John Kerr Chief Bilingual Officer Megan Anderson Reilly ELL PD Specialist Share out protocol Whats working with your ELLs Whats challenging with your ELLs One thing that is working well with our ELLs is ID: 697245
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Slide1
Sheltered Instruction:What, Why, and How
John Kerr: Chief Bilingual Officer
Megan Anderson Reilly: ELL PD SpecialistSlide2
Share out protocolWhat’s working with your ELLs?What’s challenging with your ELLs?Slide3
One thing that is working well with our ELLs is ___________________.One thing that is challenging with our ELLs is __________________________.Slide4
Content Objectives
Discuss the role of paras and native language support
Examine the ELPS and determine their implications for classroom instruction
Create effective language objectives
Determine multiple means of assessment of language and content per language proficiency
Identify the purpose and structure of accountable talk protocols and collaborative groups
Observe Sheltered Instruction in action using an observation protocol
LANGUAGE OBJECTIVES
Develop written language objectives connected to content that can be instructed and assessedSlide5
TGEM/ TPEP ConnectionSlide6Slide7
English Language Proficiency Standards
What do you know about the ELPS?
What do you want to know about the ELPS?Slide8
Language is action! Slide9
Function
Form
Context, Actions,
etc
Structures
VocabularySlide10
Math
Science
ELA
English Language ProficiencySlide11
Standards 1-7: Content-Area Practice FocusStandards 8-10: Language Specific Focus
1
construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
2
participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
3
speak and write about grade-appropriate complex literary and informational texts and topics
4
construct grade-appropriate oral and written claims and support them with reasoning and evidence
5
conduct research and evaluate and communicate findings to answer questions or solve problems
6
analyze and critique the arguments of others orally and in writing
7
adapt language choices to purpose, task, and audience when speaking and writing
8
determine the meaning of words and phrases in oral presentations and literary and informational text
9
create clear and coherent grade-appropriate speech and text
10
make accurate use of standard English to communicate in grade-appropriate speech and writing
Function
Form
Literacy Connections?Slide12
Previously…
WELPA
Four ELL Levels
Now
…
ELPA
Five ELL Levels
Proficiency Levels
1
1
2
2
3
3
4
4
5Slide13
Let’s dig a little deeper!Slide14
The essence
ELPS #
One or two word title
Picture
Way to assess the ELPS
Strategy to support ELLs with meeting standardSlide15
Let’s Practice
ELPS 1
Understanding
Retells and Summaries
Graphic organizerSlide16
The essence
ELPS #
One or two word title
Picture
Way to assess the ELPS
Strategy to support ELLs with meeting standardSlide17
“Learning intentions should be
clear
, and provide guidance to the
teacher
about what to teach, help
learners
be aware of what they should
learn
from the lesson, and form the
basis
for assessing what the students have learnt and for
assessing
what the teachers have
taught
well to each student
.”
John
Hattie,
Visible Learning
Lesson ObjectivesSlide18
Sheltered Classrooms=Content AND language objectivesSlide19Slide20
Let’s practice
Examples and non-examples
Decide whether these are appropriate content and language objectives.
Be ready to explain your thinking.Slide21
Your turn Look at your lesson for the next week. Write language objectives.Be ready to share out.Slide22
Language ObjectivesTGEM/TPEP Connections?Slide23Slide24
Assessment StrategiesSlide25
Start with the end in mind.Know your big ideas, enduring understandings, essential questions, and overarching learning goals (standards-based)Assessments should be prepared before you start the unit
List out knowledge and skills for each goal
Create a trajectory of learning
Backward Planning and Learning ProgressionsSlide26
Goal A: Make
a claim, based on data and evidence, to defend a position on the modes of genetic inheritance that results in a given set of traitsSlide27
Two column logFrequent opportunities for writing and sketchingSketching—the more ridiculous the betterFrequent modeling—go overkillUse response stems
Learning LogsSlide28
Read Asking the Right QuestionsUse “Save the Last Word for Me” strategy
Leveled Question MatrixSlide29
For level 1s and 2sPoint To Yes/No Either/Or Open Ended
Remember, students can demonstrate higher order thinking by pointing or answering with simple statements.
Choose a picture or diagram from your content area
ELD ReviewSlide30Slide31
AssessmentTGEM/TPEP Connections?Slide32Slide33
Accountable TalkSlide34
No significant learning occurs without a significant relationship. --James Comer
RelationshipsSlide35
Alienation is the number one cause of failure among immigrants. --James Cummins
RelationshipsSlide36
Students' silence an nonparticipation…have frequently been interpreted as lack of academic ability or effort, and teachers’ interactions with students have reflected a pattern of low expectations which become self-fulfilling.
--James CumminsSlide37
Strategies for Building RelationshipsFrequent personal connections
Weekly letters
Restorative practices—circles
Commit to eliminate sarcasm
Kinesthetic learning activities
Grant Wiggins Blog ExampleSlide38
Turn and TalkWhat do you do to establish positive relationships in your classroom?Slide39
Rigor and RelevancePaul Burman: ESL programs suffer from watered down content and low expectationsStephen Krashan: Language is not learned, it is acquired
Comprehensible InputSlide40
Social support and Achievement for Young Adolescents in Chicago: The Role of School Academic Press, Valorie E. Lee and Julia B. Smith
Our findings here are clear. In schools with a strong press toward academics, students who experience high levels of support learn quite a lot. In schools where the academic press is low, even students with high levels of social support do not learn. And for students who do not have much social support to draw on, attending a school with high levels of academic press does not help them learn…Only in schools with an organizational thrust toward serious academics does social support actually influence learning.Slide41Slide42
Turn and TalkWhy do you think you need relationships and
academic press to raise achievement?Slide43
The Affective FilterAdolescents and young adults are social learners
Brain pruning and exuberance
Making connections and building background knowledgeSlide44
Student EngagementSlide45
Turn and TalkWhat are you already doing to increase engagement in your classroom?What do you need to do to enhance engagement in your classroom?Slide46
T-Graph for Social SkillsTeam PointsNumbered Heads/No Opt OutSentence Frames
Strategies for Building Accountable TalkSlide47Slide48
Accountable Talk and Collaborative GroupsTGEM/TPEP Connections?Slide49
Next StepsHow will you incorporate:Accountable talk protocols
Collaborative Groups
Language
objectives
AssessmentSlide50
Next meetingsLeave requests:
January 14, 2016
April 28, 2016
Volunteers for fishbowl?Slide51
Thank you!
GOTS +
WANTS
Please include your name if you would like me to get back to you!