Be Sure to Clock In to Time Clock

Transcription

1 Be Sure to Clock In to Time Clock

2 New ELD Teacher Training 2017 English Language Development (ELD) Curriculum and Lesson Planning Part II TUSD Language Acquisition Department

3 BELLWORK On a post-it note, brainstorm what is needed before you start lesson planning. Be ready to share with others.

4 Integrating ELLs 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.

5 Agenda Welcome Norms and Objectives Review ELD Refined Model Lesson Planning Closure

6 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

7 Session Objectives 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)

8 English Language Development ELLs below the Intermediate level on st AZELLA and all 1 year ELLs ELD instruction using ELP standards during two integrated blocks, totaling 4 hours *Kinder two integrated blocks totaling 2 hours 120 minute Block: *Kinder 60 min. 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 3 hours: Oral English Conversation [LS] & Vocabulary[L-2] Phonics & Word Phonics & Word Fluency Comprehension Vocabulary 120 minute block: *Kinder 60 min. Fluency Comprehension Vocabulary 90 minutes block: (30 minutes) ~Read Aloud or ~Interactive Read Aloud or ~Focus Lessons Guided Reading Instruction (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 Oral English Conversation [LS] & Vocabulary[L-2] Awareness Recognition Whole Group Instruction 90 minute Block: Reading [R] Print Concepts Phonological Awareness Daily Teaching Structure (4-6 student) Reading [R] Print Concepts Phonological TUSD K-5 Literacy Continuum for an English Language Development Program (ELD) This session will AND/OR highlight this area of One-on-One Instruction ~Conferring the continuum. Literacy Continuum for an ELD Program Recognition Grammar[L-1] Writing [W] or ~Assessing Literacy Block Closure (15 minutes) ~Purposeful Accountable Talk Assessing Grammar[L-1] Writing [W] Literacy intervention using ELP Standards 30 minutes Literacy Work Stations Read to Self (monitored) Work on Writing Word Work Read to Someone Listen to Reading Assessments Universal Screener: DIBELS DRA2 Avenues Assessments Alphachants (K), Phonics Street (1,2), Reading Basics (3,4,5) State Assessments Language Acquisition Department 2015

9 SEI Refined Model Review Sorting Activity of the SEI Model Handout

10 SEI Refined Model Review Questions Who receives 4 hours of SEI instruction? Do Intermediate level ELLs in their 2 nd 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?

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12 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.

13 Table Group Activity Which ELP Standards Go With Each Time Allocation? Handout

14 What is a two part objective? Handout

15 This is the Performance Indicator: add this to the stem (The How) This is the Stem: Use this to begin writing your objective (The What)

16 Stem (The What) 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. Performance Indicator (The How)

17 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.

18 Time Allocations and ELP Standards Alignment for the Refined Model Time Allocations Reading & Oral English Conversation and Vocabulary AZ ELP Standards Reading Domain Listening and Speaking Domain Language Strand standard 2 (only) Home Alone Writing & Grammar Writing Domain Language Strand standard 1 (only) Note Time allocations must be aligned with AZ ELP standards documentation and implementation or 90 min. blocks each for Intermediate level students who qualify

19 Where to begin with lesson planning? Handout

20 WHAT WILL DRIVE YOUR INSTRUCTION? English Language Proficiency Standards TUSD ELD K-5 Curriculum Materials Where are these located?

21 Coding Standards 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: ort%20resources

22 Scope and Sequence (1 Page) A Year at a Glance AZ ELP Standards aligned to AZCCRS Targeted standards are what will be assessed on Avenues Assessments in grades 1 st 5 th

23 Full Page by Quarter Includes the written ELP standard and codes to make documentation and instruction easier

24 Enduring Understandings Curriculum Maps Extended Texts and Short Connected Texts Standards

25 Research and Writing Connections Curriculum Maps Cont. Interdisciplinary Connections Assessments for each quarter

26 5 Minute Break Transition to the Computer Lab

27 Review Session Objectives 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)

28 How will you use these tools?

29 Documenting evidence of the ELD model LESSON PLANNING

30 Handout

31 Elements of Effective Instruction (EEI) Sheltered Instruction Observation Protocol (SIOP) Language Development Stages (Proficiency) Handouts

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33 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

34 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?

35 PD Opportunities for ELD

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38 THANK YOU FOR ATTENDING TODAY S TRAINING