 Fill out completely  Turn in to Dr. Vásquez.  Make sure your school name is filled in.  If you wish some individual help, write your name in the blank. Thanks! Please fill out questionnaire. (5)

 Setting up the ELL supportive classroom  Setting up your classroom for Accountable Talk  Spanish/English Cognates  The role of word walls for ELLs Objectives for today: ( 5)

How can you tell that your classroom supports English Language Learners? Write down 3 things that show this. Share out in your groups. Welcome to my classroom! (10)

 Who are the ELLs? Do you know their names?  Are they seated in the center of the class?  What levels are each?  If unknown, speak to them and get an idea what level they might be until CELDT results are in.  Once you have this information, time to organize! What do you need to know about your students? (5)

Cooperative Group Set-up (5) Why we need them in specific places:

English Language Learner 1-2 Trained, responsible, Peer Tutor who is bilingual: IFEP, RFEP, ELL4 or ELL5 DIADS

TRIADS ELL1-2Peer Tutor: bilingual, IFEP, orRFEP, ELL4-5 Peer Tutor: ELL3-5, IFEP, RFEP

English Language Learner 1-2 Trained, responsible, Peer Tutor who is bilingual: IFEP, RFEP, ELL4 or ELL5 ELLs 4-5, IFEP, RFEP, EO EOs, RFEPs, IFEPs, ELLs 3-5 NO MORE THAN 4 IN A GROUP!

 Accountable Talk: Getting Ready  (10)

 Accountable Talk is the way each student is held accountable to the learning community for his/her participation in group discussion.  Each student is prepared to give his/her personal opinions and uses the specific new vocabulary being taught by the teacher. Accountable Talk Review

 Each student gets a copy of the stems.  Each student listens to other students, agrees, disagrees, states why or why not, etc.  Teacher teaches response stems to facilitate conversation. Adding Response Stems:

 I think/believe that…  In my opinion…  Based on my experience… Expressing an opinion:

 I predict/imagine that…  Based on…, I infer that…  I hypothesize that… Predicting:

 What do you mean?  Will you explain that again?  I have a question about that. Asking for Clarification:

 So you are saying that…  In other words, you think…  What I hear you saying is… Paraphrasing:

 What do you think?  We haven’t heard from you yet.  Do you agree?  What answer did you get? Soliciting a response:

 _____indicated that…  _____pointed out to me that…  _____emphasized that...  _____concluded that… Reporting a Partner’s Idea:

 We decided/agreed that…  We concluded that…  Our group sees it differently…  We had a different approach… Reporting a group’s idea:

 I don’t agree with you because…  I got a different answer than you…  I see it another way… Disagreeing:

 The key is to give each student an identifier (e.g., playing cards taped to desks) that the teacher can randomly call on ensuring engagement and attention to the task.  Use a system where each group has identifiers pasted to the corners of the table to be used by all periods. Accountable Talk in Action

 Each participant is responsible to the entire learning community by listening and being able to repeat the ideas of others.  Teacher calls on individuals and/or the reporters to give their opinions or report for the whole group. How Accountable Talk Works:

 Recorder  Reporter  Time Keeper  Materials distributor Assign Individual Group Responsibilities:

Devise a lesson where all students are preparing to respond to a Depth of Knowledge question based on an activity you have designed for your content area. Allow 5-7 minutes for students to discuss and take notes on the discussion: possible answers and opinions to the questions. READY FOR ACCOUNTABLE TALK!

 Each group reports their opinions and own findings.  Anyone in the other groups are allowed to disagree, or agree to what the group says, and ask for clarification. Group Reports

 Take a few minutes to summarize the findings and ideas that the groups have come up with.  Post them on chart paper. Summarizing:

 Don’t be afraid to use the Spanish cognate!  Students will appreciate that you respect their native language.  They will get the idea right away! Let’s look at Spanish/English Cognates (5)

 Review the list with me and repeat. Spanish/English Cognates:

Word Wall: Definition A word wall is a display area in the classroom devoted strictly to high- frequency vocabulary that will be used or is being used during the course of a particular unit of study.

Lots, and Lots and lots of words!  Students must learn thousands of words each year in their content areas.  They are required to complete complex tasks.  Word Walls are a highly effective strategy.  Word Walls engage students in key vocabulary.

What do they do? provide an approach to meaningful teaching of vocabulary with an emphasis on student engagement and higher level thinking skills;  build vocabulary, thereby improving reading comprehension and writing style;  reinforce understanding of subject- specific terminology with a focus on students internalizing key concepts;

Word Walls,  Help students improve spelling and awareness of spelling patterns;  Provide visual cues for students;  Encourage increased student independence when reading and writing.

 Teacher chooses/teaches vocabulary  Students write their own descriptions.  Teacher assists with graphic organizers,  Pictures  Combination of pictures and words (bilingual). Word Wall Progression

What should they look like?  Mount the words on construction paper or card stock and laminate them.  Color code the words the upper left corners. Color coding can be used in numerous ways, e.g., same colors can be used to highlight homonyms, synonyms, parts of speech, frequently misspelled words, or categories.

 Form content area-alike groups.  Choose 5-7 cognates.  Try to choose ones that may relate to a certain unit in science, math, social studies, or ELA.  Design a Word Wall using the materials provided. Activity:

 Use stock paper.  Use thick BLACK markers so that the words can be seen from all areas of the room. (nice printing)  Use your imagination.  You have 15 minutes to complete your word wall.  Here are some samples: Norms:

Statistics

Geometry

Social Studies

Number Sense

More Geometry

Where to put?  Use a wall area visible to all students, especially ELLs.  Put words in alphabetical order.  Use tacks or velcro so that students can remove or mount easily.

 Look at the materials.  Come up with an idea!  Get to work!  We’re going to make a content-specific word walls. Activity:

Lastly,  Word Walls should be used continuously throughout the year.  During each unit is best.  Save the words to remind students at the end of the year for state testing.

 Please take a few minutes to fill out the evaluation form. Put in some details! (7)

 Director of English Language Learners  Telephone: (213) , Ext., 1014  Fax: (213)  Personal Cell: (818)  Nick A. Vásquez, Ed.D.