Bell Work Integrating ELLs

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1 Bell Work Integrating ELLs With a partner, discuss ways that you are currently integrating ELLs with non-ells beyond the integrated time allocations for the 4 hour ELD block. On a post-it note, list additional ways to integrate ELL students outside of the 4 hour ELD block. Place your post-it note on the large poster in the room titled, Integrating ELLs.

2 Literacy Classroom Structure Literacy Work Stations (LWS) for SEI and DL Classrooms

3 Bell Work Welcome Literacy Continuum ADE Requirements in an SEI Classroom Literacy Classroom Structure Visit Literacy Work Stations Literacy Work Stations Planning & Resources Closure

4 Given the TUSD Literacy Continuums for the SEI and DL programs, the learner will participate in this session to gain: an understanding of the components in an ideal literacy enriched classroom for language learners practical application for implementing Literacy Work Stations (LWS) to develop, reinforce, and enrich literacy an understanding for creating a classroom environment that scaffolds instruction and promotes literacy development an opportunity to collaborate and plan LWS activities to align with grade level standards

5 Where does this session fit into the big picture?

6 Where does this session fit into the big picture?

7 Time Allocations Reading & Oral English Conversation and Vocabulary AZ ELP Standards Reading Domain Listening and Speaking Domain Language Strand standard 2 (only) Writing & Grammar Writing Domain Language Strand All standard Literacy 1 Workstations (only) must match the time allocation, ELP standards, and schedule. Note Time allocations must be aligned with AZ ELP standards documentation and implementation or 90 min. blocks each for Intermediate level students who qualify

8 A balanced literacy plan is most effective when children are given direct instructional support and a variety of daily reading and writing experiences that are needed in the complex process of becoming independent readers and writers. Rally Robin with a Partner

9 Teacher driven Less time spent reading Busy work Artificial reading & writing Student driven Majority of time spent reading & writing Meaningful, authentic reading & writing Round Robin Reading Basal Centers Workshop LWS

10 * read to be better readers * write to be better writers It used to be that we would teach 80% of the time and practice 20% of the time. Now we know it needs to be us teaching 20% of the time and students practicing 80% of the time. It is the same as sports, you have to physically practice to get better!

11 A literacy structure that allows differentiation in the classroom and provides consistency A management system that integrates literacy instruction A system of literacy tasks that teaches students independence

12 The classroom structure DOES NOT hold content, it is a framework so that you can work with students Content comes from the ELD curriculum and ELP standards for SEI designated classrooms Content comes from the ELA/SLA curriculum and CCRS standards for DL designated classrooms

13 Differentiate instruction in your classroom using focus/targeted lessons? Teach children in whole and small groups? Read and write with students individually? Do all of this while the rest of your class is fully engaged in independent reading and writing activities?

14 Handout

15 Mrs. De La Rosa, Kinder ELD, Rm. 5 Ms. Lizeth Quijada-Grijalva, 1 st Grade SEI Mix, Rm. 11 Ms. Anna Contreras, 3 rd /4 th Grade SEI Combo, Rm. 14

16 Welcome Back! Review your LWS checklist What similarities/differences did you find in comparison to your implementation of LWS? Take a moment to reflect on what your next steps will be in the planning/implementation of your LWS Be ready to share out

17 The Teacher addresses the entire class at the same time What Avenues materials would you use during Whole Group instruction? checks for understanding throughout the lesson may reteach/clarify concepts in smaller groups uses read alouds and focus lessons designs mini-lessons that support whole group instruction, which help in acquiring new skills or build on previous ones Note: Minimal differentiation occurs during whole group instruction.

18 Small Group Instruction Differentiates instruction It allows teachers to work with a small group of 2-5 students on a specific learning objective It follows whole group instruction What Avenues materials would you use during Small Group instruction? Checks for understanding, monitor and adjust Students receive additional attention Used to provide interventions for struggling students Mrs. De La Rosa s Kinder Class Manzo Elementary

19 Independent Student Work While teacher meets with individuals or small groups, students will: Read to self Read to someone Listen to reading Work on Writing Word Work Mrs. De La Rosa s Kinder Class Manzo Elementary What Time Allocations would I document during my Literacy Workstations?

20 SEI Literacy Workstations Graphic Minutes Whole Group with Teacher Avenues Focus Lesson minutes Independent Avenues related activities Avenues Teacher s Guide Anthologies Leveled Readers Journals Student Practice Books minutes Whole Group with Teacher Independent Heterogeneous Small Groups minutes minute rotations Guided Reading: Students will be pulled in leveled groups. All students will participate in a phonics focus lesson. Phonics Street Big book Decodable Books Cd s Avenues Leveled Readers Windows on Literacy Books Scholastic Book Room Books Reading A-Z Texts Read to Self Please Note: ADE requires that an SEI Mix classroom is to be conducted the same as an SEI Read to Someone 4hr classroom and ELPs must drive the instruction. *SEI Mix Phonics Kinder follows Street Skills the Practice SEI 2hr Listen to Reading model. Teachers Pay Teachers and Pinterest Activities Picture Card Activities Work on Writing Avenues CD s and Activities Word Work

21

22 Dual Language Literacy Work Stations Graphic

23 Repetition is the key to success in helping students develop good literacy habits and independence.

24 Four Square Handout

25 As you review the literacy classroom structure, what do you notice? Think about it Share in dyads or triads. Handout

26 Plan ahead and choose one LWS to implement Identify what standard will be addressed Choose the activity for the LWS and plan for differentiation to address varied language proficiencies Plan for supplies and materials at that LWS Introduce the LWS to the whole group Conduct a mini lesson to introduce the station and create an I Chart to establish the *expectations for that station Practice that station with students over a period of time to build stamina and to establish a routine Once the first LWS has been established, introduce the next LWS with students Follow the same procedure when introducing each LWS Once all LWS have been established, the procedures for rotation of the LWS can then be introduced and practiced (signals, traffic pattern, timer, maintaining areas, collection of student work, etc.) Handout

27 Mrs. Anjelina Tautimer Lynn Urquides As each component is introduced, the class comes together to make an I-Chart. The I-Chart allows children s thinking about student and teacher behaviors to be recorded on a chart and displayed.

28 Lays the foundation for success as it gives children the support they need. Teaching children how to actively engage in the reading process and to read on their own for extended periods of time each day builds the stamina needed to become independent readers and learners. What do you do with an ELL who is a preemergent student and is not able to read or write?

29 As soon as one child is off task during practice time, a signal should be given to stop and return to the gathering place to review how it went. We never want children to continue with offtask behavior because they will train their muscle memory the wrong way. When all children are successful with 3 minutes, one minute is then added to each practice. Handout

30 Kinder: 7-8 minutes Primary: 1 st -2 nd Grade: 8-12 minutes Intermediate: 3 rd -5 th Grade: minutes Remember to keep in mind your students proficiency levels.

31 Planning for Literacy Work Stations

32 Grade Level Team Planning Sit at a table with teachers at the same grade level 1. Utilize the graphic organizer to begin the planning of your Literacy Work Stations 2. Identify the unit or theme and standards (use your curriculum maps, AZ ELPs Cluster by Cluster Correlation for Avenues, Avenues TE) 3. Use the Empower Literacy Work Station K-5 online kit or box kit to choose LWS activities that align to the specific standard(s) 4. Add adaptations for second language learners as needed (graphic organizers, visuals, realia, anchor charts, models, etc.)

33

34 Dual Language Classroom Sample

35 On your note card: write down two takeaways that you plan to implement in your classroom write one question you have or something you would like to learn more about.

36 For Additional Questions contact:

37 The best classrooms don t just encourage student learning; they re designed for it. Great Habits, Great Readers By Paul Bambrick-Santiago, Aja Settles, and Juliana Warrell

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