Be Sure to Clock In to Time Clock - PBworksavenues4eld.pbworks.com/w/file/fetch/121128450/October...
Transcript of Be Sure to Clock In to Time Clock - PBworksavenues4eld.pbworks.com/w/file/fetch/121128450/October...
Be Sure to Clock In to Time Clock
New ELD Teacher
Training 2017
TUSD Language Acquisition Department
English Language Development (ELD) Curriculum and Lesson Planning
Part II
On a post-it note, brainstorm what is needed before
you start lesson planning.
Be ready to share with others.
BELLWORK
Discuss ways that your are currently integrating
ELLS with non-ELLs beyond the integrated time
allocations for the ELD 4 hour block.
Brainstorm additional ways to integrate ELL
students outside of the ELD 4 hour block.
Write your ideas on a post-it note.
Be ready to share.
Integrating ELLs
Welcome
Norms and Objectives
Review ELD Refined Model
Lesson Planning
Closure
Agenda
Session Norms
Set aside preconceived notions
Make application to your own work with second
language learners
Ask questions and use the “Parking Lot”
Respect others’ viewpoint and expertise
Take time to share and be ready to actively participate
in all sessions
Take a break from cell phones
Participants will: review the ELD Refined Model components
identify resources for lesson planning
locate and utilize the ELD K-5 curriculum
documents for TUSD
determine the correlations between EEI and SIOP Models
utilize the ADE lesson plan template to create lesson plans aligned to the SEI Model (reflecting congruency with the ELD schedule, ELP
standards, utilizing the EEI
and SIOP models for effective instruction)
Session Objectives
Language Acquisition Department 2015
Whole Group Instruction (30 minutes)
~Read Aloud or ~Interactive Read Aloud or ~Focus Lessons
Guided Reading Instruction (4-6 student)
(25 minutes x 3) Guided Reading Components: ~Select the Text ~Introduce the Text ~Read the Text ~Revisit & Discuss Text ~ Intermittent Closure ~Extend Meaning of the Text
AND/OR
One-on-One Instruction ~Conferring or ~Assessing
Literacy Block Closure (15 minutes) ~Purposeful Accountable Talk
Assessments
‣ Universal Screener: DIBELS
‣ DRA2
‣ Avenues Assessments
‣ Alphachants (K), Phonics Street (1,2), Reading Basics (3,4,5)
‣ State Assessments
Literacy
Continuum for
an ELD Program
Assessing
Literacy Work Stations
‣ Read to Self (monitored)
‣ Work on Writing
‣ Word Work
‣ Read to Someone
‣ Listen to Reading
English Language Development ELLs below the
Intermediate level on AZELLA and all 1
st year
ELLs
ELLs at the Intermediate Level on AZELLA and in at
least their 2nd year of ELD Instruction
ELD instruction using ELP standards during two
integrated blocks, totaling 4 hours
*Kinder two integrated blocks totaling 2 hours
ELD instruction using ELP standards during two
integrated blocks, totaling 3 hours:
120 minute Block: *Kinder 60 min.
‣ Oral English Conversation [LS] & Vocabulary[L-2]
‣ Reading [R]
• Print Concepts
• Phonological Awareness
• Phonics & Word Recognition
• Fluency
• Comprehension
• Vocabulary
90 minute Block:
‣ Oral English Conversation [LS] & Vocabulary[L-2]
‣ Reading [R]
• Print Concepts
• Phonological Awareness
• Phonics & Word Recognition
• Fluency
• Comprehension
• Vocabulary
120 minute block: *Kinder 60 min.
‣ Grammar[L-1]
‣ Writing [W]
90 minutes block:
‣ Grammar[L-1]
‣ Writing [W]
Literacy intervention using ELP Standards 30 minutes
TUSD K-5
Literacy Continuum for an
English Language Development
Program (ELD)
Daily Teaching Structure
This session will highlight this area of
the continuum.
Sorting Activity of the SEI Model
SEI Refined Model Review
Handout
Who receives 4 hours of SEI instruction?
Do Intermediate level ELLs in their 2nd year or more of the
SEI program qualify for 3 hours of SEI instruction?
What is the required number of hours for SEI instruction in
kindergarten?
What are the time allocations in SEI and what content areas
are integrated?
Can ELLs receive intervention with non-ELLs outside of the
SEI classroom during the SEI 2hr or SEI 4hr block?
If so, for how many minutes?
SEI Refined Model Review Questions
Reminder - Additional Expectations for
the 4-Hour SEI Model Classroom
• Classroom schedules must match lesson plans and instruction.
• Student-friendly language objectives that reflect the English Language Proficiency (ELP) standards must be posted.
• Student PHLOTE lists with students proficiency levels from the AZELLA must be present.
• Instruction must reflect a 50/50 balance of language use by the students and the teacher.
Which ELP Standards Go With
Each Time Allocation?
Table Group Activity
Handout
What is a two part objective?
Handout
This is the Stem: Use this to begin writing your
objective (The What)
This is the Performance Indicator: add this to the
stem (The How)
II:LS-1:B-HI-1 The student will
demonstrate understanding of oral
communications by distinguishing
between phonemes in the initial, medial,
and final positions of words phrases and
sentences.
Stem (The What)
Performance Indicator (The How)
Posted Student Friendly Objective
II:LS-1:B-HI-1 I can identify the
letter “s” sound at the
beginning, middle and end of
words by using identification
gestures after listening to and
repeating aloud the words.
Time Allocations and ELP Standa rds Alignment for the Refined Model
Note Time allocations must be aligned with AZ ELP standards documentation and implementation
Time Allocations AZ ELP Standards
Reading & Oral English Conversation and Vocabulary
Reading Domain
Listening and Speaking Domain
Language Strand standard 2 (only)
Writing & Grammar
Writing Domain
Language Strand standard 1 (only)
Time Allocations and ELP Standards
Alignment for the Refined Model
or 90 min. blocks each for Intermediate level students who qualify
Home Alone
Where to begin with
lesson planning?
Handout
WHAT WILL DRIVE YOUR
INSTRUCTION?
• English Language Proficiency Standards
• TUSD ELD K-5 Curriculum Materials
Where
are
these
located?
On a scale from one to five, how familiar are you with coding standards?
How to code ELD standards – Go the TUSD Professional
Development Portal- #11535 Language Acquisition: ELP Coding
Presentation- Self-directed Course
Fully coded ELP standards located on the wiki:
http://avenues4eld.pbworks.com/w/page/25814687/Avenues%20Supp
ort%20Resources
Coding Standards
Scope and Sequence (1 Page) AZ ELP Standards aligned to
AZCCRS
Targeted standards are what will be assessed on Avenues
Assessments in grades 1st – 5th
A Year at a Glance
Full Page by Quarter
Includes the written ELP standard and codes to make documentation and instruction easier
Curriculum Maps Standards Extended Texts and
Short Connected Texts
Enduring Understandings
Curriculum Maps Cont.
Research and Writing Connections
Interdisciplinary Connections
Assessments for each quarter
5 Minute Break Transition to the Computer Lab
Participants will: review the ELD Refined Model components
identify resources for lesson planning
locate and utilize the ELD K-5 curriculum
documents for TUSD
determine the correlations between EEI and SIOP Models
utilize the ADE lesson plan template to create lesson plans aligned to the SEI Model (reflecting congruency with the ELD schedule, ELP
standards, utilizing the EEI
and SIOP models for effective instruction)
Review Session Objectives
How will you use these tools?
LESSON PLANNING
Documenting evidence of the ELD model
Handout
Handouts
Elements of Effective Instruction (EEI)
Sheltered Instruction Observation Protocol (SIOP)
Language Development Stages (Proficiency)
Lesson Planning…
Create a lesson plan for the week
Use the following: TUSD ELD (SEI) curriculum guides
grade level Avenues materials
additional materials as needed
lesson plan template for SEI instruction
language proficiency levels/stages
EEI structure and SIOP strategies
Closure
What similarities do the EEI and SIOP
models share when providing effective
instruction for students?
How will you provide evidence that these
models are being implemented in your
classroom?
PD Opportunities for ELD
THANK YOU FOR ATTENDING
TODAY’S TRAINING