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

B

I

Adv

AdH

2013 K-12th TELPAS Listening

B

I

Adv

AdH

2013 K-12th TELPAS Writing

B

I

Adv

AdH

2013 K-12th TELPAS Speaking

B

I

Adv

AdH

TELPAS HISTORICAL DATA CLASSROOM SAMPLE

5TH GRADE TELPAS LEVELS SAMPLE CLASSROOM

Beginner Intermediate Advanced Advanced High

Listening Ana

Genaro

Miguel

Antonio

Ruben

Luisa Christopher

Cristina

Maria

Jose

Xitlaly Celia

Mario Gilberto

Jesus

Laura

Speaking Ana

Genaro

Maria

Luisa

Miguel

Ruben

Antonio

Cristina

Jose

Xitlaly Christopher

Mario Celia

Jesus Gilberto

Laura

Reading Ana

Genaro

Miguel

Antonio

Ruben

Luisa

Cristina

Maria

Jose

Xitlaly Christopher

Mario Celia

Jesus Gilberto

Laura

Writing Ana

Genaro

Maria

Luisa

Miguel

Ruben

Antonio

Cristina

Jose

Xitlaly Christopher

Mario Celia

Jesus Gilberto

Laura

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.

□ They are written in a student friendly language

that students can understand.

□ Post, address throughout and review at the end

of the lesson.

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?

□ Write them using numbers.

□ Write using the language domain: Speaking.

EXAMPLES ELPS NON-EXAMPLES

You will speak in complete sentences to compare the life cycles of the lima bean and the butterfly.

3.C.

Complete sentences

Speaking

First,….Then,…Next,…Last,…

√

TEKS 4.10. C explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima

beans.

Ms. Moreno’s class will speak using grade

level content area vocabulary:

Metamorphosis, change… and connectors

to retell the life cycle of radishes.

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...

---------------------------------

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

Make content comprehensible

Build Background Knowledge

Facilitate Language

Transfer in an academic

setting

S LESSON CYCLE

1. Objectives/Hook/Activate-Build Background knowledge/What’s coming

2. Modeling/Guided Practice/Check for Understanding

3. Review/Closure

PREVIEW-VIEW-REVIEW

1.Preview (SPANISH)

3. Review (SPANISH)

2. View (ENGLISH)

PREVIEW-VIEW-REVIEW IS USED FOR PROGRAMS WITH CHALLENGING CONTENT-BASED LANGUAGE TEACHING

•Content in students L1

1. Preview

3. Review

•Content in students L2

2. View

PREVIEW-VIEW-REVIEW APPROACH

PREVIEW

L1

• NEW CONCEPTS/VOCABULARY

• BUILDING BACKGROUND-WHAT’S COMING UP…

VIEW

L2

• LESSON

• SHELTERED INSTRUCTION TECHNIQUES

REVIEW

L1

• REVISIT CONCEPTS, SKILLS, PROCESSES

SPANISH

SPANISH

ENGLISH

1. PREVIEW

CRITICAL ATTRIBUTES

√ Plan ahead ( visuals, vocabulary, language focus…)

√ Deliver in L1 (native language)

√ 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

L

1

I

S

U

S

E

D

PREVIEW STRATEGIES

□ Vocabulary activity □ Shared reading

□ Songs and chants □ Interactive media (videos, internet…)

□ Poems □ Homework

□ Shared Writing □ Buddy Readers

□ Daily News □ Sentence Stems

□ Read Aloud-Think Aloud □ Questioning

□ Community Circle □ Graphic Situation

□ Oral Discussion □ 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

L

2

I

S

U

S

E

D

NO CONCURRENT TRANSLATION OR CODE SWITCHING

3. REVIEW

CRITICAL ATTRIBUTES:

√ Deliver in L1 (native language)

√ Speaking and writing (Productive skills)

√ Checking for understanding- How do you know your students got i?

√ Opportunity to revisit concepts in L1

√ Was the lesson content understood?

L

1

I

S

U

S

E

D

READING TEKS

Objective You will Make Inferences

by providing text

evidence.

SCIENCE TEKS Objective You will identify the boiling and

freezing/melting points of water

on the Celsius scale;

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)

Algo que yo aprendi hoy fue…

Una inferencia que you hice fue que…

REVIEW:

P

L

A

N

N

I

N

G