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Professional Development DLA ESOL-Reading

Bridging Language Development and Literacy DAY III

2 DEVELOPMENTAL LANGUAGE ARTS ESOL-READING

Bridging Language Development and Literacy

Jennifer Desmidt

Cristal Concepcion

Deborah Benitez-Rosa

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3 ONLINE PARKING LOT

Online Parking Lot

http://padlet.com/jennifer_desmidt/74cw8xdnzr9j

Please visit the link below to post any questions, comments, or concerns throughout the day.

Grant opportunity for classroom projects

http://browardedfoundation.org/what-we-do/educators/

impact-grants/

Broward Education Foundation

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Time Day 1 Day 2 Day 3

AM

Module 1

Preview

•  Succeeding •  Data/Culture •  Why DLA ESOL •  Knowing Your Students •  WIDA: Can Do Philosophy

Module 3

Review/Preview

•  ESOL Online Resources •  I Have … Who Has? •  Language & Academic Barriers •  Academic Language •  Academic Vocabulary

Module 5

Review/Preview

•  Cross the Room •  Keystone Online •  Assessment for Learning •  Socratic Seminar

11:30- 12:30

Lunch Lunch Lunch

PM Module 2

•  How the ELL Brain Learns •  ESOL Online Resources •  Review/Reflection

Module 4

•  I Learn America •  Lesson Planning •  Rigor & Core Content •  Keystone Overview •  Review/Reflection

Module 6

•  Problem Pose •  Grading Strategy •  DLA Teacher’s Poll •  Catch & Release! •  Review/Survey Reflection •  Application/Evaluation

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Bridging Language Development and Literacy

•  Cross the Room

•  Keystone Online

•  Assessment for Learning

•  Socratic Seminar

•  Problem Pose

•  Grading Strategy

•  DLA Teacher’s Poll

•  Catch & Release!

•  Review/Survey Reflection

•  Application/Evaluation

6 PREVIEW

Preview of Day Three

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•  Implement effective and authentic ESOL strategies aligned with student needs

•  Tweak the delivery of instruction, but not the content to meet the standards

•  Use various ESOL academic resources to engage student learning

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We will bridge the achievement gap when we…

8 EXPECTATIONS

Review Agreements

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9 CROSS THE ROOM

Cross the Room

10 GROUPING

Color Heart Groups

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What are your successes and what are your challenges in

using Keystone?

11 LITERACY LOG

Keystone Warm Up

Successes Challenges

How is it structured?

12 DLA BLOCK

How do I Organize the DLA Instructional Block?

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•  Do Now

•  Review/Preview

Learning Objective

Setting a Purpose

Academic Vocabulary

•  Lesson Development

Whole Group Instruction

13 INSTRUCTIONAL PLANNING

Pacing Guide for DLA Class: Double Block

•  Practice

Small Group Instruction

•  Lesson Reflections

Read Aloud

Think Aloud

Exit Ticket

•  Keystone Pacing Guides

•  Broward County K-12 Plan

•  Double Block DLA (90 minutes)

14 CATCH AND RELEASE

Keystone Pacing Guide

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Accessing Keystone Online

http://www.pearsonenglishlearningsystem.com/

1.  Choose “Sign Up.”

2.  If you have a school code, continue with registration. If you do not have a school code, you will need

to request one at registration. They will ask for your school email, school name and zip code for

verification.

3.  Once, you have school code, complete registration.

4.  If you already have an account, simply visit and login to your account by clicking on "Account Login".

5.  Click on the Orange Keystone to access Keystone Resources.

15 HTTP://WWW.PEARSONENGLISHLEARNINGSYSTEM.COM/

Keystone Online Login

16 CORE CURRICULUM MATERIALS

DLA ESOL-Reading

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17 TEACHER RESOURCES

Keystone Online Resources

•  Preparation •  Building Background Knowledge •  Comprehensible Instruction •  Student Interaction •  Practice and Application •  Review and Assessment

18 REVIEW

Components for Developing an Effective Lesson

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•  Group 1- pg. 250- Reading Selection 1

The Story of My Life

•  Group 2- pg. 264- Reading Selection 2

The Little Prince: The Play •  Group 3- pg. 280- Reading Selection 3

The Heart: Our Circulatory System

•  Group 4- pg. 294- Reading Selection 4

Ginger for the Heart

•  Group 5- pg. 310- Reading Selection 5

To Capture the Horse

19 UNIT 4 OF KEYSTONE D

Guided Tour

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Unit Theme

Based on your reading selection, what do you think was the overall big question (or theme) for Unit 4?

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21 REFLECTION WRITING

Reflections of the Heart

How will you use reading strategies from Keystone to help your ELL students grapple with rigorous text from their core content classes?

Talk Moves in Academic Discussions

How does the teacher guide student engagement in oral discussion?

What support do the students receive?

Assessment for Learning

SOCRATIC SEMINAR

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Conversational Frames:

I agree with what ________ said, because

I want to add on to what _________ said. I think that…

I disagree with _________ because…

I have a connection to what ___________ said…

Extension Phrases:

By this I mean…

For instance…

To reiterate…

THE BRAIN THAT DOES THE TALKING DOES THE LEARNING

Socratic Seminar

THE BRAIN THAT DOES THE TALKING DOES THE LEARNING

Learning Gains Through Socratic Seminar

•  Equity of voice •  Student centered •  Reciprocal learning •  Active listening skills •  Independent learners •  Increase focused thinking •  Promotes classroom management •  Active and effective communication

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HOW CAN A SOCRATIC SEMINAR BE USED TO ASSESS ELLS?

Assessment for Learning

What are the

Differences and Similarities…

Formative and Summative

Assessments

Formative Assessment:

•  Monitors student learning during and after; it is ongoing •  Identifies areas of need weakness, and students’ strengths •  Provides feedback during instruction to re-teaches or enrich

Summative Assessment:

•  Evaluates student learning at the end of a unit •  Compares learning to the standard/benchmark •  Sums up the ‘teaching/learning’ process

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Assessment for Learning

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Formative Assessments

Observations • Takes place at random.

• Can be documented in writing or tape. • Should include date, time, and specifics.

Interviews • Used to gain knowledge of the students’ educational background, prior knowledge, and/or reading comprehension.

Portfolios • Collection of student work that exhibits the student’s efforts, progress, and academic achievement.

Checklists • Serve to document mastery of specific skills or concepts.

Graphic Organizers • Visual graphics contain key ideas and information arranged in an organized manner.

Dialogue Journals • Students write to the teacher in response to a lesson, literature or their chosen topic. • Teacher models proper writing when responding.

Debates • Allow students to demonstrate oral fluency and knowledge of a specific concept by providing reasoning for their statements.

Accommodation Grading

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Accountable Talk

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Highlighting Mistakes: A Teaching Strategy

HOW I LEARN BEST!

Day III

41%

67%

68%

49%

72%

72%

80%

74%

56%

64%

0% 20% 40% 60% 80% 100%

Using my bilingual dictionary helps me translate words to understand what I read.

I could understand the lesson when my teacher speaks slower and repeats things.

Pictures, videos, and movies give me a better idea of what I am reading and learning about in class.

Being able to use my home language in class allows me to communicate my questions or ideas with others.

When I listen to the teacher read to the class, I learn how to pronounce new words.

Working with a partner in class helps me understand and complete the class work.

Having extra time to complete an assignment/test helps me to get better grades.

When the teacher shows me what to do, I can do my work much better.

Participating in group projects helps me learn from others.

The use of Graphs, Charts, and Venn Diagrams helps me understand what I read.

Percent of Respondents Reporting Always or Most of the Time

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According to the timeline…

Stand on the Value Line!

31 VALUE LINE ACTIVITY

The History of Homework Timeline

32 PROBLEM/POSE

Is Homework an Essential Component of Rigorous Schooling?

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•  Check for understanding before, during, and after each lesson

•  Provide opportunities for students to practice

•  Explain grading criteria, rubrics, and show examples of finished products

•  Provide adjustment and alternative assessments with appropriate accommodations

33 ASSESSMENTS

What Does it Take for Teachers to SUCCEED?

HOW THE ELL BRAIN LEARNS

•  Plan for frequent interaction

•  Help ELLs problem solve using academic language

•  Connect curriculum to students’ interests and cultures and other content areas

•  Integrate opportunities for use of hands-on experiences and visual support

•  Incorporate content and language objectives

Successful Teachers

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“ Teachers don’t want a blank check. They want a useful

conversation between professionals. ”

Miriam Greenberg Director of education Harvard University

EFFECTIVE FEEDBACK CONVERSATION

Listening In….

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0 2 4 6 8 10 12 14 16 18 20

Other

Planning lessons

Implementing instructional practices

Getting to know my students and their needs

Differentiating instruction (grouping students)

Creating a positive learning environment

Number of Respondents

Q1. In what area do I need support to further develop my ability to meet the needs of ELLs?

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0 2 4 6 8 10 12 14 16 18 20

Other

Using core curriculum materials

Managing instructional time

Implementing ESOL strategies

Grading and assessing students

Connecting with students

Number of Respondents

Q2. My greatest challenge in teaching ELLs is:

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0 2 4 6 8 10 12 14 16 18 20

I don't know what these are

Never

Rarely

Often

Always

Number of Respondents

Q3. I use the Language Classification Descriptors during planning to differentiate instruction:

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0 2 4 6 8 10 12 14 16 18 20

Webbing and mapping

Summarizing

Read aloud

Close read

Anticipation guide

Number of Respondents

Q4. An ESOL instructional strategy used most often to increase reading comprehension:

40

0 2 4 6 8 10 12 14 16 18 20 22 24

Think/Pair/Share

Socratic Seminar

Jigsaw

Group Presentations/Projects

Debate/Defend with Evidence

Number of Respondents

Q5. An ESOL instructional strategy used most often to increase student discourse:

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0 2 4 6 8 10 12 14 16 18 20

Never

Rarely

Sometimes

Often

Always

Number of Respondents

Q6. My students use their heritage dictionaries:

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0 2 4 6 8 10 12 14 16 18 20

Student Chats

Programmatic assessments

Observations

Interest surveys/questionnaires

Cultural awareness activities

Number of Respondents

Q7. I familiarize myself with my students' cultural and academic backgrounds by using:

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0 2 4 6 8 10 12 14 16 18 20 22 24

Not applicable

Other

Promethean/SMART Boards

Laptop Carts

Computer Labs

Number of Respondents

Q8. I incorporate effective technology in my classroom by using:

44

0 2 4 6 8 10 12 14 16 18 20

Other

Sentence Frames

Self/Peer Assessments

Rubrics

Oral Assessment

Number of Respondents

Q9. I grade my students mostly using:

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Catch and Release!

REVIEW DAY I, DAY II & DAY III

Anticipation Guide/Reflection

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Academic Conversations with ELLs: Overview Series

FOLLOW-UP ACTIVITY

Participant Application Activity

•  Participants will choose to complete one of the following Participant Application Activities:

1) Option A- Keystone Lesson Review and Self-Assessment Rubric 2) Option B- Online Resource Review

•  Activity Follow-ups were sent through Quia.

•  Please email final Follow-up activities to ____________@browardschools.com

•  All follow-up Activities are due by November 30th.

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ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for

academic success in the content area of Language Arts.

LAFS.910.RI.3.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in

both print and multimedia), determining which details are emphasized in each account.

VA.912.H.1 Through study in the arts, learn about and honor others and the worlds in which they live[d].

VA.912.H.10: Describe and analyze the characteristics of a culture and its people to create personal art

reflecting daily life and/or the specified environment.

SS.912.P.10.1 Define culture and diversity.

SS.912.P.10.3 Discuss the relationship between culture and conceptions of self and identity.

WL.K12.AH.8.3 Research cultural traditions and celebrations that exist in the target cultures and other cultures

and evaluate the viewpoints behind them.

WL.K12.AH.5.7 Write creative pieces (poetry, narratives, and plays) using effective imagery and the appropriate

literary devices to genre.

49 CPALMS.ORG

WIDA Standard Standards for Bio-Poem

50 PROFESSIONAL LEARNING FEEDBACK ON MY LEARNING PLAN

Application Activity

1. Use one online resource presented today or from our website in your classroom.

2. Explain how you used the online resource to enhance content from Keystone?

3. How did it enhance your students understanding of the English Language?

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RITA PIERSON

•  What ESOL instructional strategies did we implement today?

•  Which of the 20 Instructional Strategies engaged the brain today?

•  What strategies work best for my English language learners (ELLs)?

52 REFLECTION

ESOL and Brain Compatible Strategies

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•  Implement ESOL strategies aligned with student needs

•  Tweak the delivery of instruction, but not content to meet the standards

•  Use various ESOL academic resources to engage student learning

53 OUTCOMES

We will bridge the achievement gap when we…

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Bilingual/ESOL Department