Implementing MTSS/RtI with English Language Learners Noris Aguayo, District New Teacher Coach Lake...

C2 Cohort 2013Implementing MTSS/RtI with English Language Learners

Noris Aguayo, District New Teacher CoachLake County Teacher of the Year 2013

Robin R. Neeld, Title III & ELL

September 19, 2013Learning Resource Center

C2 Cohort September, 2013

Bell RingerWhat’s on your Plate?

Take a moment and jot your first thought in response to the following questions on your plate…

1. What are you doing to meet your ELL students needs?

2. How are you implementing these strategies?

3. How can you make your strategies more rigorous?

What are you doing to meet your ELL student’s needs?

How are you implementing these ELL strategies?

How can you make your ELL strategies more rigorous?

What’s on Your ELL

Plate?

Exit Ticket: Reflect on ELL Core Strategies

Revisit Essential Question

Shift to Common Core: Implementing MTSS/RtI with

ELLs

Sep

tem

ber

19,

2013

Learning Goal: Participants will understand how to incorporate strategies and resources when implementing the tiered levels of support for ELLs.Objective: ELL Contacts will be able to identify strategies for underperforming ELLs and coach teachers to utilize appropriate resources in the immersion classroom.

Bell RingerCommunity Builder

Thinking Plates

Sum-It-Up

Essential Question:How do I support teachers to create engaging lessons to reach all levels of language acquisition in ELL students?

Common Language:• MTSS/RtI• ELL Strategies • Thinking Maps• ELL Tiered Levels of Support

I DO

• Define and identify key strategies and resources available in the classroom to support language learning

WE DO

• Through discovery and collaboration participants will engage in “hands-on” learning centers

YOUDO

• Demonstrate your understanding by sharing an implementation plan for your school


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.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.


Lake County Schools

5. 4. 4.


21st Century Skills Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

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.


Marzano/TEAM Framework

Types of ELLs

Long-Term English

Learners

Recent Arrivals with Limited or Interrupted

Formal Schooling

Recent Arrivals with

Adequate Schooling

Using A Tree-Map to Identify Partial Classification of Students Attempting to

Learn English

• Have been in US schools several years-often in ESL classes (LES)

• Exited LEP still struggling academically

• Conversational proficiency in English but not mastery for academic

• Does not have formal register of English required by schools

• Have conversational proficiency in native language but not conversational English

• Behind classmates in subject matter knowledge

• Need to develop conversational English to function in social situations in and out of school - at the same time they need to develop academic language and acquire subject matter knowledge

• Have academic language and academic content knowledge

• As English develops able to draw on this background and catch up with classmates as the academic language and concepts transfer into a second language

• Needs new words to express concepts they already know


Community BuilderWhat’s on your Plate?

1. When the music starts move around the classroom.

2. When the music stops, “High Five” a buddy to “Think, Pair, Share”

3. Exchange names and share one strategy from your Thinking Plate.

4. When the music starts move around the room until the music stops .

5. “High Five” the next partner and exchange name and strategy.

6. Repeat.

Goal – Fill your plate with strategies that you already use.

What are you doing to meet your ELL students needs?




Plate?


Community BuilderShared Circle Map

Share with table members strategies that you have collected from others.

1. What are you doing to meet your ELL students needs?

2. How are you implementing these ELL strategies?

3. How can you make your ELL strategies more rigorous?

What are you doing to meet your ELL students needs?




Plate?

C2 Cohort October 2013

2003 – 5.5 million ELLs up nearly 100% a decade earlier ELLs must make 1½ to 2 years gains each year to close the

achievement gap

English Language Learners have diverse backgrounds, languages, and education profiles:◦ Some have limited schooling; others read and write above grade

level in their own language◦ Some have had negative school experiences and come unmotivated;

others are highly motivated and have supportive families◦ Some live in poverty without books in their homes; other come from

middle class families with high levels of literacy◦ Some speak Latin-based languages, easing the recognition of some

English words; others speak languages that do not have a written form

Introduction to ELLsThe Facts


Tiered Levels of Support

CORE + MOST


Strategies, Resources, Making Connections!

http://www.youtube.com/watch?v=O1kEeapPuCw&feature=youtu.be


Turn & Talk

What resonates for you from the “---”

video?

Strategies, Resources, Making Connections!

“Providing C2 Tools 4 U 2 Use!”

◦ Implementing RTI with English Learners

Douglas Fisher Nancy Frey Carol Rothenberg


ELL Resources and Kits

1

2 3

4

“Tier I: An Opportunity to Learn through Effective Instruction for ELLs” pg. 23-47

Jigsaw – Each participant is numbered

in table teams.


Team JigsawIn teams of four count off to establish team member

number.Divide the article among the team:

Team Member1, Framework for Instruction pg.25-30 Team Member 2, 3 Essential Instructional Principles pg.30-34 Team Member 3, Using a Structured Teaching Framework with

ELLs pg.36-40 Team Member 4, Meaningful & Challenging Tasks and the

Gradual Release of Responsibility pg.41-45

Share with Team new knowledge acquired during the Jigsaw.



1

2 3

4


Each participant shares new knowledge of strategies that are

integral in Tier 1 among their table teams.


30 minute activity:

7 minutes to read article 10 minutes to collect important points

1 minute return to Table Team

3 minutes each to share with Team

Effective Instruction of ELLs

Framework for Instruction

Meaningful & Challenging Tasks and the Gradual Release of

Responsibility

Tier I: An Opportunity to Learn

Three Essential Instructional

Principles

Using a Structured Teaching Framework

with ELLs


Count off by 5’s Grab your thinking plate and go to the

station that has your number on it Choose the colored level that corresponds

to your table mat (RED, BLUE’S, GREEN) Follow the directions provided When the bell rings, take 30 seconds to

write down any strategies that you used during the activity on your “thinking plate”

WorkStations


What steps should I take to develop a well written expository prompt? RED Analyze the items inside the vocabulator taken from 4th grade

Florida Studies. Make a Circle Map with the word Florida in the center. Inside the big circle, include information about Florida from the vocabulator and other resources. On the outside of the big circle, list how you know that information about Florida.

BLUE Use the vocabulator to get ideas for writing. Make a tree map of Florida topics that you would like to focus on during your writing. Choose what you learned from the vocabulator and resources at your station. Then insert details under each topic. You will use these to develop a writing assignment on the state of Florida.

GREEN Use the vocabulator to get ideas for writing. You will use a flee map to develop a well written essay on the state of Florida. In your frame of reference, include where you found your information. Then use the flee map to write a rough draft.

Writing Work Station


How can learning the rules of grammar help me become College and Career ready?

RED Use the sentence strips with the prepositional phrases and the ESL Library picture cards to create sentences. You may write the sentences in your home language and use the translator to rewrite in English.

BLUE Read the section entitled Agreement. On a tree map, include details and examples about each type of agreement.

GREEN Read the section entitled Agreement. On a tree map, include details and examples about each type of agreement. Then show your understanding by writing a paragraph about your understanding of what each agreement is and how you use it. Be sure to include details and evidence of each one.

Grammar Work Station


¿Cuanto conoces la tierra? ROJO En primer lugar, leé las palabras de vocabulario en la parte

posterior de uno de los libros de geografía. Escriba las palabras y las definiciones en un mapa de árbol, con cinco de las palabras de vocabulario. Escribe la definición debajo de cada palabra.

AZUL En primer lugar, leé las palabras de vocabulario en la parte posterior de uno de los libros de geografía. Escriba las palabras y las definiciones en un mapa de árbol, con cinco de las palabras de vocabulario. Escribe la definición debajo de cada palabra. A continuación, utiliza la palabra en una oración. Por último, leé el libro y escribe cinco preguntas bien escritas.

VERDE En primer lugar, leé las palabras de vocabulario en la parte posterior de uno de los libros de geografía. Escriba las palabras y las definiciones en un mapa de árbol, con cinco de las palabras de vocabulario. Escribe la definición debajo de cada palabra. A continuación, utiliza la palabra en una oración. Después, leé el libro y escribe cinco preguntas bien escritas. Por último, escribe un párrafo de lo que leíste.

Estación de trabajo: Geografía


RED Open Picture Speller for Young Writers and turn to page 31 . Use the pictures and vocabulary to complete your Circle Map. Next, open the QuickVoice app on your iPad and tell a story using the word on your Circle Map. Listen to your QuickVoice story.

BLUE Open Picture Speller for Young Writers and turn to pages 42-43 . Think about a treat that you have made or would like to make for dessert. Use the pictures and vocabulary to give you ideas about how to make your treat. Next, open the QuickVoice app on your iPad and tell a story using the words that you have chosen. Listen to your QuickVoice story and then map your story onto the Flow Map. Now write an explanation about a treat that you will bake.

GREEN Open Picture Speller for Young Writers and turn to pages 44-45 . Imagine yourself as a pirate. Use the pictures and vocabulary to give you ideas about your adventure as a pirate. Next, open the QuickVoice app on your iPad and tell a story using the words that you have chosen. Listen to your QuickVoice story and then map your story onto the Flow Map. Now write a story about your adventure as a pirate.

Oral Language Center


Classrooms Strategies Utilizing Thinking Maps

Using predictable routines to reduce anxiety;Connecting language acquisition to the real world by using concrete objects to build vocabulary;Using visual images to provide language support;Using interactive read-alouds to motivate students and support understanding;Using advanced organizers to assist students in identifying and collecting essential information;Building vocabulary to support understanding and enabling students to use English in culturally and socially appropriate ways;Providing direct instruction and scaffolds for attaining academic vocabulary;Providing opportunities for paired/group work and verbal interaction;Providing opportunities for direct instruction for idioms and figures of speech.

ESL-Library


http://www.esl-library.com/lessons.php?section_id=49

TRIAL: ESL library samples available to your teachers now.



Reflection Time

Turn your plate over and write a reflection on the back.Write about the Strategiesthat you can immediately implement as a Capacity Builder at your school.

ELL Reflections


ADDITIONAL QUESTIONS


Participant Scale and Reflection(Include where you are on the scale and any suggestions or comments)

4You

understand how to

support ELL students

during core instruction and will be

able to immediately teach your faculty how

to effectively implement multiple

strategies to build into

daily instruction.

3You

understand how to

support ELL students

during core instruction and will be

able to teach your

faculty some

strategies to include in their daily

instruction.

2You have

some understanding of how to support ELL

students during core instruction and will be

able to teach your faculty at least one

strategy to include in

daily instruction.

1You do not understand

how to support ELL

students during core instruction and need

extra support in informing your staff

and how to implement strategies into their

daily instruction.

Implementing MTSS/RtI with English Language Learners Noris Aguayo, District New Teacher Coach Lake...

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