ESL/DUAL LANGUAGE October 24 th District Level PD.

ESL/DUAL LANGUAGE October 24th District Level PD

Bell RingerOn the Give One Get One board in front of you, please do the following:

• Fill in one square with your favorite website or resource that you use in your classroom.

• When you are done, please take a few minutes to walk around the room filling out the additional squares with resources from your colleagues.

Today’s ObjectiveToday we will:• Discuss ELPA assessment and ELP

standards• Discuss ELDA data • Clarify the differences and similarities

between ESL and Dual Language • Review the components of SIOP

objectives and work collaboratively to write language and content objectives for our classrooms

• 2014-2015 Last year for the ELDA

• Fall 2014 ELP Standards released for use

• Spring 2015 ELPA21 Field Test

• 2015-2016 ELP Standards training in module form

• 2015-2016 TELPA still administered

• 2016 First year of ELPA21

Website for information on ELP Standards and ELPA21—www.ELPA21.org

THE FUTURE OF ESL TESTING…

TOP TEN THINGS YOU MAY NOT KNOW ABOUT DUAL LANGUAGE10 – Not all ESL students are Dual Language students, just as not all Dual Language students are ESL students. The number of students that are both ESL and Dual Language are:

North Middle – 75 studentsIrving – 284 students

9 – There are 6 home languages represented in the Dual Language program.8 – Dual Language students at the elementary level do not receive pullout services for ESL.7 – Students in the Dual Language program will maintain their L1 language as well as develop academic language in their L2. (If their home language is English or Spanish.)6 – All ESL students who are in the Dual Language program take the ELDA each year. 5 – At the elementary level, students are shared between a set of teachers, receiving half of their instruction in English and half of their instruction in Spanish.4 – At the middle school level students receive content-area instruction in two areas in Spanish. 3 – The mission of the program is to produce bilingual and biliterate students in English and in Spanish.2 – Native English speakers may only enter the program until the end of the first semester in 1st grade. 1 – We are only 1 of 3 Dual Language programs in the state of Iowa.

TOP TEN THINGS YOU MAY NOT KNOW ABOUT ENGLISH AS A

SECOND LANGUAGE

10 – Currently, there are 54 level 1’s who are newcomers to the country that attend the OC.9 – OC stands for Orientation Center. 8 – There are three ways that ESL teachers can support their students in our district: push-in, pull-out, self-contained classrooms.7 – There are 1,990 ESL students in the district currently.6 – The current exit criteria for ESL students is that they score a 6 on the ELDA two years in a row.5 – There are 35 elementary ESL teachers. There are 20 secondary ESL teachers.4 - There are at least 13 home languages represented in our district.3 - There is no set curriculum for the ESL teachers to follow.2 - ESL teachers don’t just teach language, they are teaching life skills.1 – Less than half of all ELL’s are foreign born. The majority are born in the United States.

Take 1-2 minutes to share with table partners any background with SIOP, include any strategies you already know or use to support your ELLs.

SIOP

SIOP

STANDARD

CONTENT

LANGUAGE

what we are aiming to grasp

the content we teach

the language we use

STANDARD

CONTENT

LANGUAGE

what we are aiming to grasp

the content we teach

the language we use

CCSS…

I CAN…

I CAN….

MA.5.G.3 Analyze and compare the properties of two-dimensional figures and three-dimensional solids (polyhedra), including the number of edges, faces, vertices, and types of faces

classify a polyhedron based on its attributes.

label and identify by reading polyhedrons based on their attributes.

Verbs for Content Objectives

• Analyze• Apply• Arrange• Build a

model• Demonstra

te• Design• Determine• Divide• Combine• Compute• Conclude

• Construct• Convert• Create• Decide• Locate• Make• Match• Order• Draw• Draw

conclusion• Find

• Give examples

• Hypothesize

• Identify• Select• Separate• Show• Show

relationship

• Illustrate• Paint• Produce• Put in

order

• Rearrange• Reconstruc

t• Reorganize• Calculate• Categorize• Choose

best response

• Classify• Solve• Support• Use

Language Skills Associated with Content Lessons

Listening

• Draw a picture

• Role play• Answer

questions• Listen and

retell• Follow

directions• Demonstrate• Distinguish

between• Record

Speaking

• Name• Discuss• Explain• Ask and

Answer Questions

• Summarize• Evaluate• Clarify• Justify

Reading

• Preview and predict

• Find specific information

• Read fluently• Identify main

idea• Determine

fact vs. opinion

• Scan• Infer• Identify

vocabulary

Writing

• Create complete sentences

• Summarize• List• Compare• Explain• Write

questions and answers

• Create a poem

• Diagram

Take 5-7 minutes working with table partners; use sentence strips for fun 1. Think of a standard you are teaching, will

teach or have taught2. Think of the content that will be covered 3. Use the content verb list sheet to create

the content objective4. Use the language verb list sheet to

create a language objective 5. Share with partners around you

SIOP STRATEGIES• GIST (Generating Interactions b/t Schemata and Text)• Together read a section of text on whiteboard or other visual• Underline 10 or more words most important• Without text, write a summary sentence or two using GIST words• Repeat process through the text and write a topic sentence to precede the summary sentence (also works well with video clips)

SIOP STRATEGIES• Concept Definition Map• One of best strategies for learning content vocab and concepts. Can be complex concepts. Adding drawings also helpful.

SIOP STRATEGIES• Expert Stay & Stray • Students first work in a small group on an assignment or topic. • Say, for example, students are recording the steps for solving a word

problem in math on a large poster. • Students in the group number off: 1, 2, 3, 4. The teacher calls a number.

For example, the teacher may call #4. #4 in the group will take his or her group’s poster and share with another group. #4 stays with his/her new group and the teacher calls another number-#1, for example. #1 in #4’s new group will need to take the poster that #4 just shared with the group, to another group in the room to share.

• This encourages students to listen carefully in order to be ready to share. If you have newcomers in the room, you may want to pair that student with a more proficient English speaker. The newcomer could point to the steps on the poster as his partner shares with the group verbally.

SIOP STRATEGIES• Pretest with a Partner• Any subject area. Purpose is to allow ELL’s opportunity at

beginning of lesson/concepts/vocab that will be assessed at the conclusion of the lesson/unit.

• One pretest/pencil to each pair. It should be similar to the posttest.

• Partners pass the pretest and pencil back and forth (use a timer?).• Read question aloud, discuss possible answers, come to a

consensus and write an answer• Gives students opportunity to activate prior knowledge and

share background information. Teacher can circulate to assess what students know.

Today’s ObjectiveToday we will:• Discuss ELPA assessment and ELP

standards• Clarify the differences and similarities

between ESL and Dual Language • Review the components of SIOP

objectives and work collaboratively to write language and content objectives for our classrooms

Ticket out the door

On the sticky note at your table, write down one take away from today’s meeting that you can apply in your classroom. Please place your sticky note onto the chart paper objectives. Thank you for your collaboration and attendance today!