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!