English Learner Supports Professional Development

English Learner SupportsProfessional Development12/12/12

By: Marco Samaniego

Today’s PurposeShare how I am addressing parent concerns of ELs

Develop understanding of LTELsContinue our evidentiary work in implementing SDAIE, QTEL, and other learning/teaching strategies into daily lessons.

Agenda

Update ELAC work and parent concerns / trainings (10min)

Long Term English Learners (LTELs)(35 min) Definition Characteristics of LTELs What Works? Reading My work with our LTELs

Top EL strategies to incorporate into every lesson [Make it Take lab] (45 min)

Review top 10 researched EL teaching strategies Academic Language Development (ALD). Sentence Frames (Discussion

starters using the content specific terms) Create/ adapt lesson plans to incorporate at least 3 strategies into every

lesson   

ELAC Work and Parent Concerns•How can I know when my student is not doing

homework/classwork/etc. or know my child’s grades?

•How can I communicate to teachers that do not speak my language (the parent’s language)?

•Are teachers using EL strategies you talk about? My son/daughter says that they do not understand some or most of the instruction.

ELAC Work and Parent Trainings• ELAC Parent Training – ParentConnect (taught

12/5/12) Parents now can access grades/homework/etc… Please use Zangle

• ELAC Parent Training - Google Translate (taught 12/5/12) Parents now know how they can translate from primary language (not Somali) to English.

• Classroom Visitations – Looking at EL student participation (student self motivation) – Lesson Observation Tool (I know how I may support you)

LTEL DefinitionEnrolled in any of grades 6-12, inclusiveEnrolled in U.S. schools for more than 6

yrs. Remain at the same proficiency level for

two or more consecutive years as determined by CELDT.

Score Far Below Basic or Below Basic on the ELA standardized achievement test

SDUSD Data 2011 - 2012

16,427

Bell Middle Site Data* 2011-2012

97

*Includes Students identified as Special Ed and EL

Characteristics of LTEL

1. Struggle academically

2. Distinct language issues

3. High functioning in social situations

4. Weak academics & gaps in literacy skills

5. Learned passivity

What Works?Reparable Harm by Laurie Olsen

Reading with a Focus: pgs. 31-33 (3min. Silent reading)

What should Long Term English Learners be getting in school?

Share your understandings with a partner.

Task: Fist Bump

My Top 3Effective practices for supporting Long

Term English Learners are 1____ 2.____ 3.____.

1.Participants write out the three sentences from the slide2. Everyone stands and finds a partner (to fist bump) 3.Partners take turns reading aloud their writing4.Find a new partner and the cycle continues.

What Works?

Reparable Harm by Laurie Olsen

Reading with a Focus: pgs. 31-33

Collaborative ReflectionWhat are Bell’s strengths and areas of need with regard to the basic principles of instruction for Long Term English Learners?

Our LTEL Numbers*(*No SPED Students)

Known LTELs

Watch List

6th graders 14 4

7th graders 12 2

8th graders 9 5

Total 35 11

TOTAL OVERALL: 46 Students

6th Grade LTEL’s

Ali Suhaib 6

Alvarez Stephanie 6

Cardona-Martinez Isaac 6

Cruz Alexi 6

De La mora Sahara 6

Godinez Aaron 6

Gomez Fernando 6

Gonzalez Brian 6

Jimenez Kassandra 6

Lopez Leonardo 6

Medina Theresa 6

Millan Aispuro Luis 6

Valles Erick 6

Velazquez Yamile 6

No SPED

Chavira Brisheira 6

Garcia Kalid 6

Inzunza Karina 6

Chavira Brisheira 6AT R

ISK to

bec

ome

LTEL

18

7th Grade LTELs

Bigalbal Virgil 7

Bray Brian 7

Calderon Oscar 7

Gaspar David 7

Javier Nia Nicole 7

Lora Fabian 7

Moreno Daisy

Muse Abdikadar

Orta Kevin

Payawal Mark Dave

Ruiz Jonathan

Sanchez Lizeth

No SPED

Sanchez Ashly 7

Villalobos April 7 14

8th Grade LTELs

Alshaheri Adam 8

Barrios Viviana 8

Chavez Ricardo 8

Facio David 8

No SPED

Hernandez-Maciel Jymmy 8

Khounborin Victoria 8

Lorenzana Lazaro 8

Nur Alia 8

Pena Veronica 8

Quizon Ivan Laurence 8

Quizon John 8

Rivera Juan Ricardo 8

Rodriguez-Padilla Ivonne 8

Sario Tracy 8

14

My Work with our LTELs

•Meet with 6th and 7th grade students once every 3 weeks during their lunch

•Share individual English benchmark scores

•Review the standards that are missing•Make individual goals to know/

understand/ learn specific standards•Keep record of all assessments and goals•Make myself available to each student –

via google phone number forward to my cell

Top 10 EL Instructional StrategiesVisualsImages Drawings Body cues

Think – Pair- Share (structured talk time)

Shared Reading(Group reading – teacher lead)

Think aloud(metacognition)

Word Wall(Key Vocabulary) Front Loading (Vocabulary)

Chunking Texts

Cues Questions Graphic Organizers

Access Prior Learning(KWhL)

Summarization

Sentence Frames (Discussion Starters)

Word Walls and Discussion Starters

Wolfe – Math Word Strip Galloway – Math Discussion Frames

Sentence Frames & Word Wall

Galloway – Math Sentence Frames Hodge – Word Wall – Key Vocab

Picture Vocab –w/Sentence Frames

Example of ELD grammar lesson – Ordinal Adjectives and present tense verbs

Outcome: End Product

•Please use either word wall – key vocabulary OR Sentence / Discussion Frames and at least 2 other strategies to include in your daily lessons plans.

• Incorporate these strategies in your plans. This means that you create your sentence frames or vocabulary terms for your next unit /lesson.OPEN the One Note attachment from today’s email