Professional Development Day 2015 Teacher Assistant Professional Development Day Working with English Language Learners in an Intensive Reading Classroom Amber Green ELL School Specialist October 26th, 2015

Lake County Schools Vision Statement We Believe: Mission Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.  Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. We Believe: Education is the foundation for everyone’s future. Education is a lifelong process. All students can learn. Students should be civic-minded and embrace future roles in the community. Parents/guardians, community, and schools are partners in a student’s education. Providing a safe, resource-filled learning environment is essential. Students will graduate prepared for work and postsecondary education.

Please make sure to highlight the section or components that you will be featuring in your presentation.

TA Professional Development Day Bell Ringer: “Penny for Your Thoughts.” . Learning Goal: ELL/ESOL teaching Assistants will learn how to become an integral part of the IR for ELL classroom through the use of specific strategies, following a scheduled rotation in the classroom and using technology to facilitate English Language Acquisition for ELL Students. Vocabulary: Scope and Sequence  Thinking Maps ELL, ESOL., IR  Classroom Groupings Rosetta Stone, Achieve 3000 Hi-LO Readers, Motivos  I Do Identify structures and resources available to support ELLs in the IR classroom We Do Explore and utilize structures and resources to support classroom application You Do Utilize structures and resources to prepare for ELLs Agenda Standards: Domain 2 : Element 47: Planning/Preparing for Special Student Needs. Teacher provides for the needs of ELLs by identifying the adaptations that must be made within a lesson or unit. October 26, 2015 Objective: Participants will: Be able to identify appropriate strategies to implement with ELL students in the Intensive Reading classroom. Become familiar with the IR for ELLs classroom rotation schedule as an integral part of the rotation for ELLs needing support Summarizing Activity NEXT STEPS: Differentiated Instruction For all ELL’s in the Intensive Reading Classroom Essential Question: How do we lead from within, lead through others, and lead within the organization?

Even with help, no understanding or skill demonstrated. Learning Goal: : ELL/ESOL teaching Assistants will learn how to become an integral part of the IR for ELL classroom through the use of specific strategies, following a scheduled rotation in the classroom and using technology to facilitate English Language Acquisition for ELL Students. Score 4.0 In addition to level 3.0, in-depth inferences and applications that go beyond what was taught. Learners will be able to utilize various highly effective strategies, resources, programs, & technology to promote academic growth among English language learners.   3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 The participant, without major errors or omissions, will understand and/or be able to: Identify and utilize instructional strategies and technology to support ELLs in the classroom Support teachers in facilitation of rotations 2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can: Identify ELL Instructional Strategies Understand Rotations Utilize Technology 1.5 Partial knowledge of the score 1.0 content, but major errors or omissions regarding score 2.0 content 1.0 0.5 With help, a partial understanding of the score 0 content, but not the score of 1.0 content Score 0  Even with help, no understanding or skill demonstrated.  Pre-Assessment Juan

21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Which 21st Century Skills will be addressed through your presentation? Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.” Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.” Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.” Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.” Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.” Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.” Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”

Community Builder “A Penny for Your Thoughts” Take a penny from the center of the table. While holding the penny, answer the following questions: How long you have worked as a TA and what have been your experiences? How would you describe your current role as a TA? Pass the penny to the person sitting next to you once you’ve answered the question

Overview and Introduction of Intensive Reading for English Language Learners 2013 Graduation Rates Advantages over traditional placement methods Focus of specific English Language Needs for ELL students in: Reading, Writing, Speaking and Listening Utilization of Programs already in place Protocol aligns to the current ELA Recursive Standards and Blueprints for grades 6-12

Page 1 Opening Activities Standards Based Direct/Explicit Instruction

Differentiated Instruction Four 20 minute Stations 1 rotation daily

Continue DI Wrap Up

How will you be an integral part of the Structured ELL IR Protocol? Pause & Reflect How will you be an integral part of the Structured ELL IR Protocol?

Classroom Grouping Tool Five different groups ELL students are grouped according to English Language Proficiency (As determined by IPT or CELLA) Group 1A NES, Levels A & B or LES Level C Group 1B NES, Level A or B, LES Level C completed Rosetta Stone Level 1 Group 2 LES Level D, 0-16% score on RW from IPT Group 3 LES Level D, 17-32% score on RW from IPT or CELLA scores of HI or P in RW portion Group 4 Extension (4+ years LY) and CELLA scores in the HI or P in RW portion

Pause & Reflect How will the Classroom Grouping Tool help you to support ELLs in your classroom?

Intensive Reading ELL Rosetta Stone In the past, Rosetta Stone has been used as a way to introduce ELL students to English through a computer based program, with little actual instructor interaction. Now, it will be used in a more traditional means, as a part of the IR class rotation, whereas the student will have Learner Progress Forms for tracking purposes, the teacher will have access to additional lesson materials and resources to address weakness or enrich strengths, and will be able to take a more hands on approach with the student during the English Language learning process. Discuss new RS Foundations What are the differences between what we have now and what we will be using Insert sample of Student Profile and log sheets Insert sample of Rosetta Stone Folder How to set up a folder How a completed folder should appear

Achieve 3000

Achieve 3000 (A3K) Achieve 3000 supports reading and writing proficiency and is utilized in secondary reading classes district-wide. Now, we will provide Learner Progress Forms to increase student accountability and ongoing progress monitoring. Overview of A3K program How to best utilize it with ELL students Insert sample of Student Profiles Set up a Student Folder Show example of completed Student Folder

Progress Monitoring and Learner Progress Forms Rosetta Stone Learner Progress Form Achieve 3000 Learner Progress Form Achieve 3000 Thought Question Rubric Student Stations Learner Progress Form

Pause & Reflect How will you assist the ELLs with Progress Monitoring and Learner Progress Forms?

Houghton Mifflin Harcourt Close Reader An interactive component organized in six collections parallel to the Student Edition and relates topically to Student Edition anchor texts. Selections contain scaffolding that helps students practice and apply close reading protocols. Text is “chunked,” supporting close analysis. Each text contains directions for reading and rereading, marking or annotating the text, and citing specific textual evidence to support inferences and conclusions. Each selection concludes with a Short Response writing opportunity to help students consolidate, synthesize, and demonstrate the appropriate use of textual evidence. Standards-Based Direct/Explicit Instruction

Motivos Bilingual Magazine What makes Motivos unique? The bilingual format and socially and culturally relevant content make Motivos unique. Motivos showcases student voices, and provides students with a medium to connect with other ELL students through their writing. Who reads Motivos? Predominantly teens and young adults. Motivos provides a high interest, lower level of readability for ELLs that engages their interests. Students in the Intensive Reading courses will use the magazine as a supplement to support their language learning.

HI-LO Leveled Readers Hi-Lo is a term used to describe high-interest, low-readability books. Saddleback’s solutions incorporate mature, complex themes (high-interest) at lower reading levels (low readability). This combination engages readers by giving them content they WANT to read while setting them up for success. 

Using the iPad in the IR for ELL Classroom Rosetta Stone Achieve 3000 Show Me APP iTranslate App Show Me – Used as a whiteboard iTranslate – Translates words to several languages Quick Voice – Practice pronunciation Safari Montage - Quick Voice App Safari Montage

TA Professional Development Day Bell Ringer: “Penny for Your Thoughts.” . Learning Goal: ELL/ESOL teaching Assistants will learn how to become an integral part of the IR for ELL classroom through the use of specific strategies, following a scheduled rotation in the classroom and using technology to facilitate English Language Acquisition for ELL Students. Vocabulary: Scope and Sequence  Thinking Maps ELL, ESOL., IR  Classroom Groupings Rosetta Stone, Achieve 3000 Hi-LO Readers, Motivos  I Do Identify structures and resources available to support ELLs in the IR classroom We Do Explore and utilize structures and resources to support classroom application You Do Utilize structures and resources to prepare for ELLs Agenda Standards: Domain 2 : Element 47: Planning/Preparing for Special Student Needs. Teacher provides for the needs of ELLs by identifying the adaptations that must be made within a lesson or unit. October 26, 2015 Objective: Participants will: Be able to identify appropriate strategies to implement with ELL students in the Intensive Reading classroom. Become familiar with the IR for ELLs classroom rotation schedule as an integral part of the rotation for ELLs needing support Summarizing Activity NEXT STEPS: Differentiated Instruction For all ELL’s in the Intensive Reading Classroom Essential Question: How do we lead from within, lead through others, and lead within the organization?

Intensive Reading for English Language Learners Amber Green, ELL School Specialist 352-253-6883 Juan Dillon, ESOL Program Specialist 352-253-6882 Teaching and Learning Department

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