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English Learner Supports Professional Development

English Learner Supports Professional Development. 12/12/12 By: Marco Samaniego. Today’s Purpose. Share how I am addressing parent concerns of ELs Develop understanding of LTELs

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English Learner Supports Professional Development

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  1. English Learner SupportsProfessional Development 12/12/12 By: Marco Samaniego

  2. Today’s Purpose • Share how I am addressing parent concerns of ELs • Develop understanding of LTELs • Continue our evidentiary work in implementing SDAIE, QTEL, and other learning/teaching strategies into daily lessons.

  3. 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

  4. 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.

  5. 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)

  6. LTEL Definition • Enrolled in any of grades 6-12, inclusive • Enrolled 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

  7. SDUSD Data 2011 - 2012 16,427

  8. Bell Middle Site Data* 2011-2012 97 *Includes Students identified as Special Ed and EL

  9. Characteristics of LTEL • Struggle academically • Distinct language issues • High functioning in social situations • Weak academics & gaps in literacy skills • Learned passivity

  10. 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.

  11. Task: Fist Bump My Top 3 • Effective practices for supporting Long Term English Learners are 1____ 2.____ 3.____. Participants write out the three sentences from the slide Everyone stands and finds a partner (to fist bump) Partners take turns reading aloud their writing Find a new partner and the cycle continues.

  12. What Works? Reparable Harm by Laurie Olsen • Reading with a Focus: pgs. 31-33 • Collaborative Reflection What are Bell’s strengths and areas of need with regard to the basic principles of instruction for Long Term English Learners?

  13. Our LTEL Numbers*

  14. 6th Grade LTEL’s No SPED AT RISK to become LTEL 18

  15. 7th Grade LTELs No SPED 14

  16. 8th Grade LTELs No SPED 14

  17. 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

  18. Top 10 EL Instructional Strategies

  19. Word Walls and Discussion Starters Wolfe – Math Word Strip Galloway – Math Discussion Frames

  20. Sentence Frames & Word Wall Galloway – Math Sentence Frames Hodge – Word Wall – Key Vocab

  21. Picture Vocab –w/Sentence Frames Example of ELD grammar lesson – Ordinal Adjectives and present tense verbs

  22. 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

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