Language Acquisition Branch English Learners in Middle School

Language Acquisition Branch English Learners in Middle School: Dispelling Myths about ESL District 6 English Learner Summit June 6, 2008 Maria Whang, EL Advisor Marisol Muñiz, High Point Expert slide 1

Language Acquisition Branch The Myths • Middle School placement in ESL will do irreparable harm to our matriculating elementary English learners – Never graduate – Are unable to meet A-G requirements – Are precluded from access to the university • ESL moves the student backwards; it’s not standards-based and is generally a waste of time slide 2

Language Acquisition Branch “… the secondary curriculum for all English Learners (ESL + PRP) must be standards based, grade appropriate and rigorous. As it stands now, English Learners who are placed in ESL classes in Middle School and High School are precluded access to the University, as they are not part of the A-G curriculum. ” From the Council of Mexican American Administrators (CMAA) position paper in support of the Achieving A+ Summit December, 2007 slide 3

Language Acquisition Branch Presentation Outcomes • Become aware of English learner middle school data • Review common understandings (policy, programs and services) related to ELs in Middle School • Explore the comprehensiveness, coherence and the rigor of the ESL curriculum slide 4

Language Acquisition Branch K-12 English Learner Numbers R 30 –California State Language Census Report slide 5

Language Acquisition Branch Middle School EL Numbers slide 6

Language Acquisition Branch 49, 115 slide 7

Language Acquisition Branch LAUSD’s Two English Learner (EL) Categories ESL students (English as a Second Language) and PRP students (Preparation for Reclassification Program) Total EL ESL PRP ESL% PRP% 6 th grade 17, 042 10, 115 6, 927 59% 41% 7 th grade 15, 360 8, 122 7, 238 53% 47% 8 th grade 14, 827 4, 573 10, 254 31% 69% 47, 229 22, 810 24, 419 48% 52% Middle School Totals In second semester, approximately 42% of ELs are ESL and 58% PRP. Data sources: DSS FALL NORM DAY 2007 -2008 slide 8

Language Acquisition Branch Reclassification: A Five Year District Trend slide 9

Language Acquisition Branch A Five Year State Comparison slide 10

REFERENCE GUIDE: REF 3494. 1 Language Acquisition Branch PLACEMENT of MATRICULATING ELs in MIDDLE SCHOOL and HIGH SCHOOL ELD CURRICULUM • Basis for placement: DPI code from elementary school • Additional criteria to determine placement: – CELDT scores – CST results from Spring, 2005 in English/Language Arts (or 2006 if available) • High school placement by course passed • Limited DPI use in secondary for new enrollees slide 13

Language Acquisition Branch Elementary to Middle School Matriculating English Learner Placement Chart OVERALL CELDT SCORE CST Eng/LA DPI CODE COURSE PLACEMENT 1 1 Beginning ESL 1 A or Introduction to ESL A/B 1 2 Beginning ESL 1 B 1 3 Beginning ESL 1 B 2 A Intermediate ESL 2 A 3 or 4 A Intermediate ESL 2 B 2 B Intermediate ESL 2 B 3 or 4 B Advanced ESL 3 3 or less C Advanced ESL 3 4 or 5 Basic A-C, E Grade-level PRP English 3 -5 Prof. or Adv. A-C Grade-level PRP English Can also be used to guide high school placement (newcomers & out of district) slide 14

1 st Semester ESL Enrollment Language Acquisition Branch Fall Norm Day ‘ 07 ESL 1 A ESL 1 B GRADE 6 637 705 2, 875 3, 304 2, 594 93 GRADE 7 412 371 927 1, 417 2, 772 2, 223 GRADE 8 390 263 534 581 1, 340 1, 465 GRADE 9 1, 068 638 782 488 877 632 GRADE 10 175 421 790 559 536 384 GRADE 11 24 42 205 372 587 438 GRADE 12 3 3 22 21 88 138 2, 709 2, 443 6, 135 6, 742 8, 794 5, 373 ALL GRADE LEVELS ESL 2 A ESL 2 B ESL 3 ESL 4 slide 15

Language Acquisition Branch ESL Courses Aligned to High Point ESL Courses High Point ESL Textbooks Intro ESL A/B High Point The Basics (Lakeside School) High Point The Basics Beginning ESL 1 A Beginning ESL 1 B Intermediate ESL 2 A Intermediate ESL 2 B Advanced ESL 3 Advanced ESL 4 High Point Level A High Point Level B High Point Level C AND Core Literature slide 16

Language Acquisition Branch Examining Level B Curriculum for ESL 2 B slide 17

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Language Acquisition Branch Reading Instruction In High Point slide 19

Reading Instructional Structure Language Acquisition Branch The pattern for reading instruction in High Point is as follows: • Prepare to read • Read the selection • Respond slide 20

Prepare to Read Language Acquisition Branch The Keeping Quilt • Activate Prior Knowledge • Key Vocabulary • Reading Strategy Level B, pp. T 76 -T 86 slide 21

Prepare to Read Language Acquisition Branch • Activate Prior Knowledge – Brainstorm Traditions – What traditions does your family have? Throwing rice traditions Day of the Dead Wearing red Level B, pp. T 76 slide 22

Language Acquisition Branch Prepare to Read • Key Vocabulary Locate and use Definition • Husband • Apron • Nightdress • Babushka • Quilt • Bouquet • Tablecloth • Bride • Wedding huppa • Celebrate • Engaged Level B, pp. T 76 slide 23

Language Acquisition Branch Prepare to Read • Reading Strategy Preview and Make Predictions Level B, pp. T 76 Transparency 18 Yellow Handout slide 24

Read the Selection Language Acquisition Branch The reading is divided into 3 parts: Each part includes: • 1. Pre-Reading Strategy – Identify Genre • 2. Strategy Focus – Make and Confirm predictions • 3. Vocabulary – Use New words in context • 4. Comprehension – Before you move on: Think and discuss • 5. Grammar Minilesson – Past Tense Verbs – Irregular past Tense Verbs – Future Tense Verbs Level B, pp. T 78 -T 83 slide 25

Respond Language Acquisition Branch • Check your understanding: – Sum it Up (Pg. 84) – Think it Over (Pg. 84) • Language Arts and Literature Connection – Grammar in Context (Pg. 85) – Literary Analysis (Pg. 85) • Content Area Connection – Fine arts and Technology (Pg. 86) – Social Studies and Technology (Pg. 86) Label B, pp, T 84 -T 86 slide 26

Language Acquisition Branch • • • Formative Assessment Selection Test A selection test is administered after each reading selection: Concepts and Vocabulary Reading Strategy Reading Comprehension Grammar in Context Writing in Response to Literature TESAB, Pgs. 51 -52 slide 27

Language Acquisition Branch Summative Assessment End of Unit test An end of unit test is administered at the end of each unit • Vocabulary • Reading and Literary Analysis • Language Skills • Process and Strategies • Written Composition Blue packet slide 28

Language Acquisition Branch The Writing Process in High Point slide 29

Language Acquisition Branch The Writing Process • Although there are common elements, instructional steps in the writing process differ at each level in High Point. • The major differences are: Basics Writing process not as defined; limited attention to peer conference; focuses on sentences and paragraphs Level A Includes “Write Together” step; moves from paragraph to short essay Level B Moves from short essays to multi-paragraph writing Level C Focuses on multi-paragraph writing slide 30

Language Acquisition Branch The Writing Process in High Point Writing a Personal History Level B, Unit 2 slide 31

Language Acquisition Branch Writing Instruction • Comprehensive and wellsequenced • Integrated throughout the unit • Brings together all of the students’ skills Level B, pp. T 410 Level B, pp. T 132 -T 138 slide 32

Language Acquisition Branch Writing Project Structure Predictable Pattern of Instruction • Introduce the mode/genre • Introduce the writing process ◊Prewrite ◊Draft ◊Revise ◊Edit and Proofread ◊Publish Level B, pp. T 132 -T 138 slide 33

Language Acquisition Branch Clear Expectations • What are the criteria for this writing assessment? • What are the characteristics of a quality paper? TESAB, pg. 114, Level B, Unit 2 Writing Assessment Rubric slide 34

Language Acquisition Branch The Writing Process • Introduce the mode – Discuss the mode – Study the professional model – Explore text structure • Study a student writing model – Listen for features – Analyze and evaluate • Close and assess Level B, p. T 132 -133 Transparencies 29 & 30 Green Handout slide 35

Language Acquisition Branch Prewrite: Writing Prompt Write a personal history to tell an elementary school class about your experiences. Be sure to express your feelings. Level B, p. T 134 slide 36

Language Acquisition Branch Prewrite: Brainstorm Ideas People, Places, Why They Are and Events Important My Feelings Ajay, my friend in India We liked the same things. We played sports and helped each other. He was my best friend. I miss him the most of all my friends. New Delhi, India My first home. I lived there until I was nine. I miss my family there. I miss playing cricket. I don’t miss the noisy, crowded city. Going to a professional cricket match It was a special trip with my mom and dad. I miss going to games with Mom and Dad. I also miss watching and playing cricket. No one in the U. S. even knows how to play the game! Level B, p. T 134 slide 37

Language Acquisition Branch Prewrite: F. A. T. P Chart Unlock the writing prompt: Form: ______________ Audience: _____________ Topic: ______________ Purpose: _____________ Level B, p. T 134 slide 38

Language Acquisition Branch Prewrite: Organize with the Transparency Organize your ideas: • Use a timeline to list important events in your life. • Use a chart to compare your life in the U. S. with your life in the country where you came from. • Make a list of things you liked as you were growing up. Level B, p. T 134 slide 39

Language Acquisition Branch Prewrite: Organize with the Transparency 29 Transparency Green packet TIME LINE OF PERSONAL HISTORY slide 40

Language Acquisition Branch Prewrite: Close and Assess Reflect and evaluate: • Work with a partner to answer these questions: – How did listening to your partner’s ideas help you form your ideas? – Have you listed enough information? – Are your dates, place names, and people’s names correct? Check with a family member. Level B, p. T 134 slide 41

Language Acquisition Branch Five paragraph essay • Introductory Paragraph • Three Body Paragraphs • Conclusion Paragraph slide 42

Language Acquisition Branch Draft: Write the Beginning Writer’s Craft: Introductory Paragraph Structure • Write an introductory sentence in the first person, using the pronouns I, my, me, we, our, or us. • Write three sentences that name the events in your life that you will describe in your body paragraphs. Level B, p. T 135 slide 43

Language Acquisition Branch Draft: Writer’s Craft: Body Paragraph Structure • Write an introductory sentence in the first person, using the pronouns I, my, me, we, our, or us. • Write three sentences giving three events in your life. Use first person pronouns. Add details such as dates, place names, and people’s names. Express your emotions during those events. Level B, p. T 135 Transparency 31 Green packet slide 44

Language Acquisition Branch Draft: Write an Ending Write a concluding paragraph: • Write an ending paragraph to leave your reader with a final thought about your experiences. Express your feelings about them. Level B, p. T 135 slide 45

Language Acquisition Branch Draft: Close and Assess Reflect and evaluate: • Work with a partner to answer these questions: – Read through your draft. Does it let your reader know how you feel about your experiences? – Are your sentences detailed and wellorganized? Level B, p. T 135 slide 46

Language Acquisition Branch Revise: Reread Your Draft • Review your FATP. The form, audience, topic and purpose should be clear in your paragraph. • Do the supporting details of your paragraph tell about three important experiences? Level B, p. T 136 slide 47

Language Acquisition Branch Revise: Conduct a Peer Conference • Work with a partner to review your paragraph. • Use the revision marks and questions from Transparency 32 as a guide for your feedback to your partner. Level B, p. T 136 Transparency 32 Green handout slide 48

Language Acquisition Branch Revise: Conduct a Peer Conference Transparency 32 Green packet slide 49

Language Acquisition Branch Revise: Mark Your Changes • Decide what changes you will make. • Use the revising marks to show your revisions. Level B, p. T 136 slide 50

Language Acquisition Branch Revise: Close and Assess Reflect on these questions: • Did your peers like what you wrote? What did they suggest you change? • Did you find you had to do a lot of rewriting? • Did you include all the thoughts and feelings you wanted to? Level B, p. T 136 slide 51

Language Acquisition Branch Revise: Grammar in Context • Teach verb tenses • Cooperative learning activity • Practice • Close and assess Level B, p. T 137 slide 52

Language Acquisition Branch Edit and Proofread: Check for Mistakes • Capitalization • Spelling • Punctuation Level B, p. T 138 Transparency 33 Green packet slide 53

Language Acquisition Branch Edit and Proofread: Check Your Verbs • Look for the correct use of verb tenses. Level B, p. T 138 slide 54

High Point Rubric Parts Language Acquisition Branch slide 55

Language Acquisition Branch Language Acquisition Assessments slide 56

Language Acquisition Branch Language Acquisition Assessments What patterns or structures do you need to know in order to… …give driving directions? …order from a menu? …retell a story? …describe your dream house? slide 57

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Language Acquisition Branch The Best Practice • Oral language instruction and practice opportunities exist throughout the unit. • All LAAs are opportunities for structured oral practice. • The 2 recommended LAAs can be revisited as formal assessments. • Build Language and Vocabulary Lessons have the targeted language functions and structures for upcoming LAA. • Students should be aware where needed skills occur within the unit. slide 59

Language Acquisition Branch Oral Language Assessment Function Form How language The patterns and structures is used to of the communication Vocabulary The words needed to communicate ideas slide 60

Language Acquisition Branch Language Acquisition Assessments Language Function – the purpose for communicating Language Patterns and Structures – the required words, phrases, sentence forms, and types of grammar, used to construct the oral response slide 61

Language Acquisition Branch LAA Rubric FUNCTION PATTERN & STRUCTURE VOCABULARY 4 Student effectively performs the function. Student clearly expresses the targeted pattern/structure in a variety of ways. Student uses a variety of effective vocabulary, including words from the unit. 3 Student performs the function. Student adequately expresses the targeted pattern/structure. Student uses adequate vocabulary, including words from the unit. 2 Student does not adequately perform the function. Student does not clearly express the targeted pattern/structure. Student uses limited vocabulary or uses vocabulary incorrectly. 1 Student makes no attempt or offers a non-verbal response. Student does not express the targeted pattern/structure. Student makes no attempt to use appropriate vocabulary. TESAB Level B, Pg. 138 slide 62

Language Acquisition Branch The Keeping Quilt Language Acquisition Assessment Level 2 B, Unit 2 slide 63

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Language Acquisition Branch • Now let’s review what you will do… slide 66

Language Acquisition Branch LAA Pie Chart Language Functions What will you do? Ask and answer questions Patterns & Structures Write questions Vocabulary This information comes from the LAA form. You will use the words… Quilt Husband Huppa Tablecloth Tradition bouquet slide 67

Language Acquisition Branch Questions • When you want information, you ask a question. • Use question words to ask a question. • End your question with a question mark. slide 68

Language Acquisition Branch Can Question Words How Where Do, Does, Did What Who Am, Is, Are Why When slide 69

Language Acquisition Branch Whose clothes were used to make the quilt? The family clothes were used to make the quilt. Examples What were some of the things in Mary Ellen’ s bouquet? Some of the things in Mary Ellen’s bouquet were gold, bread, and salt. What did Anna give Carl when she was born? Anna gave Carl a gift of gold, flower, salt, and bread. slide 70

Language Acquisition Branch • Let’s Review the Vocabulary slide 71

Language Acquisition Branch Quilt Bed cover made of pieces of cloth sewn together slide 72

Language Acquisition Branch Husband Man who is married slide 73

Language Acquisition Branch huppa Cloth supported on poles that a couple stands under when being married slide 74

Language Acquisition Branch Tablecloth Cloth for covering a table, used especially at meals slide 75

Language Acquisition Branch bouquet Bunch of flowers slide 76

Language Acquisition Branch tradition Way of acting that is passed from generation to generation slide 77

Language Acquisition Branch It’s your turn!!! slide 78

Directions: Work in Pairs Language Acquisition Branch 1. Look at the pictures on pages 79 -83 and choose the one you like the most 2. Talk about what you see. 3. Write 3 questions you might have about the picture you have chosen. 4. Make sure to use: 1. correct word order 2. proper intonation 3. questions words. Who, What, Where, When, Why, Whose, How, Which , etc. • Be ready to present as a pair. slide 79

Language Acquisition Branch Now Let’s Sample your LAA Performance… Congratulations! slide 80

Language Acquisition Branch Please fill out an evaluation. Thanks for your attention! slide 82