Elementary ELL Kiran Abraham and Fanny Lee Burnaby

Elementary ELL • Kiran Abraham and Fanny Lee • @Burnaby. ELL • https: //blogs. sd 41. bc. ca/ell/

Acknowledgement • We acknowledge and thank the Coast Salish Nations of Musqueam, Tsleil-Waututh and Squamish on whose traditional unceded territories we teach, learn and live.

Agenda Welcome Activity Questions from October District Updates Type and Frequency of Support ELL Support – Theory ELL Support – Practice

Welcome Activity • What do your pull-out learning groups look like?

• Will we work on a district wide template for reporting? • To embed or not to embed? • What’s the language needed in a consult report card? • Is a separate report required when doing in class support? Examples? Questions from October • How does the new curriculum impact ELL reporting? • What are the audit requirements for ELL report cards? • Why doesn’t our proficiency scale lineup with Min of Educ? Or Lang of Prof scale? • When and how do we collect data for reporting? • I am wanting to start reporting using the 5 scale rubric but want students to self-assess too. Having trouble adapting the language for students. Has anyone already done this?

AIP REPORTING PILOT HOW LANGUAGE WORKS/SIOP AUDIT UPDATES District Updates

What type of support is best? Type and Frequency of Support How much support should is recommended? How do I prioritize my support?

ELL Support: Content-Based Instruction (CBI) • “Content-based approaches suggest that optimal conditions for learning a second/foreign language occur when both the target language and some meaningful content are integrated in the classroom, the language therefore being both an immediate object of study in itself and a medium for learning a particular subject matter” (Duenas, 2004, 74). This quote resonates with me because…. A question that I have about this quote is…. . This quote makes me wonder….

ELL Support: Content. Based Instruction (CBI) The topics in content classes provide an authentic context for ELs to learn and use academic language (Gottlieb, 2013; Schleppegrell, 2004). In order for ELs to complete an academic task, they must know what the task is expecting and possess the academic language to communicate their ideas (Short & Fitzsimmons, 2007).

ELL Support: Content. Based Instruction (CBI) To fully engage with academic content, ELs must switch from social language to an academic one (Scarcella, 2003). For ELs to fully develop academic language, they must be exposed to discipline-specific topics concepts and engage in academicoriented learning experiences (Halliday & Martin, 1993; Lemke, 1990).

Second language acquisition occurs most effectively when content and language are taught together. ELL Support: Content. Based Instruction (CBI) CBI is fluid, flexible and open to adaptability depending on context and individual needs. CBI focuses on both content and language instruction however instruction may not be split equally between the two parts (Stoller, 2008).

ELL Support – Practice Parallel content areas in classroom whenever possible Front load content vocabulary Each session touches on all four areas of language acquisition; reading, writing, listening, speaking Text does not have to be at students’ exact reading level

Kindergarten Activities: Singing, talking, playing, text to view Resources: Talking Tables, National Geographic kits Early primary Activities: oral and aural activities, group writing; scribed and modelled by teacher, group reading of cowritten pieces and teacher models early reading behaviours, post all group writes Resources: National Geographic kits, Read. Works Late primary and intermediate Activities: content specific and general academic vocabulary front loaded, multiple opportunities to discuss/summarize topics with sentence frames, supported reading, group writing, independent writing Resources: Fast Track Series from Scholastic (available to purchase but some titles no longer in print, fiction and nonfiction), nonfiction readers from Pearson, online websites ELL Support – Practice

ELL Support Resources • DLRC Windows on Literacy Kits by National Geographic. Use Key words language literacy national geographic (32 titles) Online • Newsela https: //newsela. com/ • News in Levels https: //www. newsinlevels. com/ • Read. Works https: //www. readworks. org/

ELL Support - Resources Purchases Resources • Talking Tables (no webiste) • Telephone: 1 (250) 709 -2121 • https: //www. facebook. com/Talking. Tables. Educational. Products/ Fast Track Kits from Scholastic • http: //www. scholastic. ca/education/fasttrack_tg/assessment. html Time for Kids Nonfiction Readers from Pearson • https: //www. pearsoncanadaschool. com/index. cfm? locator=PS 2 s. Mu Science Readers: Content and Literacy from Pearson • https: //www. pearsoncanadaschool. com/index. cfm? locator=PS 2 s. Mt&PMDb. Program. Id=150463&element. Type=online. Sam ple&element. ID= Science Readers: A Closer Look from Pearson • https: //www. pearsoncanadaschool. com/index. cfm? locator=PS 3 z. Lg

What could/does this look like in your practice? Exit Slip What resources do you need to support you with CBI? What are some strengths or challenges you have noticed or can imagine with CBI?

References • Duenas, M. (2004). The whats, whys, hows and whos of contentbased instruction in second/foreign language education. International Journal of English Studies, 4(1), 73 -96. • Stoller, F. (2008). Content-based instruction (N. V. Deusen-Scholl & N. H. Hornberger, Eds. ). In Encyclopedia of language and education (Vol. 4, Second and foreign language education, pp. 59 -70). New York: Springer. • https: //www. empoweringells. com/integrating-language-andcontent/