2015 Teacher Assistant
Professional Development Day
Working with English Language Learners in
an Intensive Reading Classroom
Amber Green
ELL School Specialist
October 26th, 2015
Lake County Schools
Vision Statement
A dynamic, progressive and collaborative learning community embracing change and
diversity where every student will graduate with the skills needed to succeed in
postsecondary education and the workplace.
Mission Statement
The mission of the Lake County Schools is to provide every student with individual
opportunities to excel.
We Believe:
Education is the foundation for everyone’s future.
Education is a lifelong process.
All students can learn.
Students should be civic-minded and embrace future roles in the community.
Parents/guardians, community, and schools are partners in a student’s education.
Providing a safe, resource-filled learning environment is essential.
Students will graduate prepared for work and postsecondary education.
TA Professional Development Day
October 26, 2015
Learning Goal: ELL/ESOL teaching Assistants will learn
how to become an integral part of the IR for ELL classroom
through the use of specific strategies, following a scheduled
.
rotation
in the classroom and using technology to facilitate
English Language Acquisition for ELL Students.
Standards:
Domain 2 : Element 47:
Planning/Preparing for Special Student Needs.
Teacher provides for the needs of ELLs by identifying
the adaptations that must be made within a lesson or
unit.
Objective:


Participants will:
Be able to identify appropriate strategies to implement with
ELL students in the Intensive Reading classroom.
Become familiar with the IR for ELLs classroom rotation
schedule as an integral part of the rotation for ELLs needing
support
Essential Question: How do we lead from within, lead
through others, and lead within the organization?
Bell Ringer: “Penny for Your
Thoughts.”
Vocabulary:




Scope and Sequence
 Thinking Maps
ELL, ESOL., IR
 Classroom Groupings
Rosetta Stone, Achieve 3000
Hi-LO Readers, Motivos 
I Do
• Identify structures and resources
Agenda
available to support ELLs in the IR
classroom
We Do
• Explore and utilize structures and
resources to support classroom
application
• Utilize structures and resources to
You Do
prepare for ELLs
NEXT STEPS:
Differentiated Instruction
For all ELL’s in the Intensive
Reading Classroom
Learning Goal: : ELL/ESOL teaching Assistants will learn how to become an integral part of the IR for ELL
classroom through the use of specific strategies, following a scheduled rotation in the classroom and using
technology to facilitate English Language Acquisition for ELL Students.
Score
4.0
In addition to level 3.0, in-depth inferences and applications that go beyond what was taught.
Learners will be able to utilize various highly effective strategies, resources, programs, & technology to promote academic growth among
English language learners.
3.5
Score
3.0
The participant, without major errors or omissions, will understand and/or be able to:
• Identify and utilize instructional strategies and technology to support ELLs in the classroom
• Support teachers in facilitation of rotations
2.5
Score
2.0
1.0
Partial knowledge of the score 1.0 content, but major errors or omissions regarding score 2.0 content
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The
student can:
• Identify ELL Instructional Strategies
• Understand Rotations
• Utilize Technology
0.5
Score 0
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The
student can:
• Identify ELL Instructional Strategies
• Understand Rotations
• Utilize Technology
1.5
Score
In addition to score 3.0 performance, in-depth inferences and applications with partial success
With help, a partial understanding of the score 0 content, but not the score of 1.0 content
Even with help, no understanding or skill demonstrated.
st
21 Century Skills
Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Community Builder
“A Penny for Your Thoughts”
• Take a penny from the center of the table.
• While holding the penny, answer the following questions:
• How long you have worked as a TA and what have been your
experiences?
• How would you describe your current role as a TA?
• Pass the penny to the person sitting next to you once you’ve answered
the question
Overview and Introduction of Intensive Reading for
English Language Learners
 Graduation Rates
 Advantages over traditional placement methods
 Focus of specific English Language Needs for ELL
students in:
 Reading, Writing, Speaking and Listening
 Utilization of Programs already in place
 Protocol aligns to the current ELA Recursive
Standards and Blueprints for grades 6-12
Page 1
• Opening
Activities
• Standards Based
Direct/Explicit
Instruction
• Differentiated
Instruction
• Four 20 minute
Stations
• 1 rotation daily
• Continue DI
• Wrap Up
Pause & Reflect
How will you be an
integral part of the
Structured ELL IR
Protocol?
Classroom Grouping Tool
•Group
Five
1Adifferent
NES, Levelsgroups
A & B or LES
Level
C students are grouped
• ELL
Group
1B NES, Level
A or B, LES
according
to English
Language
Level C completed Rosetta Stone
Proficiency (As determined by IPT
Level 1
or CELLA)
Group
2 LES Level D, 0-16% score
on RW from IPT
Group 3 LES Level D, 17-32% score
on RW from IPT or CELLA scores of
HI or P in RW portion
Group 4 Extension (4+ years LY) and
CELLA scores in the HI or P in RW
portion
Pause & Reflect
How will the
Classroom Grouping
Tool help you to
support ELLs in your
classroom?
Rosetta Stone
 In the past, Rosetta Stone has been used as a way
to introduce ELL students to English through a
computer based program, with little actual
instructor interaction.
 Now, it will be used in a more traditional means,
as a part of the IR class rotation, whereas the
student will have Learner Progress Forms for
tracking purposes, the teacher will have access to
additional lesson materials and resources to
address weakness or enrich strengths, and will be
able to take a more hands on approach with the
student during the English Language learning
process.
Achieve 3000
Achieve 3000 (A3K)
 Achieve 3000 supports reading and writing
proficiency and is utilized in secondary reading
classes district-wide.
 Now, we will provide Learner Progress Forms
to increase student accountability and ongoing
progress monitoring.
Progress Monitoring and Learner Progress Forms
Rosetta Stone
Learner Progress Form
Achieve 3000
Learner Progress Form
Achieve 3000
Thought Question Rubric
Student Stations
Learner Progress Form
Pause & Reflect
How will you assist the
ELLs with Progress
Monitoring and
Learner Progress
Forms?
•
•
•
•
Houghton Mifflin
Harcourt Close Reader
An interactive component organized in six
collections parallel to the Student Edition and
relates topically to Student Edition anchor texts.
Selections contain scaffolding that helps students
practice and apply close reading protocols.
Text is “chunked,” supporting close analysis. Each
text contains directions for reading and rereading,
marking or annotating the text, and citing specific
textual evidence to support inferences and
conclusions.
Each selection concludes with a Short Response
writing opportunity to help students consolidate,
synthesize, and demonstrate the appropriate use
of textual evidence.
Standards-Based
Direct/Explicit
Instruction
Motivos Bilingual Magazine
What makes Motivos unique? The bilingual
format and socially and culturally relevant
content make Motivos unique. Motivos
showcases student voices, and provides
students with a medium to connect with other
ELL students through their writing.
Who reads Motivos? Predominantly teens and
young adults. Motivos provides a high interest,
lower level of readability for ELLs that engages
their interests. Students in the Intensive Reading
courses will use the magazine as a supplement
to support their language learning.
HI-LO Leveled Readers
Hi-Lo is a term used to describe high-interest, low-readability books.
Saddleback’s solutions incorporate mature, complex themes (highinterest) at lower reading levels (low readability). This combination
engages readers by giving them content they WANT to read while setting
them up for success.
Using the iPad in the IR for ELL Classroom
Show Me
APP
Quick Voice App
TA Professional Development Day
October 26, 2015
Learning Goal: ELL/ESOL teaching Assistants will learn
how to become an integral part of the IR for ELL classroom
through the use of specific strategies, following a scheduled
.
rotation
in the classroom and using technology to facilitate
English Language Acquisition for ELL Students.
Standards:
Domain 2 : Element 47:
Planning/Preparing for Special Student Needs.
Teacher provides for the needs of ELLs by identifying
the adaptations that must be made within a lesson or
unit.
Objective:


Participants will:
Be able to identify appropriate strategies to implement with
ELL students in the Intensive Reading classroom.
Become familiar with the IR for ELLs classroom rotation
schedule as an integral part of the rotation for ELLs needing
support
Essential Question: How do we lead from within, lead
through others, and lead within the organization?
Bell Ringer: “Penny for Your
Thoughts.”
Vocabulary:




Scope and Sequence
 Thinking Maps
ELL, ESOL., IR
 Classroom Groupings
Rosetta Stone, Achieve 3000
Hi-LO Readers, Motivos 
I Do
• Identify structures and resources
Agenda
available to support ELLs in the IR
classroom
We Do
• Explore and utilize structures and
resources to support classroom
application
• Utilize structures and resources to
You Do
prepare for ELLs
NEXT STEPS:
Differentiated Instruction
For all ELL’s in the Intensive
Reading Classroom
Intensive Reading for
English Language Learners
Amber Green, ELL School Specialist
352-253-6883
Juan Dillon, ESOL Program Specialist
352-253-6882
Teaching and Learning
Department
Course Evaluation
Please complete our course
evaluation.
Thank you for joining us today!