Posts related to best instructional practices for teaching ELLs.
The link (below) takes you to a step-by-step guide for scaffolding speaking and listening. I created and used this lesson successfully in my ELL classroom. Of special note, the lesson includes pre- and post- formative assessments — an often over-looked part of listening and speaking tasks.
(Created in Adobe Voice. In and of itself a highly useful tool for your speaking and listening tool box.)
How will you modify this lesson for your classroom?
Dr. Robin E. Lady, NBCT and President of Gifted Association of Missouri (GAM) announced Gifted Education Week, February 22-26, 2016.
What is “Gifted Education Week” and how does it apply to English language learners? The week will culminate with Gifted Education Day February 24 when 500+ gifted students visit the Missouri state capitol. Teachers, parents, and leaders gather with gifted students to share what they and others are doing for gifted education all year long.
ELLs should not go unnoticed as part of this conversation and exhibition.
Of particular interest is the recently available “First Annual Report: Advisory Council on the Education of Gifted and Talented Children, 2015” prepared by the Gifted Advisory Council:
Of particular interest to ELL educators will be the report’s references to a lack of ethnic, socio-economic or linguistic diversity of students in gifted program services. As well as the Missouri demographic subgroup comparison tables on page 59 of the report which provides two tables comparing demographics of students in Missouri gifted programs over-all to sub populations for 2013-2014. The report reflects that of all MO LEP students, only .14 percent also participate in gifted programming. This is a staggeringly low percentage when compared to a 79.3 percent participation rate of White students in gifted programs, and even when compared to the subgroup category for FRL which shows a 20.2 percent participation rate in MO gifted programs. ELL educators and administrators should be asking why such a discrepancy exists especially in light of research linking multilingualism and creativity. How can identification of ELLs for gifted programming be increased?
You can participate locally and state-wide in the February activities.
Dr. Lady also supplied a PDF suggesting 54 ways students and educators can be involved with Gifted Education Week. 54 Ways to Participate in Gifted Ed Week
Idea number 17 could be a particularly compelling way for ELLs to shine the light on gifted individuals who are also bilingual:
“Study famous gifted people. Select a favorite. Depict that person in a vignette. Share interesting anecdotes with others. Dress up in period costume to be that person for a day.”
(GAM, Gifted Education Week, February 22-26, 2016, Suggested Activities)
If you want more information or to be included in future meetings, you can follow GAM on their website,
facebook page https://www.facebook.com/MissouriGifted/?fref=ts,
and
Twitter: Missouri @GAMgifted
Dr. Robin Lady can be reached at:robin.lady.gam@gmail.com
Phone: 314.203.1165
Gifted programming resources can also be found on the MO DESE website
and by contacting David Welch at:
David.welch@dese.mo.gov
Phone: (573) 751-7754
In doing my part to promote the inclusion of ELLs in Gifted programming, I’m suggesting some of the following research to support your efforts to see that ELLs are included in your district’s pool of gifted students:
Multilingualism and Creativity
by Anatoliy V. Kharkhurin in Bilingual Education and Bilingualism: 88
Includes bibliographical references and index. © 2012 Anatoliy V. Kharkhurin.
“…multilingualism appears as influential but not sufficient requirement for creative endeavors. This conclusion might explain a contradiction between laboratory research and real-life observations: despite a tendency of multilingual individuals to outperform their monolingual counterparts on creativity tests, the former do not necessarily reveal exceptional creative achievements. However, the mere presence of creativity-fostering factors in multilingual development suggests that a combination of foreign language learning with creativity training might provide fruitful outcomes..” (Kharkhurin, p 174)
Additional research on ELLs and gifted education:
Aguirre, N. (2003) ESL students in gifted education. In J.A. Castellano (ed.) Special Populations in Gifted Education: Working with Diverse Gifted Learners (pp. 17–28). Boston, MA: Allyn & Bacon.
Bernal, E.M. (1998) Could gifted English-language learners save gifted and talented programs in the age of reform and inclusion. TAGT Tempo 18(1), 11–14.
Bernal, E.M. (2007) Educating culturally and linguistically diverse gifted and talented students through a dual-language, multicultural curriculum. In G.B.
Esquivel, E.C. Lopez and S.G. Nahari (eds) Handbook of Multicultural School Psychology: An Interdisciplinary Perspective (pp. 479–495). Mahwah, NJ:
Lawrence Erlbaum Associates Publishers.
Granada, J. (2003) Casting a wider net: Linking bilingual and gifted education. In
J.A. Castellano (ed.) Special Populations in Gifted education: Working with Diverse Gifted Learners (pp. 1–16). Boston, MA: Allyn & Bacon.
What steps does your district take to ensure identification and inclusion of ELLs in its gifted programming? I’d love to hear from you.
A challenge of finding and organizing advice, best practices, and resources in the digital age is the sheer volume of resources and guidance available, and the scope of it – local, state, national, international. I know I’m guilty of tapping on the keys that spell “G-O-O-G-L-E” because it seems easier and faster than “wasting time” filtering through old emails, downloaded PDFs, Word documents, and PowerPoints for information I’ve already stored.
Such was my experience recently while gathering resources for a presentation about SpED / EL concerns. I started down the Google road before coming to my senses and remembering the MO DESE webinars and support materials explaining the identification and service of students who require SpED and ELL supports.
The two webinars are still available and highly useful to learn the technical aspects and flow of the determination process in Missouri:
This link takes you to the MO DESE recorded webinar: Guidance for LEA Staff
This links you to the second MO DESE webinar: Issues and implications in the identification process
Other recently (re)discovered resources include:
Why do English Language Learners Struggle with Reading?
Special Education Considerations English Language Learners
Literacy Instruction for English Language Learners
Please add your recommended resources with a reply.
Some days you stumble on something that reminds you there are plenty of resources out there from folks just dreaming up ways to make your lesson planning easier. This morning I was delighted and intrigued to find such an email from ReadWorks.org
If you’re at all like me, I often want to reinforce a specific vocabulary word through multiple texts but finding all those texts can be hugely time consuming. Not to mention being able to find texts with the same vocabulary word AND in the same reading lexile. Thank you ReadWorks for your free Vocabulary Text Sets!
If you’re a ReadWorks fan, or have some other favorite resources for reinforcing vocabulary through text sets please share with a reply.
Thanks for reading!
A research report from The Center for Digital Education, Funding and Professional Development, lists five grant opportunities for developing personalized learning programs. Some grants have rolling funding dates, others don’t close until November 2016 and December 2016 which would give you plenty of time to plan and create co-writing teams of key staff members. Specific grant information and guidelines can be found on pages 2-3 of the report.
While the grants don’t appear to focus solely on personalized learning plans for ELLs, the advent of ESSA with its shift of ELL funding from Title III to Title I increases the urgency for ELL Coordinators and Directors to work more closely with their district’s Federal Program Directors to advocate for tools that impact the education of all students.
Personalized learning can’t be found in a single program or initiative — it requires a complete shift in the way education is structured from kindergarten to college. (p 2, Funding and Professional Development)
The report was produced by the Center for Digital Education (CDE) which also maintains a blog, and other news and event feeds focusing on what’s happening in education today for both K-12 and Higher Ed. On the CDE site you can also find contests and awards for district and classroom level content and curriculum initiatives. If you’re looking for ways to showcase the great things folks in your district are doing, some of these opportunities might fit the bill. Let’s put more Missouri educators and districts on the map!
What steps has your district taken toward developing or implementing personalized learning plans for students? How do you see personalized learning plans impacting teacher’s abilities to serve ELLs? What PD do you foresee teachers needing in order to effectively use personal learning systems?
From the WGBH-PBS website:
PBS LearningMedia is part of the Public Broadcast System’s educator support outreach.
Interested in shaping an app to support ELLs with mastering STEM vocabulary? Here’s your chance.
Calling all middle and high school teachers! The Education Department of WGBH – producers of NOVA on PBS and co-producers of PBS LearningMedia™, the free online educational service – would like your input.If you are a middle or high school STEM teacher (Science, Technology, Engineering or Mathematics) and your classes include English Language Learners, we invite you to complete this survey.
Your responses will be used to inform production of educational resources by WGBH Education. We will send a $50 Amazon gift card to a random selection of five respondents.
The survey will close on January 21, 2016. Thank you for your time and thoughtful responses.
Cut and paste the following link into your web browser to reach the survey.
https://www.surveymonkey.com/r/T7L73T7
I didn’t see a release date for the app once it’s finished. But I’ll keep my eye on it. If anyone spots it first, leave a comment!
Want to amp up your advocacy efforts for ELs? You have 17 days to shape EL education and include your opinions in how education history is shaped moving forward with ESSA! From the Federal Register:
The Secretary [of Education] invites advice and recommendations from interested parties involved with the implementation and operation of programs under title I concerning topics for which regulations or nonregulatory guidance may be necessary or helpful as States and LEAs transition from NCLB and implement the ESSA.
The Secretary specifically invites advice and recommendations from State and local education administrators, parents, teachers and teacher organizations, principals, other school leaders (including charter school leaders), paraprofessionals, members of local boards of education, civil rights and other organizations representing the interests of students (including historically underserved students), representatives of the business community, and other organizations involved with the implementation and operation of title I programs.
During and after the comment period, you may inspect all public comments in response to this document by accessing Regulations.gov. You may also inspect the comments in person at U.S. Department of Education, 400 Maryland Avenue SW., Room 3E306, Washington, DC, between 8:30 a.m. and 4:00 p.m., Washington, DC time, Monday through Friday of each week except Federal holidays.”
FOR FURTHER INFORMATION CONTACT the folks at the Federal Register.
Other opportunities to get involved as a change agent and local folks who are doin’ it!
Leading Educator’s January Facilitated Learning Group on ELL Strategies!
Where: Leading Educators’ Office, Westport
When: Wednesday, January 20 from 5:30-7:30
Fee: No Cost!
Are you currently serving English Language Learners or coaching others who do? Are you responsible for leading PD on effective ELL strategies? If so, join us for our January Facilitated Learning Group on ELL Strategies! Come learn from one of the most knowledgeable ELL instructors and coaches in the city, Allyson Hile – current Director of ELL for KCPS and LE alumna.
To RSVP, email sgermano@leadingeducators.org
What’s going on in your district or your professional development efforts that’s noteworthy? Post a comment and let us know. Happy 2016!!
Those of you who attended my workshop on multicultural youth literature may be happy to know I’ve found more resources to support the inclusion of quality kid-friendly lit from around the world in classrooms and school libraries. (I’m pretty sure that’s a run-on sentence, but forgive me it’s almost time for winter vacation!)
2. An EL teacher-colleague and friend highly recommends the World Stories site. After spending a little time checking out the site, I’m impressed! Not only are the stories submitted by youth, they have downloadable PDF versions in English and the original language. In most cases you’ll also find an audio reading accompanies the story in often hard to find languages. (Pretty cool to hear an entire story in Turkish, for example.) I’m already thinking about how I can use these resources to support newcomers, support and strengthen the longevity of heritage language skills with families, and even broaden perspectives on literature while using the audio story-telling components to build awareness of the need for (and beauty of) integrating additional language skills in historically English dominant classrooms. So many ideas, so little time! One caveat: you’ll notice that the site is sponsored by philanthropists in the UK which means the English pronunciation will sound a bit different. (I’m not aware of a similar site in the U.S., but would appreciate knowing about it if you’re willing to share in a reader-reply.)
3. If you’re not using NewsELA as a source for non-fiction you’re missing out on a fantastic resource. Daily news articles reflect highly current issues on a global scale. In addition to the multi-lexiled options for each story, AND the Spanish-language versions, AND the standards based Q&As that follow each lexiled version of a story, I also appreciate that a significant number of news stories are chosen for their appeal to students across a broad cultural base. NewsELA also offers a balance of stories that speak to tragedy as well as triumph. There are text sets to help you locate stories along a theme, or you can search stories by categories across 12 grades and along 8 reading standards. Although it’s intended use is K-12, I’m even using stories from the site to help a 20 year-old EL improve his English reading and comprehension skills before an upcoming entrance exam for a local GED-Connections class. I pull stories from this site nearly every week for my adult ELs, and they can’t seem to get enough of these articles. Are you getting the message that I <3 NewsELA?!
Where do you find resources for broadening the cultural base of literature with your students?
Recently an educator approached me with concerns that several ELs were intentionally underperforming on assessments as a way to remain in the EL program. The teacher reported that student scores were consistently hovering just under the exit criteria.
I can relate to this educator’s frustration. This is a phenomenon I encounter in my own classroom during assessments, and I continually fight an internal battle with myself in an effort to refrain from seeing student scores as “intentional under-performance.” Why is it that our first impulse is to look to the student rather than consider what else we can do as teachers?
Most everyone’s heard the prevailing wisdom that “lower is faster, higher is slower” to explain the plateaus students experience when developing language proficiency. I try to seek understanding in this first, but like the educator who approached me for advice there have also been times when I’ve wondered just how long it’s going to take to move a higher proficiency student over that last little bump.
I asked several colleagues how they’ve approached this phenomenon, but garnered little that offered much direction. At long last I’ve located a very readable and realistic paper that offers practical suggestions for “high proficiency ELs” by Faridah Pawan and Anita Seralathan. Aptly titled “Moving on Up with WIDA: Helping Near-Proficient English Learners Reach Full Proficiency “ you can find a down-loadable version on page 29 of the Indiana Teachers of English to Speakers of Other Languages (INTESOL) Journal, Summer 2015.
In user-friendly terms, Pawan and Seralathan identify the lack of research that focuses on “high proficiency ELs”, and use case study examples from teachers in the field to offer evidence and resources that enable students “to also identify their own abilities and areas where help is needed” (p 38).
Another over-looked area when correlating academic content and language development is the cultural component. Language skill may seemed to have plateaued, but we often fail to consider that this may actually be the result of a lack of cultural competency related to the academic content. Pawan and Seralathan offer an example by quoting the experience an EL teacher shared of her students “reading Dante’s Inferno or the Scarlet Letter with little to no understanding of Christianity or the bible…while your language might be up to the task, it is untranslatable to you.” (p 40)
Pawan and Seralathan have generously sprinkled suggestions for using resources like WebQuest and Linguafolio throughout the paper, and offer examples of rubrics for scaffolding based on linguistics, conceptual, and social-cultural development.
Finally, Pawan and Seralathan cite examples of collaborative approaches taken by content and EL teachers to address the needs of “high proficiency ELs.”
I’d like to know of your experiences with students who hover at the upper end of the proficiency scale. What have you discovered? And what have you found useful in enabling students to move beyond the plateaus indicated on assessment measures?
Welcome to KC MELL Blog! This blog was created to diseminate and currate policy, pedagogy, and practice pertaining to the instructional and linguistic development of teachers and students who are mastering English alongside academic content.
Many thanks to UMKC School of Education for supporting this endeavor.
