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Instructional SeminarInstructional Seminar

Resource PacketResource Packet

California TreasuresCalifornia TreasuresNew English LanguageNew English Language

Development ProgramDevelopment Program

Local District 4Dale W. Vigil, Ed.D.

Superintendent

May 25, 2011

 June 1, 2011

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Reader·s/Writer·s Notebook Reader·s/Writer·s Notebook 

Local District 4Local District 4

y What is the Reader·s/ Writer·s Notebook?

It is a place for writers to remember,

analyze, evaluate and create.

It is a notebook that gives the writer aplace for thinking and for trying out

different voices and techniques.

It also serves as a central notebook to

store handouts, calendars, and other

artifacts.y Recommendations for Setting Up

On the cover or first page:x Write your name

x Class / Topic of Study

x Date you began the notebook 

On the top of second page write ́ Table of Contentsµ

On the first line write:x Date Topic Page Number

Beginning with the Table of Contents number thefirst 30 pages

Note: pages 2-6 will be set aside for the Table of Contents

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Unique Program TwoUnique Program Two

ELD Alignment toELD Alignment to

ELAELA

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Program 2 ELD / ELA Alignment (cont.)Program 2 ELD / ELA Alignment (cont.)

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Program 2 ELD / ELA Alignment (cont.)Program 2 ELD / ELA Alignment (cont.)

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 Collaborative Unit Exploration:Collaborative Unit Exploration:

Possible ResponsesPossible Responses

How many days are in one unit?

There are six weeks with five days per week, 30

days. How might assessment, unit activities, or other 

considerations impact planning? 

How many reading selections will the studentengage with, not including decodable texts?

In general, students will read three selections a week.

What types of selections will they experience

during the unit?

The first will be narrative, and the second two will beexpository.

How can the unit assist with grade level

collaboration?

Some ideas: same themes, routines, pacing as ELA,

opportunities to team during ELD.

How do the skills and strategies taught in the

unit support academic language functions?

 Many of these interactions are explicitly designed to

assist in the acquisition and practice of Academic 

English

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 Collaborative Weekly Exploration:Collaborative Weekly Exploration:

Possible ResponsesPossible Responses

Are there any patterns in how the selections are

sequenced?

The first selection is narrative, and the second two are

expository.

List any routines practiced during the week.

 A sample of some of the routines practiced:

Define/Example/Ask, Blending Routine, Introducing 

Sound-Spelling Cards Routine, Letter 

Recognition/Alphabetic Principle Routine.

How is differentiation different in the white and

yellow sections?

White pages are whole group instruction and the

differentiation is in the students· oral responses. Yellow 

pages are small group instruction, and the

differentiation is in matching instruction to whatstudents are expected to learn in reading or writing.

What resources are there to differentiate

instruction during the week?

Practice reader, content book, decodable readers, and 

retelling cards are some of the resources available.