Mature and part time learner supports in Canadian universities July 11 2012
English Learner Supports Professional Development
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Transcript of English Learner Supports Professional Development
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English Learner SupportsProfessional Development12/12/12
By: Marco Samaniego
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Today’s PurposeShare how I am addressing parent concerns of ELs
Develop understanding of LTELsContinue our evidentiary work in implementing SDAIE, QTEL, and other learning/teaching strategies into daily lessons.
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Agenda
Update ELAC work and parent concerns / trainings (10min)
Long Term English Learners (LTELs)(35 min) Definition Characteristics of LTELs What Works? Reading My work with our LTELs
Top EL strategies to incorporate into every lesson [Make it Take lab] (45 min)
Review top 10 researched EL teaching strategies Academic Language Development (ALD). Sentence Frames (Discussion
starters using the content specific terms) Create/ adapt lesson plans to incorporate at least 3 strategies into every
lesson
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ELAC Work and Parent Concerns•How can I know when my student is not doing
homework/classwork/etc. or know my child’s grades?
•How can I communicate to teachers that do not speak my language (the parent’s language)?
•Are teachers using EL strategies you talk about? My son/daughter says that they do not understand some or most of the instruction.
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ELAC Work and Parent Trainings• ELAC Parent Training – ParentConnect (taught
12/5/12) Parents now can access grades/homework/etc… Please use Zangle
• ELAC Parent Training - Google Translate (taught 12/5/12) Parents now know how they can translate from primary language (not Somali) to English.
• Classroom Visitations – Looking at EL student participation (student self motivation) – Lesson Observation Tool (I know how I may support you)
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LTEL DefinitionEnrolled in any of grades 6-12, inclusiveEnrolled in U.S. schools for more than 6
yrs. Remain at the same proficiency level for
two or more consecutive years as determined by CELDT.
Score Far Below Basic or Below Basic on the ELA standardized achievement test
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SDUSD Data 2011 - 2012
16,427
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Bell Middle Site Data* 2011-2012
97
*Includes Students identified as Special Ed and EL
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Characteristics of LTEL
1. Struggle academically
2. Distinct language issues
3. High functioning in social situations
4. Weak academics & gaps in literacy skills
5. Learned passivity
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What Works?Reparable Harm by Laurie Olsen
Reading with a Focus: pgs. 31-33 (3min. Silent reading)
What should Long Term English Learners be getting in school?
Share your understandings with a partner.
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Task: Fist Bump
My Top 3Effective practices for supporting Long
Term English Learners are 1____ 2.____ 3.____.
1.Participants write out the three sentences from the slide2. Everyone stands and finds a partner (to fist bump) 3.Partners take turns reading aloud their writing4.Find a new partner and the cycle continues.
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What Works?
Reparable Harm by Laurie Olsen
Reading with a Focus: pgs. 31-33
Collaborative ReflectionWhat are Bell’s strengths and areas of need with regard to the basic principles of instruction for Long Term English Learners?
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Our LTEL Numbers*(*No SPED Students)
Known LTELs
Watch List
6th graders 14 4
7th graders 12 2
8th graders 9 5
Total 35 11
TOTAL OVERALL: 46 Students
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6th Grade LTEL’s
Ali Suhaib 6
Alvarez Stephanie 6
Cardona-Martinez Isaac 6
Cruz Alexi 6
De La mora Sahara 6
Godinez Aaron 6
Gomez Fernando 6
Gonzalez Brian 6
Jimenez Kassandra 6
Lopez Leonardo 6
Medina Theresa 6
Millan Aispuro Luis 6
Valles Erick 6
Velazquez Yamile 6
No SPED
Chavira Brisheira 6
Garcia Kalid 6
Inzunza Karina 6
Chavira Brisheira 6AT R
ISK to
bec
ome
LTEL
18
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7th Grade LTELs
Bigalbal Virgil 7
Bray Brian 7
Calderon Oscar 7
Gaspar David 7
Javier Nia Nicole 7
Lora Fabian 7
Moreno Daisy
Muse Abdikadar
Orta Kevin
Payawal Mark Dave
Ruiz Jonathan
Sanchez Lizeth
No SPED
Sanchez Ashly 7
Villalobos April 7 14
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8th Grade LTELs
Alshaheri Adam 8
Barrios Viviana 8
Chavez Ricardo 8
Facio David 8
No SPED
Hernandez-Maciel Jymmy 8
Khounborin Victoria 8
Lorenzana Lazaro 8
Nur Alia 8
Pena Veronica 8
Quizon Ivan Laurence 8
Quizon John 8
Rivera Juan Ricardo 8
Rodriguez-Padilla Ivonne 8
Sario Tracy 8
14
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My Work with our LTELs
•Meet with 6th and 7th grade students once every 3 weeks during their lunch
•Share individual English benchmark scores
•Review the standards that are missing•Make individual goals to know/
understand/ learn specific standards•Keep record of all assessments and goals•Make myself available to each student –
via google phone number forward to my cell
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Top 10 EL Instructional StrategiesVisualsImages Drawings Body cues
Think – Pair- Share (structured talk time)
Shared Reading(Group reading – teacher lead)
Think aloud(metacognition)
Word Wall(Key Vocabulary) Front Loading (Vocabulary)
Chunking Texts
Cues Questions Graphic Organizers
Access Prior Learning(KWhL)
Summarization
Sentence Frames (Discussion Starters)
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Word Walls and Discussion Starters
Wolfe – Math Word Strip Galloway – Math Discussion Frames
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Sentence Frames & Word Wall
Galloway – Math Sentence Frames Hodge – Word Wall – Key Vocab
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Picture Vocab –w/Sentence Frames
Example of ELD grammar lesson – Ordinal Adjectives and present tense verbs
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Outcome: End Product
•Please use either word wall – key vocabulary OR Sentence / Discussion Frames and at least 2 other strategies to include in your daily lessons plans.
• Incorporate these strategies in your plans. This means that you create your sentence frames or vocabulary terms for your next unit /lesson.OPEN the One Note attachment from today’s email