enhancing planning & instruction for english language learners

Amplify.

Enhancing Planning & Instruction for English Language LearnersK-5 Teachers and Instructional Leaders

Session Overview Agenda and Objectives

Today’s Agenda:

❏ Welcome❏ CKLA Review❏ Effective Practices for English Language Learners❏ Building Students’ Language Proficiency and Content Knowledge❏ Planning for ELLs❏ Intervention Resources for ELLs❏ Closing

Today’s Objectives: ❏ Articulate the rationale and alignment for strong EL instruction and models in the core

classroom❏ Differentiate scaffolds versus modifications to access grade-level texts❏ Identify embedded scaffolds in CKLA lessons and formative assessment opportunities to

accommodate English Learners at different levels of proficiency❏ Utilize a lesson planning template to plan CKLA lessons that meet the needs of English

Language Learners

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My Backpack Directions: Create a list of ideas or questions during the training session. Use this as your space to record thoughts throughout the session.

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CKLA Review CKLA: K-2 Skills Strand Question 1: What skills are taught in the K-2 Skills Strand?

CKLA: K-2 Knowledge Strand Question 2: What skills are taught in the K-2 Knowledge Strand?

CKLA: 3-5 Integrated Strand Question 3: What skills are taught in the 3-5 Integrated Strand?

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A Few Facts Opportunity for Impact Directions: Fill in the blanks.

• English Language Learners are the ________ growing student population. • Many teachers have not been trained in __________________________________ for English

Language Learners. • ______ % of teachers say they cannot meet the needs of English Learners in their classrooms. • English Learners are more likely to ____________________and be placed in ________________classes.

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Language Proficiency LevelsSTUDENTS WILL PROCESS STUDENTS WILL PRODUCE

Entering Single statements and questions Ideas within words, phrases, and chunks of language Simple grammatical construction Forms and patterns of common everyday speech and academic language General domain-specific words and academic vocabulary Everyday speech and familiar expressions

Single words used to represent ideas Words, phrases, and chunks of language Simple grammatical construction Phrasal patterns associated with common speech and academic language General domain-specific words and academic vocabulary Everyday speech and familiar expressions

EMERGING Multiple related simple sentences An idea with details Compound grammatical constructions Repetitive phrasal and sentence patterns across domains General and some domain-specific content words and expressions Everyday speech and academic vocabulary across domains

Phrases and short sentences Emerging expression of ideas Formulaic grammatical structure and variable use of conventions Repetitive phrasal and sentence patterns across domains General domain-related words and expressions Everyday speech and academic vocabulary across domains

TRANSITIONING Discourse with a series of extended sentences Related ideas Compound, and some complex, grammatical constructions Sentence patterns across domains Specific domain-related content words and expressions Domain-related content words and expressions with common phrases and idioms

Short and some expanded sentences with increasing complexity Expanded expression of one idea and evolving expression of multiple related ideas Repetitive grammatical structure with occasional variation and emerging use of conventions Sentence patterns across domains Specific domain-related content words and expressions Domain-related content words and expressions

EXPANDING Connected discourse with a variety of sentences Expanded related ideas A variety of complex grammatical constructions Sentence patterns characteristic of particular domains or texts Specific and some technical domain-related language Domain-specific content words, expressions with multiple meanings, and common phrases and idioms

Short, expanded, and some complex sentences Organized expression of ideas with emerging cohesion A variety of grammatical structures and generally consistent use of conventions Sentence patterns characteristic of particular domains or texts Specific and some technical domain-related language Domain-specific content words, expressions with multiple meanings, and common phrases and idioms

BRIDGING Rich, descriptive discourse with complex sentences Cohesive, organized related ideas Compound, complex grammatical constructions A broad range of sentence patterns characteristic of particular domains and text types Technical and abstract domain-related language Domain-related content words and expressions with shades of meaning

Multiple complex sentences Cohesive, organized, and coherent expression of ideas A variety of grammatical constructions matched to purpose and consistent use of conventions A broad range of sentence patterns characteristic of particular domains and text types Technical and abstract domain-related language Content words and expressions with precise, domain- specific meaning

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Academic and Social Language Academic language is learned…from teachers and from textbooks. It is learned through frequent exposure and practice over a long period of time. The most reliable sources of academic language are written texts . They serve, however, as the basis for language development only with instructional help. Often explicit teaching of language structures and uses is the most effective way to help ELL students.” -Wong-Fillmore and Snow, 2000

What academic and social language have you used today?

Academic Language Social Language

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Language Domains Four Language Domains Directions: Fill in the chart with the four language domains and notes on each one.

Language Domains

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CKLA and Language Domains Find the Connection Directions: Identify and fill in the language domain(s) in the K-2 Skills Strand.

K-2 Skills Strand Language Domain(s)

Foundational Skills ● Print concepts● Phonological awareness● Systematic synthetic phonics● Fluency

Language: ● Conventions● Vocabulary

Writing: ● Writing Process● Handwriting● Text-based evidence

Directions: Identify and fill in the language domain(s) in the K-2 Knowledge Strand.

Knowledge Strand Language Domain(s)

Background Knowledge

Academic and Domain Vocabulary

Oral Language Development (Speaking)

Listening and Written Communication

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Directions: Identify and fill in the language domain(s) in the 3-5 Integrated Strand.

3-5 Integrated Language Domain(s)


Reading

Speaking and Listening

Spelling

Fluency

Comprehension

Vocabulary

Grammar

Morphology

Writing

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Circle It! Directions: Identify and fill in the language domain(s) in the 3-5 Integrated Strand.

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Mini Task Grade 2: Knowledge 3- The Ancient Greek Civilization: Lesson 1 Directions:

1. What is the primary focus objective for the lesson segment? 2. How does the primary focus objective align with the instruction and/or assessment? 3. What language domain supported in the sidebar? 4. How does the sidebar support ELLs toward mastery of the primary focus objective? 5. How are the language proficiency levels scaffolded in the sidebar support?

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Additional Scaffolding Options

Entering Emerging Transitioning Expanding Bridging

Reading -Preview textcontent-Teacherread-alouds andthink alouds-Use pictures &charts-Choral Reading

-KWL-List importantconcepts-Shared Reading

-Word bank-Skim strategies-Partner Reading

-Model thebeginning of a storymap-Find details-Partner Reading

-CreategraphicorganizersIndependentReading

Writing - Vocabularynotebook-Sentence frame

-Interactive journals-Cloze sentence withword bank

-Learning Logs-Cloze paragraph

-Rubrics andoutlines for essays-Graphic organizerand/or paragraphoutline

-Writingconferences-Teacher/peersupport

Speaking -Yes- no-Wh- questions

-Respond usingsimple words andphrases-Produces one or twowords responses

-Ask and answerquestions-Think-Pair-Share-Single sentenceresponse

Full sentence response

-Collaboratewith teachersand peers

Listening -Yes/No signalresponses-Follow one-stepdirections

-Follow two-stepdirections

-Follows multi-stepdirections

Require students to paraphrase or restate directions

-DrawconclusionsconstructsmodelsMakesconnections

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Mini Task Grade 1: Skills 1: Lesson 30- “On the Bus” Directions: Review one lesson segment and complete the following:

● Circle primary focus objective for the lesson segment.● Circle the section in the lesson that aligns to the primary focus objective.● Identify the language domain (reading, writing, speaking, and/or listening).● Complete the template for Language Proficiency Support.

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Language Proficiency Support Within Lesson

Grade:

Primary Focus Objective:

Lesson segment that connects the Primary Focus Objective:

Language Domain:

Entering

Emerging

Transitioning

Expanding

Bridging

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Classroom Support What does additional support for English learners look like in your classroom?

Type of Support

All students need support…

English Learners need additional help with…

Word Level Support

Understanding multiple meaning words, unfamiliar vocabulary and archaic language

Sentence Level Support

Interpreting figurative language and non-standard dialects

Text Level Support

Comprehending distortion of time (flashbacks, telling story out of chronological order) multiple levels of meaning, text with little picture support, NF text

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Additional Scaffolding Strategies Academic Language

Academic Language Teach academic language in the context of the content instruction Word banks Sentence frames Word walls: Content words, academic words,

Syntax Sentence Stems The text is about…. The main idea is… The most important details are…

First… Next… Last

Connecting people, places, and things

Building prior knowledge


Background Knowledge Strategies

Link to past learning

Make Connections

Make comparisons

Brainstorm together

Use picture cards from home

Make word webs, pictures, and add concept wall

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Informal Observation: Recording Sheet Student Name: Domain:

Listening Primary Focus:

Comments:

Reading Primary Focus:

Comments:

Speaking Primary Focus:

Comments:

Writing Primary Focus:

Comments:

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Listening: Recording Sheet

Student Name:

Activity Proficiency Level

Comments

Date: ❑ Entering

Unit/Lesson: ❑ Emerging

Activity Name: ❑ Transitioning

❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

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Reading: Recording Sheet

Student Name:


Comments

Date: ❑ Entering



❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

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Writing: Recording Sheet Student Name:


Comments

Date:

❑ Entering



❑ Expanding

❑ Bridging

Date:

❑ Entering



❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

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Speaking and Listening: Recording Sheet Student Name:


Comments

Date:

❑ Entering



❑ Expanding

❑ Bridging

Date:

❑ Entering



❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

Date: ❑ Entering



❑ Expanding

❑ Bridging

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Mini Task Grade 4: Lesson 6- Manors and Towns Directions: Review one lesson assessment and complete the following:

● Circle the primary focus objective for the lesson segment. ● Circle the assessment that assesses the primary focus objective. ● Identify the language domain (reading, writing, speaking, and/or listening). ● Complete the Language Proficiency Support: Assessment table.

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Language Proficiency Support Assessment

Grade:



Language Domain:

Entering

Emerging

Transitioning

Expanding

Bridging

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K-2 KnowledgePlanning and Instruction for English Language Learners Directions:

• Choose the next Knowledge lesson you will be teaching.• Read through the lesson and identify the Primary Focus Objective.• Circle the supports in the lesson and create additional scaffolds, for thelanguage proficiency levels in your classroom, if necessary.

Lesson Segment Language Proficiency Level and Scaffold(s) Introducing the Read-Aloud

Presenting the Read-Aloud

Discussing the Read-Aloud

Word Work

Extensions

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K-2 Skills Planning and Instruction for English Language Learners Directions:

• Choose the next Skills lesson you will be teaching. • Read through the lesson and identify the Primary Focus Objective. • Circle the supports in the lesson and create additional scaffolds, for the language proficiency levels in your classroom, if necessary.

Lesson Segment Language Proficiency Level and Scaffold(s) Warm-up

Introducing the Sound/Spelling

Practice

Reading

Additional Support

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3-5 IntegratedPlanning and Instruction for English Language Learners Directions:

• Choose the next 3-5 lesson you will be teaching.• Read through the lesson and identify the Primary Focus Objective.• Circle the supports in the lesson and create additional scaffolds, for thelanguage proficiency levels in your classroom, if necessary.

Lesson Segment Language Proficiency Level and Scaffold(s) Reading

Writing

Language

Spelling

Speaking and Listening

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Assessment and Remediation Guide (ARG) Note Catcher Topic Notes

Purpose of Guide

SkillsTaught

Location

Organization

Other

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3, 2, 1 Reflection

3 things I learned today that I can incorporate into my classroom

2 things I need to review before I can incorporate it into my classroom

1 question I still have after the session

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Session Survey Link:

Amplify Educational Support Team Today’s Facilitator: _______________________________

Email: Tech Support: [email protected] Pedagogical Support: [email protected]

Phone: Call toll-free at (800) 823-1969 Monday throughFriday7:00 am to 7:00 pm EST

Additional ELD resources: Contrastive analysis charts: https://resources.learning.amplify.com/wp-content/uploads/2016/03/Contrastive_analysis_chartsCA-ELD.pdf

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https://www.surveymonkey.com/r/CKLAStrengthening

https://resources.learning.amplify.com/wp-content/uploads/2016/03/Contrastive_analysis_chartsCA-ELD.pdf

https://resources.learning.amplify.com/wp-content/uploads/2016/03/Contrastive_analysis_chartsCA-ELD.pdf

Language Proficiency Support Within Lesson Support

Grade:



Language Domain:

Entering

Emerging

Transitioning

Expanding

Bridging

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Language Proficiency Support Assessment Support

Grade:



Language Domain:

Entering

Emerging

Transitioning

Expanding

Bridging

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Mini Task Grade 2: Unit 3- Lesson 9 Directions:

1. What is the primary focus objective for the lesson segment?2. How does the primary focus objective align with the instruction and/or assessment?3. What language domain supported in the sidebar?4. How does the sidebar support ELLs toward mastery of the primary focus objective?5. How are the language proficiency levels scaffolded in the sidebar support?

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enhancing planning & instruction for english language learners

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