English Language Development (ELD): Supporting Kindergarten EL level 1 students in the Mainstream Classroom

English Language Development (ELD): Supporting Kindergarten EL level 1 students in the Mainstream Classroom

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If you were a teacher..

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If you were a teacher..

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Stephanie Kilpatrick GuerreroEL teacher since 2006University of MN Twin CitiesMasters of EducationK-12 EL & Literacy Valley View Elementary School District Literacy Leadership team

Mother of 3Danza / Travel / Crafts & Sewing

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Rochelle LookKindergarten Teacher since 2010University of MN Twin CitiesMasters of Education

Valley View Elementary School District Math Leadership teamPre-K 2nd Grade District Alignment TeamAcademic Committee and PLC facilitator

Mamma to 2 fur babiesHealing through Holistic Nutrition/Wellness/Cooking

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Columbia Heights Public School District19,675 people live in our community Of that number 3,103 students attend CH public Schools.

Demographics for our districtCHHS: 812CA: 700HL: 537NP: 502VV: 552

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In our district79.5% Participate in free or reduced lunch24% Open EnrollmentHome Languages of students enrolled during 2014-2015 school year:English: 58%Spanish: 25%Somali: 6%Arabic: 2%Tibetan: 1%Hmong: 1%Other: 7%

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Valley View Elementary SchoolCurrently Enrolled: 536Valley View Demographics1.7% American Indian/Alaskan Native6.7% Asian/Pacific Islander36.4% Hispanic34.3% Black, not of Hispanic origin20.9% White, not of Hispanic originFree & Reduced Lunch: 84.3%Those who qualify for EL servicesStudents identified as English Learners: 36.4%

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History of the Elementary EL program in Columbia HeightsMid 1990s:identified students were centralized at one elementary schoolMostly Bosnian & Hmong2000s: Number of EL students steadily increasedSpread out among 3 elementary buildingsDistrict continued to hire more EL teachers2005:EL teacher per grade level (K-5)Kindergarten Language Development Model (KLMD) fully implemented in Kindergarten (adopted by SPPS)

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History of the Elementary EL program in Columbia Heights2005-2012:KLDM model used in all 3 buildings for level 1 students (max 15)Mainstream instruction in the AMKLDM classroom in the PMIntensive language support for about 2 hours, dailyGrade level content & standardsFocus on literacy skills, concept development, and oral language proficiency2012 - Present day:EL teacher per grade level (K-5)Number of Kindergarten level 1s & 2s has continued to rise since 2012KLDM model no longer equitable for KindergartenModified program in 2013 to what it is todayEnglish Language Development (ELD)

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Kindergarten English Language DevelopmentWhat does it look like?Those that qualify are placed into two mainstream classroom50% of students are level 1 & 2s language learnersEL teacher collaborates with these 2 classrooms all dayTeam planning, teaching, & assessmentAcademic and oral language embedded into core academics throughout the daySimilar to KLDM from years past

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Kindergarten English Language DevelopmentRigorous academic language instructionCollaborative teachingPrepares students for long-term academic successRituals and Routines of school: How do we do school?

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Kindergarten English Language DevelopmentGrade-level content & standardsFocus on literacy skills, concept development, and oral languageAccess to social & academic language with English-speaking peersEnriched & supportive environment

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A day in Kindergarten with ELD Morning Meeting: Responsive ClassroomMath: Everyday Math CurriculumReading: Read Well CurriculumRecess/Lunch/SpecialistsELDSongs / chants / poems / Nursery RhymesTotal Physical Response (TPR)Repeated language structuresThematic units of study (seasonal, science, etc)Repeated read alouds Repeated shared reading & writing activitiesClass books / artifacts Writers WorkshopClosing Circle: Responsive Classroom

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Identifying our EL studentsEarly Assessment using pre-LAS 2000Administered in the Spring before KindergartenChance to meet teacher & see the classroomOne on one administrationOral language & pre-literacy componentsLevel 1-5Used ONLY for placement purposesSummer & Fall registrantsACCESS assessment (February)

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Identifying our EL studentsPre-LAS 2000Developmentally & linguistically appropriate for 4-6 years of age Assesses receptive & expressive languageQuick & accurate

Oral Language score is based on a combination of subtestsSimon says (listening comprehension)Art Show / Human body (vocabulary)Say what you hear (language structures)Lets tell stories (story retelling, vocabulary)

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Identifying our EL studentsPre-LAS 2000Pre-Literacy scoreLetter & number recognitionBasic countingColor & shape recognitionSpatial relationshipsSight wordsWriting

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Identifying our EL students

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Identifying our EL studentsLastFirstDOBL1OralLvlLitLvlTeacherAlvaradoKevin6/10/10Spanish0101GrimmMarsanoAngelina11/17/09Spanish0101GrimmRivera LandiGina5/30/10Spanish0101LookTamay ChnguanBrinda2/21/10Spanish12161LookBermeoKennedy4/18/10Spanish 16141GrimmMizhirumby PallchisacaMikaela8/25/10Spanish231271GrimmBritoJuan Carlos7/10/10Spanish281521GrimmPea HuangaAmy6/17/10 Spanish291311LookEspejel MedinaYamileth4/2/10Spanish301461LookRodriguezCruz4/16/10Spanish/English311271LookGarcia GenisItzel1/19/10Spanish331561GrimmCruz ChimborazoJayden8/8/10Spanish401461LookBaos AlavaradoErick12/19/09Spanish401561LookBoneteRooney1/19/10Spanish45191LookVargas HernandezItzel1/13/10Spanish451381LookGarcia LeandroAlya7/5/10Spanish/English451431GrimmRoblesAdriana4/4/10Spanish461371LookVara BarretoBetsy7/16/10Spanish491371GrimmEspinoza CardenasJanelly4/30/10Spanish491241GrimmJimenez MirandaNatalie7/27/10Spanish511221GrimmYangCashis12/15/09English/Hmong521221LookLlauca AstudilloAshley11/16/09Spanish541531LookLama Norbu2/2/10Tibetan581762LookPea VelezCristian4/16/10Spanish591591DunckelAvila TorriosKayla5/28/10Spanish622652DunckelBarrera EstradaSamuel6/4/10Spanish632682CahillKurkura Edasa2/18/10Oromo/English642662LookZhagney LemaGrace11/26/09Spanish652361CahillConce LandiHeidy11/27/09Spanish662491GrimmMuyelemaAlexis9/10/09Spanish672652DunckelSermeo VillaHarrington2/22/10English/Spanish692521DunckelKinatiRobsen6/12/10English/Oromo2DunckelVizhay Christopher11/29/09Spanish723391DunckelKurkura Kenna2/18/10Oromo/English733682LookMukhtarKhalil1/22/10Somali/English793682LookMohamedHanan11/9/09English/Oromo803642CahillCardosoAlex4/10/10Spanish813521DunckelPerales Estupian Christopher5/3/10Spanish/English874963CahillGebreGabrielEnglish/Polish854923CahillMartinez LopezDario5/8/10Spanish914803GrimmMorahChijindu (CJ)5/16/10English/Igbo914883GrimmMoscosoArianna9/28/09English/Spanish1005682Dunckel

Level 1

Level 2

10 Level 3-5

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Collaborative Teaching: The Basics

Two ProfessionalsDelivering instructionA diverse group of studentsA single or shared spaceReduced student-teacher rationTwo types of professional expertise

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Co-Teaching is not simply dividing the tasks and responsibilities between two people.

Co-Teaching is an attitude of sharing the classroom & students

Co-Teachers must always be thinking!

Copyright 2011, St. Cloud State University,Research Funded by a US Department of Education, Teacher Quality Enhancement GrantWere Both Teaching!Collaborative Teaching: The Basics

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assist

Supplemental teachingassist

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The Two Teachers will share:What content to teachWhat language demands are in the lessonWhat co-teaching strategies to useWho will lead different parts of the lessonHow to assess student learningMaterials and resources

Adapted Copyright 2011, St. Cloud State University,Research Funded by a US Department of Education, Teacher Quality Enhancement GrantSHARED: Planning

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Planning is shared throughout the experience, beginning with the cooperating teacher leading and the teacher candidate contributing. Ultimately the teacher candidate will take over the lead in planning with the cooperating teacher contributing as needed.23

SHARED: InstructionWhile Co-Teaching, the Teachers will:

Share leadership in the classroomWork with all studentsUse a variety of co-teaching approachesBe seen as equal partnersManage the classroom togetherMake changes as needed during a lesson

Copyright 2011, St. Cloud State University,Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

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Planning is shared throughout the experience, beginning with the cooperating teacher leading and the teacher candidate contributing. Ultimately the teacher candidate will take over the lead in planning with the cooperating teacher contributing as needed.24

SHARED: AssessmentWhile Co-Assessing, the Teachers will:Both participate in student assessment Share the workload of daily gradingProvide formative and summative assessmentJointly determine grades and grading practices

Copyright 2011, St. Cloud State University,Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

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Planning is shared throughout the experience, beginning with the cooperating teacher leading and the teacher candidate contributing. Ultimately the teacher candidate will take over the lead in planning with the cooperating teacher contributing as needed.25

SHARED: ResponsibilitiesAdapted from Copyright 2011, St. Cloud State University,Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

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Planning is shared throughout the experience, beginning with the cooperating teacher leading and the teacher candidate contributing. Ultimately the teacher candidate will take over the lead in planning with the cooperating teacher contributing as needed.26

A day in Kindergarten with ELD Morning Meeting: Responsive ClassroomMath: Everyday Math CurriculumReading: Read Well CurriculumRecess/Lunch/SpecialistsELDSongs / chants / poems / Nursery RhymesTotal Physical Response (TPR)Repeated language structuresThematic units of study (seasonal, science, etc)Repeated read alouds Repeated shared reading & writing activitiesClass books / artifacts Writers WorkshopClosing Circle: Responsive Classroom

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Content: Rituals and Routines and Rule Creation

First Six Weeks of SchoolRituals and Routines (lining up, walking in the hall, turn taking, care of classroom tools, ect.)Modeling and PracticeHopes and DreamsRule Creation

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Content: Rituals and Routines and Rule Creation

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Content: Rituals and Routines and Rule Creation

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Content: Rituals and Routines and Rule Creation

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Content: Responsive ClassroomMorning MeetingBuilds communityProvides opportunity for oral language practicePromotes social trust and comfortCreates a space for practicing social skillsEach student is acknowledgedClosing CircleGives closure to the dayMeta-cognition and self-evaluationBuilds community

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Morning MeetingSamples of share, message and greeting here.

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Content: LiteracyBalance literacy model throughout the dayRich oral language / Narrative skillsRead Alouds (print awareness & print motivation)Shared Reading & Writing (large text for all students to see)Whole group reading lessons (comprehension)Leveled small group reading lessons (decoding & fluency)Independent reading / Literacy centersWhole group writing lessonsIndependent writingAlphabet knowledge Word work (phonics)Phonemic awareness

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Content: LiteracyTypical Day during Literacy BlockWarm-up activity / songWhole group instruction (standards based)Response to Reading (weekly)Small group #1 / Literacy CentersSmall group #2 / Literacy CentersClosing

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Content: LiteracyWarm-up activity / song

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Content: LiteracyWhole Group Instruction (comprehension)

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Content: LiteracyWhole Group lesson example

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Content: Literacy

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Content: LiteracyReaders Response example

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Content: LiteracyReaders Response example

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Content: LiteracySmall Group instruction, Read Well leveled texts

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Content: LiteracySmall Group instruction, Read Well leveled texts

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Content: LiteracySmall Group instruction, Read Well leveled texts

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Content: LiteracySupplements for Small Group, Clark Ness texts

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Content: Literacy CentersBig Books

Book Boxes

Book Bins

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Content: Literacy CentersPartner ReadingMagnetsStamping

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Content: Literacy CentersWord WorkWritingWrite the Room

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Content: LiteracyWord Work / Phonics / P.A. / Sight Words

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Content: LiteracyWord Work / Phonics / P.A. / Sight Words

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Content: LiteracyWord Work / Phonics / P.A. / Sight Words

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Content: LiteracyWord Work / Phonics / P.A. / Sight Words

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Content: MathPriority StandardsTo focus instructionTo go deeper within the concept To strengthen number senseNumber Sense & Cognitively Guided InstructionChildren may actually understand the concepts we are trying to teach but be unable to make sense of the specific procedures we are asking them to use. If we want to give children the opportunity to build their understanding from within, we need to understand how children think about mathematics. Childrens Mathematics CGI; Carpenter, Fennema, Franke, Levi, Empson

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Content: MathIf children come to school with an intuitive knowledge of mathematics, how do we as teachers, capitalize on their knowledge and push them to more sophisticated thinking?GamesProblem Solving Journals

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Content: MathNumber TalksProvides opportunity for discussion of student thinkingAllows students to express their thoughts in variety of waysStudents benefit from hearing their peers thinking

Direct Modeling, Counting On, Derived Facts, Grouping, Benchmark Numbersinsert video here

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English Language Development(ELD)Focus on literacy skills, concept development, and oral languageAccess to social & academic language with English-speaking peers

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English Language Development(ELD)Songs / Chants / Poems / Nursery RhymesTotal Physical Response (TPR)Repeated language structuresThematic units of study (seasonal, science, etc.)Repeated read alouds Repeated shared reading & writing activitiesClass books / artifacts Writers Workshop

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ELD ExamplesBeginning of the year / Name GameRead Aloud / In November by Jane YolenSpring / Baseball unit

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Beginning of the YearGetting to know each otherBuilding a safe communityFocus on NAMESLearning each others namesGreetings / Morning MessageSongs / chants / poemsReading / Writing / Manipulating Name Game

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Beginning of the Year

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Beginning of the YearChants / whats your name song

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Beginning of the Year

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Beginning of the Year

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Beginning of the Year

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Beginning of the Year

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The Name GameNew student each daySpell / Chant / Cheer nameSwitch-a-Roo InterviewStudent drawing / Class bookName on Word WallOlivia VIDEO

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The Name Game

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The Name GameASHLEY / switch-a-roo video

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The Name Game

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The Name Game

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Baseball UnitSpring / 3-4 weeks of thematic studyContent vocabulary / Word WallRealia / Baseball CenterRead AloudsShared reading & writingLiteracy & Math GamesTaste testsPlay the game!Student books Make uniformsFieldtrip to St. Paul Saints baseball game

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Baseball Unit

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Baseball Unit

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Baseball Unit

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Baseball Unit

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Baseball Unit

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Baseball Unit

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Baseball Unit

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Baseball Unit

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Baseball Unit

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