1. Art and Diseño

SUPPORTING LANGUAGE INSTRUCTION
IN THE BILINGUAL CLASSROOM
Pilar Moreno-Recio
Executive Director of Bilingual/ESL
Education
AGENDA
•LANGUAGE INSTRUCTION CONSIDERATIONS: THE BILINGUAL MODEL, TELPAS and
STAAR
• LANGUAGE OF INSTRUCTION IN 4th, 5th, 6th BILINGUAL CLASSROOMS: PREVIEW, VIEW,
REVIEW IN BILINGUAL LESSONS
• BILINGUAL CLASSROOM SAMPLE VIDEO
• DEBRIEFING
ACTIVIDAD: “PASEO EN LA GALERIA”
TODO LO QUE SE SOBRE…
EL modelo bilingüe de
salida tardía en ECISD
TELPAS
ELPS
SHELTERED
INSTRUCTION
(SIOP)
BILINGUAL LATE EXIT
MAINTENANCE MODEL
2013 K-12th TELPAS Reading
2013 K-12th TELPAS Listening
B
B
I
I
Adv
Adv
AdH
AdH
2013 K-12th TELPAS Writing
2013 K-12th TELPAS Speaking
B
B
I
I
Adv
Adv
AdH
AdH
TELPAS HISTORICAL DATA
CLASSROOM SAMPLE
5 TH GRADE
TELPAS LEVELS
SAMPLE CLASSROOM
Beginner
Intermediate
Advanced
Advanced High
Listening
Ana
Genaro
Miguel
Antonio
Ruben
Luisa Christopher
Cristina
Maria
Jose
Xitlaly
Mario
Jesus
Laura
Celia
Gilberto
Speaking
Ana
Genaro
Maria
Luisa
Miguel
Ruben
Antonio
Cristina
Jose
Xitlaly
Mario
Jesus
Laura
Christopher
Celia
Gilberto
Reading
Ana
Genaro
Miguel
Antonio
Ruben
Luisa
Cristina
Maria
Jose
Xitlaly
Mario
Jesus
Laura
Christopher
Celia
Gilberto
Writing
Ana
Genaro
Maria
Luisa
Miguel
Ruben
Antonio
Cristina
Jose
Xitlaly
Mario
Jesus
Laura
Christopher
Celia
Gilberto
TELPAS IS A STATE ASSESSMENT
AND IT DOES COUNT…
-ENGLISH LANGUAGE PROGRESS MEASURE- INDEX 2
-AMAOS
-PBMAS…
LPAC DECISION MAKING FOR STATE ASSESSMENTS
JANUARY-FEBRUARY
CONSIDERATIONS!!!
BILINGUAL TEACHERS NEED TO:
-ALING THE LANGUAGE OF INSTRUCTION AND ASSESSMENTS (SBAS) (LANGUAGE OF
INTERVENTION?) FROM BEGINNING OF SCHOOL YEAR
-USE LINGUISTIC ACCOMMODATIONS TO ADVANCE STUDENTS IN ENGLISH LANGUAGE
PROFICIENCY IN THE DIFFERENT DOMAINS FROM BEGINNING OF SCHOOL YEAR
-USE THE ELPS (EMPHASIS ON SPEAKING AND WRITING) FROM BEGINNING OF SCHOOL YEAR
-USE SHELTERED INSTRUCTION (SIOP COMPONENTS AND FEATURES LEARNED IN TRAINING)
-USE THE PREVIEW-VIEW-REVIEW TECHNIQUE TO MEET LANGUAGE NEEDS OF ALL STUDENTS
-USE ESL TIME AS A TIME TO TEACH ENGLISH LANGUAGE ARTS CONTENT AND LANGUAGE TO
CLOSE CONTENT AND LANGUAGE GAPS.
ELPS
DOS
□ Use them EVERY DAY in content areas you
teach in English. Focus on 1 or 2 ELPS, especially
speaking and writing domains.
□ They are for the students to refer to and use,
not for your administrators.
DON’TS
□ Not to use them in planning and lesson
delivery- Are you just developing content?
What about your EXPLICIT language focus
today? L, S, R, W?
□ They are written in a student friendly language □ Write them using numbers.
that students can understand.
□ Post, address throughout and review at the end □ Write using the language domain:
Speaking.
of the lesson.
TEKS 4.10. C explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima
beans.
EXAMPLES
ELPS
NON-EXAMPLES
You will speak in complete sentences to
compare the life cycles of the lima bean
and the butterfly.
On the one hand the butterfly….on the other the lima bean…
The butterfly…. But the lima bean… Both the butterfly and the
lima bean...
√
---------------------------------
Ms. Moreno’s class will speak using grade
level content area vocabulary:
Metamorphosis, change… and connectors
to retell the life cycle of radishes.
First,….Then,…Next,…Last,…
3.C.
Complete sentences
Speaking
CLASSROOM CONTENT AND LANGUAGE OBJECTIVES BOARD
LANGUAGE ARTS: You will make predictions, draw conclusions and inferences.
ELPS: You will write in complete sentences using a variety of sentence frames to express inferences.
I think…because… Based upon the fact that…I think that… I predict that…
MATH: You will compare two fractions with different numerators and different denominators and represent the
comparison using the symbols >, =, or <;
ELPS: You will speak and write in complete sentences using newly acquired or content grade level vocabulary.
___is greater than____; _____is smaller than____; _____is equal than____
ESL: You will analyze how the organizational pattern of a text (e.g., cause-and-effect) influences the
relationship among ideas.
ELPS: You will share in cooperative groups using the words: due to… because of… the reason of.. to express
cause and effect found in the selection ____.
RESEARCH:
CLOSING THE ACHIEVEMENT GAP
Sandra Mercuri, David and Yvonee Freeman
Struggling older English learners pose a real challenge for educators. Some of
these students are new arrivals with limited or interrupted schooling. Others
have been in and out of ESL and bilingual programs in this country since
kindergarten, but have never succeeded academically. How can teachers help
older students who lack academic content knowledge and English language
proficiency catch up with their classmates? Yvonne and David Freeman
provide four research-based keys for closing the achievement gap.
PREVIEW-VIEW-REVIEW
Approach that allows teachers to use student’s native language as a tool for learning
Facilitate
Language
Transfer in an
academic
setting
Make content
comprehensible
Build Background
Knowledge
S
LESSON CYCLE
PREVIEW-VIEW-REVIEW
1. Objectives/Hook/Activate-Build
Background knowledge/What’s coming
1.Preview
(SPANISH)
2. Modeling/Guided Practice/Check for
Understanding
2. View
(ENGLISH)
3. Review
(SPANISH)
3. Review/Closure
PREVIEW-VIEW-REVIEW IS USED FOR PROGRAMS WITH
CHALLENGING CONTENT-BASED LANGUAGE TEACHING
1. Preview •Content in
students L1
3. Review
2. View
•Content in
students L2
PREVIEW-VIEW-REVIEW APPROACH
PREVIEW
L1
VIEW
L2
REVIEW
L1
• NEW CONCEPTS/VOCABULARY
• BUILDING BACKGROUND-WHAT’S COMING UP…
• LESSON
• SHELTERED INSTRUCTION TECHNIQUES
• REVISIT CONCEPTS, SKILLS, PROCESSES
SPANISH
ENGLISH
SPANISH
1. PREVIEW
CRITICAL ATTRIBUTES
√ Plan ahead ( visuals, vocabulary, language focus…)
√ Deliver in L1 (native language)
L
1
I
S
√ Brief overview of upcoming topics
√ Activate prior knowledge
√ Hook students
√ Model
√ Different materials for the VIEW (the meat of the lesson)
√ Important when introducing new concepts/vocabulary (Making Connections)
√ Front load KEY VOCABULARY
U
S
E
D
PREVIEW STRATEGIES
□ Vocabulary activity
□ Songs and chants
□ Poems
□ Shared Writing
□ Daily News
□ Read Aloud-Think Aloud
□ Community Circle
□ Oral Discussion
□ Shared reading
□ Interactive media (videos, internet…)
□ Homework
□ Buddy Readers
□ Sentence Stems
□ Questioning
□ Graphic Situation
□ Personal anecdotes (used to teach the lesson
point later on)
ENGAGING ACTIVITIES
2. VIEW
(“THE MEAT” OF THE LESSON )
CRITICAL ATTRIBUTES
√ Lesson in L2 (Target Language)
√ Sheltered Instruction since is in L2 (SIOP Components and features)
√ Guided/Independent Practice
√ Check for understanding
√ Lots of visuals
√ Hands on activities
√ Collaborative Strategies
√ Bilingual pairs
NO CONCURRENT TRANSLATION OR CODE SWITCHING
L
2
I
S
U
S
E
D
3. REVIEW
CRITICAL ATTRIBUTES:
√
Deliver in L1 (native language)
√ Speaking and writing (Productive skills)
L
1
√ Checking for understanding- How do you know your students got i?
I
S
√ Opportunity to revisit concepts in L1
√ Was the lesson content understood?
U
S
E
D
READING TEKS
Objective
You will Make Inferences
by providing text
evidence.
SCIENCE TEKS Objective
ELPS
You will speak and write in complete
sentences to express inferences.
ELPS
PREVIEW:
Español
-Personal Daily Interactions/Realia
Yo creo…porque…
Mi prediccion es …porque…
-Vocabulary: Cognates
Inferencia-inference
-Emphasize/Front load specific words
from the book
-Explain written sequence of what
activities
PREVIEW:
Español
VIEW:
English
-Read Aloud and Mini-lesson in
English with a Picture Book; use of
gestures, paraphrasing
-Sentence Stems for students to
verbalize
-Questioning-Chunk and chew
-Graphic organizer SCAMPER
-Sentence Stems for students to
verbalize
-Guided Practice: Guided Reading
VIEW:
REVIEW:
Espanol
Sentence Stems
(Sharing)
REVIEW:
You will identify the boiling and
freezing/melting points of water
on the Celsius scale;
P
L
A
N
N
I
N
G