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Actively Participate – (silent or verbally) Be open-minded, engage within group discussions. Leave other work for another time.
Practice Collegial Respect – Different opinions are heard and respected whether we agree or not. Equal “airtime.”
Demonstrate Professionalism – limited/no side conversations, actively listening, phones silent/off
Assume positive intent by avoiding the deficit model
What if you have questions today?

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Today we will…

Gain insight into Multilingual Typologies to better support diverse language acquisition needs.
Review California legal requirements with respect to Multilingual learners to foster an equitable educational experience.
Learn effective strategies for creating compelling comprehensible input to give our multilingual learners equitable access to grade level content.

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Multilingual Typologies

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What are the types of English Learners we have in our District?

EL Typologies

Long Term English Learners

(LTEL)

Reclassified Fluent English Proficient

(RFEP)

English Learners

(ELs)(MLs)

Newcomers

Initial Fluent English Proficient

(IFEP)

Dually Identified English Learners

(EL & SPED)

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What does the data say about our Multilingual Learners?

English Learners 7,951

Ever EL 46.3%

LTELs 30.7%

Newcomers 22.3%

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Proficiency Levels Descriptors:

Expanding

Bridging

Emerging

Basic understanding and limited communication in English.

Developing proficiency in English by understanding and producing more complex language across various

texts.

Exhibit near-native proficiency in English by using complex language across all domains

Basic understanding and limited communication in English.

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Part I: Interacting in Meaningful Ways

Collaborative: Engagement in dialogue with others. Standards # 1 - 4

Interpretive: Comprehension and analysis of written and spoken texts. Standards # 5 - 8

Productive: Creation of oral presentations and written texts. Standards # 9 - 12

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Part II: Learning About How English Works

Structuring Cohesive Texts: Understand text structure, organization and cohesion. Standards # 1-2

Expanding and Enriching Ideas: Use nouns/verbs and noun/verb phrases to create precision and clarity, and expand ideas. Standards # 3-5

Connecting and Condensing Ideas: Connect ideas within sentences, combining clauses, and condensing ideas.

Standards # 6-7

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EL Legal Requirements & Supports

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Reclassification

Summative ELPAC Overall 4
iReady Reading Grade-level Cut Score or SBAC ELA 3 or 4
Teacher Evaluation & Documentation of Student

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Monitoring

To ensure that English Learners (EL) and Reclassified Fluent English Proficient (RFEP) students are monitored effectively and receive the appropriate support, so they can succeed academically while meeting state and federal requirements.

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Additional Supports

Bilingual Paraprofessionals
Extended day: Multilingual After School Program (MASP)
Extended year: English Learner Summer Learning Academy (EL SLA)

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Compelling Comprehensible Input

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The Why

“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum…for students who do not understand English are effectively foreclosed from any meaningful education…”

-Lau v. Nichols, Supreme Court (1974)

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What is comprehensible input?

CCI means being able to hear the language you’re learning in ways that are both highly interesting and highly understandable to you.

Interesting

😕

😖

🤬

🥱

🤓

💡

High Affective Filter

Low Affective Filter

Boring

Interesting

Compelling

Incomprehensible

Comprehensible

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Strategies for making content comprehensible:

Basic understanding and limited communication in English.

2

Incorporate Gestures

Use body language, total physical response (TPR) and gestures to support and reinforce meaning.

1

Visual Aids

Use images, charts and videos to help illustrate and conceptualize new vocabulary and concepts

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Strategies for making content comprehensible:

Basic understanding and limited communication in English.

4

Simplify Language

Speak clearly, slow your pace and use repetition.

3

Realia

Incorporate authentic materials like cultural artifacts, historical maps, plants, fossils, blueprints, scales, money, etc.

simplify

sim-

pli-

fy

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Strategies for making content comprehensible:

Basic understanding and limited communication in English.

5

Hands on Activities

Create activities that involve physical manipulation of materials to make language learning more interactive and tangible.

6

Cooperative Learning

Implement group activities and peer interactions where learners can use language in meaningful social contexts.

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Compelling Comprehensible Input

Input should not only be interesting, it should be compelling, so interesting that you are not aware what language it is in, so interesting that you are in a state of "flow"

-Dr. Stephen Krashen

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Integrated and Designated ELD

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Reflect & Share

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Build Content Knowledge-Content Links

Directions:

Teacher strategically chooses vocabulary from a text (informational preferred) for preview or review purposes. Choose enough words for each student to have one.
Make sure the words consist of ⅓ nouns, ⅓ adjectives, and ⅓ verbs from the text. Then print them on a small piece of paper.
Teacher distributes a word to each student and then puts them randomly in groups of 3, where they will work together to form a complete sentence using every one of their words trying to relate them to the text.
When completed, each group will share out their sentence with the rest of the class.
We can also challenge the students, once they have it down, to create a sentence with even more words (group of 4 or 5).

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Resources

Last Resort-SD Units of Study & Oakland ELLMA SIFE Curriculum for Newcomers

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Day 1

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Day 2

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THANK YOU!