Estrategias

Welcome!
NCLB Implementation Training
January 22, 2009

Successful Strategies for Limited English Proficient Students
Moderator:

Raquel Sinai, NJDOE
Presenters:

Elizabeth Franks, Roselle Public Schools Barbara Tedesco, ELL Consultant Lisette Calvo, ELL Consultant

I.

English Language proficiency Standards and Levels A. WIDA Standards B. Levels of Language Proficiency C.“Can-Do-Descriptors”

Elizabeth Franks,
Roselle Public Schools

WIDA ELP Standards
Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3: English language learnerscommunicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIALSTUDIES.

English Language Proficiency Levels. 6. Reaching 5. Bridging 4. Expanding 3. Developing 2. Beginning 1. Entering
The Performance Definitions frame the ELP standards. They provide criteria that shape each of the six levels of English language proficiency. The three bullets within each proficiency level in the Performance Definitions also correspond to the categories or components of theSpeaking and Writing Rubrics, namely,  Linguistic Complexity- the amount and quality of speech or writing for a given situation  Vocabulary Usage- the specificity of words or phrases for a given context  Language Control- the comprehensibility of the communication based on the amount and types of errors 

Connect instruction to WIDA standards through CAN DO Descriptors

First, know theproficiency
level of the student. Then, know the criteria for each domain (listening, speaking, reading, writing) at each proficiency level.

ELP and NJASK
Grade 3 2008
250

NJASK 4 according to ACCESS Proficiency Level
300

200

250
NJASK3 Median

150 LAL Math 100

Mean Scale score

200 150 100 50 0 LAL Math

50

0 3 4 ACCESS ELP level 5 6

2

3 English Proficiencylevel

4

II. Sheltered English Instruction
 A. Overview  B. Research Base  C. Sheltered Instruction Observation

Protocol Models (SIOP)

Barbara Tedesco, ELL Consultant

What is Sheltered Instruction?
•

A means for making grade level academic content (e.g. science, social studies, math, etc. ) more accessible for ELLs while at the same time developing their English languagedevelopment. The practice of highlighting key language features and incorporating instructional strategies that make the content comprehensible to students. An approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they need for graduation (NJAC 6A:15-1.4a/f)



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Who and Why?


Who uses ShelteredInstruction?


Bilingual, ESL, content area and grade level teachers.

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Why use Sheltered Instruction?
 

Students must meet state standards Research has shown that ELLs improved their academic skills with teachers who utilized sheltered instruction.

• Seven year project conducted by CREDE – Identify key practices for sheltered instruction – Develop a PD model to enable teachers to useSI more effectively • In 1998-1999, using a prompt that required expository writing, ELLs in classes with teachers who had been trained, outperformed and made greater gains than the control group (ELLs with non-trained sheltered teachers).

Research on Sheltered Instruction

Research on Sheltered Instruction
Gain in Writing Assessment
0.6 0.5 0.4 0.3 0.2 0.1 0 SIOP Control

The SIOP...