Good afternoon to those of you join us. We're gonna get started in just a minute or two. Well, good afternoon to those of you who joined us now three o'clock. So we're gonna get started. Others will be joining us how we anticipate more. I want to honor your time and get things under way here, if you don't mind. Good afternoon. My name is Fran O'Malley and I am the Associate Director for Partnership public education, which is sponsoring this webinar. Ppe is University of Delaware initiative supported by the community engagement initiative, College of Education and Human Development in the College of Arts and Science. To develop and foster collaborative education based partnerships and improve public education. Mission of PPE is to bring together members of the University of Delaware and the broader educational community, including educators, families, and community leaders. To identified shared needs and opportunities and to facilitate the exchange of knowledge. I may have my colleagues at PPE and University of Delaware welcome to today's webinar principles of effective language and literacy instruction for multilanguage learners. With UD Professor Steve at amend them, NPP, ease own anesthesia, parented. So just a couple of logistics before we get started here. This is being recorded. So you know, and if you need to check back, we will be hosting this on our public partnership for public education website. And we'll provide the link in the chat box during the session. If you wouldn't mind right now entering your name and affiliation in the chat box so the presenters have a sense of who you are. You are muted by default in zoom webinars. Again, not because we went to, but that's just the nature of the way zoom webinars work. If you would mind entering any comments or questions you have in the Q and a session section. And now what we'll do is we'll have responses to those questions addressed towards the end of the presentation. So before we begin, we'd like to do as Zoom poll with you to get a sense of who you are, but also a little bit of a sense of your experience in working with multi, multiline lingual learners. So if you wouldn't mind taking a couple seconds and answering, I believe there's a six or seven prompts here. Six of them. Your responses, and now I'll give you about a minute to do that and then we'll share. So for those of you who just joined us, you should be able to see a poll on the screen. You might take you a couple of minutes answering your questions. My personal favorite question is the last one. Caveat, we deal with the responses. Ok. We get 15 more seconds. Got about two-thirds of the responses in okay, 54321. All right, let's share the poll results. So we have a nice mix of people in the audience in terms of their professional backgrounds. And most of you do work in public settings, but we do have one private person, it also another who's entered information in chat. And if you haven't entered your name and your affiliation and chat, please do so so that the presenters can get a sense of who you are. Grade levels, a lot of pre-K phrase, that's excellent. Okay. So nobody's feeling worse than the beginning of the school year. That's a good thing. How much experience we do have, again, a range, a couple people with none, so that's, that's also excellent. And then your favorite thing about Thanksgiving, very mixed. It's nice to see that it's not when guests leave. But having off seems to be the number one answer. Well, thank you again for joining us and we can stop sharing at this point in time and now it's my pleasure to introduce our two presenters. So Dr. Steve amend them is a professor of Literacy Education in the School of Education at the University of Delaware. He began his career teaching k2, L Malta age classes in Charlotte, North County, North Carolina. And before working here as a literacy coach, if there is seeing MS PhD in 2008 at the University of North Carolina, Chapel Hill, Dr. amend them worked at North count of State for five years before coming to the University, Delaware in 2013, CIF conducts research and literacy development and instruction for multilingual learners, early reading intervention and evidence-based classroom instruction, as well as professional development for teachers. He teaches courses at the University of Delaware related to literacy research, assessment, and instruction at both the undergraduate and graduate levels. Currently, Steve as a principal investigator or co-principal investigator for two I-H i8 IES, excuse me, grants that support professional learning for classroom, an ESL teachers and language and literacy outcomes for young multilingual learners. As research has been published in journals such as reading Research Quarterly, the elementary school journal, the Journal of Educational Psychology, and the reading teacher. Dr. momentum often Spence times working with schools and teachers and deliver it currently serves or Governor Carney is advisory council for English learners. Anastasia pure, and Tim is a doctoral student at the University of Delaware School of Education, where she studies literacy development and instruction for multilingual learners. She recently taught a course, course focusing on English language and literacy instruction for undergraduate and graduate students and worked as a graduate research assistants for night, yes. Find it reading intervention study. Anesthesia is double on this. Who studied English literature and education as an undergraduate student and her master's degree in teaching English as a second language education from the University of Delaware. Anesthesia as previous experience teaching ESL, instructional coaching and providing professional development for migrant education, 21st education programs and district in her community. Without any further ado, please welcome Stephen anesthesia as the present principles for effective language and literacy instruction for multilingual learners. Not going to stop my sharing and turn it over to Steve. Hello, thank you guys for being here. You may be wondering why we're using the term multilingual burner instead of English learners. Multilingual learner as the asset and equity-based termed used by Leda. Additionally, the D in wheat stands for Delaware, one of the original consortium states, we does a vision for 2020 and beyond, uses the term multilingual learner when referring to children and youth who are or have been consistently exposed to multiple languages. Multilingual learners include students known as English Language Learners, dual language learners, heritage language learners, students who speak varieties of English for Indigenous languages. While we acknowledge that multilingual learners speak a variety of different languages, the home language examples provided in this presentation, we'll feature Spanish and English, but can be generalized to other languages. If you have any questions today, please submit them using the Q and a function at the end of the presentation. As you know, multilingual learners are a diverse group of students. For example, multilingual learners come from, come to school with differing home languages, english language proficiencies, or previous formula instructional experiences. For this reason, we suggest asking questions that are generalizable to the greatest number of your current and future students. So in today's webinar, we'll be discussing the effective language and literacy instruction for multilingual learners in three broad areas. The first will be oral language, the second, vocabulary development, and the third will be engagement with student's home language. After that, we'll end with an integrated example. With the limited time today, we're only going to be able to discuss the tip of the iceberg. Each of the areas we discussed today has extensive complexity and depth. And so we hope to just provide a starting point for thinking about these areas today. So as you can see from the pictures on our side, this is us at the tip of the iceberg. And the rest of the iceberg represents the depth and complexity. We won't have time to get into today. One last note before we jump into these three areas. These three areas that we discuss today, oral language, vocabulary and home language, are highly integrated and interrelated. We're going to discuss each separately. But this distinction is really arbitrary because of these interrelationships. So near the end of this presentation today, we're going to provide an example that brings these three areas back together. So onto our first area will begin. Talking about oral language. Formally, oral language is a system through which we use spoken words to express ourselves. Developing multilingual learners, oral language means developing the skills and the expertise that go into listening and speaking, which both have a strong relationship to reading comprehension and writing. As you can see in this diagram, oral language is made of five key components. And these include phonological skills, pragmatics, syntax, morphological skills, and vocabulary. These components are necessary to communicate, but there are important distinctions among them that have implications for literacy instruction. Often many of our multilingual learners don't come to school with these skills. However, we know they've already begun developing them in their first language at varying degrees. So importantly, oral language proficiency and literacy in the first language or the home language can be used to facilitate literacy development in English. When we think about supporting multilingual learners or a language development, our goal is to help students build an oral language base that can support school-based academic tasks in all four language domains. And these include reading, writing, speaking, and listening. As we all know. This is especially important for productive language tasks. If we want multilingual learners to be able to complete academic tasks in the English. We need to make sure that they have the oral language foundation. And in order to do this, we can engage multilingual learners in previews, rehearsal, and practice with oral language structures prior to them participating in these academic tasks and performing. To help multilingual learners develop knowledge of language structures. One strategy we can use is to provide examples of the necessary form and function by using sentence frames. Begin by considering the language function that students need to use to think, talk, or write about whatever the core concept is and the target vocabulary that's needed for a particular lesson. Then once you've considered those things, first, you want to write sentences that express that target language function. You then wanted to replace the target vocabulary with blank spaces. And then finally, we would generate a word bank that contains the vocabulary words that had been removed from the sentences. As you can imagine, sentence frames can be especially useful for supporting multilingual learners with speaking and writing activities. We're going to say a lot more about sentence frames as we go through the rest of the presentation. So this is another way that we could think about this same sort of idea. And it's represented with this diagram here. If we think about a reading lesson. Any reading lesson that's embedded in tier one or tier two instruction. Often we have some sort of a performance task. At the end. These tasks can be Speaking tasks, like where we're expecting students to participate in a discussion. Or they could be a writing task where we asked students to answer a question or write to a prompt as a follow up to their 3D. Sends frames as a strategy can provide oral language structures and support to students, sort of like a bridge that bridges from the content contained in that original reading task to the academic performance tasks in speaking or writing. So what I'd like to do is take a quick look at an example. This is an example of summarizing a retelling that I took a picture of in a first grade classroom with students who are at early levels of proficiency. After reading, students were expected to orally retell the story. And you can see how their teachers structured the retelling summary by using these sentence frames. Students use these frames to practice the oral language that they would need in a summary or a retelling. There are a couple of things I hope that you notice here that I'd like to highlight about how this teacher supported her students language and literacy. First, notice how she used word cards that have picture support to scaffold students vocabulary that was key to this story. Second, notice that the words that she chose for those blanks were common words that were also easy to represent with pictures. Weaving the more difficult vocabulary and structures as part of the frame that was provided to students. This was a conscious and intentional choice based on the fact that students early levels of proficiency. The last thing that I would note is that she scaffolded students knowledge of text structure. So how the text was structured by using target words embedded in these frames, often at the beginning of the paragraph. So for example, we see the term main character as academic language that's key to understanding narrative text. So main character is there. We also see keywords like first, next, then, and finally, because narratives are structured in a way where there's a sequence of events. The key part here is that these skills and these embedded language structures are ones that students are then able to generalize as they retell other stories as they move through their language and literacy grow. Sentence frames are great for many reasons, but one key reason is that they offer several opportunities for differentiation. To differentiate this activity, you should increase or decrease a sentences complexity based on the student's proficiency. However, there are few things we want to remember when we differentiate sentences. First, we only want to differentiate complexity. Each of the levels that we differentiate q should reflect the same function in the same conceptual understanding. Additionally, that provided sentence frame should be challenging enough to promote students transition to the next highest level of proficiency. So as they move forward in their journey. Another thing you can do is provide an example with familiar content first to support their comprehension if needed. And we'll look at an example of that in just a second. The last thing I wanna note here is that these ideas about differentiating sentence frames aligned directly with one of the weed, a guiding principles. Principle five, which promote opportunities for learning based on individual characteristics of students. So not only do we know the benefits of these kinds of frames to really support students language and literacy growth. But we know that aligns with sort of best practice and principles that are out there from these guiding organizations. So I promised a couple of examples and that's where we are now. These examples, this first one actually shows how we could use familiar content to introduce this function. And in this case, our function is about comparing and contrasting. The content here is considered familiar because most students will have prior knowledge of fruits and different flavors. So this example is intended to introduce the compare contrast function and maybe some new vocabulary. As you can see in this example that was provided in an article by Donnelly enroll. We're using the familiar content about fruits and flavors to support that compare and contrast language. As you look across, you see the language level with the numbers 234. And those represent different levels of language proficiency. So at the beginning level, you can see when we're ie and showing students how to compare and contrast, we're just using simple sentences. So we say we have a sentence like oranges are sweet, lemons are sour. Once. Below that you see when we remove that familiar vocabulary, We have a frame that then can be used with students at this proficiency. Like. As we move on to the moderate level of proficiency, we use a comparative sentence instead. And you can see that here along with the corresponding frame underneath. When we remove again the familiar vocabulary. For students who are already at advanced levels of proficiency, we can use a complex comparative sentence and frame. And same idea you see below that once we take out familiar vocabulary, We have this frame that allows students to really compare and contrast because they have this language structure. Once they have this idea about the language structure, then we can increase the cognitive load by focusing on new content rather than familiar content. And that takes us to our next example. So in this second example, you can see that we're looking at the same language structure. So form is the same. And again, we have proficiency level sort of moving from left to right. And again, you can see at earlier levels of proficiency where again using the same structure. So we have simple sentences to compare and contrast. But now we're adding a new and possibly unfamiliar kind and about migration, about East versus West and about other geography like California or Europeans, and so on. At the moderate and advanced levels. The same idea applies. We use the same form. Comparative sentences are complex Comparative Sentences. And again, we focus on our new content. So to shift a little bit, I wanted to give you a different example of supporting oral language. And this is about World Language rehearsal. The context here is a small group reading lesson. And one of the common practices that teachers engage in before reading is to do a preview of a book to activate students background knowledge. We suggest this step is vital for multilingual learners. And that beyond just previewing a book, it's really important to introduce the language structures from a book and allows students to repurse those oral language structures before we expect them to be able to read. The example book that we're going to use here is called Brandon's New School. And this is a first grade level text. And so I'm going to sort of walk us through a few pages of the book and look at some examples. Sorry everyone. So we might start by looking at the cover of the book and say something like what you see here. We're going to take a preview of our book. Let's start on the cover. Who was this? And I would point to the little boy in the red and dark coat there. At this point, I'm going to let students answer. I'm expecting a whole range of answers from students. I might give one word answers. I might get phrases, might get sentences. I might even get some nonverbal answers from students. But after I get everyone's answers, what I'm going to do as the teacher is rephrase into an academic language structure that will support reading this book. So as you can see in the example here, once I hear from students, I'm going to say something like, Oh right? Yes, those are great ideas. This book is about a boy named Brandon who is going to a new school. And I may even have students say that sentence with me a couple of times to rehearse it. As I move to the title page, I might prompt them with something like, what do you see here? And again, I'm going to let students answered in their own ways. And then I'm going to rephrase again into academic language. So I'm going to say something like, oh, these are great ideas. Yes, listen to the way I'll say this. Brandon is meeting his new teacher. Let's all say that together, Brandon is meeting his new teacher. And so we might repeat that a couple of times so that students get familiar with the actual structure of the language on that age. As I move to the next page, I'd point to the picture and say something like. This is Brandon's mother and this is Brandon's father. What's happening here? And again, I'm gonna let kids respond in a variety of ways and then rephrase into academic language. So I might say something like again, great ideas. Listen to how I'll say that. It is Brandon's first day at his new school. Let's I'll say that together. And we'd say it is Brandon's first day at his new school. And we would definitely on this page, practice that structure a couple of times. Because notice that this language that we're practicing orally is exactly what's in the book on this page. As I move to the next page, the same process applies. What's happening here? Students will respond. I will rephrase. And I might say something like, I bet Brandon's mother is saying, this is a good school. You will like it here. And then let's say that together. And I would have students repeat with me a couple of times. And again, notice this is the language that's in the book, the exact same structure. So some people might feel like this is cheating a little bit. But I'm going to suggest that it is not this. Remember, we're gonna preview all of the text we're going to read. So it's not that students are practicing this oral language and then reading this page, they're practicing all of the oral language in the book. And then we're going to go back and read it. The idea is to simply be very intentional about exposing students to specific oral language structures that are in this book. Structures they may not be familiar with and allow them to rehearse those language structures so that they have the foundation to be successful when they read it. I also want to know for students with higher english proficiency levels, we would not need to complete as extensive of a preview. Instead, we might just highlight some key vocabulary that would be really important for this book. We might highlight or preview proper names that they might struggle with. We might pick out a little bit of difficult syntax on a couple of specific pages. But ultimately, the depth to which we preview would depend on students English proficiency, as well as how difficult the text IS. Next, we will discuss vocabulary development. This organizer illustrates our next section on vocabulary development. First, I will discuss a specific word knowledge and instruction, followed by general word knowledge and instruction. What does research tell us about multilingual learner vocabulary development? Research indicates that standard vocabulary support and accommodations are insufficient for multilingual learners. Vocabulary and reading comprehension have a reciprocal relationship, which means that vocabulary knowledge leads to better comprehension and better comprehension leads to learning more words. However, reading texts in which 2% of the words are unfamiliar, Holt's comprehension and therefore new word learning. This is actually true for all students. But more words are likely to be unknown to multilingual learners than their English-only peers. Making incidental vocabulary acquisition or acquisition through traditional vocabulary instruction even less feasible for multilingual learners. Ideal vocabulary instruction for multilingual learners combines direct instruction of new words supported by incidental learning and multiple opportunities to encounter novel words and authentic and motivating texts and communicatively valuable. It's vocabulary breadth is the number of words known and vocabulary depth is the richness of knowledge about those individual words. Words specific knowledge includes both breadth and depth, and refers to the number of words a student knows and the depth of knowledge a student has about those words. Depth of word knowledge includes knowledge such as a word, synonyms, antonyms, meanings in different contexts, pronunciation, spelling, and syntactic category. Word specific instruction is an essential component of vocabulary instruction. And ideally, word specific instruction increases the number of words known by a student and fosters the depth of knowledge a student has about those words. Beyond basic meaning. To develop word specific knowledge, begin by selecting and teaching essential content words and any additional words necessary to achieve comprehension based on student proficiency. Next, develop student-friendly level appropriate definitions supported by really up actions or another form of comprehensible input. It is important to plan for multiple exposures to target words over several days and across reading, writing and speaking opportunities. We believe that these practices align with me to six, guiding principle for language development, which also emphasizes the opportunities we need to provide for students across multiple modes of language. In addition to a specific word knowledge, it is essential to foster general word knowledge as well. Were general knowledge includes the skills and knowledge that students can leverage and apply to any number of unknown words to determine their meeting. Morphological awareness and understanding of cognates are examples of word general knowledge. As previously stated, morphological awareness is a general, not generalizable knowledge which can be leveraged to determine the meaning of unknown worms. You can develop morphological awareness through explicit instruction. Prefixes, suffixes, and root burns. If multilingual learners are taught to break down words into meaningful word parts, they may be able to learn new words with less direct support. To do this, students must be able to recognize that they don't know word. Analyze the word for recognizable morphemes, and then think of a possible meaning based upon the parts of the word. And then check that, that meaning against the word and the context of the reading. Tools such as sliding folate bubbles or APICS cards can be used to demonstrate how root words transform when affixes are applied. Aphasic affixes should be instructed, systematically reviewed periodically thereafter. To further progress word general knowledge, you can incorporate a student's home language and academic vocabulary development through cognate instruction. Research findings suggest that nearly 70% of the Academic Word List words are Spanish and English cognates. And 50% of these cognates are either highly or moderately frequent in Spanish. Teaching, copied awareness may support independent comprehension and vocabulary development. We believe that weren't general knowledge, such as strategic use of cognates aligns with wheat as Eve, guiding principle of language instruction. Provide cognates in addition to word specific instruction for a central content words when applicable. You may also consider teaching English and Spanish morphology together. For example, E dot in Spanish almost always translates to a T in English, as in originally DOD and originality. It is important to provide examples of false friends when initially introducing the concept of Coggin's. A well known example of a false brand is embarrassed zeta, meaning pregnant in Spanish, and embarrassed in English. A few principles for selecting words. It's important to select words that are central to, to student understanding. Bolded words suggested by the publisher are nice start, but are likely insufficient for comprehension, let alone vocabulary development for multilingual learners. Consider additional words that may block understanding without direct instruction based on the proficiency level of your students, select words that appear frequently. These words provide a great opportunity to maximize authentic encounters with the target word. You may also want to select words that appear in other content areas. Selecting academic words that appear in other content areas can support comprehension outside of your classroom. As previously mentioned, the bees words might also be an excellent opportunity to include cognate instruction. Select words with multiple meanings as well. Selecting words with multiple meanings will increase word depth of meaning and opportunities to use those words in multiple different contexts. You may also want to consider selecting words with affixes. Selecting words with affixes allows teachers and students to attend to how word parks change a root words meaning or grammatical form, and develop morphological awareness. This is an example of where it's selection. The sample texts was taken from a news ELA article. And I selected the word captivity because it will appear frequently in the example text and activities that presented in his presentation. Additionally, I selected the words potential inappropriate because those words may block comprehension and provide operates they made. They will also provide opportunities for morphology instruction and cognate support. Likewise, these words may appear frequently in other content areas and texts in the future. Here's an example of a morphological word family. This is an example that uses the words which were selected from the text that you were shown previously. You can see that the grammatical form of these words change as suffixes are added to the root. Likewise, the meaning of the word may change as the grammatical form changes. Another strategy you could use while introducing new vocabulary is the text talk strategy. First, say the word and children will repeat it. Then tell a child friendly definition. Tell how the word was used in the book. Give multiple derivations of the word used in multiple unrelated contexts and invite children to construct an example. Then have the children repeat the word. Here is an example of the text talk, strategy and action. Here's a word we'll see today. It's captivity. Say that with me, captivity. Captivity means being kept in a cage or even hook prisoner. In our book, some of the animals are kept in captivity. You could say a related word like, I captured a bug and then kept it in captivity. Or another way to say that would be that the bug is now a captive. Now you try it, see if you can make a sentence using captivity. If you need a start, finish this sentence. A zoo animal that lives in captivity is, and then students will fill in the blank. Nice job. Let's say that word together one more time. Captivity. So now we'll move on to our third topic, which is supporting student's home language. When we consider the research on home language and literacy, among the many findings, there are several key things that jump out. The first is opportunities to learn, both at home and school, contribute to students academic performance. So both of the settings are important and both matter. Second, overwhelmingly. Parents of multilingual students state their desire to help their children succeed academically. And all parents have skills that can support their children's learning. Even if the parents themselves are still at the early levels of proficiency in English. Again, will highlight one of the wheat principles here. And notice that these ideas about the importance of home language and literacy align closely with principle number one, which is about the language in cultural assets brought by multilingual learners, which can be supported and leverage to support student's success in school. Related to that last point is the idea of readings best language. This actually comes from a study that I conducted with my colleague Jackie Raja was at NC State University. In our study, we found that multilingual learners, early Spanish reading skills, where a stronger predictor of their English reading growth over time than their proficiency with speaking English. And I just want to highlight that one more time. We measure, we've looked at kids early Spanish reading skills when they entered kindergarten. And we also looked at their proficiency with speaking English. And then we looked at their English reading growth from kindergarten through fourth grade. And we found that kids who had the strongest Spanish reading skills, Spanish reading skills, whereas stronger predictor than their ability to speak English when they entered school. So when we think about that, that really suggests that as educators, we want to really be supportive of home language and literacy development. We want to encourage parents to engage with their children in whatever language they are most comfortable using. And in the same way to the extent possible, we want to provide native language and bilingual materials and resources that families can use. Essentially, we know that bilingualism and by literacy are important long-term outcomes for students. And we wanted to do whatever we can to support the development of both new language like English and student's home language as well. One way to support home language use is through cognate. So we're going to circle back around here to cognates. And I already talked about cognates a little bit. And I just wanna highlight again these words. And remember these words are in two languages. They look similar, so they have similar spellings. And they also have similar meanings. Helping students recognize and use cognates can really support connections between ONE language in new language as students learn content and remember. And it talked about that 70% overlap with the Academic Word List. Interestingly, if you, as you start to look at the examples that we have here as well as that idea that Anna planted about the word glass. What you notice is we have English social language on the left, Spanish in the middle, English academic language on the right. And what I hope you notice is that one of the advantages of cognate instruction does that Spanish vocabulary often aligned more closely with English academic language than social language. So a focus on cognates can really help build students academic language which is necessary for their success in school. Here's one process that you can use to teach students cognates or how to use cognates, I guess. As you would expect, this idea could be easily adapted for multilingual learners at any age or any proficiency level. So you can see the, the process here first is to carefully preview whatever material you're using. So the text, video article, whatever it might be. Second is to choose key Spanish, English cognates that will aid students comprehension. Third is to prepare some word cards or word picture cards for those key cognates that you select. Next, we would get into the material. So we might read to students. Students might be reading on their own. Students might be watching a video. But basically we engage with the material till we come to that first key cognate. At that point, what we're going to do is model for students and think aloud about how we might think about using those cognate. So at that point, I would actually pull out my word card or my word and picture card. And I would make connections between these two words related to spelling and meaning. For example, if I was reading a book to students about the US election process, I might come to the word nation. And I might say nation, hey, I know that word in Spanish to that word is Nkosi. One. Nazi on a nation mean a country where the government. If we look on this card, we can see and then I might make some connections between how they're spelled similarly. And so basically what I would do is highlight and make those connections for students. Model how I would think about that as a reader or viewer or listener depending on what material where we're using. And I would continue to do that with other key identify cognates. Now, as you can imagine, this could really bogged down your lesson. So the important part is key cognates, not every cognate necessarily. So the idea is, can I pick a few that are central to comprehension and use those and model for students how to engage with those cognates. And lastly, of course, the idea of modeling for students is to move them toward. Being able to identify and use cognates on their own. And so we want them to get to the point where they do that independently. So the word cards or the word picture cards that we referred to on the previous slide, could look something like this. So here's my nation Nessie, ONE example. They simply have the English word, the Spanish word. And if it works, a picture doesn't always work for every cognate type of picture, but you could have one if it works. We also wanted to note that we recognize that not all languages have extensive cognates with English-like Spanish does. But for students who do have home languages that have cognates with English, integrating them into your instruction can be very powerful for students. Finally, another way to support home language use and to make connections between school and home is through bilingual and native language. Books. On the left are a couple of my very favorite bilingual books that I use a lot with students and with teachers. And a lot of the work I do on the right are some books that are easily accessible through the local public library that Anna found really quickly. So these and resources are out there and available to students and families. And so sort of helping them find those in getting access to them can really benefit our students and their families. So, as we begin to summarize, you'll remember at the beginning we talked about how we would discuss these three areas, oral language, vocabulary and home language support separately. But that these were really interrelated and integrated than that. At the end, we would bring them back together in a brief holistic example. So next we're going to turn to this example and how these ideas can be put into. These tests were used in the following examples. The content of each article allow for multiple interactions with the target vocabulary, their morphological derivations and the related terms used to develop depth of word meaning. These are the words selected from the sample texts that you saw previously. These words were selected for students in the moderate proficiency range. You can plan for all levels by considering the words you may need to select for students in the beginning, moderate and advanced proficiency arranges and then differentiate based on your student's needs. Here's an example of student-friendly definitions. We also provided some example sentences which illustrate the words used in unrelated contexts. Synonyms and antonyms were also provided to help foster depth of meaning. And images and cognates were provided to support comprehension. Providing students with the information presented here is a wonderful support, but it is very important to explicitly instructed these new words using the strategies discussed in this presentation, such as the text talk strategy, or using the cognate instructional strategies. So after that vocabulary word and it just talked about, we'd likely take students through a preview of the text followed by reading of the texts. This process could be similar to what we saw with our example using Brandon's new school earlier. But Ana mentioned that these students were in the moderate proficiency range. So we may not need that detailed of a preview for students. But ultimately, it really would depend on the proficiency levels of our students, as well as the difficulty of whatever the text is that we're using. Once we've engaged in reading the text with students, to review and summarize what we read, we would use sentence frames to support student's oral language review. Here you see three sets of frames, and these sets are differentiated by students proficiency levels. For students at the beginning proficiency levels, sentence frames are only missing the key vocabulary words that we've already practiced, which are then all provided in the word bank. As student's proficiency increases, you can see more blank spaces are added, along with words and the word bank. Ultimately. The key is that once the blanks are filled in, students should practice the oral language structures by rehearsing the completed sentence frames orally. And since Ana mentioned that the group of students we retargeting here, we're in the moderate proficiency level. We'd likely be using that set of sentence frames that's in the middle of this slide. Finally, to engage families and support home language use, we would provide students with a book that was related to our glycine content to take home and to share with their families. So when they were home with this book, we'd ask students to do the following. Read about two of the animals in this book with your family. Then? Or are we discuss what you think makes these animals dangerous based on what you read? Then we'd ask students to write a list of two ways that the animals that they read about are similar or the same. And we would give them the option of writing that in Spanish or in English. And then we'd have them finish up by writing a list of two ways that the animals they read about are different. And again, they can use Spanish or English. So to wrap up, we won't restate everything we went through since the recording of this webinar will be available later, like Fran mentioned. Instead, we just want to note that multilingual learners need practice using academic English vocabulary and oral language structures to really help them become proficient and to provide the foundation for successful reading and right? So as we think about that, we're going to provide three reflection questions. Just to get you thinking about the academic language used in your classroom or your context. If you aren't a classroom teacher. We'd like you to just think about at some point, how does students use academic language and social language in your class? How often did they get to authentically demonstrate their knowledge of new words through reading, writing, speaking, and listening. How can you provide multi-lingual learners with practice using new words and language functions? And finally, what scaffolds can you put in place to support oral language vocabulary in home language connections for multilingual learners. Thank you so much for coming to the webinar today and attending if at any point you would like to follow up with either or both of us. Our contact information is provided here on this slide. I'm next. We'll transition to any questions that were submitted to the Q and a. And I see there's a couple of there, and I think Anna's going to pull them up. Yes. Okay. So aren't the first question we have regards exposure tab because I think language through previewing a book and rehearsing the sentence structures with students. This question asks, How do you manage the students and how do you manage that activity with mixed levels of proficiency? Yeah. I mean and and feel free to jump in to I was going to say, that's a great question. And I think like sometimes we think about the ideal sort of situation where we might have kids grouped by proficiency and it's all real neat and clean and the examples that we provide. But in reality, a lot of times because of schedules or grouping or grade levels or the number of ESL teachers at the school have, has, that's not always possible. And so I think when we start to think about a group of mixed proficiency levels, if I'm going to preview a text, I have to sort of think about the range of levels that I had in my group. So if I have students who are early proficiency levels up through moderate proficiency levels, I think for me, I would start to probably either there's one of two ways to think about it. I would go and preview targeted toward the lower proficiency level. Knowing that I'm providing support that students at the moderate level could still benefit from or depending on your comfort. The other way is to then split my small group into smaller groups, right? And have some of my students with moderate proficiency over on one side of me and my students with early proficiency levels on the other side and actually target the way they're going to preview this book differently. That can be hard to manage sometimes. But I've seen some expert teachers that do a great job at actually differentiating within a group the kind of preview that they might do with their students. And so that's the way I think about it. I think if proficiency levels are sort of quest, I think once you If you have a group that has a range of proficiencies from very early proficiency levels all the way up through advanced proficiency levels. It's a bigger challenge. And at that point, I think you almost have to differentiate within your group if there, there sort of for the same lesson. So in that way, I might try to provide some structures that my students at high levels of proficiency could use on their own. That they could use independently or reading guide, a preview guide, something that they could work on independently with me, just sort of keeping an eye on them. At the same time that I'm really supporting the students that need much more explicit support. Over in another spot, I think. Yeah. Did you want to add anything or jump in? Now, I think that was that was really expertly done. I just think it's really about negotiating the proficiencies in your group and, and thinking about, and thinking very strategically about your timing and the activities that you're providing at different proficiency levels, like you said. So it's hard to give a really strong advice when you don't know the exact grouping. But I do understand and I agree that that would be the best way to go. That's it, but I would do as well. We have an additional question which is asking I think in response to that last slide where there were suggestions for home language extension, using native language texts and asking questions that students can engage with at home. That also allowing, allowing them to use their native language or were English, whichever one is most comfortable. So this question asks, How do you manage your student's assignment responses if they are not in English, when you give a choice of language for it. That is a great question. Excellent question. And so I don't know if I'm going to provide an answer that that's great or not. But what I would say is, you do the best you can. That would be my my broad answer or my short answer. And then I think to add to that, I would say, you know, as a teacher for me, you know, my background, like I took Latin in high school. I'm like horribly monolingual, I would say. And so for me, I would have to rely on my Google Translate or something like that to help me sort of look at students responses and evaluate them if I'm assigning homework that they're allowed to do in their native language. At the same time, I, I also want to think about the purpose of those assignments. And so, and how important it is that I sort of grayed them accurately. So what I'm going to suggest based on that activity that, that we presented is that my purpose isn't to see whether they can do that. I highly accurately that I need to translate their answer so that I can grade it. Or rather my purpose is the outcome I'm looking for is engagement within the family so that, that family is actually coming together if they're able, depending on schedules and everything like that, in a way that they can actually talk about this text and maybe get some ideas down on paper. So this might be an assignment that I'm grading sort of as complete, incomplete, or turned in, not turned in, rather than needing to have a really good grasp on the content of the answer's. Yes, I would totally agree. I think that those activities are meant more for just extension and engagement with home language versus I'm sort of an assessment of of understanding. And so I think it's just really about framing the purpose of those activities, which are just to promote languages at home, to provide opportunities for parent engagement. And like you said, it's not necessarily about you grading it. It's more about just creating an opportunity for engagement. So I don't think we have any questions and we are almost at the very end of our presentation. Like Steve mentioned. Presentation will be available on the University of Delaware partnership for public education website. And we will follow up and promote that that video as well. Like Steve said, if you have any additional questions, please feel free to contact us and I'm going to get this active ran. So thank you. What are the disadvantages that you have as a presenter in a webinar for zoom is that you don't get to enter a question isn't into Q and a. So I have a real quick one for someone who may be starting out for the first time. Like myself and I've noticed in the poll, some people said that as well is or one particular resource that you would recommend person could pick up to give them a really good start in this area. If you don't have an answer now, I mean, you'd probably think it about multiple ones. Maybe there's an opportunity where we can shoot it out the emails. But I and probably just as interested as the people on this webinar, do you have any initial thoughts or you want to just give it some thought? First? I have a couple of initial thoughts and, and, uh, you probably have a really good handle on this as well. But I would say colored in Colorado has an excellent website. It is excellent. C-o-l-o-r IN colorado. And it is it's outstanding. So that would be a great starting place for anyone. Could you repeat that against the yellow colour? Colour in Colorado, see hotel OR like the word color in AI and Colorado State. Thank you. That that's an extensive website and it's it's excellent. The other, the other resource I think that, that people rely on a lot is the psi up book. And so if you're not familiar with Siad, altered observation instructional protocol. And so I also think that psi up is a great resource. My only hesitation is that it is content neutral. And there are, there's lots of strategies I think that really need to be adapted carefully for particular content. And so you have to be, I think you have to be careful with psi up that taking content neutral strategies and applying them sort of wholesale across all content areas is effective. I mean. So anyway, there's lots of information about their, about sort of using psi_n strategies or particular content. And so I still would recommend it, but I just recommend it with the caveat that you have to think about how and when those strategies apply to particular content areas and, and content. And Anna, you should jump in. Yeah, I agree. I actually just shared in the chat and the website clearing, Colorado, which some of you may be familiar, is like a companion website to Reading Rockets. So love every story. Say, I recommended all the time. I agree psi_0 is a very, and I also think it's very user-friendly option for beginning multilingual learner instructional practices. So I think that's a great place to start. I'd also highly suggest going through the Leda website, there's a lot of really fantastic resources, including just those guiding principles that we presented through this presentation. I think both those have some really wonderful resources. And then a more recent texts, like I think a teacher friendly texts that I've been looking at is the texts cultivating knowledge and building language, which you can find on Amazon. And it's via one of the researchers who we mentioned here, known as out. So I think that's a wonderful, wonderful, wonderful texts as well, which I think is sort of a little bit more of a intermediary level text. If you are looking for like a diversified resources here, I think coloring Colorado's Great places our psi up, also fantastic place to start if you're just beginning the process of learning these things. I think those are all the resources I, I'm thinking I've right now for somebody who's just beginning, but those are great, great places to start. That's also thank you so much. We are at the end of our time. But on behalf of the partnership for public education. A virtual round of applause to Stephen anesthesia for a really wonderful presentation. I know I learned a lot and have a lot to go back and think about as I do my work. But I also want to thank everybody who took time out of their very busy schedules to come and join us today. I think they are. Anastasia is another slide here. No more. Okay, anyway, what we're gonna do so that you're all from one of the questions came up in the Q and a, like we are where we get the recording. We will email to you all the links to where to access to resources when they're posted, look for them to be posted like probably the beginning next week. I would guarantee they'll be presented tomorrow or posted tomorrow. We will also send you a little questionnaire to offer some feedback on this presentation. So if you would be kind enough to take even more time, Africa, very busy schedules would only take a couple of minutes. We value your input. And if there's ever anything that you think that the partnership for public education could be doing to help you in your work. Please don't hesitate to reach out to any of us. We'll send you our contact information. It will appear also on the website. So once again, thank you to everyone. I hope the weather gets better. We hope that you have a really fabulous weekend and that your Thanksgiving is as good as you want it to be. Take care everybody.
Principles of Effective Language and Literacy Instruction for Multilingual Learners
From Liza MacFadyen November 16, 2020
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