1. Aspire: Professional Development for Bilingual and ELL Paraprofessionals David Irwin Language Development Opportunities LLCJune 15, 2016

2. Goals Learn three principles for improving learning Learn the webbing method Learn and practice the Five Steps to Reading Comprehension Learn and practice writing skills and organizers

3. Three Principles Increase thinking and study skills Webbing (background knowledge) Vocabulary Increase comprehensibility Visual, hands-on Graphic organizers Increase interaction Academic conversation

4. Webbing – Before the lesson Lesson preview Checking background knowledge Brainstorming Checking in on the kids’ language use Vocabulary Discourse Add pictures when you can Kids do the grouping/categorizing – let them talk

5. Webbing – After the lesson Add new learning: more words and/or categories Correct errors Write a short summary of the lesson Kids can draw pics to assist them

6. Five Steps to Reading Comprehension Preview Predict Read Check Summarize

7. Preview Vocabulary Skim & scan Ask questions

8. Predict Based on evidence so far, what do we think will happen?

9. Read In chunks Variety of group styles Teacher read Choral Partner read volunteers

10. Check What predictions were true? Which ones were not?

11. Summarize What were the main points? (partners discuss) What is the main idea? Let’s try it: The Wreck of the Zephyr

12. Wreck of the Zephyr: Preview Vocabulary ominous boom Treacherous reef Skim & scan Ask questions

13. Read In chunks Variety of group styles Teacher read Choral Partner read volunteers

14. What do you think happened to the boat? How did it get up on the hill?

15. What can you say about this boy so far?

16. Check What predictions were true? Which ones were not?

17. What do you think is happening & why?

18. Check What predictions were true? Which ones were not?

19. Why did the boy want to sail into the sky even after the sailor told him not to?

20. Check What predictions were true? Which ones were not?

21. Why did the Zephyr fall? Think about what happened and what the boy is thinking in these two pictures.

22. Check What predictions were true? Which ones were not? Do you think the old man's story is true? Why? Do you have any ideas about who the old man is? What in the book makes you think that?

23. What are the big parts (elements) of this plot? What is one sentence you can say about the main idea of this book? In the First Draft section, write an introduction for an essay about this book. Use a hook if you can.

24. Summarize What were the main points? (partners discuss) What is the main idea? I think the main idea is ……. because ……… and …………

25. Plan it! In groups of 3: With your materials, plan a Five Steps lesson for a story Preview Which words How to skim & scan Predict How to record Read What methods & strategies Check How to record Summarize How to record Share ideas with the big group

26. Organizers Use graphic organizers to help kids cement the learning Different ones for different purposes

27. Preview KWL Chart

28. Predict Prediction Log

29. Read Sunshine Outline Timeline Story Map

30. Check Prediction Log

31. Summarize Sunshine Outline Timeline Story Map KWL Chart Reading Log

32. Draw what you see Tell you shoulder partner what you saw in your mind Ask questions Ask a question you have. Switch when ready.

33. Draw what you see Tell you shoulder partner what you saw in your mind Ask questions Can you elaborate on…? Can you tell me more about…? Can you clarify the part about …? Can you be more specific? Ask a question you have. Switch when ready.

34. Mango Street Poster The teacher wants the class to read “A Rice Sandwich”. She tells you to take your group of ELLs to a table and help them read it. How would you modify your expectations for the different language levels of your kids? Ideas: vocabulary, webbing, organizers, amount of oral language they should use Write your ideas on cards, add to your poster

35. Generate, Sort, Synthesize Sit by grade level Each person generate 3-4 ideas from this course you are using (1 idea per card) Read your ideas to your teammates, round robin Sort your cards into clusters – what are the big ideas Label the clusters and write a topic sentence (synthesize) Mount on poster paper

36. Leaf & Root Questions  “Leaf” questions are “above ground”, literal comprehension knowledge level Answer is in the text  “Root” questions are “buried”, higher order thinking questions Information leading to the answer is in the text, but not the exact answer

37. Depth of Knowledge (DOK) Scale

38. Costa’s Three Story House Level 3: Apply information Evaluate, judge, generalize, predict, hypothesize, imagine, speculate, forecast Level 2: Process information Compare, contrast, sort, infer, analyze, classify, explain Level 1: Gather information Complete, identify, recite, define, list, select, describe, observe

40. What to say instead of “I don’t know”  Could I please have some more information?  Could you please repeat the question?  Could I speak with my partner?  Where can I find the answer?  Will you please rephrase that?  Can I have some more time to think?

41. Activities for Turning Up the Volume – Quiz Quiz Trade DescriptionTeaching Tips for ELL Students write questions related to the content on cards. Must know the answer. Level 1 students may write questions in L1. Students mill around the room to music. When the music stops, they form a pair and ask each other their question. Level 1 students partner with students who speak their own language. Level 2 may partner in L1 for their first pairing. If the answerer knows the answer, they say it. If not, the questioner explains the answer. Student trade cards. Music begins, students mill and find new partners.

42. Send a Question  Each person in the group write a different level of Bloom’s questions from Oversmart on a card.  Be prepared to “publish” your question  Quiz Quiz Trade  Conga Line  Inside Outside Circle  Round Table (must have multiple answers)  Post on wall by category

43. Give One Get One Students write three questions From a variety of levels, costa, DOK, etc On three cards or on a t-chart Student mill around asking each question get an answer Write down the partner’s question OR trade cards, write the answer on the card

44. Expository Writing --- give the information Expository: telling about something real 8 Sentence Paragraph APE: Answer/Prove/Extend or Explain

45. 8 Sentence Paragraph TS – topic sentence CD 1 – concrete detail CM 1.1 – commentary CM 1.2 – commentary CD 2 – concrete detail CM 2.1 – commentary CM 2.2 – commentary CS – concluding sentence

46. 8 Sentence Paragraph TS: Geraldo’s skills as a tuba player are legendary. CD1: When he was in the OHS Marching Band, he played louder and longer than anyone could ever remember. CM1.1: At one game, I could hear the tuba rising above all the other instruments, and I was up in the cheap seats. CM 1.2: On top of that, he told me he had already practiced for 2 hours earlier that day. CD2: He also had expert technique. CM2.1: He held the tuba around his shoulders so that he could move with the weight and never get tired. CM2.2: Plus, he had rubber lips – he could make that tuba sing like a rock star. CS: Geraldo was king of the tuba for all four years at OHS and nobody has touched him since.

47. APE: Answer/Prove/Extend or Explain Good for Math 3x + 2 = 11. Solve for x. Answer: Proof: Explain:

48. Persuasive – make them believe! OREO: Opinion/Reason/Evidence/Opinion

49. Narrative – tell a story First/Next/Then/Finally Narrative Writing Worksheet