plan •  An effec-ve process exists for con-nual program planning, implementa-on, and evalua-on (GP 5.5) •  The program is adaptable (GP 5.5.A) www.DLeNM.org •  The program is ar-culated within and across grades (GP 5.5.B) Dual Language Educa-on of New Mexico Program Support CommunicaTon Plan •  The program views and involved parents and community members as strategic partners -­‐ advisory structure -­‐ takes advantage of community language resources (GP 6.3) www.DLeNM.org Dual Language Educa-on of New Mexico Program Support A Communica-on Plan…Why? •  Do we know our stakeholders? •  Do we know the percep-ons of our program? •  Do we have some control over how we are perceived? •  people we immediately serve; and the •  people who observe, evaluate, or ques-on what we do? Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  How do we ensure a consistent and research-­‐based message is provided to the: •  Ongoing professional development is also likely to be needed to help all staff, but par-cularly English-­‐only staff, learn strategies that can support English acquisi-on for DLLs, help them understand that a strong home-­‐language base makes it easier to learn English, and help them understand the length of -me most children need to abain age-­‐appropriate proficiency in English. hbp://illinoisearlylearning.org/faqs/dll.htm Dual Language Educa-on of New Mexico Program Support www.DLeNM.org Quotes from Research Quotes from Research •  It may also be necessary to provide professional development that addresses the nega-ve aatudes that some staff have about minority languages and the mispercep-ons of many teachers about the cogni-ve benefits of maintaining the child’s home language www.DLeNM.org (Rodríguez, 2010). Dual Language Educa-on of New Mexico Program Support Quotes from Research •  In many cases, staff will also need to help families recognize the advantages of bilingualism—that if their child knows more than one language, she may do beber in school (NAEYC, 2009). •  Barriers between school and home can too owen be created by a lack of understanding on the part of teachers or by parents’ expecta-ons. hbp://illinoisearlylearning.org/faqs/dll.htm Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Making parents aware of what research has shown regarding how proficiency in one’s na-ve language supports English language learning, as well as the challenges involved in becoming bilingual, is also important (Rodríguez, 2010). Communica-on Plans Example Materials Review •  DLeNM Family Survey & Findings •  Grade Level Expecta-on Lebers •  Welcome Leber and Presenta-on •  Community DL 101 Presenta-ons •  Informa-on Fliers 37 of New Mexico Program Support Dual Language Educa-on www.DLeNM.org •  District and School Brochures for Promo-on What
Who
When
Plan Cross-Cultural
Awareness Family
Events
Parent Liason w/grade
level representatives
June meeting with
stipend
Revise K parent
orientation session and
put summary in staff
handbook
K teachers
Goal Team Meeting
Revise Adobe Acres
beginning of year letters
for SY07-08
DL 1st – 5th Grade level
representatives
Staff Meeting
Plan DL new staff
orientation session for
August in-service
DL team leader &
voluntary staff
Goal Team Meeting
38 of New Mexico Program Support Dual Language Educa-on www.DLeNM.org Example Communica-on Plan www.DLeNM.org Questions and Answers Dual Language Educa-on of New Mexico Program Support FUENTE365 – www.dlenm.org •  Quarterly Newsleber: Soleado – Promising Prac-ce from the Field •  Digital Vignebes – for Professional Development and Instruc-onal Support •  Job Pos-ng •  Webinars •  Program and professional development supports •  Discounts for abendance to La Cosecha Dual Language Conference Dual Language Educa-on of New Mexico Program Support www.DLeNM.org •  Publica-ons: monographs, books, presenta-ons La Cosecha Dual Language Conference 2016 November 9-­‐12, 2016 Santa Fe, New Mexico Call for Proposals now OPEN! Dual Language Educa-on of New Mexico Program Support www.DLeNM.org www.lacosecha.dlenm.org www.DLeNM.org Like us on Facebook Dual Language Educa-on of New Mexico Program Support Dual Language Educa-on of New Mexico Program Support www.DLeNM.org Please visit us the DLeNM Table in the Exhibitors Hall Thanks for abending today’s session. Have a wonderful day!