Improving intensive intervention by improving instruction for fbb and bb english learners
This presentation is the property of its rightful owner.
Sponsored Links
1 / 41

Improving Intensive Intervention by Improving Instruction for FBB and BB English Learners PowerPoint PPT Presentation


  • 59 Views
  • Uploaded on
  • Presentation posted in: General

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)

Download Presentation

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

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


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

    • 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:

    • 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

    • 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

    • 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

  • 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

  • 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.

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.

    • 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.

    • 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 and 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

    • 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.

    • 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.

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

    • “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

  • Motivation and student engagement are not mutually exclusive.

  • It is possible to expect quality work from students.

  • It will be expected to integrate common core standards in our lessons:

    • Presentation skills

    • Technology

Increasing Student Engagement in Academic Writing


Brown tree snakes

STUDENT SAMPLE

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.

  • 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.

  • 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.

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


Conclusion

Conclusion:

  • 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:

    • 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!

By Student Model

MAY 17, 2013

ELA PER. 1-3

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


Introductory statement

  • The United States faces threats from a variety of invader species.

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.

    • 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

  • In my opinion, red fire ants are the worse alien invaders.

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

  • Red fire ants are tiny, but deadly.

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

  • Every year thousands of animals die from stings by these killer ants.

  • Them can kill an animal as large as a deer

  • The ants crawl into an animals eyes and nose and sting it.

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

  • Furthermore, red fire ants move quickly.

  • It is difficult to stop they once they enter an area, and they can soon spread to other places.

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

  • Some people may argue that red fire ants are never not a serious threat.

    • They might say that nobody they know has seen one of these insects.

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

  • However, because the ants are so small, they could easily slip into a car or other vehicle.

  • They might then enter homes and sting people or animals.

  • The stings could be fatal to cats, dogs, and other pets.

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

  • In summary, we should do all we can to keep these dangerous ants from spreading across the country and killing animals.

Concluding statement

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


Recommendation

  • If you see these harmful ants near your home, spray ant poison or put ant traps to get rid of them.

    • You can also contact the proper authorities to help eradicate them.

    • Together we can fight this deadly threat.

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

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?!!...

  • 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…

  • 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.


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

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.


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

Furthermore, brown tree snakes have kill_ native animals. For example, 10 out of 12 birds are now extinct because the brown tree snakes ate them all.


Conclusion recommendation

Conclusion & Recommendation

  • 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.

  • 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.

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

  • Engaging students in academic writing.

  • For more information on subject:

    • [email protected]

    • Scholastic Read 180

    • Lessons from the Classroom by Hal Urban

Summary of Workshop


  • Login