1. ELLs: Culture, Equity and Language Training Module 1
2 3 for Closing the Achievement Gaps

2. Day One
Introduction/Welcome
Trainer’s Names
ELLs: Culture, Equity and Language Training Module 2
for Closing the Achievement Gaps

3. Logistics
• Training Materials
• Parking Lot
• Housekeeping
ELLs: Culture, Equity and Language Training Module 3
for Closing the Achievement Gaps

4. Community Agreements
• Everyone participates; no one dominates.
• Start and end on time.
• Limit side conversations.
• Speak one at a time; be an active listener and
listen respectfully as an ally.
• Give freely of your experience
(but remember one-minute rule…).
• Cell phones off—or on silent.
• Keep a sense of humor!
ELLs: Culture, Equity and Language Training Module 4
for Closing the Achievement Gaps

5. Overview of Three-Day
Training Module
Handout #1-A
• Day 1
– Demographics and Map
– Culture and Equity Issues:
• Implications for Classroom/School Practices
– Language Acquisition:
• Theories of Language Acquisition and the Relationship to ELL Student Achievement
• Day 2
– Language Acquisition:
• Stages of Language Acquisition and the Relationship to ELL Student Achievement
– English Language Development:
• Going from Theory to Practice to Close ELL Student Achievement Gaps;
and Strategies for Classroom Conditions
• Day 3
– English Language Development:
• Theory to Instructional Practice and Application for Lesson Planning
ELLs: Culture, Equity and Language Training Module 5
for Closing the Achievement Gaps

6. Day One Outcomes
Handout #1-B
Participants will:
• Explore culture and equity issues
• Develop an understanding of how our beliefs, values, and
behaviors related to culture, language, racial identity, and
equity impact our practice with English language learners
• Explore language acquisition theory/
Language development
ELLs: Culture, Equity and Language Training Module 6
for Closing the Achievement Gaps

7. Day One Agenda
• Please take out Handout #1-C.
• Welcome/Trainer Introductions
• Demographics: Why Are We Here?
• Culture and Equity — Part I
• Culture and Equity — Part II
• Culture and Equity — Part III
• Lunch
• Language Acquisition
• Theories of Language Acquisition: Instructional Understandings in
Closing ELL Achievement Gaps
• Closure
ELLs: Culture, Equity and Language Training Module 7
for Closing the Achievement Gaps

8. Why Are We Here?
Demographic Shift in U.S. Student Population
Handout #1-D, Handout #1-E
• Individually read handout on “Demographics”
• Examine map
• Share your reactions and
insights with a table partner
ELLs: Culture, Equity and Language Training Module 8
for Closing the Achievement Gaps

9. Demographics: Did You Know?
• In table groups, take turns reading the list of statements
regarding English language learners on your handout
#1-F. Discuss possible answers.
• After you have completed the Did You Know? list, the
trainer will go over the correct answers.
• Whole group discussion.
ELLs: Culture, Equity and Language Training Module 9
for Closing the Achievement Gaps

10. What’s in My Name?
Handout #1-G
Share with a partner the story of your name:
– What does it mean?
– Who were you named for and who named you?
– If you could choose any name,
what would it be and why?
ELLs: Culture, Equity and Language Training Module 10
for Closing the Achievement Gaps

11. T-Shirt Poem
Handout #1-H
Teacher? George, please call me “Mrs. Roberts.”
Yes, teacher. George, please don’t call me “teacher.”
Yes, T – You see, George, it’s a sign of respect
I mean, Mrs. Roberts. to call me by my last name.
Yes….Mrs. Roberts. Besides, when you say it, it sounds like “t-shirt.”`
I don’t want to turn into a t-shirt!
Mrs. Roberts? Yes, George?
Please call me Jorge.
- Jane Medina
ELLs: Culture, Equity and Language Training Module 11
for Closing the Achievement Gaps

12. Two Very Different Views of the
English Language Learner
Deficit View: Assets View:
• Culturally and • Culturally and Linguistically
Linguistically Deprived Enriched
• Failing or Low • Unrecognized or
Achieving Underdeveloped Abilities
• At-risk • Resilient
• Unmotivated • Engaged/Self-Motivated
Culture, Abilities, Resilience, Effort (C.A.R.E.)
ELLs: Culture, Equity and Language Training Module 12
for Closing the Achievement Gaps

13. BREAK!
Be back in 15 minutes
ELLs: Culture, Equity and Language Training Module 13
for Closing the Achievement Gaps

14. Culture and Equity
Handout #1-I
“How can we become teachers
who are committed to ensuring equity
for all English language learners?”
Toward Equity: Teaching and Learning in a Multicultural Society.
McGinty, I. and Mendoza-Reis, 1998.
ELLs: Culture, Equity and Language Training Module 14
for Closing the Achievement Gaps

15. Implications of Culture and Equity
for English Language Learners:
Classroom and School Practice
Handout #1-Ia
As educators we need to continuously confront the issue
of equity.
We must recognize that power, wealth and status are
unequally distributed among cultural groups in the U.S.
We must reflect on how those unequal power relations
affect our teaching and our interactions with students.
ELLs: Culture, Equity and Language Training Module 15
for Closing the Achievement Gaps

16. Closing the English Language
Learners Equity Gap
Handout #1-Ib
Three Essential Factors of Our
Common Commitment to Equity
1. Raise achievement of all English language learner students.
2. Narrow the gap between the lowest and highest performing
English language learner students.
3. Eliminate negative preconceptions about English language
learners.
ELLs: Culture, Equity and Language Training Module 16
for Closing the Achievement Gaps

17. Guiding Principle 1
Teachers who are committed to
Ensuring equity for English language
learners continually examine how their own
life experiences, perspectives, and behaviors
regarding culture, language, racial identity
and equity impact their teaching.
In practice, it looks like:
EQUITABLE, INCLUSIVE TEACHING
WITH HIGH EXPECTATIONS
ELLs: Culture, Equity and Language Training Module 17
for Closing the Achievement Gaps

18. Guiding Principle 2
Implement a relevant and challenging curriculum that:
• Draws upon and affirms the cultural knowledge, life
experiences, interests and competencies of each student;
• Expands students’ knowledge of diverse cultural
perspectives within their communities and society as a
whole.
In practice, it looks like:
ACCESSING PRIOR KNOWLEDGE AND
DEVELOPING MULTIPLE PERSPECTIVES
ELLs: Culture, Equity and Language Training Module 18
for Closing the Achievement Gaps

19. Guiding Principle 3
Design and implement equitable opportunities
that maximize student learning through
full participation, interaction and empowerment.
In practice, it looks like:
A STUDENT CENTERED FRAMEWORK
FOR INSTRUCTION
ELLs: Culture, Equity and Language Training Module 19
for Closing the Achievement Gaps

20. Guiding Principle 4
Explicitly teach in a meaningful context
with academic and communication skills, strategies and
conventions that are required for success in advanced learning
and the larger society.
In practice, it looks like:
CLEAR STANDARDS FOR ACHIEVEMENT AND
EXPLICIT SUPPORT FOR STUDENTS
ELLs: Culture, Equity and Language Training Module 20
for Closing the Achievement Gaps

21. Guiding Principle 5
Understand, value and build upon the
dynamic cultures, knowledge, languages, experiences,
and critical issues of families and other members of the
school’s community.
In practice, it looks like:
FAMILY-SCHOOL-COMMUNITY
PARTNERSHIPS
ELLs: Culture, Equity and Language Training Module 21
for Closing the Achievement Gaps

22. Create a Visual Representation of
Assigned Principle
Handout #1-K
In your table group
• Consider what the assigned principle would look like in practice
• Create a visual representation of your principle
(picture, poster, etc.)
• Decide how to explain your representation to the whole group through a
single statement
• Write the statement at the bottom of your poster
• Determine who will report your project to the
other groups
ELLs: Culture, Equity and Language Training Module 22
for Closing the Achievement Gaps

23. “What is Culture & Equity?”
Handout #1-L
Think - Pair - Share
• Take a moment to think about your own family and
community. What were/are shared beliefs, values and
behaviors that support you in living a meaningful and
successful life? Share your insights with a table partner.
• Whole group share.
• What commonalities and differences do you notice?
ELLs: Culture, Equity and Language Training Module 23
for Closing the Achievement Gaps

24. “What is Culture and Equity?”
Team Word Web
Please refer to your Handout #1-M in your packet for
instructions on developing a team word web addressing the
following prompt:
“What is Culture and Equity?”
ELLs: Culture, Equity and Language Training Module 24
for Closing the Achievement Gaps

25. Lunch!
ELLs: Culture, Equity and Language Training Module 25
for Closing the Achievement Gaps

26. Find Someone Who…
Directions:
• Locate “Find Someone Who…” in Handout Packet (#1-N).
• Put your initials in those boxes that have meaning to you.
• Find others who know the answers to the boxes that remain.
• Others may sign only one square on your sheet.
• Stop at signal and/or when you have completed your grid!
ELLs: Culture, Equity and Language Training Module 26
for Closing the Achievement Gaps

27. Quick Write
Handout #1-O
Take two minutes to write down your definition of
LANGUAGE
Food for thought:
• Why do we need language?
• What are some reasons people need to learn a second language?
• What are some of the benefits of speaking more than one language?
Share your definition with an elbow partner.
ELLs: Culture, Equity and Language Training Module 27
for Closing the Achievement Gaps

28. Language Acquisition Theory
Foundational theories from
Stephen Krashen and Jim
Cummins — Are you ready?
The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.
Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 28
for Closing the Achievement Gaps

29. Monitor and Model
Krashen’s Hypotheses
• Acquisition Learning
• Natural Order
• Monitor
• Input
• Affective Filter
The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.
Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 29
for Closing the Achievement Gaps

30. Krashen’s Input Hypothesis (i+1)
Input must be comprehensible – learners
must be able to make meaning from what
they hear, or they are just hearing noise.
i = input + = plus 1 = one level slightly above
ability level
Think – Comprehensible Input!
ELLs: Culture, Equity and Language Training Module 30
for Closing the Achievement Gaps

31. Krashen’s Affective Filter
A learner’s feelings/emotions (stress, anxiety,
boredom) may block language input into the brain.
Think – Classroom Environment!
ELLs: Culture, Equity and Language Training Module 31
for Closing the Achievement Gaps

32. Language Learning Theory
Research suggests that there are THREE different
dimensions of language required or learned:
• BICS
• CALP
• CUP
Hmmm, let’s see? Gee, what do
these acronyms mean to me
as an educator of ELLs?
The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.
Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 32
for Closing the Achievement Gaps

33. Basic Interpersonal Communication
Skills (BICS)
• Conversations with family, friends and neighbors
• Language used by children on a playground
• Greetings that you exchange with others on the street
or in the elevator
The Diversity Kit: An Introductory Resource for Social Change in
Education, Part III: Language. LAB at Brown University.
Available:
http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 33
for Closing the Achievement Gaps

34. Cognitive Academic Language
Proficiency (CALP)
CALP includes listening, speaking,
reading, and writing about subject
area content material.
CALP is more demanding.
The Diversity Kit: An Introductory Resource for Social Change in Education, Part
III: Language. LAB at Brown University.
Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 34
for Closing the Achievement Gaps

35. Common Underlying Proficiency
(CUP)
In the course of learning one language, a child
acquires a set of skills and implicit
metalinguistic knowledge that can be used when
working with another language.
The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.
Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 35
for Closing the Achievement Gaps

36. Language Acquisition Theory
Handout #1-R
The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University. Available:
http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 36
for Closing the Achievement Gaps

37. Language Acquisition
The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.
Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 37
for Closing the Achievement Gaps

38. BREAK!
Be Back in 15 Minutes
ELLs: Culture, Equity and Language Training Module 38
for Closing the Achievement Gaps

39. BICS and CALP Sampler
Examples
BICS
• Cognitively undemanding – Context embedded
– Playing a familiar game
• Cognitively undemanding – Context reduced
– A friendly phone conversation
CALP
• Cognitively demanding – Context embedded
– Locating geographic features on a map
• Cognitively demanding – Context reduced
– A lecture on language acquisition theory
You try it!
ELLs: Culture, Equity and Language Training Module 39
for Closing the Achievement Gaps

40. Table Sort
• At your table, sort the academic tasks into the appropriate quadrant
based on Cummins’ criteria. (Handouts #1-S and #1-Sa)
• We will compare the results to the table chart on the next slide
when all participants are done.
• How did you do?
• How can an understanding of Cummins’ Quadrants help you
improve instruction in your classroom?
ELLs: Culture, Equity and Language Training Module 40
for Closing the Achievement Gaps

41. Handout #1-Sb Quadrants Sort
Cognitively Undemanding
• Developing survival vocabulary • Engaging in telephone conversations
• Following demonstrated directions • Reading and writing for personal purposes:
• Playing simple games notes, lists, sketches, etc.
• Engaging in face-to-face interactions
• Participating in art, music, and physical education
Context Embedded
• Participating in hands-on science and mathematics • Understanding academic presentations
Context Reduced
activities without visuals or demonstrations: lectures
• Making maps, models, charts, and graphs • Making formal oral presentations
• Solving math computational problems • Solving math word problems without
• Making brief oral presentations illustrations
• Understanding academic presentations through • Writing compositions, essays, and research
the use of visuals, demonstrations, active
reports in content areas
participation, realia, etc.
• Taking standardized achievement tests
• Understanding written texts through discussion,
illustrations and visuals
• Writing academic reports with the aid of outlines,
structures, etc.
Cognitively Demanding
Walter, T. (1996). Amazing English. Addison-Wesley. p. 24.
ELLs: Culture, Equity and Language Training Module 41
for Closing the Achievement Gaps

42. Language Acquisition Theory
Handout #1-T
Common Underlying Proficiency (CUP)
Cummins, 1980
The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.
Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 42
for Closing the Achievement Gaps

43. Language Acquisition
Common Underlying Proficiency (CUP)
Think – Transfer!
Cognitive-academic skills
learned in the first language
will transfer to the new
language (English) and such
skills are interdependent
across languages.
ELLs: Culture, Equity and Language Training Module 43
for Closing the Achievement Gaps

44. Language Acquisition Theory
Discuss how these elements of language transfer from
one language to another:
Phonological Awareness
• Intonation
• Syllabication
• Rhyme
• Blending
Cognate Vocabulary
• Words that are similar in both languages (i.e., family – familia, study
estudio, science - ciencias)
ELLs: Culture, Equity and Language Training Module 44
for Closing the Achievement Gaps

45. Language Acquisition Theory
Common Underlying Proficiency (CUP)
Cummins, 1980
The Diversity Kit: An Introductory Resource for Social Change in Education, Part III: Language. LAB at Brown University.
Available: http://www.alliance.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
ELLs: Culture, Equity and Language Training Module 45
for Closing the Achievement Gaps

46. Training Outcomes – Day One
Did we meet our goals?
• Explore culture and equity issues and implications for
classroom/school practice when teaching English language learners.
• Develop an understanding of how our beliefs, values, and behaviors
related to culture, language, racial identity, and equity impact our
practice with English language learners in the classroom and school.
• Discuss fundamental concepts from the field of language acquisition
theory and their relationship to language development for English
language learners.
ELLs: Culture, Equity and Language Training Module 46
for Closing the Achievement Gaps

47. Day One Reflection
Handout #1-U
So What? Now What?
• What are the key concepts from today’s training?
• What did I learn that I can apply to my own practice?
• What is one idea from today’s training that I can use in my
classroom tomorrow?
• Please leave at your table the handout sheet with your
thoughts when you depart.
ELLs: Culture, Equity and Language Training Module 47
for Closing the Achievement Gaps

48. Welcome to Day Two!
• Community Agreements
• Parking Lot
• Logistics
• Handout Packet
ELLs: Culture, Equity and Language Training Module 48
for Closing the Achievement Gaps

49. Community Agreements
Handout #2
• Everyone participates; no one dominates.
• Start and end on time.
• Limit side conversations.
• Speak one at a time; be an active listener and
listen respectfully as an ally.
• Give freely of your experience (but remember
one-minute rule…).
• Cell phones off—or on silent.
• Keep a sense of humor!
ELLs: Culture, Equity and Language Training Module 49
for Closing the Achievement Gaps

50. Day Two Outcomes
Handout #2-A
Participants will review
Culture and equity and explore:
• Application of language acquisition stages to language
development
• Classroom conditions for optimal language learning
• Bridging theory to practice—classroom conditions
ELLs: Culture, Equity and Language Training Module 50
for Closing the Achievement Gaps

51. Day Two Agenda
Handout #2-B
• Welcome/Opening
• Culture & Equity Review/Activity
• Language Acquisition Theory: In Relationship to ELL Student
Achievement
• Stages of Language Acquisition: Introduction Activity
• Stages of Language Acquisition: Overview
• Lunch/After Lunch Energizer
• English Language Development: Theory to Instructional
Practice to Close ELL Achievement Gaps
• Closure
ELLs: Culture, Equity and Language Training Module 51
for Closing the Achievement Gaps

52. Educator Check-In
Culture & Equity
Handout #2-C
• Complete the Educator Check-In—Culture & Equity
• Discuss your responses with a table partner
ELLs: Culture, Equity and Language Training Module 52
for Closing the Achievement Gaps

53. Match Game
Handout #2-D and #2-E
• Review the list of indicators of
Teaching for Equity.
• Compare the indicators to the Five
Guiding Principles.
• Match each indicator to one of the Five
Guiding Principles, and write the
number of the principle you have
selected in the box provided.
ELLs: Culture, Equity and Language Training Module 53
for Closing the Achievement Gaps

54. Reading on Language Acquisition
• Please read the excerpt Overview of Second Language Acquisition
Theory. (See Handout #2-G)
• Tell your partner:
– One thing from the reading that you found interesting;
– One thing from the reading that you would like to know more
about.
ELLs: Culture, Equity and Language Training Module 54
for Closing the Achievement Gaps

55. Language Acquisition Theory
Poster
• In groups of four, create a poster or graphic organizer that
illustrates/describes the key concepts of Language Acquisition
Theory presented at this workshop.
• Be prepared to explain your group’s poster to the rest of us.
ELLs: Culture, Equity and Language Training Module 55
for Closing the Achievement Gaps

56. BREAK!
Be Back in 15 Minutes
ELLs: Culture, Equity and Language Training Module 56
for Closing the Achievement Gaps

57. Language Acquisition Stages
Introduction
Anticipation Guide
• Please complete the Anticipation
Guide in your packet. (Handout #2-H)
• Share your responses with a partner.
ELLs: Culture, Equity and Language Training Module 57
for Closing the Achievement Gaps

58. Stages of Language Acquisition
Handout #2-Ha
• Predictable
• May be compared to first language
acquisition
• Individual progress through stages
varies as students develop at their
own pace
• Knowledge of instructional
strategies and techniques to use at
each stage will encourage the
continuous growth of language
ELLs: Culture, Equity and Language Training Module 58
for Closing the Achievement Gaps

59. Four Stages of
Language Acquisition
Stephen Krashen and Tracy Terrell identified four
stages of language acquisition:
1. Pre-production
2. Early production or early speech
3. Speech emergence
4. Intermediate fluency
ELLs: Culture, Equity and Language Training Module 59
for Closing the Achievement Gaps

60. Language Acquisition Stages
Suggested by Theorists
Handout #2-I
1. Silent/Receptive or Pre-production
2. Early Production
3. Speech Emergence
4. Intermediate Language Proficiency
5. Advanced Language Proficiency
ELLs: Culture, Equity and Language Training Module 60
for Closing the Achievement Gaps

61. The Silent/Receptive or
Pre-production Stage
Handout #2-I
• This stage can last up to six months.
• Characterized by a silent period during which the
learner is unable to produce language but may respond
with non-verbal gestures, (such as nodding, pointing, or
responding with yes/no).
• The learner is very receptive to language input as the
learner may understand up to 500 words at this level.
ELLs: Culture, Equity and Language Training Module 61
for Closing the Achievement Gaps

62. Stage 1: Pre-Production
Minimal Comprehension with No Verbal Production
Handout #2-I
Student Behavior Teacher Strategies
• Does not yet produce speech • Surrounds students with language
• Listens and begins responding • Avoids forcing students to speak
by using non-verbal signals prematurely
• Participates through physical • Creates an environment that
actions supports risk-taking
• Relies on picture clues for • Provides abundant opportunities
clear understanding for active listening using props,
visuals and media
ELLs: Culture, Equity and Language Training Module 62
for Closing the Achievement Gaps

63. Early Production/
Early Speech Stage
Handout #2-I
• This stage can last six months to
a year.
• Characterized by production of
one to two words or short phrase
responses with increased
comprehension.
• Demonstrates an increased
vocabulary development of
about 1,000 words, both in the
ability to comprehend input and
produce speech.
ELLs: Culture, Equity and Language Training Module 63
for Closing the Achievement Gaps

64. Stage 2: Early Production
Limited Comprehension with One or Two Responses
Handout #2-Ia and #2-Ib
Student Behavior Teacher Strategies
• Responds with one or two • Uses questioning strategies eliciting
words. one- or two-word responses.
• Repeats and recites • Uses predictable and/or patterned text.
memorable language.
• Identifies people, places • Asks yes/no, who, what and where
and things. questions.
• Understands the main idea • Implements shared reading with
of the message but may not props, and builds on student prior
understand each word. knowledge.
ELLs: Culture, Equity and Language Training Module 64
for Closing the Achievement Gaps

65. Round Robin Review
The First Two Stages of Language Acquisition
Directions for Round Robin Review: Handout #2-J
ELLs: Culture, Equity and Language Training Module 65
for Closing the Achievement Gaps

66. The Speech Emergence Stage
• This stage can last from one to two years.
• Characterized by a considerable increase in verbal output with
longer sentences, sprinkled with grammatical and syntactical errors
that may interfere with communication.
• Both receptive and productive vocabulary increase to about 3,000
words.
• Please use Handout #2-I for note-taking.
ELLs: Culture, Equity and Language Training Module 66
for Closing the Achievement Gaps

67. Stage 3: Speech Emergence
Has Good Comprehension and Makes Simple Sentences
(with Errors)
Handout #2-I and #2-Ic
Student Behavior Teacher Strategies
• Begins speaking in phrases • Asks questions requiring responses
and short sentences. of phrases and short sentences.
• Shifts the emphasis from • Models, restates, expands, and
language reception to enriches student language.
language production.
• Errors in grammar and • Continues to model standard
syntax are common.
language structures.
• Participates more fully in • Focuses on communication of
discussions, including those meaningful contexts in both oral
with academic content. and written forms.
ELLs: Culture, Equity and Language Training Module 67
for Closing the Achievement Gaps

68. The Intermediate Language
Proficiency Stage
Handout #2-I
• This stage can last from one to two years.
• Characterized by considerable increase in verbal and written
output with more complex sentence structures.
• Manipulates receptive and productive vocabulary of about
6,000 words with some syntactical and structural errors.
ELLs: Culture, Equity and Language Training Module 68
for Closing the Achievement Gaps

69. Stage 4: Intermediate Language
Proficiency
Good to Excellent Comprehension with Grammatical
Errors
Handout #2-I and #2-Id
Student Behavior Teacher Strategies
• Responds with a flow of related • Explicitly teaches more complex
phrases and sentences. grammatical forms.
• Uses more extensive vocabulary. • Introduces colloquialisms and
idiomatic expressions.
• Explores concepts in subject • Guides students’ use of reference
matter more extensively. materials for research purposes.
ELLs: Culture, Equity and Language Training Module 69
for Closing the Achievement Gaps

70. The Advanced Language
Proficiency Stage
Handout #2-I
• To get to this stage, it takes about
five to seven years of English
language learning (not to be
confused with chronological age).
• Characterized by near native
proficiency in both verbal and
written language application.
• Successfully manipulates content
area vocabulary and participates
like a native speaker, but may need
occasional support or clarification.
ELLs: Culture, Equity and Language Training Module 70
for Closing the Achievement Gaps

71. Stage 5: Advanced Language Proficiency
Excellent Comprehension with Complex Speech
Patterns, Few Grammatical Errors
Handout #2-I and #2-Ie
Student Behavior Teacher Strategies
• Near native speech fluency — • Allows students to lead group
uses grammar and fluency discussions
comparable to that of same-age • Encourages independent use of
native speakers reference materials and
technology
• Expanded vocabulary to succeed • Provides explicit grammar
academically instruction
• Very good comprehension of • Provides opportunities for
information student-generated presentations
• Provides a variety of realistic
writing opportunities in a
variety of genre
ELLs: Culture, Equity and Language Training Module 71
for Closing the Achievement Gaps

72. Case Study Activity
• Please refer to the profiles in your
Participants’ Packet. (Handout #2-K,
#2-Ka-d, #2-L, #2-M, #2-N).
• You will first identify the level of language
acquisition of each student.
• Next, you will select which teacher would
best support each student in his or her
language development.
• Write your answers in the space provided in
your packet.
ELLs: Culture, Equity and Language Training Module 72
for Closing the Achievement Gaps

73. Lunch!
ELLs: Culture, Equity and Language Training Module 73
for Closing the Achievement Gaps

74. Stand and Deliver
• In table groups or groups of 4
or 5, brainstorm and list
quotations, phrases, songs, and
movie titles about education
and teaching.
• Please write this brainstorm
list on Handout #2-O; assign a
person to record on one chart
paper for your group.
ELLs: Culture, Equity and Language Training Module 74
for Closing the Achievement Gaps

75. English Language Development
Theory to Practice
Handout #2-P
Just Let Them Sit
When I was a first year teacher, I received my first non-English speakers
in May in the middle of state testing. When I asked what the best way to
instruct them was, I was told by the ELL teacher that I should just let them
sit. They will pick up English that way.
I asked my mentor teachers at the school what they did. They said they let
them sit and watch. Even as a new teacher that was not good enough for
me. I started teaching them like I would teach a beginning reader… or how
I assumed a beginning reader would be taught. Thankfully, I had students
who could translate.
Journal Excerpt
Aricka – Graduate Student in Educational Leadership
Dr. Noni Mendoza-Reis (2003)
ELLs: Culture, Equity and Language Training Module 75
for Closing the Achievement Gaps

76. Classroom Conditions:
The Overview
• Referring back to the Five Guiding Principles of Culture, Guiding
Principle Three stresses that it is important to understand that how
we organize instruction influences who learns what in our
classrooms. (Handout #1-J)
• Educators need to pay attention to both the social organization of a
classroom (grouping practices) and the physical organization of a
classroom (rows or table groups).
• Refer to the five charts on the wall describing the elements of
Affective Filter.
(McGinty, I. and Mendoza-Reis, 1998)
ELLs: Culture, Equity and Language Training Module 76
for Closing the Achievement Gaps

77. Classroom Conditions:
Things To Do
• Create a supportive climate where
it is safe to take risks.
• Optimize opportunities to use
language in meaningful, non-
threatening ways.
• Affirm students’ language and
culture and equal/equitable access
to learning.
ELLs: Culture, Equity and Language Training Module 77
for Closing the Achievement Gaps

78. Classroom Conditions:
Things To Do
• Maintain high expectations.
• Differentiate instruction for
student’s level of language
acquisition.
• Develop opportunities for
families to participate in the
educational process in an
equitable manner.
ELLs: Culture, Equity and Language Training Module 78
for Closing the Achievement Gaps

79. Carousel Activity
Handout #2-Pa
1. Write a descriptor for the term
positive classroom conditions.
2. Begin a list of strategies and ideas
that teachers and schools can use to
create positive classroom conditions
for English language learners.
3. When you hear the signal to switch,
bring your pen and move to the next
poster.
4. Add your ideas and comments to the
new poster.
ELLs: Culture, Equity and Language Training Module 79
for Closing the Achievement Gaps

80. BREAK!
Be Back in 15 Minutes
ELLs: Culture, Equity and Language Training Module 80
for Closing the Achievement Gaps

81. Classroom Conditions Review
Handout #2-Pa
I already do this!!!
• Supportive climate
• Opportunities to use language
• Affirm language and culture
• High expectations
• Differentiate instruction for students’ levels of language
proficiency
• Opportunities for family involvement
Consider what you are already doing and how you might refine
your current practice to enhance the language learning
environment in your classroom.
ELLs: Culture, Equity and Language Training Module 81
for Closing the Achievement Gaps

82. Your Class Profile
Handout #2-R
• Think about the students you work with
every day.
• Complete a Class Profile of your class.
• Be sure to list students’ names, and make
notes for yourself about their strengths and
learning needs.
• Base your profile on a variety of evidence:
assessments, language proficiency measures,
observations, class work, etc.
• You will need this information
tomorrow as you develop a lesson
plan for your students.
ELLs: Culture, Equity and Language Training Module 82
for Closing the Achievement Gaps

83. Training Outcomes – Day Two
Did we meet our goals?
• Review culture and equity issues in the education of
English language learners.
• Discuss the application of language acquisition stages to
language development for English language learners.
• Examine the importance of Classroom Conditions for
optimal language learning.
• Bridging theory to practice as it relates to the critical
attributes of classroom conditions.
ELLs: Culture, Equity and Language Training Module 83
for Closing the Achievement Gaps

84. Day Two Reflection
Handout #2-S
So What? Now What?
• What are the key concepts from
today’s training?
• What did I learn that I can apply to
my own practice?
• What is one idea from today’s
training that I can use in my
classroom tomorrow?
ELLs: Culture, Equity and Language Training Module 84
for Closing the Achievement Gaps

85. Welcome to Day Three!
• Community Agreements
• Parking Lot
• Logistics
• Handout Packet
ELLs: Culture, Equity and Language Training Module 85
for Closing the Achievement Gaps

86. Community Agreements
Handout #3
• Everyone participates; no one dominates.
• Start and end on time.
• Limit side conversations.
• Speak one at a time; be an active listener and listen respectfully
as an ally.
• Give freely of your experience (but remember one-minute
rule…).
• Cell phones off—or on silent.
• Keep a sense of humor!
ELLs: Culture, Equity and Language Training Module 86
for Closing the Achievement Gaps

87. Day Three Outcomes
Handout #3-A
Participants will:
• Examine critical elements of instructional design to
promote English language development.
• Apply theories of second language acquisition to
classroom practice.
• Review and develop lesson plans for ELLs reflecting
Culture, Equity and Language Acquisition.
ELLs: Culture, Equity and Language Training Module 87
for Closing the Achievement Gaps

88. Day Three Agenda
Handout #3-B
• Welcome/Opening
• English Language Development:
ELL Student Achievement
• English Language Development:
Concepts in Closing ELL
Achievement Gaps
• Lunch
• After Lunch Energizer
• Theory To Instructional Practice
• Closure
ELLs: Culture, Equity and Language Training Module 88
for Closing the Achievement Gaps

89. The Third Language:
Academic English
• For English language learners, academic English is a third
language — their second language being social English of the
hallways, community and media.
• This third language is full of new words, figurative expressions,
grammatical structures, verb tenses, and concepts.
• Many English learners, and many native speakers, even those
with well-developed social language, struggle to master the
complex language of school.
ELLs: Culture, Equity and Language Training Module 89
for Closing the Achievement Gaps

90. Theory to Practice
Handout #3-C
Topic Procedures Language Language Vocabulary Metacognitive Grouping
(Comprehensible Input) Functions Structures Development Strategies Strategies
K-2 Demonstration – Describe Prefix non Personal Accessing Whole group
Science: list of characteristics of Third person dictionary or prior
living living and non-living s: grow-grows, Science Word knowledge
vs. non- things with examples – move-moves, Wall: grow
living visuals to include posters, reproduce- move
things video, and realia reproduces reproduce
Venn diagram – Compare Monitoring Small group
characteristics of
living and non- Contrast Evaluating
living things
Sorting activity – Classify Monitoring Pairs
photo cards with
pictures of living & Evaluating Triads
non-living things
Science journal – Synthesize Defending an Remembering Individual
Depending on opinion: (I
stage of language think it is a
acquisition: 1) label; non-living
2) cloze exercise; thing because
3)respond to prompt _________.)
ELLs: Culture, Equity and Language Training Module 90
for Closing the Achievement Gaps

91. Theory to Practice
• Look at the Procedures for Comprehensible
Input column of the lesson planning
template. (Handout #3-D)
• List strategies that you think will make the
content comprehensible for language
learners.
• Work with a partner to complete the
analysis of the sample lesson template.
ELLs: Culture, Equity and Language Training Module 91
for Closing the Achievement Gaps

92. Comprehensible Input
Handout #1-P for review
Concept 1
Comprehensible input must be provided to
support optimal language development.
ELLs: Culture, Equity and Language Training Module 92
for Closing the Achievement Gaps

93. Strategies for
Comprehensible Input – I
• Adjust rate of speech, level of vocabulary, and complexity of
sentence structure to student’s level of language proficiency.
• Monitor and explain use of idiomatic speech and figurative
language.
ELLs: Culture, Equity and Language Training Module 93
for Closing the Achievement Gaps

94. Strategies for
Comprehensible Input – II
Use the following techniques to present concepts:
Modeling
Demonstrations
Hands-on activities
Gestures
Visuals, graphics and realia
ELLs: Culture, Equity and Language Training Module 94
for Closing the Achievement Gaps

95. Scaffolded Instruction
Concept 2
Scaffolded instruction supports
language development.
ELLs: Culture, Equity and Language Training Module 95
for Closing the Achievement Gaps

96. Strategies for Scaffolded Instruction
This sequence is an example of activities that scaffold the
writing process for language learners:
Graphic organizer/mind map
Modeled writing
Interactive writing
Cloze sentences/passages
Writing frames
Independent writing
ELLs: Culture, Equity and Language Training Module 96
for Closing the Achievement Gaps

97. Scaffolded Instruction
Writing Activity
– The activity in your handout
packet follows the Scaffolded
Writing sequence we just
discussed.
– Using this sequence as a model,
develop a Scaffolded Writing
activity you could use with
English language learners.
– Share your activity with a table
partner.
ELLs: Culture, Equity and Language Training Module 97
for Closing the Achievement Gaps

98. BREAK!
Be Back in 15 Minutes
ELLs: Culture, Equity and Language Training Module 98
for Closing the Achievement Gaps

99. Language Structures and Functions
Concept 3
Language structures and functions must be taught
explicitly to support optimal language development.
ELLs: Culture, Equity and Language Training Module 99
for Closing the Achievement Gaps

100. Activity
Working in pairs or triads, choose five of the following language
functions, and write a corresponding language structure.
• Seeking information • Hypothesizing
• Informing • Justifying
• Analyzing • Persuading
• Comparing • Solving problems
• Classifying • Synthesizing
• Predicting • Evaluating
Example: Seeking information
Structures: What time is it? It’s _____ o’clock.
ELLs: Culture, Equity and Language Training Module 100
for Closing the Achievement Gaps

101. English Language Development:
Kindergarten Lesson Analysis
In table groups, review lesson in Handout #3-F and check
out the next slide.
• Discuss what is similar/different in this lesson from the way
you usually plan for math lessons.
• Table group share.
• Discuss how this might be adapted for different grade levels.
ELLs: Culture, Equity and Language Training Module 101
for Closing the Achievement Gaps

102. English Language Development
Kindergarten Lesson - Sorting
Handout #3-F
Planning for English language development in content lessons
Topic Activities Language Language Vocabulary
Functions Structure
Shape Sorting Classifying Triangle
They are all
attributes by Describing Circle
(shapes).
shape Square
Rectangle
Size Sorting Classifying Large
These (shapes) are
attribute blocks Describing Small
all the same size.
by size Comparing Medium
This one is (smaller, Smaller
Contrasting larger). Larger
Bigger
Littler
Herrell, A. & Jordan, M., (2004). Fifty Strategies for Teaching English Language Learners (2nd edition). Pearson.
ELLs: Culture, Equity and Language Training Module 102
for Closing the Achievement Gaps

103. Vocabulary Instruction Supports
Language Development
Handout #3-F
Concept 4
Content Vocabulary
Academic Vocabulary
Functional Vocabulary
ELLs: Culture, Equity and Language Training Module 103
for Closing the Achievement Gaps

104. Strategies for Vocabulary Instruction
Here are two strategies for vocabulary development.
• Thematic Instruction • Word Analysis
and Content Integration
ELLs: Culture, Equity and Language Training Module 104
for Closing the Achievement Gaps

105. Vocabulary Development Strategies
Thematic instruction and Word analysis:
content integration: Language learners need specific
Vocabulary must be taught in strategies for word analysis
the context of students’ own in order to move toward
independence in their
speaking, reading and vocabulary development.
writing.
ELLs: Culture, Equity and Language Training Module 105
for Closing the Achievement Gaps

106. Give One, Get One
Handout #3-G
Think about three vocabulary development activities that
you do in your classroom.
• List them separately in a box on your grid.
• At presenter’s signal, move around the room exchanging one
of your ideas for someone else’s ideas (Give One, Get One).
• Repeat process until presenter signals to
stop or you have filled in your boxes!
ELLs: Culture, Equity and Language Training Module 106
for Closing the Achievement Gaps

107. Metacognitive Strategies
Concept 5
Metacognitive strategies support language development.
ELLs: Culture, Equity and Language Training Module 107
for Closing the Achievement Gaps

108. Metacognitive Strategies
Metacognitive strategies must be explicitly taught and
modeled:
• Planning
• Accessing prior knowledge
• Monitoring
• Remembering
• Evaluating
• Imagining
ELLs: Culture, Equity and Language Training Module 108
for Closing the Achievement Gaps

109. English Language Development
Strategies Activity: Tree Diagram
Tree Diagram
I will assign one of the following concepts of effective English
language development to each table. At your table, discuss how
this concept might be translated into a tree diagram. Draw your
tree diagram on chart paper. Select a reporter to share out with the
whole group.
Be creative!!
• Comprehensible Input
• Scaffolded Instruction
• Language Structure and Functions
• Vocabulary Development
• Metacognitive Strategies
ELLs: Culture, Equity and Language Training Module 109
for Closing the Achievement Gaps

110. Contributors to Academic English
Language Development
English Language
Development
Language
Comprehensible Scaffolded Structures Vocabulary Metacognitive
Input Instruction And Development Strategies
Functions
ELLs: Culture, Equity and Language Training Module 110
for Closing the Achievement Gaps

111. Lunch!
ELLs: Culture, Equity and Language Training Module 111
for Closing the Achievement Gaps

112. After Lunch Energizer-
Traits of a Teacher/Educator
• Each pair or small group of three
needs one piece of chart paper.
• Create a “model” teacher/educator
whom you would admire for his or
her care and skill in working with
English language learners.
• Illustrate, list, or describe in a story
or scenario the traits, characteristics,
and/or behaviors of this
teacher/educator.
ELLs: Culture, Equity and Language Training Module 112
for Closing the Achievement Gaps

113. English Language Development
Lesson Planning
Collect the following materials that you have worked on to assist you in
planning your lesson:
ELL
Lesson Scaffolded Language Vocabulary
Lesson
Class Profile Template Writing Structure and Development
Planning
Analysis Activity Functions Strategies
Resources
Handouts: #3-H, #3-I, 3-Ia-e, #3-J, #3-Ja, #3-K, #3-Ka-i, #3-L, #3-La-m
ELLs: Culture, Equity and Language Training Module 113
for Closing the Achievement Gaps

114. English Language Development
Lesson Sharing
• Plan a lesson or series of
lessons for English language
development, using
information and tools provided
in this workshop.
• Determine the needs of your
students — look at the Class
Profile you developed.
ELLs: Culture, Equity and Language Training Module 114
for Closing the Achievement Gaps

115. Day Three Outcomes
Did we meet our goals?
Participants will:
• Examine critical elements of instructional design to promote
English language development.
• Apply theories of second language acquisition to classroom
practice.
• Review and develop lesson plans for ELLs reflecting Culture,
Equity, and Language Acquisition.
ELLs: Culture, Equity and Language Training Module 115
for Closing the Achievement Gaps

116. Day Three Reflection
Handout #3-M
So What? Now What?
3–2–1
• Write 3 things you learned in this training!
• Write 2 things that you will use!
• Write 1 thing you still have a question about!
ELLs: Culture, Equity and Language Training Module 116
for Closing the Achievement Gaps