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Individual Response
Individual Response
Individual Response
Individual Response
Consensus
ENTRY TASK: CONSENSUS BOARD
STEP 1- In your quadrant, individually brainstorm a list of VOCABULARY learning strategies that you consistently implement in your classroom (2 minutes)STEP 2- Each participant shares list with team…. team listens for and notes any common ideas (5 minutes)STEP 3- group writes only common/ideas shared by everyone in the consensus square STEP 4- choose a reporter – reporter shares with whole group
ENTRY TASK: CONSENSUS BOARD
CLASSROOMS THAT TALK
Academic Language & Literacy Development
Tamar [email protected]
Alissa Farias & Hope Teague
Second Language Acquisitio
n
Assessment and ELLs
Collaborative
Structures & Co-
Teaching
Instructional
Strategies
Language & Content Objectives
Culturally Responsive Teaching
ELL Program Models
Common Core &
ELP Standards
Multicultural Home-
School Connectio
ns
Immigration Status
BEST PRACTICES FOR ENGLISH LEARNERSUCCESS
LEARNING GOALS
TARGETI can……..
• identify essential tier 2 and 3 vocabulary words for an upcoming unit
• review why ongoing & rigorous vocabulary instruction is essential for all learners
• integrate shared instructional strategies that support academic discourse
SUCCESS CRITERIAby……
• engaging in dialogue about effective pedagogy in relation to current practice
• generating a list of Tier 2 & 3 words and notes in order to implement Cognitive Content Dictionary
• Strategies for Language & Literacy DevelopmentProject GLAD – www.ntcprojectglad.com
• Cultivating Academic InteractionsAcademic Language Literacy – www.jeffzwiers.orgJeff Zwiers, Common Core Standards in Diverse Classrooms
• Tier 2 VocabularyIsabel Beck – Bringing Words to Life , Marzano – Vocabulary Common Core
• OSPI/Migrant & BilingualELP Standards, Program Models – www.k12.wa.us/Migrantbilingual
GUIDING RESOURCES
LANGUAGE & LITERACY FOR ALL STUDENTS
ACADEMIC ENGLISH LEARNERSall students
• Students who need accelerated growth in language and literacy to meet grade-level demands
• Many are born into and raised in English speaking homes and struggle with the ‘language of school’ or academic English
Zwiers, O’’Hara, and Pritchard, 2014
ENGLISH LANGUAGE LEARNERS
ELLS – ELP Standards
• Identified by WELPA/ELPA 21• Qualified for ELL program
support• Language learning is
developmental– 5 stages of language
acquisition• Proficiency varies within the 4
language domains– Reading, Writing, Listening,
Speaking• ELP standards
www.k12.wa.us/migrantbilingual/eld
KNOW YOUR ELLS – LANGUAGE DEVELOPMENT
KRASHEN WELPA ELP/ELPA 21
Pre-Production Beginning1
1
Early Production Advanced Beginning1
2
Speech Emergence Intermediate2
3
Intermediate Fluency Advanced3
4
Advanced Fluency Transitional4
5
• Academic English Learners (may not be supported by ELL program)
• Newly arrived with adequate/exceptional formal schooling
• Newly arrived with limited/interrupted formal schooling
• Long Term English Language Learners• Transitioned ELLs (may not be supported by ELL
program)• SPED/ELLS• Parent Waivers (may not be supported by ELL
program)
KNOWING OUR STUDENTS – BEYOND NUMBERS
Freeman and Freeman, 2002
Simplified texts
Limited interaction
with tier 2/3 vocabulary
Limited authentic discourse
Complex academic texts
Decontextualized instruction
Assumed Tier 2 vocabulary proficiency
Limited focus on explicit
language/literacy demands
Academic
EnglishLearner
engagement
LANGUAGE DEVELOPMENT CONTENT DEVELOPMENT
INTEGRATED LANGUAGE & CONTENT DEVELOPMENT
Explicit Teaching of
Complex Academic
Language and Discourse Literacy
THROUGHRigorous, EngagingContent
Instruction
PROJECT GLADGUIDED LANGUAGE ACQUISITION DESIGN
STRATEGIES• FOCUS & MOTIVATION• COMPREHENSIBLE
INPUT• GUIDED ORAL PRACTICE• READING & WRITING• CLOSURE/EVALUATION
• Consensus Board • Numbered Heads Together • T-Graph for Social Skills• Cognitive Content Dictionary
INSTRUCTIONAL STRATEGIES
HANDOUTS• CCD Teacher
Notes/GLAD CCD Template
• CCD Steps/example
STRATEGY: NUMBERED HEADS TOGETHER
• Facilitates a safe learning environment• Student generated description of positive behavior• Sets clear/explicit standards for cooperative learning• Structures positive reinforcement
STRATEGY – T-GRAPH FOR SOCIAL SKILLS
STRATEGY: COGNITIVE CONTENT DICTIONARY
• Teaches Language through Content• Metacognition• Word Study (Tier 2)• Kinesthetic • Visual Resource• Activate Prior Knowledge• Integrates Home Languages
CHOOSING WORDS TO TEACHTier One Tier Two Tier Three
• Most basic words• Picked up in
conversation• Rarely require
instruction in school
• Examples: clock, baby, happy, pencil, soccer
• Words that are high frequency
• found across a variety of domains
• Examples: characteristics, industrious, evidence, emerging
• Limited to specific domains(content specific)
• Frequency low• Best learned when
needed in content • Examples:
mitochondria, isotope,
Beck, McKeown and Kucan, 2002
DIVING IN:COGNITIVE CONTENT DICTIONARY
• Identify 1of 8 essential tier 2 & 3 vocabulary words for an upcoming unit
• Complete teacher notes for that 1 word
• Word parts, final meaning, possible sketches
• Next steps – 8 words per unit
+ ∆
I learned that….I enjoyed the focus on…..I made connections with…..This reminded me of……
I would appreciate more…..I wonder if…..I want to know more about…….I suggest that…..
GOTS & WANTS