L-What+we+Learned

What We Learned
==Directions: Reflect on the presentation by adding to the conversation below. Choose one topic to reflect on and add your thoughts. ==

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 __**Amy Anderson**__ - I think the most important element in an ELD curriculum is academic vocabulary because it leads to comprehension. I learned that by exposing English learners to rich vocabulary, they can build meaning and gain understanding of the text. It is important to provide English language learners with genuine learning experiences where they have multiple opportunities to work with vocabulary. According to your research, “ English Learners gain knowledge of the English language and content through active participation in curriculum activities.” This statement reminds me of the literature I found while conducting my case study. One strategy being implemented by teachers in classrooms (at every grade level) was literature circles to improve reading comprehension as well as academic vocabulary. This strategy encourages students to become active participants in reading, group discussions, and activities. Reading aloud, shared and independent reading, oral language, making personal connections, and critical thinking are just some of the skills ELLs use as members of literature circles. An increase in reading levels may also create a heightened sense of motivation and self-confidence. Due to the collaborative and dialogic nature, literature circles allowed students to learn and interact in a non-threatening interactive environment by sharing ideas, opinions, and responses to the text. The discussions allowed students to develop a deeper understanding of the text and learn new academic vocabulary. Furthermore, multiple perspectives and responses provided hesitant students or students with less language experience with several models for sharing, discussing, and interpreting text (vocabulary). Therefore, the ELD curriculum should teach students to actively engage with vocabulary as they read because it deepens their comprehension. I also believe that as a teacher you can help bridge the gap between home and school. I found an article called //Recollections of Success// by Irene Cota in which she discussed several strategies that parents can use to help their children with reading success which connects to vocabulary development. It is essential to provide learning opportunities, at home and in school, that promote reading. Research shows that home environments that support and encourage reading, help children in their school life as well as their overall reading success. Therefore, encouraging parents to read at home with their children, in any language, is very important. It will build a strong base and continuation for the student as they progress through their education. ======

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Amy, vocabulary development is absolutely important. Sometimes I spend the entire ELD time (30 min. a day) just speaking with the students. Recently our principal got us these ELD sentence starter cards. Each student is given five cards. Each card has a theme (question, opinion, expand on an idea, etc.) and on the back of these cards, are seven different sentence starters to express the same thing. The students absolutely LOVE working with these. It gives them confidence in participating in discussion and they actually surprise me with how they use the sentences. A lot of parents of ELD students are concerned that their child watches too much TV and I think this is okay, as long as it's within a reasonable amount in a day. Exposing them to the language is important if no one speaks English in the home. (Sonya) ======

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Amy, you are right, literature circles are great for all of the reasons you stated. Right now, that is what the rest of my class does while I teach ELD. I think I should change that so that my ELLs can participate. You have inspired me! (Marcie) ======

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Amy, I agree that vocabulary development is the most imporant element of ELD because it leads to comprehension. Specifically, I thin it is crucial to teach students strategies for inferring the meaning of unknown words. You can teach students many different words, but students will always come across vocabulary that is new to them when learning a language so it's important for them to have the skills to decipher those new words. Helping students develop their own strategies for deciphering the meaning of words through context clues, words parts, and teaching them how to use a dictionary are all great strategies. (Tracy Algorri) ======

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Amy and Tracy, I agree with you completely. I think that the most important element in an ELD curriculum would have to be exposing rich academic vocabulary to the students with the use of authentic materials and/or activities. I learned from the video you provided that authentic materials need to be of interest to the age group, in a style that learners would use, available locally, and are of good quality in picture and sound. Realia is another method used in the ELD curriculum in order to teach vocabulary. Images can be used in the classroom as well and are considered authentic, which can help to guide ideas. Lastly, multimedia materials can be used for teaching and practicing integrated language skills and incorporating a wider range of learning modalities. Overall, I learned that the most important thing in integrating rich academic vocabulary with authentic materials in order to provide rich language experiences. (Kaitlynn Allan) ====== I agree that vocabulary acquisition is key. I also think the research points and the ELD curriculum presented here shows that ELLs need meaningful opportunities for interact with the language. Students need lots of practice and repetition grappling with the target language. They need opportunities to work in low- anxiety situations, like small groups, so that they can acquire the language message. I think my philosophy of education really aligns with the ELD curriculum research here, because I believe that students should learn how to be an effective group member. I think this Group's project is very informative and well presented. Dionne

Vocabulary is necessary to understand spoken language as well as to speak. Vocabulary is also necessary to read, and to write. Building up students vocabulary is important to for success in academics. Support language is just as important as the vocabulary because then the students can learn to use clues to understand contexts and gain a deeper understanding. What I have learned is that visuals are an important aid in helping ELL’s learn vocabulary. I like the tip that was presented from Colorin Colorado that suggests using books on tapes. I remember as a little girl I had picture books that had an audio tape that I could listen to as I “read” the book. From listening to the tapes as I followed along in the book I began to connect pictures with words and spoken words with written words. I always enjoyed those audio books and I would say that I believe they were one of the elements that helped excel my reading abilities. -Bre Bre- It too, think that books on tape are great for ELL students. Most of the ELL students do not have parents or other adults at home that can read to them in English. For some of them, books on tape are one of the only ways that they can hear words read to them fluently when they are not at school. Books on tape can help them recognize more words and build their vocabulary. (Lupe)

I, like many of my classmates agree that vocabulary is the most important element in ELD. I think that all new comers and ELL's that are learning and interacting with the language benefit from the exposure of vocabulary through direct instruction, rich print environments, software such as Imagine Learning, and other great resources like visuals and books on tape,like Bre mention. Vocabulary is one area that often keeps students from bridging the gap in content areas.~Eva

I know I sound like a broken record for repeating everything that is said, but in all of my research studies as well, academic vocabulary is by far the hardest, yet most important thing for ELL students. The science and social studies textbooks all have that rich vocabulary and because it is abstract or technical and based on greek and latin roots, it is much more difficult for them to master. That's why there is such a difference between CALPS and BICS. (Rachel) I agree with all of my colleagues in that vocabulary acquisition is important. But most important I think is HIGH interest. Students are not going to retain information that isn't presented in a way that is high interest and connected to their lives. I learned from this presentation more about the Avenues and High Point curriculums and would love to see these programs in action. With the connections the programs make to science and social studies I think that the students could easily connect to the content with in their lives, if planned correctly. Providing high interest in anything we teach our students is integral to their retention, so finding that right curriculum is where the importance is! (Brenda) I have to say I agree with everyone who has responded thus far. Vocabulary is definitely an important element in ELD curriculum. Along with vocabulary, it is important that the students are interested in what they are doing as well as being able to connect what they are learning to their everyday lives. Using rich vocabulary can benefit the students by helping them progress efficiently and effectively. Increasing their vocabulary by reading to them, having them read stories aloud, and matching pictures to words can be some of the best ways to keep ELD students learning each day. (Heather S)

2) If you could improve one thing about ELD curriculum, what would it be?
In my old district, we used to avoid ELD like the plague. It was unfortunate, too, because my school was primarily a second language school. I wish we could improve teacher's attitudes about the importance of ELD. Also, my experience is that ELD has been so disconnected from the other subjects. We were taught that it was a subject of it's own and that it shouldn't cross over into anything else. It was very trying when there are so many other standards and not enough time for them. My last improvement/wish would be that ELD would be instituded into schools correctly, rather than by what is most convenient. Having a group of 1's 2's and 3's so that you are giving each teacher approximately the same number of kids is WRONG! (amie)

If money were not an issue, I would say that for my school, I would reinstate the sheltered World History and Life Science classes. Those smaller classes with the help of bilingual aides really helped those EL learners to not only work on language acquisition, but also in comprehension of the content. I believe that the students who came through my sheltered classes received an education that was suited to their needs and abilities. Mainstreaming the EL learners with RSP, regular, and GATE students is ridiculous. I always feel as if someone is getting short-changed because it's hard to differentiate for all of them. (Catherine) I  agree with you Catherine, that if money were not an issue, there would be much more support in place for ELD programs (and other programs too). Language acquistion can be a slow process with EL students, especially when there is no English support at home. Small group instuction provides more "intensive" strategies and can be geared towards the needs of the group (differentiated) as you mentioned. At our school, they used to have the Bilingual ELD aide go into the classroom to assist with writing and composition groups. For the less fluent students, she would write down what the student dictated to her (i.e. answers), and then put it in correct sentence and grammer format on paper. She would then have the student to copy it, read outloud as written and practice the sentences orally as "homework". This technique proved to be very successful for some of the students and also relieved the teacher, so she could continue with instuction for the whole class. (Terese)  At my school, we use Carousel for our ELD instruction. One improvement I would like to see in ELD curriculum is more grade appropriate content. Carousel uses content based on the level being taught, not the grade. As a result, many older students are required to learn based on more primary themes. That is one thing I liked about the Santanilla"Spotlight on English" curriculum. I know money can be a factor when trying to implement change in curriculum. (Sandy).  Hi Sandy, I agree, With Carousel, I was constantly trying to make it more mature for the 5th and 6th graders because the workbooks are so primary looking. When we were Dutro trained that was great but in both instances, I find myself making up a lot of it as I go along. I did use the GAP Finder which assesses higher ELD level students to see pieces that are missing so that has focused my lessons. But, to be honest, I find it exhausting because unless it is visually stunning and seen as fun, I spend the majority of my time on classroom management and less time on speaking. I guess I want a program with a great tech component as that normally gets the class interested. (Theresa Benveniste)

3) What do you feel is successful about current ELD trends and curriculum?
==I feel that current ELD curriculum, such as SSOE, has been successful in preparing students to become active participants in mainstreamed classrooms. Although I have never used this curriculum, their standard-based, research-based materials and strategies are impressive. The website states that “SSOE provides opportunities for ELLs to gain and develop English language proficiency skills, access grade-level content, and successfully transition to the mainstream classroom like no other! The content areas of language arts, mathematics, science, social studies, music, and art are used as vehicles of direct instruction throughout" ([]) . If all programs are backed by standards and keep current with research-based materials and strategies, I feel that ELL students can successfully meet the highest level of proficiency and perform on an even playing field with their native-English speaking peers. (Lisa) == ==I think that for many learners, English immersion classrooms benefit greatly. Learners are "forced" to listen intently to the foreign language they are being instructed in, and are "forced" to communicate in that same foreign language. Learners don't exactly have a choice... they must stay focused and try hard to assimilate. (Of course, on the flip side, immersion could not be for <span style="color: #000080; font-family: Verdana,Geneva,sans-serif; font-size: 9pt;">// every // <span style="color: #800080; font-family: Verdana,Geneva,sans-serif; font-size: 9pt;"> kind of learner. If the language use is <span style="color: #000080; font-family: Verdana,Geneva,sans-serif; font-size: 9pt;">// too // <span style="color: #800080; font-family: Verdana,Geneva,sans-serif; font-size: 9pt;"> difficult, then the learner could get frustrated and "check out".) So far, in my classroom, our strategies have worked well for immersing our ELL students! ~ Stephanie <span style="color: #000080; font-family: Verdana,Geneva,sans-serif; font-size: 9pt;"> In my opinion, Susan Dutro has been successful for me. I often use the bricks and mortar aspects from her curriculum. I use her models to design my own lessons to include 10 min. of listening with vocabulary, 10 min. of using grammatically correct sentences. During the Dutro training I learned about the power of talking sticks, partner pairs, and circular speaking circles. Dutro introduced me to sentence frames and I use the last 10 min. on writing and reflecting and this has been very successful. Often, I use the ticket out the door to make sure students completely understand what they have learned for that day. I test less during ELD and practice as much as we all can. ==

<span style="font-family: 'Comic Sans MS',cursive;">4) Write about one challenge and one success you have had when planning for ELD.
==**<span style="color: #333333; font-family: 'Comic Sans MS',cursive; font-size: 12px;">Thank you! Photo: Kolk, Melinda.__rodinthinker1.jpg__. April 2003. Pics4Learning. 23 Apr 2010 <http://pics.tech4learning.com> ** <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 13px;">#4 - Connie - One success I had with ELD was pulling beginning English students at Valencia Park. I ran 3 groups: Kindergarten, 1 - 3 grades, and 4 - 6 grades. I used as many EL strategies as I could, but the most effective one was hands-on learning. If we were learning about eggs, then we would bring in real eggs, and do some activities with them. We were fortunate enough to have several aides and parents that shared the special features of their culture during these activities. I always timed the egg unit around Easter, and we would dye eggs. One year a Romanian aide showed us how they dye eggs in Romania boiling onion skins, then placing small leaves on the eggs and wrapping them in old nylons, (stretching the nylon tight around the egg and leaves) and cooking them in the onion water. They were beautiful, and so different from our Easter eggs. I used the Reading Rainbow video, Chickens Aren't The Only Ones to deeper their understanding of eggs. It was the next best thing to taking a field trip to a hatchery. It was a great unit. The kids learned a lot, and so did I! ==

==<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 13px;">One challenge faced when working with EL kids is when you have behavioral problems. Calling home and talking to the parents is very difficult if no one at your school speaks that child's language. Our district always tried to help us find people if we really needed someone, but not being able to communicate with your students' parents is a big obstacle, but here again is where good curriculum planning comes in. If I had a great learning activity, and the kids were engaged, there were very few discipline problems. ==

One challenge I have recently had is with a 5th grade student who moved here from China one year ago. We do one new story per week from the Open Court text, which this student was really struggling with. Each day after we finish our reading activities with the story, I pull this student aside and have him summarize what we did and what we learned. I fill in the blanks for the areas he still did not understand. After doing this each day, by the time the test comes around on Friday, he is so much more prepared. Taking the three minutes to do this each day has helped him tremendously, causing his scores to go from D's to B's. The challenge I find with my few ELD students, particularly the one mentioned above, is making up the time that they miss. This particular student needs to be pulled out to work with specialists, and he needs that extra practice, but at the same time, he misses so much each day and therefore is put behind in other areas. When students are pulled out for ELD, speech, and reading specialists daily, we are talking about a lot of time out the classroom. Finding ways around this so they don't miss out in other areas in order to get help in English has proved to be very challenging. (Tracee)

Hi Tracee. Is there a separate ELD teacher at your school who pulls out the students and you stay with your non-ELD students in the class? At our school, we have the classroom teachers teach each level and the non-ELD students are doing DOL and other work to keep them busy during this time. When the ELD students come back to the classroom, they start on it, but don't finish, which is okay because what they learn in ELD is much more beneficial for them than DOL. This way, the ELD students don't miss core lessons. (Sonya)

The challenge I've had is getting kids reclassified. It seems like it is so easy to get labeled as an ELD student but it such a long process to get reclassified as fluent. It took a few check marks on an enrollment form to get the ELD label but a student of mine had to wait almost 6 months to get reclassified. Biggest success would be getting that student reclassified. She was very happy, her parents were very happy and the other ELD students saw a light at the end of the tunnel. (Ward)