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Strategies for the English Learner:

Strategies for the English Learner:. Student Engagement: Linking the Standards to Universal Design Part 2 Presented by Allyson Mallory Good Hope Elementary School. What does the data tell us?.

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Strategies for the English Learner:

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  1. Strategies for the English Learner: • Student Engagement: • Linking the Standards to Universal Design Part 2 • Presented by Allyson Mallory • Good Hope Elementary School

  2. What does the data tell us? • Our EL subgroup was the only subgroup to not make safe harbor, therefore, keeping Good Hope from meeting safe harbor. • Our EL subgroup did not meet all of the AMAO requirements.

  3. Walk through data • Based on the data, we should be utilizing our EL strategies, right? • What does this data tell us?

  4. Good Hope’s Instructional Focus Areas • Direct Instruction • Student Engagement • Rigor • When and how are the Universal Design strategies incorporated throughout the phases of direct instruction? • How are students engaged with these activities? • How is the level of rigor increased when these strategies are utilized?

  5. Fourth grade: RL 3.3 Use knowledge of the situation and setting of a character’s traits and motivation to determine the cause for that character’s actions Second grade: RC 2.5 Restate facts and details in the text to clarify and organize ideas First grade: RC 2.2 Respond to who, what, when, where, and how questions In the story, Flame Busters, the teens chose to participate in the Explorers program. Choose one characteristic that would cause a teen to join this program. Give two reasons why this characteristic would cause a teen to join this program. In the story, Officer Buckle and Gloria, Gloria helped at the school’s assembly. Do you think Gloria made the safety tip assembly fun? Choose whether Gloria did or did not make the assembly fun. Give two facts from the text to support your choice. I think Gloria made/did not make the assembly fun because ________________ and _________________. In the story, Lost!, the main characters were looking for the bear’s home. Choose one place they went and give two reasons why this place would not be where the bear lives. Choose 1 & Give 2

  6. Sixth grade: RC 2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics Fifth grade: RC 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge Choose the main idea of the passage. The passage, The Challenge, is mainly about __________. Give twopieces of evidence from the text to support the main idea. I know ______ is the main idea because ____________ and _______________. Based on the passage, My Side of the Mountain, is Sam fearful or courageous? Choose one and give twopieces of evidence from the text to support why you believe that. (Segment 1) Choose 1 & Give 2

  7. Choose 1 & Give 2 Guided Practice... • As a grade level, use your last ELA TE to find text that you can apply the Choose 1 and Give 2 for a specific standard. • How can we pose this question related to the activity and relate it to the rigor of the RTQs?

  8. Problem/Solution: K: RL 3.3 1st: RL 3.1 2nd: RC 2.6 3rd: RC 2.6 4th: RL 3.2 5th: RL 3.2 6th: RL 3.2 Speech Functions • Asking for information • Making a request • Offering an item/offering assistance • Giving a warning • Making a suggestion • Giving an explanation • Asking for permission • Apologizing • Stating a preference

  9. Third grade: RC 2.6: Extract appropriate information from the text, including problems and solutions. Second grade: RC 2.6 Recognize cause-and-effect relationships in text Kinder: RL 3.3: Identify characters, settings, and important events Apologizing: At the end of the story, Pepita Talks Twice, Pepita solved the problem of Lobo running into the street by _________________. Since Pepita contributed to the problem by not speaking Spanish to Lobo, how should she apologize to him for putting him in danger? Giving a warning: In the story, Mouse’s Birthday, Mouse’s house was destroyed. Imagine that you were one of the characters at the party. How would you warn Mouse of what was going to happened when everyone blew out the candles? Offering an item/offering assistance: In the story, Moses Goes to a Concert, Moses finds a new way to hear the drums. Imagine you are Moses and meet another deaf student who didn’t think he could play an instrument. How would you offer assistance to help your new friend overcome his challenge? (cause), (effect) Since I can’t hear, I ____________. Speech Functions:

  10. Guided PracticeSpeech Functions • Use your last ELA TE to find text that you can apply two different Speech Functions to for a specific standard. • How can we pose this question related to the activity and relate it to the rigor of the RTQs?

  11. Create it! • Pick a Universal Design strategy that we have reviewed: Four Picture Narrative, Choose 1 and Give 2, or Speech Functions that you want to incorporate into standards based instruction. For the last theme, plan how you will use this strategy to allow ELs access to the content. • The rest of the time is yours to plan for as many as you have time for...

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