SECONDARY ENGLISH
LEARNERS
July 29, 2014
Let’s Review!
1. What is the dual obligation
educators have to English
Learners?
Provide
meaningful access to gradelevel academic content via appropriate
instruction (Integrated ELD)
Develop students’ academic English
language proficiency (Designated ELD)
2. What are the CA ELD
Standards designed to do?
Amplify critical knowledge about
English language skills in the CCSS
for ELA/Literacy that English
learners need to be successful in
school
3. Who should be using the CA
ELD Standards to support our EL
students?
CA ELD Standards are to be used
by content area teachers as well
as ELD teachers to ensure support
for our EL students.
4. What are the three areas of
instructional focus and support for
EL students this year?
Providing
daily, high quality ELD instruction without fail.
Focus on developing and citing daily language objectives
that frame opportunities for student discourse
(collaborative conversations) and developing academic
vocabulary.
Using genuine formative assessments to guide instruction
frequently.
5. What are the new Proficiency
Level Descriptors?
Emerging
Expanding
Bridging
Integrated and Designated ELD:
Working in Tandem
Integrated ELD:
All teachers with
English learners in
their classrooms use
the CA ELD
Standards in
tandem with the
CA CCSS for
ELA/Literacy and
other content
standards.
Designated ELD:
A protected time
where teachers use
the CA ELD
Standards as the
focal standards in
ways that build into
and from content
instruction.
What should we see in the classrooms?
ELD
Language objective
Academic vocabulary
Focus on language structures and
functions
Opportunities for oral practice
Collaborative Conversations
Visual Cues
Graphic Organizers
Sheltered
Content and related language
objective
Academic vocabulary
Focus on language structures and
functions
Opportunities for oral practice
Collaborative conversations
Visual Cues
Graphic Organizers
What is the difference between the content
objective and language objective?
Content Objectives: Academic focus of the lesson
(What the student should know and be able to do)
Language Objectives: What language do students
need to complete the assigned task? (How the student
will use language to show understanding of the
content)
Language Objectives consider the
following…
“What language do students need to complete the
assigned task?”
past tense?
vocabulary?
lab report?
text type?
sequence?
narrative?
cause-effect?
“Where are the learners relative to the language
expectations?” Emerging?
Expanding? Bridging?
“What strategies will help make this language
accessible?”
advance organizers
cognates
cooperative groups
think/pair/share
Language Objective Frame 1
Students will ______________ using ___________________.
(function)
(language tools)
Function
Language Tools
• describe differences
between…
• explain…
• discuss the steps
in/for…
• negotiate solutions…
• Justify….
• compare and contrast
vocabulary
• past tense verbs
• should, might, could, etc.
• sequencing words
• citation verbs
Partner Activity
• Pick a partner at your table
• Open the envelope and find the pairs of matching content and
language objectives
• Be ready to share one if called on.
What should we see in the classrooms?
ELD
Language objective
Academic vocabulary
Focus on language structures and
functions
Opportunities for oral practice
Collaborative Conversations
Visual Cues
Graphic Organizers
Sheltered
Content and related language
objective
Academic vocabulary
Focus on language structures and
functions
Opportunities for oral practice
Collaborative conversations
Visual Cues
Graphic Organizers
What should we see EL students doing in ELD
and Sheltered/SDAIE classrooms?
• Engaging in productive oral discourse and written group work with
peers that incorporates academic vocabulary tied to the lesson or unit
of study.
• Participating in effective oral discourse and written communication
with teachers.
• Explaining and demonstrating their knowledge using emerging
complex language, academic vocabulary and other communicative
strategies in different settings.
• Extracting meaning from complex written texts.
Let’s practice – Sheltered
https://www.teachingchannel.org/videos/using-socraticseminars-in-classroom
Registration Process Game
Part 1
• Open the envelope at your table.
• As a group, put the steps in order for registration, identification,
assessment and programming of secondary English Learners.
Part 2
• Pick two team members to take a poster sized version of one of the
steps to line up according to the steps in the process at the front of
the room.
EL Programming
Content Area Instruction with SDAIE (Sheltered)
English Language
Mainstream Program
Structured English Immersion Program
English Language Development
Grouped Exclusively with
English Learners1
Grouped with NonEnglish Learners1
ELD 1A and ELD 1B
Social Science
Science
Math
Physical Education
Electives (if applicable)
ELD 2A and ELD 2B
Social Science
Science
Math
Physical Education
Electives (if applicable)
ELD 3A and ELD 3B
Social Science
Science
Physical Education,
Math,
Electives (if applicable)
ELD 4
English
Physical Education, Social
Science
Math, Science, Electives
Advanced English Learner*
(not a course)
English
Physical Education, Social
Science
Math, Science, Electives
CELDT Level
Beginning
1st
Year
Timeline
Each year represents the
number of years in the
English learner program
(Based on the CELDT Level at
time of Initial Enrollment)
ELD Placement Exam 6-11
WRITE Unit Assessments
Focus on the academic
writing skills necessary for
students to develop various
types of essays: persuasive,
narrative, report of
information, response to
literature, compare/contrast
Early
Intermediat Intermediat
e
e
2nd
Year
1st
Year
3rd
Year
2nd
Year
1st
Year
Early
Advanced
4th
Year
3rd
Year
2nd
Year
1st
Year
Secondary Assessments – Grades 6-11 ↓
ELD 1
ELD 2
ELD 3
ELD 4
Proficient
Level 1
Writing
Proficient
Level 2
Writing
Proficient
Level 3
Writing
Proficient
Level 4
Writing
Advanced
RFEP
5th
Year
4th
Year
3rd
Year
2nd
Year
1st
Year
6th
Year
5th
Year
4th
Year
3rd
Year
2nd
Year
ELA
N/A
N/A
N/A
ELD Placement: To assign El students into appropriate ELD levels based on
diagnosed English proficiency and writing skills
Test Format
The test is made up of two sections:
Reading
Writing
□The reading section is scored by the
number of questions answered correctly.
The student’s reading score determines a
reading proficiency level 1-4.
□The writing section goes through a first
and second read by experienced ELD
teachers. A third read is required when
the first and second reader do not agree
on the writing proficiency level (1-4)
ELD Writing Proficiency Descriptors
Comments Specific to EL Status
ELD 4 – Uses most standard grammatical forms,
has ample knowledge of affixes, synonyms,
antonyms, figurative language, varies word
◊ If an El student scores higher than at the ELD 4
choice, multiple meaning words, uses
Level with a score of “5”, he/she is placed in a
supporting details.
general English class without an additional ELD
class. We call this student an EL Profile Student.
ELD 3 – Uses several standard grammatical
forms, common knowledge of affixes,
An EL Profile Student must continue to receive
synonyms, antonyms, descriptive language,
English learner services from the general English
dialogue, states a main idea with some
teacher. The teacher must support the El by
supporting details.
diagnosed need in order to successfully meet all
of the criteria to officially exit the program as a
ELD 2 – Uses some standard grammatical forms, reclassified fluent English proficient (R-FEP)
some knowledge of phonemes, morphemes,
student.
high frequency words, simple figurative
language, story elements, basic descriptive
vocabulary, can identify a main idea and
supporting details.
ELD 1 – Uses few grammatical forms (simple
sentences, use of present tense of regular
verbs, present progressive, past tense regular
verbs, simple future, articles, possessive and
descriptive adjectives, simple punctuation,
paragraph development with simple transition
words.
Reclassification
CELDT
Grades
Writing Sample
Teacher Evaluation
Normed Grade
Level Test
CELDT overall score of Early Advanced
(4) or Advanced (5) with no score lower
than an intermediate (3) at any level.
Average GPA of C- in all core subjects
(English, Math Science, Social Science)
Score of 4 or 5 on the ELD placement
Exam.
Score of 20 or more on the SOLOM,
completed by the English teacher.
This requirement establishes that the EL
student can perform as well or better
than native English grade level peers on
a statistically normed assessment.
Former requirement was 325 on the ELA
CST. Will use the SBAC for 2015-16, but
for this transitional year, since there was
no CST for 2014, we will have to have a
substitute test.
EL Students with IEP’s
• All identified EL students must receive ELD
• How an EL student with disabilities receives ELD is dictated by the
IEP team
• EL students with disabilities should receive ELD with their peers in the
mainstream wherever possible.
• If an EL student must receive ELD in a self-contained Special Education
setting, that teacher is still required to provide designated ELD instruction.
Goals for that instruction should be outlined and monitored by the IEP
team.
Long Term English Learners
• Defined as those students who remain designated as English
Learners after more than 6 years in the program.
• Local Control Funding provides $$ support to English Learners, but
only for 5 years.
• Responsibility falls on all of us to track our EL’s and make sure that
they are progressing through EL support programs.
• If our students are not progressing, we need to conference with them and
with their parents. We also need to ensure that we are providing
additional support.
WHO IS AT RISK?
•
•
•
•
Look at your ELD progress
level data.
Compare with those at your
table.
Brainstorm: How could you
use this data with your entire
staff.
Be prepared to share out.