ESL/DUAL LANGUAGE October 24 th District Level PD

Bell Ringer On the Give One Get One board in front of you, please do the following: Fill in one square with your favorite website or resource that you use in your classroom. When you are done, please take a few minutes to walk around the room filling out the additional squares with resources from your colleagues.

Today’s Objective Today we will: Discuss ELPA assessment and ELP standards Discuss ELDA data Clarify the differences and similarities between ESL and Dual Language Review the components of SIOP objectives and work collaboratively to write language and content objectives for our classrooms

Last year for the ELDA Fall 2014ELP Standards released for use Spring 2015ELPA21 Field Test ELP Standards training in module form TELPA still administered 2016First year of ELPA21 Website for information on ELP Standards and ELPA21— THE FUTURE OF ESL TESTING…

TOP TEN THINGS YOU MAY NOT KNOW ABOUT DUAL LANGUAGE 10 – Not all ESL students are Dual Language students, just as not all Dual Language students are ESL students. The number of students that are both ESL and Dual Language are: North Middle – 75 students Irving – 284 students 9 – There are 6 home languages represented in the Dual Language program. 8 – Dual Language students at the elementary level do not receive pullout services for ESL. 7 – Students in the Dual Language program will maintain their L1 language as well as develop academic language in their L2. (If their home language is English or Spanish.) 6 – All ESL students who are in the Dual Language program take the ELDA each year. 5 – At the elementary level, students are shared between a set of teachers, receiving half of their instruction in English and half of their instruction in Spanish. 4 – At the middle school level students receive content-area instruction in two areas in Spanish. 3 – The mission of the program is to produce bilingual and biliterate students in English and in Spanish. 2 – Native English speakers may only enter the program until the end of the first semester in 1 st grade. 1 – We are only 1 of 3 Dual Language programs in the state of Iowa.

TOP TEN THINGS YOU MAY NOT KNOW ABOUT ENGLISH AS A SECOND LANGUAGE 10 – Currently, there are 54 level 1’s who are newcomers to the country that attend the OC. 9 – OC stands for Orientation Center. 8 – There are three ways that ESL teachers can support their students in our district: push-in, pull- out, self-contained classrooms. 7 – There are 1,990 ESL students in the district currently. 6 – The current exit criteria for ESL students is that they score a 6 on the ELDA two years in a row. 5 – There are 35 elementary ESL teachers. There are 20 secondary ESL teachers. 4 - There are at least 13 home languages represented in our district. 3 - There is no set curriculum for the ESL teachers to follow. 2 - ESL teachers don’t just teach language, they are teaching life skills. 1 – Less than half of all ELL’s are foreign born. The majority are born in the United States.

Take 1-2 minutes to share with table partners any background with SIOP, include any strategies you already know or use to support your ELLs. SIOP

STANDARD CONTENT LANGUAGE what we are aiming to grasp the content we teach the language we use

STANDARD CONTENT LANGUAGE what we are aiming to grasp the content we teach the language we use CCSS… I CAN… I CAN…. MA.5.G.3 Analyze and compare the properties of two-dimensional figures and three-dimensional solids (polyhedra), including the number of edges, faces, vertices, and types of faces classify a polyhedron based on its attributes. label and identify by reading polyhedrons based on their attributes.

Verbs for Content Objectives Analyze Apply Arrange Build a model Demonstrate Design Determine Divide Combine Compute Conclude Construct Convert Create Decide Locate Make Match Order Draw Draw conclusion Find Give examples Hypothesize Identify Select Separate Show Show relationship Illustrate Paint Produce Put in order Rearrange Reconstruct Reorganize Calculate Categorize Choose best response Classify Solve Support Use

Language Skills Associated with Content Lessons Listening Draw a picture Role play Answer questions Listen and retell Follow directions Demonstrate Distinguish between Record Speaking Name Discuss Explain Ask and Answer Questions Summarize Evaluate Clarify Justify Reading Preview and predict Find specific information Read fluently Identify main idea Determine fact vs. opinion Scan Infer Identify vocabulary Writing Create complete sentences Summarize List Compare Explain Write questions and answers Create a poem Diagram

Take 5-7 minutes working with table partners; use sentence strips for fun 1.Think of a standard you are teaching, will teach or have taught 2.Think of the content that will be covered 3.Use the content verb list sheet to create the content objective 4.Use the language verb list sheet to create a language objective 5.Share with partners around you

SIOP STRATEGIES GIST (Generating Interactions b/t Schemata and Text) Together read a section of text on whiteboard or other visual Underline 10 or more words most important Without text, write a summary sentence or two using GIST words Repeat process through the text and write a topic sentence to precede the summary sentence (also works well with video clips)

SIOP STRATEGIES Concept Definition Map One of best strategies for learning content vocab and concepts. Can be complex concepts. Adding drawings also helpful.

SIOP STRATEGIES Expert Stay & Stray Students first work in a small group on an assignment or topic. Say, for example, students are recording the steps for solving a word problem in math on a large poster. Students in the group number off: 1, 2, 3, 4. The teacher calls a number. For example, the teacher may call #4. #4 in the group will take his or her group’s poster and share with another group. #4 stays with his/her new group and the teacher calls another number-#1, for example. #1 in #4’s new group will need to take the poster that #4 just shared with the group, to another group in the room to share. This encourages students to listen carefully in order to be ready to share. If you have newcomers in the room, you may want to pair that student with a more proficient English speaker. The newcomer could point to the steps on the poster as his partner shares with the group verbally.

SIOP STRATEGIES Pretest with a Partner Any subject area. Purpose is to allow ELL’s opportunity at beginning of lesson/concepts/vocab that will be assessed at the conclusion of the lesson/unit. One pretest/pencil to each pair. It should be similar to the posttest. Partners pass the pretest and pencil back and forth (use a timer?). Read question aloud, discuss possible answers, come to a consensus and write an answer Gives students opportunity to activate prior knowledge and share background information. Teacher can circulate to assess what students know.

Today’s Objective Today we will: Discuss ELPA assessment and ELP standards Clarify the differences and similarities between ESL and Dual Language Review the components of SIOP objectives and work collaboratively to write language and content objectives for our classrooms

Ticket out the door On the sticky note at your table, write down one take away from today’s meeting that you can apply in your classroom. Please place your sticky note onto the chart paper objectives. Thank you for your collaboration and attendance today!