Bell Work Integrating ELLsavenues4eld.pbworks.com/w/file/fetch/121732098/New...1. Utilize the...
Transcript of Bell Work Integrating ELLsavenues4eld.pbworks.com/w/file/fetch/121732098/New...1. Utilize the...
Bell WorkIntegrating ELLs
• With a partner, discuss ways that you are currently integrating ELLs with non-ELLs beyond the integrated time allocations for the 4 hour ELD block.
• On a post-it note, list additional ways to integrate ELL students outside of the 4 hour ELD block.
• Place your post-it note on the large poster in the room titled, Integrating ELLs.
Literacy Classroom StructureLiteracy Work Stations (LWS) forSEI and DL Classrooms
Bell Work
Welcome
Literacy Continuum
ADE Requirements in an SEI Classroom
Literacy Classroom StructureVisit Literacy Work Stations
Literacy Work Stations Planning & Resources
Closure
Given the TUSD Literacy Continuums for the SEI and DL programs, the learner will participate in this session to gain:
an understanding of the components in an ideal literacy enriched classroom for language learners
practical application for implementing Literacy Work Stations (LWS) to develop, reinforce, and enrich literacy
an understanding for creating a classroom environment that scaffolds instruction and promotes literacy development
an opportunity to collaborate and plan LWS activities to align with grade level standards
Where does this session fit into the
big picture?
Where does this session fit into the
big picture?
Where does this session fit into the
big picture?
Where does this session fit into the
big picture?
Where does this session fit into the
big picture?
Where does this session fit into the
big picture?
Time Allocations and ELP Standa rds Alignment for the Refined Model
Note Time allocations must be aligned with AZ ELP standards documentation and implementation
Time Allocations AZ ELP Standards
Reading & Oral English Conversation and Vocabulary
Reading Domain
Listening and Speaking Domain
Language Strand standard 2 (only)
Writing & Grammar
Writing Domain
Language Strand standard 1 (only)
or 90 min. blocks each for Intermediate level students who qualify
All Literacy Workstations must match the time
allocation, ELP standards, and schedule.
A balanced literacy plan is most effective when children are given direct instructional support and a variety of daily reading and writing experiences that are needed in the complex process of becoming independent readers and writers.
Rally Robin with a Partner
Teacher driven
Less time spent
reading
“Busy work”
Artificial reading &
writing
Round Robin Reading
Student driven
Majority of time spent
reading & writing
Meaningful, authentic
reading & writing
Basal Centers Workshop LWS
It used to be that we would teach 80% of the time
and practice 20% of the time….
Now we know it needs to be us teaching 20% of the
time and students practicing 80% of the time.
It is the same as sports, you have to physically
practice to get better!
* read to be better readers * write to be better writers
A literacy structure that allows differentiation in the classroom and provides consistency
A management system that integrates literacy instruction
A system of literacy tasks that teaches students independence
The classroom structure DOES NOT hold content, it is a framework so that you can work with students
◦ Content comes from the ELD curriculum and ELP standardsfor SEI designated classrooms
◦ Content comes from the ELA/SLA curriculum and CCRS standards for DL designated classrooms
Differentiate instruction in your classroom using focus/targeted lessons?
Teach children in whole and small groups?
Read and write with students individually?
Do all of this while the rest of your class is fully engaged in independent reading and writing activities?
Handout
• Mrs. De La Rosa, Kinder ELD, Rm. 5
• Ms. Lizeth Quijada-Grijalva, 1st Grade SEI Mix, Rm. 11
• Ms. Anna Contreras, 3rd/4th Grade SEI Combo, Rm. 14
Welcome Back!
Review your LWS checklist
What similarities/differences did you find in comparison to your implementation of LWS?
Take a moment to reflect on what your next steps will be in the planning/implementation of your LWS
Be ready to share out
The Teacher addresses the entire class at the same time
checks for understanding throughout the lesson
may reteach/clarify concepts in smaller groups
uses read alouds and focus lessons
designs mini-lessons that support whole group instruction, which help in acquiring new skills or build on previous ones
Note: Minimal differentiation occurs during
whole group instruction.
What Avenues materials would you
use during Whole Group instruction?
Small Group Instruction Differentiates instruction
It allows teachers to work with a small group of 2-5 students on a specific learning objective
It follows whole group instruction
Checks for understanding, monitor and adjust
Students receive additional attention
Used to provide interventions for struggling students
Mrs. De La Rosa’s Kinder ClassManzo Elementary
What Avenues materials
would you use during
Small Group instruction?
Independent Student WorkWhile teacher meets with individuals or small groups, students will: Read to self Read to someone Listen to reading Work on Writing Word Work
Mrs. De La Rosa’s Kinder ClassManzo Elementary
What Time Allocations would I document during
my Literacy Workstations?
10-20 Minutes Whole Group with Teacher –
Avenues Focus Lesson
Avenues Teacher’s Guide
Anthologies
Leveled Readers
Journals
Student Practice Books 20-30 minutes Independent –
Avenues related activities
10-20 minutes Whole Group with Teacher –
All students will participate in a
phonics focus lesson.
Phonics Street
Big book
Decodable Books
Cd’s
Independent
Heterogeneous
Small Groups
50-80 minutes
15-20 minute rotations
Read to Self Avenues Leveled Readers
Windows on Literacy Books
Scholastic Book Room Books
Reading A-Z Texts
Phonics Street Skills Practice
Teachers Pay Teachers and
Pinterest Activities
Picture Card Activities
Avenues CD’s and Activities
Read to Someone
Listen to Reading
Work on Writing
Word Work
Guided Reading:
Students will be
pulled in leveled
groups.
SEI Literacy Workstations Graphic
Please Note: ADE requires that an SEI Mix classroom is to be conducted the same as an SEI 4hr classroom and ELPs must drive the instruction. *SEI Mix Kinder follows the SEI 2hr model.
Dual Language Literacy Work Stations Graphic
“Repetition is the key to success in helping
students develop good literacy habits and
independence.”
Handout
Four Square
As you review the literacy classroom structure, what do you notice? Think about it… Share in dyads or triads.
Handout
Plan ahead and choose one LWS to implement
Identify what standard will be addressed
Choose the activity for the LWS and plan for differentiation to address varied language proficiencies
Plan for supplies and materials at that LWS
Introduce the LWS to the whole group
Conduct a mini lesson to introduce the station and create an I Chart to establish the *expectations for that station
Practice that station with students over a period of time to build stamina and to establish a routine
Once the first LWS has been established, introduce the next LWS with students
Follow the same procedure when introducing each LWS
Once all LWS have been established, the procedures for rotation of the LWS can then be introduced and practiced (signals, traffic pattern, timer, maintaining areas, collection of student work, etc.)
Handout
Mrs. Anjelina Tautimer Lynn Urquides
As each component is introduced, the class comes together to make an I-Chart. •The I-Chart allows children’s thinking about student and teacher behaviors to be recorded on a chart and displayed.
Lays the foundation for success as it gives children the support they need.
Teaching children how to actively engage in the reading process and to read on their own for extended periods of time each day builds the stamina needed to become independent readers and learners.
What do you do with an
ELL who is a pre-
emergent student and is not able to read or
write?
As soon as one child is off task during practice time, a signal should be given to stop and return to the gathering place to review how it went.
We never want children to continue with off-task behavior because they will train their muscle memory the wrong way.
When all children are successful with 3 minutes, one minute is then added to each practice.
Handout
Kinder: 7-8 minutesPrimary: 1st-2nd Grade: 8-12 minutesIntermediate: 3rd-5th Grade: 12-16 minutes
Remember to keep in mind your students’ proficiency levels.
Planning for Literacy Work Stations
1. Utilize the graphic organizer to begin the planning of your Literacy Work Stations
2. Identify the unit or theme and standards (use your curriculum maps, AZ ELPs Cluster by Cluster Correlation for Avenues, Avenues TE)
3. Use the Empower Literacy Work Station K-5 online kit or box kit to choose LWS activities that align to the specific standard(s)
4. Add adaptations for second language learners as needed (graphic organizers, visuals, realia, anchor charts, models, etc.)
Grade Level Team Planning
Sit at a table with teachers at the same grade level
Dual Language Classroom Sample
On your note card:• write down two takeaways that you
plan to implement in your classroom
• write one question you have or something you would like to learn more about.
For Additional Questions contact:
“The best classrooms don’t just encourage student learning; they’re designed for it.”
Great Habits, Great Readers
By Paul Bambrick-Santiago, Aja Settles, and Juliana Warrell