ACES PROFESSIONAL LEARNING COMMUNITY II MEETING TWO 1 ACES PLC II, ATLAS, January 2015

Welcome Back…Webinar Style! ACES PLC II, ATLAS, January  Introductions of the host and facilitator  Who’s present?  Who’s ready to go?  Speakers working?  Microphone?  Check out the “mute” webinar tool & make sure you are muted.  When you’re called on, unmute yourself, introduce yourself, and re-mute.  Ready, Set, Go-To!

Meeting TWO Agenda & Webinar Tools  Warm-up: ACES Highlights> Chat  How’s it flying with ACES? > Poll  Sharing Outside Task #1: 3 volunteers?  Learning Strategies Match It! > Quiz  Sharing Outside Task #3: 3 volunteers?  Video: The ACES Process: The Classroom  Open new tab:  Watch the video segment for the specified time. Return to the webinar and Chat  Video: The ACES Process: Low-Level ELL  Access video:  Watch the video segment for the specified time and return to the webinar.  Partner Chat  TIF Methods & Share out: 3 volunteers?  Sharing Outside Task #2: 3 volunteers?  Ready to TIF your LS Lesson? Poll  Outside Tasks Preview 3 ACES PLC II, ATLAS, January 2015

PLC Scope: PLC II Meeting THREE:  Sharing Outside Task #4  Sharing Outside Task #5  Quiz: NS Match It!  The Complete TIF: NS Sample Activities  Exploring 2 Contexts: the classroom & Corrections  Exploring TIF Methods  Review ACES Journey 4 ACES PLC II, ATLAS, January 2015

Warm-up Activity Sh are a “highlight” with the group:  “Chat” your TIF “highlight” to the group. What is one positive outcome you had in your instructional setting that resulted from your PLC work? 5 ACES PLC II, ATLAS, January 2015

How’s it Flyin’ with ACES? ACES PLC II, ATLAS, January Rate the level of TIF-skills integration in your instruction: 1. Flyin’ high! 2. At cruising altitude… 3. Flyin’ under the radar… 4. Still on the tarmac!!

TIF-ed Lesson: Try it Out! – Outside Task #1 Share Out! 3 volunteers?  Briefly share your TIF-ed Lesson experience.  Identify your category and give a brief description of your lesson, including the TIF skills you addressed.  What was the highlight of the lesson?  What ‘evidence’ of student learning did you observe? 7 ACES PLC II, ATLAS, January 2015

Learning Strategies: Matching Skills & Sub Skills It’s a QUIZ!  One of your Outside Tasks was to preview the Learning Strategies (LS) category of the TIF  The LS category contains 4 skills with each skill broken down into sub skills  Match each sub skill to the appropriate skill. 8 ACES PLC II, ATLAS, January 2015

Complexity Read or listen to a short context- based passage and match with the main point of the passage given several choices Read or listen to a passage and summarize the main point of the passage in one’s own words. Cite evidence from the text to support why one feels that is the main point. Read or listen to an extended text and summarize the main point of the text in one’s own words. Examine sections of the text and determine the main point of each. Discuss how they connect to form the main idea. Cite evidence from the text. Read a simple online story. Copy the text in to wordle.net and create a word map. Discuss how words that appear more often in the text are larger in the word map. Determine the main point of the story using the word map. Read an online story. Copy the text into wordle.net and create a word map. Discuss how words that appear more often in the text are larger in the word map. Determine the main point of the story using the word map to help. Copy sections of an extended text into wordle.net to create word maps of each section. Using word maps, write a sentence to summarize the main point of each section. Compile this information and write the main point of the entire text. 9 Review the Preview! TIF Category: Learning Strategies TIF Skill/Sub SkillLevelActivity DescriptionHow will you tweak it? Skill 1dBeg. Read/listen to a passage & match w/ main point given several choices. Use pictures to help Ss understand the options for main point LS: Skill 1-Sub Skill d: Identify main ideas or themes when reading or listening

Preview Activity: the Complete TIF Share Out!  You navigated the complete TIF to find sample activities for the sub-skills in your category.  What did you find?  How did you tweak it? 3 volunteers please! Transitions Integration Framework ACES PLC II, ATLAS, January

A Tale of Two Contexts… The Classroom Low-Level ELL 11 ACES PLC II, ATLAS, January 2015

ACES Process: Step 1: Assess a Lesson Sample “Pre-ACES” Lesson Read and ASSESS the Pre A-C-E-S Lesson Plan to identify the Learning Strategies (LS) skills/sub skills being addressed. Read the description of each lesson component and identify the LS skills and sub skills addressed. Refer to the a Glance” LS category (pp. 3-4). Note the skills and sub skills in the “Assess” column for each lesson component (e.g. LS 1a, 2b) Remember, the ACES process can be used with textbook materials, learner plans, and other instructional resources and routines, not just lesson plans. ACES can work in any ABE context! 12 ACES PLC II, ATLAS, January 2015

Pre-ACES Lesson Plan Warm-up Warm-up: NA 13 ACES PLC II, ATLAS, January 2015

Pre A-c-e-s Lesson: Assess Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up Introduction Guided Practice Independent Practice Extension NA 14 ACES PLC II, ATLAS, January 2015

Pre-ACES Lesson Plan Introduction Introduction:  Ask students simple WH?s about the image.  Elicit student responses to the images/title from the text.  Write prediction statements on the board. 15 ACES PLC II, ATLAS, January 2015

Pre A-c-e-s Lesson: Assess Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up Introduction Guided Practice Independent Practice Extension LS1b-1c NA 16 ACES PLC II, ATLAS, January 2015

Pre-ACES Lesson Plan Guided Practice Guided Practice:  Read the story to the Ss, pausing to address predictions as needed.  Look together at the predictions made pre-reading.  Determine whether the predictions are T/F.  Read the story again and ask simple WH?s to assess their general understanding of the story.  Hand out the story and allow students to follow along while listening to the story.  Repeat the simple WH?s to address challenges.  Have students read three times: read to self (silently and aloud) and with a partner.  Read through the WH? comprehension questions, having students follow along. 17 ACES PLC II, ATLAS, January 2015

Pre A-c-e-s Lesson: Assess Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up Introduction Guided Practice Independent Practice Extension LS1b-1c LS1b, 1e NA 18 ACES PLC II, ATLAS, January 2015

Pre-ACES Lesson Plan Independent Practice Independent Practice:  Ss read the story independently again and answer the WH? comprehension questions.  Have Ss check answers with other Ss.  Re-read and explain the story as necessary.  Check the answers as a class. 19 ACES PLC II, ATLAS, January 2015

Pre A-c-e-s Lesson: Assess Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up Introduction Guided Practice Independent Practice Extension LS1b-1c LS1b, 1e LS1e NA 20 ACES PLC II, ATLAS, January 2015

ACES Process: Step 2: Complement 1. Now watch the video clip of the “Post-ACES” TIF-ed lesson. Open a new tab in your browser to access the video: em-upload em-upload Watch the video for the allotted time & return to the webinar 2. How did the teacher COMPLEMENT the lesson with additional LS skills and sub skills? Refer to the a Glance LS Snapshot. Note the skills and sub skills on the GRID in the “complement” column 3. Be prepared to chat the skills/sub skills you jotted on the grid. 21 ACES PLC II, ATLAS, January 2015

Post-ACES Lesson Plan Warm-up Warm-up: [0:20]  Introduce self.  Ask Ss introduction questions.  Either use the grid (or go paperless) for mingle asking/answering questions. 22 ACES PLC II, ATLAS, January 2015 Watch this segment from a different tab. Then return to the webinar to chat.

Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up NA Introduction LS1b-1c Guided Practice LS1b,1e Independent Practice LS1e Extension NA LS1a 23 ACES PLC II, ATLAS, January 2015

Post-ACES Lesson Plan Introduction Introduction: [2:54]  Explicitly introduce WH?s and their meanings.  Match questions with the pictures as a group. 24 ACES PLC II, ATLAS, January 2015 Watch this segment from a different tab. Then return to the webinar to chat.

Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up NA Introduction LS1b-1c Guided Practice LS1b,1e Independent Practice LS1e Extension NA LS1a LS1a,1c; LS2a 25 ACES PLC II, ATLAS, January 2015

Post-ACES Lesson Plan Guided Practice Guided Practice: [11:28]  Ask students simple WH?s about the image from the story – write answers on board.  Elicit student responses to the images/title from the text on what the story is about.  Write responses as prediction statements on the board.  Read the story aloud to the Ss, pausing to address predictions as needed.  Look together at the predictions from pre-reading and determine whether the predictions are T/F using “Yes” and “No”, check answers to WH?s  Hand out the story and allow students to follow along while listening to the story.  Have students read three times: read to self (silently and aloud) and with a partner.  Ask Ss simple WH? comprehension questions. 26 ACES PLC II, ATLAS, January 2015 Watch this segment from a different tab. Then return to the webinar to chat.

Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up NA Introduction LS1b-1c Guided Practice LS1b,1e Independent Practice LS1e Extension NA LS1a-1f LS1a LS1a,1c; LS2a 27 ACES PLC II, ATLAS, January 2015

Post-ACES Lesson Plan Independent Practice Independent Practice: [21:13]  Have groups sort images from story into “Who”, “What are they doing”, “When”, “Where” and “How long”.  Once images are categorized, help Ss line up the images so they match the story. Ex. Packager, put things in boxes, in the factory, from 1996 to 2000 – line them up First, Next, Then  Once in order use the graphic organizer to write key vocabulary from the story.  Ss read the story independently again.  Using the grid they can practice asking/answering WH?s about the story in partners.  As a wrap up, Ss orally answer WH? questions from the teacher. 28 ACES PLC II, ATLAS, January 2015 Watch this segment from a different tab. Then return to the webinar to chat.

Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up NA Introduction LS1b-1c Guided Practice LS1b,1e Independent Practice LS1e Extension NA LS1a-1f LS1c-f; LS2a LS1a LS1a,1c; LS2a 29 ACES PLC II, ATLAS, January 2015

Post-ACES Lesson Plan Extension Extension: [Not featured in video]  Students answer written comprehension questions.  Have each student write a summary statement about a different, but related image by filling in a graphic organizer with the person, action, place and time.  Students ask/answer questions about their images. 30 ACES PLC II, ATLAS, January 2015

Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up NA Introduction LS1b-1c Guided Practice LS1b,1e Independent Practice LS1e Extension NA LS1a-1f LS1a, 1f LS1c-f; LS2a LS1a LS1a,1c; LS2a 31 ACES PLC II, ATLAS, January 2015

Low-Level ELL ACES PLC II, ATLAS, January Return to your tab and watch the interview with the instructor of a low-level ELL class. Link: =em-upload =em-upload  Observe the system she uses to TIF the lessons for her learners.  What kind of IPT does she use? How does she use it?  What kinds of pre-ACES materials does she use and how does she TIF them?

What works best in my setting? ACES PLC II, ATLAS, January Partner Chat! Consider both the classroom and the low-level ELL contexts. Chat with a partner. 1. Which process would work best in your setting? (Classroom, Low-level ELL, other?) 2. Why did you choose that option? 3. How would you tweak either process to better fit your setting and learners? 4. Is there a way to combine the two processes to get the best of both worlds?

TIF Methods 34 ACES PLC II, ATLAS, January 2015

TIF Methods Definitions  Routines: a sequence of actions regularly followed; a routine process  Norms: standards of acceptable behavior; expectations within a specified context  Learning Task Formats: routine structures for activities and tasks that provide practice of lesson content  Language: vocabulary and language structures that are necessary to effectively address a specified TIF skill  Technology: technology use that mirrors what is necessary in the “target” environment. 35 ACES PLC II, ATLAS, January 2015

Which TIF method is which?  TIF methods can be labeled in more than one way:  Expecting students to assignments is both technology and a norm.  Expecting students to speak courteously is a norm but when you highlight the language structures (e.g. Could/can/may I…), it is also a language method.  The important thing is that all of these methods reinforce TIF skills consistently and authentically regardless of lesson content. 36 ACES PLC II, ATLAS, January 2015 Now it’s your turn to think of some TIF Method examples! Look at p. 24. Jot down 1-2 examples you use/could use. 3 Volunteers! Share out your examples and assessment for skills/subskills. Other participants, feel free to comment.

Outside Task #2: IPT Evaluation ACES PLC II, ATLAS, January What tweaks did you make & why? Share Out! 3 volunteers? Evaluate your instructional planning tool (IPT): How did it work?

How ready are you to take the LS plunge? 38 ACES PLC II, ATLAS, January 2015

TIF-ed Lesson Try It Out 2! Outside Task #4  Develop & implement a TIF-ed lesson.  Make sure to intentionally integrate LS skills.  Evaluate how the lesson went observing evidence of student learning.  Before Mtg 3, share it with your PLC Partner OR add notes to our Google Doc  Be ready to share this lesson at Meeting THREE. 39 ACES PLC II, ATLAS, January 2015

Outside Tasks #5 & #6 Outside Task #5  Implement one TIF Method into your setting  Before Mtg 3, share it with your PLC Partner OR add notes to our Google Doc Outside Task #6  Look at the NS category of the complete TIF (pp ).  Choose 2 sample activities you could use w/ your students (1 technology example!)  Fill out the grid w/ choices & tweaks.  Share w/ PLC partner or on Google doc. 40 ACES PLC II, ATLAS, January 2015

ACES in ACTION Plan! Let’s set a timeline for PLC work… Outside Tasks for Mtg. THREE Mtg. THREE Date: ________ Outside Task #4: TIF-ed Lesson Implementation  Do by: ??? Outside Task #5: TIF Method Implementation  Do by: ??? Outside Task #6: Preview NS Category Fill out grid w/ NS activity choices & tweaks  Do by: ??? 41 ACES PLC II, ATLAS, January 2015

ACES Resource Library 42 ACES PLC II, ATLAS, January 2015

Wrap-up Next Meeting: day, time, place Tasks before we meet again? Come ready to share! Questions? THANK YOU!!! 43 ACES PLC II, ATLAS, January 2015