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Improving Intensive Intervention by Improving Instruction for FBB and BB English Learners. Presented by Carmen Waszak ELD Resource Teacher/Intervention Teacher Rancho Minerva Middle School Vista Unified School District. Educator for 17 years M.A. Applied Linguistics (TESOL)

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Improving intensive intervention by improving instruction for fbb and bb english learners

Improving Intensive Intervention by Improving Instruction for FBB and BB English Learners

Presented by

Carmen Waszak

ELD Resource Teacher/Intervention Teacher

Rancho Minerva Middle School

Vista Unified School District


Presenter background

  • Educator for 17 years for FBB and BB English Learners

    • M.A. Applied Linguistics (TESOL)

    • 10 years – elementary; 5 years – adult; 2 years – middle school

    • Literacy Coach

    • ELD Resource Teacher

Presenter Background


Objectives

  • At the end of this workshop you will be able to: for FBB and BB English Learners

    • Understand the steps involved in developing an intensive intervention program.

    • Increase rigor in instruction by implementing routines and sentence frames.

    • Increase student engagement in academic writing using Power Point presentations.

Objectives


Developing an intensive intervention program

  • Characteristics of intensive intervention students for FBB and BB English Learners

    • CST Scale Score 150-299 (EL or EO)

    • Long Term English Learners

    • SPED students

  • Preferred class size (even number)

    • 20 without a classroom aid

    • 24 with a classroom aid

  • Selecting curriculum

    • Read 180

    • Other research based curriculum

Developing an Intensive Intervention Program:


Developing an intensive intervention program1

  • Educating staff members, teachers and parents for FBB and BB English Learners

    • Professional development

    • Parent meetings

  • Selecting teachers

    • Small group instruction experience

    • Excellent classroom management skills

    • Positive attitude

Developing an Intensive Intervention Program


Selection criteria
Selection Criteria for FBB and BB English Learners

  • What criteria can be useful?

    • Multiple measures

      • CELDT scores for past 2 years

      • CST scores for past 2 years

      • Lexile scores

    • Teacher/parent recommendation

    • Student attendance

    • Discipline issues

    • Schedule


Exit criteria
Exit Criteria for FBB and BB English Learners

  • When should students exit the program?

    • Midyear exit

    • End of year exit

  • What class can support students who exit?

    • ELD class (i.e. 3D Academic Language)

    • Match teacher with student needs.

  • Monitor students who exit.


Developing an intensive intervention program wrap up

Select curriculum. for FBB and BB English Learners

Select teachers.

Professional development (staff, teachers, parents).

Entrance and exit criteria.

Wrap-up question/answer.

Developing an Intensive Intervention program:Wrap-up


Increasing rigor in reading instruction

  • Provide background knowledge with visuals. for FBB and BB English Learners

    • You Tube

    • National Geographic

    • PBS

    • Scholastic

  • Teach necessary academic vocabulary.

    • Dr. Kinsella’s vocabulary routine

    • Content words

    • Transition words/phrases

    • Key phrases necessary for genre

Increasing Rigor in Reading Instruction


Increasing rigor in reading instruction1

  • Teach reading routines for multiple readings of text. for FBB and BB English Learners

    • Oral Cloze

    • Partner Oral Cloze

    • Choral Reading

  • Increase text complexity over time and mark text.

  • Provide a variety or resources (ie. Scholastic News article, Internet article, chapter from textbook or book).

Increasing Rigor in Reading Instruction


Increasing rigor in writing instruction

  • Use “React for FBB and BB English Learnersand Write” Routine (Scholastic Read 180 rBook Stage B) after each reading.

    • Provide a compelling question.

      • Ex. Which alien invader is worse – the brown tree snake or the snakehead fish?

    • Brainstorm three responses.

      • Ex. Write three reasons why you think the brown tree snake or the snakehead fish is worse.

Increasing Rigor in Writing Instruction


Increasing rigor in writing reading instruction

  • “React and Write” Routine for FBB and BB English Learners

    • Use a frame and choose best response

      • Ex. In my opinion, the ______ is worse because _______.

    • Partners discuss their responses.

      • Partner A reads response 2X.

      • Partner B paraphrases/restates response: So you are saying that ….

      • Partner A states: Yes, that is correct or No, what I said was ….

Increasing Rigor in Writing Reading Instruction


React and write routine cont d

  • Report to class. for FBB and BB English Learners

    • Ex. _______ pointed out/indicated that _______.

  • Provide example paragraph.

  • Practice paragraph together.

  • Students write paragraph independently.

“React and Write” Routine (cont’d.)


Previous lessons

Gathered information from a variety of resources. for FBB and BB English Learners

Brainstormed ideas using React and Write routine.

Practiced argument paragraph writing (topic sentence, convincing reasons and relevant evidence, transition words/phrases).

Marked reading text and model essay.

Previous Lessons


Argument essay

  • Introductory paragraph for FBB and BB English Learners

    • “Hook”

    • Thesis statement/ writer’s claim

  • 2-3 Convincing reasons and relevant evidence

  • Opposing argument

  • Conclusion

    • Restates thesis

    • Offers a recommendation

Argument Essay


Increasing student engagement in academic writing

Increasing Student Engagement in Academic Writing


Brown tree snakes

STUDENT SAMPLE exclusive.

Brown tree snakes!

Student One

5/17/13

ELA Per.1-3


First of all the brown tree snakes damage the environment
First of all, the brown tree snakes damage the environment. exclusive.

  • They damage the environment by breaking the power lines when they hang on them. The snakes also damage the environment by them multiplying rapidly. Another last reason how they damage the environment is by them making the computer screens go blank, refrigerators break and making the lights go out.


For these reasons brown tree snakes harm people
For these reasons, brown tree snakes harm people. exclusive.

  • The snakes harm people by biting them but they won’t die they will be in pain. They also harm children by them biting them and not making them breath well. They also scare away people.


Furthermore these snakes harm native animals
Furthermore, these snakes harm native animals. exclusive.

  • They’ve extinct 10 of the 12 species of birds. They have also killed and eaten native lizards, small mammals and birds.


Conclusion
Conclusion: exclusive.

  • In conclusion, brown tree snakes are most harmful because they keep damaging Guam’s environment and it cost lost of money to fix the damage that snakes do. I suggest They have broken and eaten many things from Guam.


Teaching tool

  • Model Argument Power Point: exclusive.

    • Present PPt without interruptions.

    • Use sentence frames for discussion 2nd time around.

  • Post frames for students to use.

  • Ask leading questions

Teaching Tool


Stop the march of the red fire ants

Stop the March of the Red Fire Ants! exclusive.

By Student Model

MAY 17, 2013

ELA PER. 1-3

The first slide should include the ____________, your _________, the _________, and _______.


Introductory statement

Introductory statement

Burmese Python

Kudzu plant

One suggestion to improve this slide might be to (verb) ______________.

The author is writing about (topic) _________.

This part of an argument essay is called the __________.


Introduction

  • One of these invader species is the red fire ant. species.

    • Red fire ants first came into this country in the 1930s.

    • They crossed the southern border of the United States and soon started killing animals.

    • Now these dangerous ants cause problems throughout the country.

Introduction

  • One suggestion to improve this slide might be to (verb) ______________.

  • The author is writing about (topic) _________.

  • This part of an argument essay is called the __________.


Thesis statement

Thesis statement

  • This part of an argument essay is called the ____________ and is found in the _______ of the essay.

  • One suggestion to improve this slide might be to (verb) _____.

  • I (agree / disagree) with your suggestion because ______.


Topic sentence

Topic sentence

  • Each body paragraph starts with a ______________ that supports the ____________.

  • One suggestion I have for this slide might be to _____________.

  • The photos (do / do not) support the topic sentence because _______________.


Reasons and evidence

Reasons and Evidence

  • Each body paragraph starts with a ______________ that supports the ____________.

  • One suggestion I have for this slide might be to _____________.

  • The photos (do / do not) support the topic sentence because _______________.


Reasons and evidence1

Reasons and Evidence

This slide (is / is not) relevant to the topic sentence “Red fire ants are tiny, but deadly” because _________.

To support the topic sentence better, the student could ________.

I (agree / disagree) with ____.


Opposing argument

Opposing argument

A strong argument includes an ____________ argument .

One suggestion for making this slide easier to read is to (verb) ____________.

I (agree / disagree) with ____ because _____.


Weakness in opposing argument

Weakness in opposing argument

Two errors on this slide are ____ and _____. I suggest correcting these errors by (verb+ing) ______.

This slide explains that even though some people have not seen red fire ants, the ants ___.


Concluding statement

Concluding statement

A conclusion (verb) _______ the thesis and offers a _______.


Recommendation

Recommendation

I think the (word / phrase) _____ should replace the (word / phrase) _____ because ____.

The recommendation is to (verb) ________.

This recommendation (is / is not) acceptable because ____.

I have a question about _____.

This essay would be clearer if ______.


Brown tree snakes1

STUDENT SAMPLE ants from spreading across

Brown Tree Snakes

By Student Two

Rancho Minerva Middle School

ELA Mrs. Waszak


Have you ever heard of brown tree snakes
Have you ever heard of brown tree snakes?!!... ants from spreading across

  • Well if you haven’t, they are the most harmful invader species to the environment. There are serval reasons why they are harming the environment.


Reasons
Reasons… ants from spreading across

  • First of all, the brown tree snake damage_ the environment by multiplying rapidly because they have no natural predator_. Another reason _________ is that brown tree snakes hang on power lines and because they are so heavy, the power lines snap, causing power outages.


In addition , brown tree snakes can also harm people. For example brown tree snakes can seriously harm children by biting them. Their venom is powerfulagainst children that they might have problems breathing.


Furthermore, brown tree snakes have kill example brown tree snakes can seriously harm children by biting them. Their venom is _ native animals. For example, 10 out of 12 birds are now extinct because the brown tree snakes ate them all.


Conclusion recommendation
Conclusion & Recommendation example brown tree snakes can seriously harm children by biting them. Their venom is

  • In conclusion, the brown tree snakes are the most dangerous invader specie_ in the U.S.

  • I recommend that they should relocate the brown tree snakes to a safe place were they can’t damage the environment.


Increasing student engagement in academic writing wrap up

  • Use a variety of sources/texts. example brown tree snakes can seriously harm children by biting them. Their venom is

  • Model Argument Power Point:

    • Present PPt without interruptions.

    • Use sentence frames for discussion 2nd time around.

  • Post frames for students to use.

  • Ask leading questions.

  • Students create and present PPt.

  • Hold class discussion on how to improve PPt.

Increasing Student Engagement in Academic Writing: Wrap-up


Summary of workshop

  • Implementing an Intensive Intervention program. example brown tree snakes can seriously harm children by biting them. Their venom is

  • Increasing rigor in reading and writing for FBB and BB students.

  • Engaging students in academic writing.

  • For more information on subject:

Summary of Workshop


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