If you shovel the ramp,�we can all get in.

Cammy Goucher

ELD &World Language Director

Cammy.Goucher@dese.mo.gov

October 2, 2021

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Presentation link: https://bit.ly/EL4MAEA

1. I was Miss Teen Missouri in 1979.
2. My parents were migrant farm workers.
3. The oldest of my ten grandchildren is 18.
4. My face was severely burned when I was 8 years old.
5. I have been in education for over 30 years.

Four Truths and a Lie

https://www.adsoftheworld.com/media/print/colgate_photoshop_disasters_3

What do you notice?

Three Types of ELLS

• Immigrant – born in a different country.
• Usually older and have already attended school.

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• Born in the US to foreign born parents.
• Most common, sometimes not fluent in any language (Spanglish).

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• International adoptees.
• English speaking parents; lose their primary language within 6 months.

40 US states, territories and federal agencies

https://wida.wisc.edu/

Sample Can Do Descriptors

everydayfeminism.com

This is worth repeating… But if you shovel the ramp, we can all get in.

WIDA/Missouri ELD Standards

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WIDA ELD Standards represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools.

The 5 English Language Develop Standards:

Standard 1: Social and Instructional Language

Standard 2: Language for Language Arts

Standard 3: Language for Mathematics

Standard 4: Language for Science

Standard 5: Language for Social Studies

Standard 1 draws on students’ personal experiences as they interact with teachers and peers.

Standard 1 works in conjunction with Standards 2-5 that address the language of content areas.

Four Domains

Language Development

Students do not follow one common process for language development. Language development is dependent on many factors (e.g., personality, language exposure, instructional design, service delivery, scaffolding, models for language). Therefore, the Performance Definitions outlined in the ELD Standards provide many possible pathways to students’ language development.

Through careful attention to language development and scaffolded support that builds on students’ strengths, all learners in the educational community benefit. For ELLs, this is essential in their journey to academic achievement.

6 Principles for ELD Instruction

1. Focus on simultaneous development of content concepts & language
2. Build on students’ background including home language & culture
3. Provide supports so students can access rigorous material at grade level
4. Tailor instruction based on ELP and educational background
5. Teach ELLs when & how to use strategies
6. Use data (formative & diagnostic) to assess knowledge of content, language & disciplinary practices

https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/25/5-18%205%20Understanding%20Language%20ELL%20Principles.pdf

Comprehensible Input

Valentina Gonzalez

Terrell, A Natural; Approach to Second Language Acquisition. Modern Language Journal 6, pp. 325-337 PRESENTATIONS: Stages of Second Language Acquisition

2nd Language Reading Research Related to Vocabulary

https://www.jstor.org/stable/43267941?seq=2#metadata_info_tab_contents

• 2,000 high frequency words cover 80% of the vocabulary in any text a student will need to read. This does not mean the child will comprehend 80% of the text meaning.
• Students must know 90-98% of the words in text in order to comprehend that text. Most people say 95% is the goal.
• Text is incomprehensible when the reader knows less than 90% of the words in a text. If you don’t understand, there is no learning.

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Text Complexity

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Beginning ESL Students

The___ ___ in New York are very___in the ___. There are not many___about and the___are made by___and not___. You___the___of___in the___, the___of the___, the___of___ ___ in the___and the___of the___.

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Intermediate ESL Students

The___Gardens in New York are very___in the morning. There are not many persons about and the sounds are made by animals and not men. You hear the___of fish in the lake, the cry of___, the___of the birds in the___and the___of the___.

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Advanced ESL Students

The Botanical Gardens in New York are very peaceful in the morning. There are not many persons about and the sounds are made by animals and not men. You hear the splash of fish in the lake, the cry of the geese, the cawing of the birds in the bushes, and the movements of the monkeys.

80%

90%

95%

Terrell, A Natural; Approach to Second Language Acquisition. Modern Language Journal 6, pp. 325-337 PRESENTATIONS: Stages of Second Language Acquisition - Chart

80% PL 3.3

For English Language Learners to be successful in school, their curriculum and instruction must be linguistically accommodated. Melissa Castillo, 2018

Linguistic accommodations are language supports that decrease the language barriers experienced by ELLs as they learn and demonstrate knowledge and skills in English (Texas Education Agency, 2011). Linguistic accommodations give ELLs access to the curriculum and opportunities for explicit development.

When ELLs are immersed in a second language without adequate support, there is a sense of overload- also called the affective filter- that can block the ability to learn a new language (Krashen, 1985).

Over 1,000 words

We know there is a major opportunity gap for our ELs given that a vast amount of educators are underprepared to meet their needs. It is especially concerning when we consider that ELs are the fastest growing student subgroup across the country.

1 out of every 10 students in the United States is an English Language Learner. ELL students face unique and often overwhelming challenges, but the art classroom is the perfect place for them to thrive. Art is a universal language and can become a vital educational, communicative, and creative outlet for ELL students.

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• You don’t have to be an artist to open the door to using arts as a way to support your English language learners throughout the curriculum.
• When students are learning a new language, they often have a stronger understanding of the subject matter than their vocabulary or self-confidence allows them to demonstrate.

Using the Arts to Support ELs

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Art projects can help lower kids' affective filters, giving them more confidence to break out of their shells and get talking. From the classic arts such as painting and dance to newer forms like remix and digital storytelling, every classroom across the content areas should make room for creative expression. The arts give English language learners a viable and creative way to communicate without always having to rely on verbal language.

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Here are three reasons why arts integration is essential for English language learners:

• Art is a universal language
• Art expresses culture
• Art experiments with identity

Why Art?

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• It caters to mixed levels and ages
• It provides a visual representation of learning
• It allows you to recycle language
• The student can practice request, suggestion, opinion, and praise language.
• You can consolidate the target language.
• Art can provide opportunities for individual production.
• The learner can ‘re-live’ language they’ve been exposed to.
• Art provides opportunities for interaction and communication with families.

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Benefits of Art for ELs

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• Create a need for request language
• Rather than give everything needed, create a gap where they must ask for certain supplies. Incorporate the vocabulary you want them to learn.
• Give responsibility to the students
• Once they understand the need to request items, you can make different students the monitors for those items or parts of the activity.
• Include dialogue or roleplay
• Match the activity to a chant or function and act it out. (Design a menu or create stick puppets for a chant.)
• Add a game element
• Create mini-cards or flashcards for vocabulary. Play guessing games with mime or flashcards. When they guess, they complete that part of the project.
• Dictation
• Giving instructions
• Asking questions
• Making statements
• Describing an item
• Retelling a story
• Playing ‘I spy’

Interaction Management Techniques

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1. Use Open-Ended Questions to Draw Students’ Attention to the Artwork
1. “What do we see here?” or “What is going on here?”
2. “What do we see at the top, bottom, etc. of the artwork?”
3. “What small details, shapes, colors, etc. can we find in the artwork?”
2. Connect Students’ Personal Experiences and Prior Knowledge to the Artwork
• “Does anybody know what musical instrument this is?”
• “Has anybody ever been to a place that looks like this? When?”
• “Does this remind you of anything you’ve seen around your house or your school?”
3. Create a Narrative or Thematic Understanding of the Artwork
• “What is the person in this painting doing? What are they going to do next?”
• “What do we notice about the expressions on these people’s faces? What emotions might they be feeling?”
• “Does this remind us of any stories from our childhood? Which ones?”

Strategies for Integrating Arts into Instruction

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4. Allow for Students to Express Personal Reactions to the Artwork

a. “Anthony has said that this piece makes him think of music and dancing. Does anybody else get a similar feeling?”

b. “It seems like the group enjoyed the last artwork that we discussed much more than this one. Why is that?”

5. Connect Art-Historical Information and Ideas Regarding Artistic Intent into the Students’ Interpretation of the Artwork

a. “This is a self-portrait. What is the artist trying to show us about herself? How is she showing it?”

b. “This artist is well known for his abstract art. Has anybody heard that term before or know what that word means?

c. “Why would an artist use all of these dark colors in a painting? What feelings or emotions might she be trying to express to her viewers?

6. Paraphrasing

a. Connect and reinforce pertinent themes.

b. Build a conversation around previous comments and questions.

c. Rephrase comments and connect similarities between student responses.

Strategies for Integrating Arts into Instruction

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Consider starting with a standard and a big idea, and include inquiry, vocabulary and ESL structures.

Who are my students?

What do I want to emphasize or explore?

What themes will emerge?

Prior to viewing

• What ways will I explore students prior knowledge?

• What vocabulary and what language structures will students need to explore this theme through art and literature

• How will I introduce the theme and get students to connect to it? Will it be through writing? Reading? Viewing?

• What materials will I need? It is always best to provide a model.

During viewing

• What open-ended questions will I ask the students?

• What connections will I make to other classroom activities or works that we have read?

• How will I encourage students to think critically?

After viewing

• How will I extend the learning?

• What will I ask students to create to demonstrate they have mastered the topic?

• How will I assess their performance?

Developing a Lesson Plan: Integrating art into a thematic lesson

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Building on the language students already know.

Also known as the Picture Word Inductive Model (PWIM)

Interactive Image Labeling

saskatoon-public-five-phases-of-pwim-brochure.pdf

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train

farmer

field

clouds

suspenders

hat

brown

blue

red

yellow

day

Work(ing)

Travel(ing)

Fall(ing)

cars

Look(ing)

See(s)

saw

something

three

pitchfork

Removing texts removes the opportunity to be “wrong.” Ignoring captions or writing that is not understood or not completely understood takes a level of literacy skill or at least confidence that not all learners have.

Drop(ped)

train

farmer

field

pitchfork

clouds

suspenders

hat

brown

blue

red

yellow

day

Work(ing)

Travel(ing)

Fall(ing)

cars

Look(ed)

See(s)

saw

One _____ a ________ was ________ in his ________. He ________up and _____ a

________.The ______ had ______ cars. He __________ his _________ when he saw

___________ fall off of the _________.

something

Drop(ped)

farmer

working

field

looked

saw

day

train

train

three

three

dropped

pitchfork

something

train

Academic Vocabulary

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Animated Dictionaries

How To Instructions

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Run

https://giphy.com/

Sample Dictionary

As a teacher, this was one of my favorite activities at the beginning of the year and my students loved it too. I learned about it from Georgia Heard who wrote a book on the topic called Heart Maps. I gave them a black line heart on white paper and inside they drew and illustrated all the people, places and things that they love. I shared with them my example as a way for them to learn more about me and my experiences. But I also showed them examples I saved from former students. After creating their Heart Maps, they shared with their classmates too. Heart Maps (HM) continued to be used throughout the year for writing inspiration. Students looked back at their HM to decide on topics they wanted to write about. For instance, one student drew a picture of her grandmother. Later that year she wrote a biography of her grandmother, a story about a time she and her grandmother made special Mexican cookies together, and a how-to take care of your grandmother. This link will take you to some handouts and more directions on Heart Maps.

Heart Mapping

https://www.wsra.org/assets/Convention/Handouts_2013/a6%20georgia%20heard%20heart%20mapping.pdf

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Heart Activity

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Do Schools Kill Creativity?

https://youtu.be/iG9CE55wbtY

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ELs are everyone’s kids!

We are all English language teachers!

Again…

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If you shovel the ramp,

we can all get in.

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