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Slide Notes
This project is a self-reflection presentation and evidence of my success in the EDU 590: Tech With ELL course. It shows demonstrates my knowledge on ways to support ELs as well as the technology tools I will use to meet their needs. It is also a professional development tool that I will share with colleagues.
Culminating Project
Published on May 05, 2018
As presented in the Tech with ELL Spring 2018 Course Syllabus: This presentation shows how I built my knowledge on ways to support ELLs as well as the tech tools I will use to meet their needs. This final project is designed as a professional development presentation for my colleagues.
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PRESENTATION OUTLINE
Culminating Project
EDU 590: Tech With ELL Spring 2018 Debra Tisdale
This project is a self-reflection presentation and evidence of my success in the EDU 590: Tech With ELL course. It shows demonstrates my knowledge on ways to support ELs as well as the technology tools I will use to meet their needs. It is also a professional development tool that I will share with colleagues.
Photo by UK Parliament
Every English learner is unique - and just like any other student - has the potential to enrich the classroom with personal strengths, interests, and experiences. Given the right support they can learn at the highest academic levels.
English learners differ from one another on many factors such as formal schooling in their home country, similarities between their home language and English (i.e. written language, grammar), parent and student aspirations, culture, and learning styles and difficulties.
Since every English learner is unique, it is important to understand the particular characteristics of English learners in order to best support these students.
Carr, J., & Bertrando, S. (2012). Teaching English learners and students with learning difficulties in an inclusive classroom: A guidebook for teachers. San Francisco, CA: WestEd.
Since every English learner is unique, it is important to understand the particular characteristics of English learners in order to best support these students.
Carr, J., & Bertrando, S. (2012). Teaching English learners and students with learning difficulties in an inclusive classroom: A guidebook for teachers. San Francisco, CA: WestEd.
Photo by Neil Thomas
In order to best support each English learner's zone of proximal development, teachers need to have a clear understanding of each student's English language proficiency (ELP) level.
English language learners can be characterized in terms of the levels of second language acquisition, with a focus on academic language.
People do not learn a language all at once.
Instead, their use and comprehension of vocabulary and grammatical structures gradually increase over time.
Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners. Washington, D.C.: Alliance for Excellent Education.
People do not learn a language all at once.
Instead, their use and comprehension of vocabulary and grammatical structures gradually increase over time.
Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners. Washington, D.C.: Alliance for Excellent Education.
Making Sense of ELP Levels
(Module 2 - WIDA Can Do Descriptors)
The WIDA consortium provides helpful information for teachers needing to identify the levels of language development of English learners.
The WIDA consortium provides helpful information for teachers needing to identify the levels of language development of English learners.
The six levels of development in the areas of speaking, listening, reading, and writing are (1) entering, (2) emerging (3) developing, (4) expanding, (5) bridging, and (6) reaching.
WIDA provides a table of descriptors for what English learners at each level can do.
For example, a first grader at the emerging level in reading, can process recounts by using pictures and illustrations to
identify themes or storylines,
while a first grader at the expanding level in reading would be able to identify the main topic of texts.
When sharing this slide, access the WIDA Can Do Descriptors at:
https://www.wida.us/standards/CAN_DOs/
WIDA. (2014). WIDA can-do-descriptors. Board of Regents of the University of Wisconsin, on behalf of WIDA. Retrieved from https://www.wida.us/standards/CAN_DOs/
The WIDA consortium provides helpful information for teachers needing to identify the levels of language development of English learners.
The six levels of development in the areas of speaking, listening, reading, and writing are (1) entering, (2) emerging (3) developing, (4) expanding, (5) bridging, and (6) reaching.
WIDA provides a table of descriptors for what English learners at each level can do.
For example, a first grader at the emerging level in reading, can process recounts by using pictures and illustrations to
identify themes or storylines,
while a first grader at the expanding level in reading would be able to identify the main topic of texts.
When sharing this slide, access the WIDA Can Do Descriptors at:
https://www.wida.us/standards/CAN_DOs/
WIDA. (2014). WIDA can-do-descriptors. Board of Regents of the University of Wisconsin, on behalf of WIDA. Retrieved from https://www.wida.us/standards/CAN_DOs/
Photo by flintymcginty
How can you get an understanding of your students abilities and needs; both academic and linguistic, in a timely manner?
(Reflection Assignment -Module 1)
Mainstream teachers are provided with language proficiency assessment data that includes overall levels as well as domain specific levels for each English learner in their class.
To have an accurate idea of each of their ELs' needs, teachers need to use different sources of information in addition to the information provided by English language proficiency assessments.
Teachers analyze assessment data from standardized and classroom-based assessments to plan instruction that is consistent with ELs' language proficiency and performance levels.
They track progress over time so they can identify students who are not making expected progress in acquiring English.
Li, G. E., & Edwards, P. A. (2010). Best Practices in Ell Instruction. New York, NY: The Guilford Press.
To have an accurate idea of each of their ELs' needs, teachers need to use different sources of information in addition to the information provided by English language proficiency assessments.
Teachers analyze assessment data from standardized and classroom-based assessments to plan instruction that is consistent with ELs' language proficiency and performance levels.
They track progress over time so they can identify students who are not making expected progress in acquiring English.
Li, G. E., & Edwards, P. A. (2010). Best Practices in Ell Instruction. New York, NY: The Guilford Press.
Photo by Tuzen
Use Tracking Forms
to assess an EL's level of progress
Teachers need tools that help
them continually monitor students’ progress and adjust
instructional strategies to target and support students’ needs.
To obtain linguistic information, teachers can conduct classroom observations of linguistic interactions.
Anecdotal notes from observations of the ELs' language use during classroom activities yield valuable information about linguistic preference and level of proficiency.
Individual conversations with ELs also provide relevant information on their ability to use English.
Teachers can use the results from skills and strategies checklists included in the Colorin Colorado ELL Starter Kit for Educators to monitor progress and planning instruction and intervention.
When sharing this slide, access the Colorin Colorado ELL Starter Kit for Educators at:
http://www.colorincolorado.org/sites/default/files/ELL_Starter_Kit_for_Educ...
ELL Starter Kit for Educators (2016, Novemer 10). Retrieved March 20, 2018, from http://www.colorincolorado.org/guide/ell-starter-kit-educators
them continually monitor students’ progress and adjust
instructional strategies to target and support students’ needs.
To obtain linguistic information, teachers can conduct classroom observations of linguistic interactions.
Anecdotal notes from observations of the ELs' language use during classroom activities yield valuable information about linguistic preference and level of proficiency.
Individual conversations with ELs also provide relevant information on their ability to use English.
Teachers can use the results from skills and strategies checklists included in the Colorin Colorado ELL Starter Kit for Educators to monitor progress and planning instruction and intervention.
When sharing this slide, access the Colorin Colorado ELL Starter Kit for Educators at:
http://www.colorincolorado.org/sites/default/files/ELL_Starter_Kit_for_Educ...
ELL Starter Kit for Educators (2016, Novemer 10). Retrieved March 20, 2018, from http://www.colorincolorado.org/guide/ell-starter-kit-educators
How to DeveLOP A LEsson plan That includes ELs
Plan for the conceptual and linguistic development of ELs
Differentiation is essential if ELs are to be successful academically.
ELs' language proficiency levels require differentiation that is tailored to specific needs.
By receiving instruction that closes gaps in their knowledge, skills and abilities, ELs will meet standards for which teachers are held accountable.
Teachers should routinely prepare their language and content objectives, lesson plans, and assignments and assessments by referencing WIDA Can Do Descriptors to address the range of linguistic capabilities of ELs in their classrooms and to effectively engage each EL in every lesson.
Content objectives are the same for all students.
Teachers differentiate the specific scaffolding and support strategies that each EL needs in order to engage with and learn in each instructional activity.
Teachers assess ELs' performance by collecting evidence of what ELs can do in the range of activities that they organize for the class and evaluate ELs’ performance relative to their realistic content and language objectives.
The performance based
evidence will take different forms depending on the nature
of the activity and the content and language expectations for
student performance.
When sharing this slide, access the WIDA FOCUS ON Differentiation Part 1 Focus Bulletin to review how one assignment within an elementary school unit
on the topic of the rainforest can be differentiated for ELs at all levels of English language proficiency. This Focus Bulletin can be accessed at:
https://www.wida.us/get.aspx?id=526
Fairbairn, S., & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers. Philadelphia, PA: Caslon Pub.
ELs' language proficiency levels require differentiation that is tailored to specific needs.
By receiving instruction that closes gaps in their knowledge, skills and abilities, ELs will meet standards for which teachers are held accountable.
Teachers should routinely prepare their language and content objectives, lesson plans, and assignments and assessments by referencing WIDA Can Do Descriptors to address the range of linguistic capabilities of ELs in their classrooms and to effectively engage each EL in every lesson.
Content objectives are the same for all students.
Teachers differentiate the specific scaffolding and support strategies that each EL needs in order to engage with and learn in each instructional activity.
Teachers assess ELs' performance by collecting evidence of what ELs can do in the range of activities that they organize for the class and evaluate ELs’ performance relative to their realistic content and language objectives.
The performance based
evidence will take different forms depending on the nature
of the activity and the content and language expectations for
student performance.
When sharing this slide, access the WIDA FOCUS ON Differentiation Part 1 Focus Bulletin to review how one assignment within an elementary school unit
on the topic of the rainforest can be differentiated for ELs at all levels of English language proficiency. This Focus Bulletin can be accessed at:
https://www.wida.us/get.aspx?id=526
Fairbairn, S., & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers. Philadelphia, PA: Caslon Pub.
adapt activities And Integrate Technology
to meet the English language proficiency levels of English learners
Technology tools should be used to support language learning within the classroom.
Integrating technology tools can draw out different kinds of language use in meaningful ways. When ELs experience language development through technology tools, they begin to listen for understanding, speak to communicate ideas, and comprehend what they read in order to express their learning through their writing. The languages of interaction can represent a variety of different functions. As a result, supporting ELs’ academic language development through the use of technology tools requires thoughtful consideration of both the language needed to engage and the language targets for individual learner growth.
Technology tools work best when ELs are asked to develop, create, and share their work online. It is in this way that they are active learners, negotiating
meaning and creating media for an audience.
Ramirez, L. L. (2010). Empower English Language Learners With Tools From the Web. Thousand Oaks, CA: Corwin Press.
Integrating technology tools can draw out different kinds of language use in meaningful ways. When ELs experience language development through technology tools, they begin to listen for understanding, speak to communicate ideas, and comprehend what they read in order to express their learning through their writing. The languages of interaction can represent a variety of different functions. As a result, supporting ELs’ academic language development through the use of technology tools requires thoughtful consideration of both the language needed to engage and the language targets for individual learner growth.
Technology tools work best when ELs are asked to develop, create, and share their work online. It is in this way that they are active learners, negotiating
meaning and creating media for an audience.
Ramirez, L. L. (2010). Empower English Language Learners With Tools From the Web. Thousand Oaks, CA: Corwin Press.
Photo by mrsdkrebs
Reading Projects
Level 1 EL and Level 4 EL
For my Create and Share Project for Module 4, I created two artifacts, that integrated technology tools, to represent how I can improve the engagement of ELs in the areas of Reading Skills.
Reading Project for Level 1 EL in Kindergarten:
I used the app Sight Words by Photo Touch to practice sight words that the student had not yet learned.
Reading Project for Level 4 ELs in 8th grade:
The students work through the 5-Step Literacy Routine using the article “A Nation’s Song” from Achieve3000.
When sharing this slide, access the following resources that further explain the reading projects described above:
https://goo.gl/WtKmx3
https://itunes.apple.com/us/app/sight-words-by-photo-touch/id421341850?mt=8
https://www.youtube.com/watch?v=6YI8SWThc7c
https://goo.gl/1bGbj6
Reading Project for Level 1 EL in Kindergarten:
I used the app Sight Words by Photo Touch to practice sight words that the student had not yet learned.
Reading Project for Level 4 ELs in 8th grade:
The students work through the 5-Step Literacy Routine using the article “A Nation’s Song” from Achieve3000.
When sharing this slide, access the following resources that further explain the reading projects described above:
https://goo.gl/WtKmx3
https://itunes.apple.com/us/app/sight-words-by-photo-touch/id421341850?mt=8
https://www.youtube.com/watch?v=6YI8SWThc7c
https://goo.gl/1bGbj6
Writing Projects
Level 2 EL and Level 3 EL
For my Create and Share Project for Module 5, I created two artifacts, that integrated technology tools, to represent how I can improve the engagement of ELs in the areas of Writing Skills.
Reading Project for Level 3 ELs in 1st grade:
Writing Project for Level 2 ELs in 11th grade:
For this writing project, Level 2 ELs will use the Letter Generator tool to write a persuasusive make valid claims about Cesar Chavez’s life dedication to grassroots organizing to persuade lawmakers to help improve the working conditions of migrant farm workers.
https://goo.gl/1771BW
Reading Project for Level 3 ELs in 1st grade:
Writing Project for Level 2 ELs in 11th grade:
For this writing project, Level 2 ELs will use the Letter Generator tool to write a persuasusive make valid claims about Cesar Chavez’s life dedication to grassroots organizing to persuade lawmakers to help improve the working conditions of migrant farm workers.
https://goo.gl/1771BW
Summary -
How the Knowledge I Gained From EDU 950: Tech with ELL will Benefit ELs
The knowledge that I gained from EDU 590: Tech with ELL will benefit ELs in the following ways:
I can meaningfully incorporate technology tools into the curriculum as a way to provide linguistic interaction in the four language domains (listening, speaking, reading, writing).
I can consider the language abilities of ELs and their
language learning goals to select appropriate technology tools for instructional activities.
I can use different kinds of technology tools with ELs to promote interest and engagement, and to personalize instruction and assessment.
By incorporating the right technology tools, I can prompt authentic, meaningful language use by ELs and give them a variety of ways to show what they know.
I can meaningfully incorporate technology tools into the curriculum as a way to provide linguistic interaction in the four language domains (listening, speaking, reading, writing).
I can consider the language abilities of ELs and their
language learning goals to select appropriate technology tools for instructional activities.
I can use different kinds of technology tools with ELs to promote interest and engagement, and to personalize instruction and assessment.
By incorporating the right technology tools, I can prompt authentic, meaningful language use by ELs and give them a variety of ways to show what they know.
