Bell WorkIntegrating 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.

Literacy Classroom StructureLiteracy Work Stations (LWS) forSEI and DL Classrooms

Bell Work

Welcome

Literacy Continuum

ADE Requirements in an SEI Classroom

Literacy Classroom StructureVisit Literacy Work Stations

Literacy Work Stations Planning & Resources

Closure

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

Where does this session fit into the

big picture?

Where does this session fit into the

big picture?

Where does this session fit into the

big picture?

Where does this session fit into the

big picture?

Where does this session fit into the

big picture?

Where does this session fit into the

big picture?

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)

or 90 min. blocks each for Intermediate level students who qualify

All Literacy Workstations must match the time

allocation, ELP standards, and schedule.

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

Teacher driven

Less time spent

reading

“Busy work”

Artificial reading &

writing

Round Robin Reading

Student driven

Majority of time spent

reading & writing

Meaningful, authentic

reading & writing

Basal Centers Workshop LWS

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!

* read to be better readers * write to be better writers

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

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 standardsfor SEI designated classrooms

◦ Content comes from the ELA/SLA curriculum and CCRS standards for DL designated classrooms

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?

Handout

• Mrs. De La Rosa, Kinder ELD, Rm. 5

• Ms. Lizeth Quijada-Grijalva, 1st Grade SEI Mix, Rm. 11

• Ms. Anna Contreras, 3rd/4th Grade SEI Combo, Rm. 14

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

The Teacher addresses the entire class at the same time

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.

What Avenues materials would you

use during Whole Group instruction?

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

Checks for understanding, monitor and adjust

Students receive additional attention

Used to provide interventions for struggling students

Mrs. De La Rosa’s Kinder ClassManzo Elementary

What Avenues materials

would you use during

Small Group instruction?

Independent Student WorkWhile 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 ClassManzo Elementary

What Time Allocations would I document during

my Literacy Workstations?

10-20 Minutes Whole Group with Teacher –

Avenues Focus Lesson

Avenues Teacher’s Guide

Anthologies

Leveled Readers

Journals

Student Practice Books 20-30 minutes Independent –

Avenues related activities

10-20 minutes Whole Group with Teacher –

All students will participate in a

phonics focus lesson.

Phonics Street

Big book

Decodable Books

Cd’s

Independent

Heterogeneous

Small Groups

50-80 minutes

15-20 minute rotations

Read to Self Avenues Leveled Readers

Windows on Literacy Books

Scholastic Book Room Books

Reading A-Z Texts

Phonics Street Skills Practice

Teachers Pay Teachers and

Pinterest Activities

Picture Card Activities

Avenues CD’s and Activities

Read to Someone

Listen to Reading

Work on Writing

Word Work

Guided Reading:

Students will be

pulled in leveled

groups.

SEI Literacy Workstations Graphic

Please Note: ADE requires that an SEI Mix classroom is to be conducted the same as an SEI 4hr classroom and ELPs must drive the instruction. *SEI Mix Kinder follows the SEI 2hr model.

Dual Language Literacy Work Stations Graphic

“Repetition is the key to success in helping

students develop good literacy habits and

independence.”

Handout

Four Square

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

Handout

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

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.

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 pre-

emergent student and is not able to read or

write?

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 off-task 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

Kinder: 7-8 minutesPrimary: 1st-2nd Grade: 8-12 minutesIntermediate: 3rd-5th Grade: 12-16 minutes

Remember to keep in mind your students’ proficiency levels.

Planning for Literacy Work Stations

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.)

Grade Level Team Planning

Sit at a table with teachers at the same grade level

Dual Language Classroom Sample

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.

For Additional Questions contact:

“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