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Differentiated Strategies for Diverse Learners in the Regular Classroom

Dr. Jayne Kraemer ESL Specialist and Staff Developer New Teacher Induction Saturday, October 26, 2013

Number your paper from 1 to 10 List the states with the highest ELL growth from lowest (#10) to highest (#1) and estimate their growth percentage.
State Growth Percentage

North Carolina Virginia Kansas Arkansas

Nevada Kentucky South Carolina Delaware Mississippi Alabama

Highest ELL Growth States 2000-2010

VUE, Summer 2013

Number your paper from 1 to 10 List the states with the highest ELL growth from lowest (#10) to highest (#1) and their estimated growth percentage.
State Growth Percentage 610% 306% 255%

1. South Carolina 2. Kentucky 3. Nevada

4. Delaware 5. Arkansas 6. Kansas 7. Mississippi 8. Alabama 9. Virginia 10. North Carolina

230%
166% 164%

158%
143% 139% 134%

Understanding Your English Learners


LEP
Limited English Proficient More often referred to as English Learners (ELs) or English Language Learners (ELLs)

ESL
English as a Second Language ESL students are LEP students enrolled in an ESL program. From 04-05 to 12-13 a steady average of 70% of all LEP students have been enrolled in the JCPS ESL Program

JCPS LEP Students

JCPS ESL Students

Growth of LEP in Kentucky


KY State ELL Enrollment 2000-2001 KY State ELL Enrollment 20102011 % Change in ELLs from 2000-2001 to 2010-2011

4,030

16, 351

306%

Growth of LEP in JCPS


% Change in LEP JCPS LEP Enrollment 2004-2005 JCPS LEP Enrollment 2012-2013 from 2004-2005 to 2012-2013

3,119

6,211

99%

Growth of ESL in JCPS


JCPS ESL Enrollment 2004-2005 % Change in ESL JCPS ESL Enrollment 2012-2013 from 2004-2005 to 2012-2013

2,429

4,264

76%

ESL NCA Enrollment 2006-2007

% Change in ESL NCA Enrollment ESL NCA Enrollment 2012-2013 from 2006-2007 to 2012-2103

200

377

89%

ESL NCA Enrollment 2006-2007 and 2012-2013


400 377

350

300

250

Enrollment

200 200

150

100

50

0 Enrollment

2006-2007
200

2012-2013
377

JCPS LEP Enrollment


6000 5000 4000
6,001

JCPS LEP

3000
2000 1000 0

2007

2008

2009

2010

2011

2012

Diversity of JCPS English Learners


Over 120 languages spoken
Spanish, 49% Arabic, 6.8% Mai Mai, 6.1% Somali, 5.5%

78 countries of origin (new enrollments

2012-13)
Mexico, Cuba, Somalia, Iraq, Bhutan, Burma

Refugees, immigrants, and U.S. citizens

Acronym Alphabet Soup


Think/Pair/Share Take a minute to look at each of the acronyms on the list and and think about what they stand for. Turn to a partner and share your thinking. Try and identify and define each of these acronyms together. Find the definition and the significance please feel free to use your phone, ipad, etc.

Identifying Your English Learners

Accessing Infinite Campus

Infinite Campus
More information on LEP Service Types can be found on page 4 of the PSP

JCPS Program Services Plan (PSP)


Each newly enrolled JCPS LEP student has a PSP which is emailed and ponied to the receiving school.

Initial PSP pages 1-3 are completed by the ESL Intake Center

Pages 4-6 are completed by the school (counselor and ESL teacher if the student is enrolled in an ESL program)

Pages 4-6 are updated yearly within the first 30 days of the school year (10/1/13)

Activity

Activity

Stages of Second Approximate WIDA Levels of English Stages of Second Language Acquisition Language Time Frame Language Proficiency Acquisition
Preproduction Early Production Speech Emergence Intermediate Fluency 0-6 months 6 months 1 year 1-3 years 3-5 years Level 1 Entering Level 1 Entering Level 2 Emerging Level 2 Emerging Level 3 Developing Level 3 Developing Level 4 Expanding

Advanced Fluency

5-7 years

Level 5 Bridging Level 6 - Reaching


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Supporting English Learners


English Learners who were attending school in their home country

Instruction needs to be designed to help students grow in both academic content knowledge and English language skills. If these are not addressed together, in a way that matches individual student needs, then the student is not served. (WIDA Consortium)

English Learners who have limited or interrupted formal schooling

Support for Elementary English Learners


Classroom teachers of ELs should understand English as a Second Language (ESL) teaching methods and the second language acquisition process. Literacy instruction should not be delayed until after the student has reached oral language proficiency in English (Ortiz & Vaughn, 2007). Literacy instruction and oral language instruction should occur concurrently. Teachers can scaffold language and provide opportunities for ELs to practice, use, and interact with language.

Support for Secondary ESL Students


ESL Students enrolled in an ESL middle schools and high schools receive English as a Second Language instruction from an ESL certified teacher who provides language instruction through content (English Language Arts) as a medium for building language skills. Instruction is focused on teaching language and content simultaneously. Students are in mainstream classes for all other content areas.

Instructional Considerations for English Learners

Effective instruction for English learners provides access to the core curriculum and, at the same time, intentionally develops their English language proficiency.
(Echevarria & Hasbrouch, 2009, p. 3))

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Effective Practices for Teachers of English Learners


Understand the second language acquisition process Use visuals Incorporate graphic organizers Teach academic vocabulary Differentiate instruction (materials and assessments) Provide abundant opportunities for academic interaction Design instruction around cooperative learning activities Modify the pace of instruction (teacher talk and wait time) View students first language as a rich resource to reinforce instruction

Strategies for Differentiating Instruction for English Learners


Focus on
Academic Interaction

Building academic Vocabulary Cooperative Learning

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Tiered Vocabulary

Domain-specific academic vocabulary

Tier 2

high-utility academic vocabulary found in many content texts, cross-curricular terms

Tier 1
every day words familiar to most students primarily learned through conversation

Common Core State Standards

Cooperative Learning Strategies & Academic Interaction for English Learners


1. 2. 3. 4. 5. Read and reflect on your quote. Share your quote with a partner and discuss what it means to you. Exchange quotes. Find a new partner. Repeat number 1, 2, and 3

Three Levels of Text Protocol


For a Text-Based Discussion
From L. B. Easton (2009). Protocols for Professional Learning. Alexandria, VA ASCD

Overview of Protocol
Participants reflect on a text. Our text is the video Teaching Math as a Social Activity

Purpose:

Construct meaning collaboratively

Clarify

Expand thinking about the text and concept

Three Levels of Text Protocol


Preliminary Step: Read, view or listen to a text taking notes.

After reading the text, each member of the group shares a:

Guidelines for Sharing:


What is shared is something that is particularly significant to the participant. Others listen (and perhaps take notes) on what each person says. There is no discussion until Step 4. Step 4: The group discusses what they heard and what they learned, the words that emerged and new insights about the texts and concept.

Sentence

Step 1

Phrase

Step 2

Word

Step 3

Discussion Step 4

Academic Interaction
Everyday Huh? What? What do you mean? I dont get it. Academic English Will you please repeat that? Will you please restate your idea? Can you explain what you mean by? I dont quite understand your ____ response, example, reason, question, decision, perspective
Kate Kineslla, Ed.D

4 Ls of Productive Partnering
1.L = Look at your partners eyes. 2.L = Lean toward your partner.

Kate Kinsella, Ed.D.

3.L = Lower your voice.


4.L = Listen attentively.

Resources
http://wg.serpmedia.org/

Word Generation Materials

Focus on Tier 2 Vocabulary Free Open Source

Resources
www.livebinders.com

Search for Author: jkraeme1

Resources
www.livebinders.com

Search for author: mmorgan5