1. Newcomers in your school
Stephanie Cobin and Julie Lucas
Department of English Learners/World Languages

2. Working Agreements
Ask Questions and Construct Answers Engage Fully and Embrace Discomfort Integrate and Construct New Information Open Your Mind to Diverse Views and Value Others’ Strengths Utilize What You Learn, Share it, and Feed it Back

3. Introductions and Connections

4. Goals: Participants will:
Determine who our Newcomers are
Discuss welcoming practices for Newcomers
Identify your own cultural perspectives
Analyze the WIDA Framework and how if fits in to daily instructional practices

5. FOUr Strands that will Run Through this Training
WIDA
Welcoming Environments
Programs and Planning for Newcomers
Instruction and Resources

6. Determine Who Newcomers Are
Goal #1
A welcoming school culture, classroom experiences, help newcomers find ways to express themselves and be engaged. View diversity as additive to your classroom
Determine Who Newcomers Are

7. Walk About Newcomers in your classroom
Take a colored pen
Visit the six different charts in the room
Write at least 2 comments on each chart
#1: Who are my newcomers?
#2: What type of assessments are we using for newcomers?
#3: How are we involving newcomers in the classroom?
#4: What is my classroom experience with newcomers?
#5: How do our newcomers get practice speaking?
#6: What scaffolds and supports do we use?
Pre assessment

8. Walk About - continued Number off by 6’s Go to that chart
Discuss with your group what
you noticed about the comments.
Select a spokesperson to
share out what you noticed.

9. IDENTIFYING newcomers
The Home Language Survey
Immigrant Status Report
Newcomer’s Manual for Elementary ELs
Insert graph from Megan
How long are students considered newcomers? How do we place them in a classroom?

10. Language Screenings and assessments
W-APT/ WIDA Screener
WIDA Rubrics
SOPA
QSI
READING LEVEL (DRA, IRI, ETC.)
Elementary Newcomer students in WCSD are mainstreamed to help students acquire English and guide their acculturation. Newcomer’s Centers are not available until Middle School.
What other assessments do you use and why?

11. the diversity of newcomers
Culturally and linguistically diverse
Special Populations such as
Unaccompanied minors
Students with limited and interrupted formal education (SLIFE)
Refugees
See article in Manual

12. Welcoming practices for newcomers
Goal #2
A welcoming school culture, classroom experiences, help newcomers find ways to express themselves and be engaged. View diversity as additive to your classroom
Welcoming practices for newcomers

13. Snowball When you hear the signal
Write one way to create a welcoming atmosphere for a newcomer on your ½ sheet of paper
Without talking, create a circle with all your colleagues in the room
When you hear the signal, make a snowball with your paper and throw it in the middle of the circle
Step back into the circle
When you hear the signal again, pick a snowball
Be prepared to share

14. Teacher’s of Newcomers
Now what
Teacher’s of Newcomers
Read through the Tip Page.
Star at least 5 you think are most important to implement and think about why.
Be ready to share in 5 minutes.
Classroom Book
Goldenrod strategy sheet

15. What your EL Teacher and the EL department will do for you
Manual
Walk through and visit forms
Continued support

16. Identify your own cultural perspectives, assumptions, and biases
Goal #3
Identify your own cultural perspectives, assumptions, and biases

17. Intercultural development
May not have time for the activity – Just take a look at intercultural development
Align some scenarios with different aspects.

18. Step in – step out
Identifying how our own perspectives influence our interactions
What are some things that define who I am?
Get up from your seat and
silently make a circle on
the floor.
List of Questions: One or both of my parents spoke a second language other than english.
I am the first person in my family to graduate from college.
Boys and Girls were not treated the same in my family.
What was comfortable?
What wasn’t?
What were the misunderstandings?
See the similarities where there were perceived differences

19. Goal #4
WIDA Framework

20. Nevada ELD Standards Discuss at your table:
How many ELD standards are there?
What are they?
Discuss at your table:
What do they have in common?
Why only 5 standards?
How do they work?
Each standard has to be put into content, context, and age appropriate – only then does it make sense.
THEY ARE NOT HEIRARCHICAL!

21. Domains of Language Domain Description Listening Speaking Reading
process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking
engage in oral communication in a variety of situations for a variety of purposes and audiences
Reading
process, interpret, evaluate written language and symbols, and text with understanding and fluency
Writing
engage in written communication in a variety of forms for a variety of purposes and audiences
Receptive
How we process and acquire information.
Not “observable”
Productive
How we express or communicate information.
Easier to assess.
What do you notice in these descriptions?
What do the different colors indicate?

22. Levels of Language Proficiency

23. Domains of Language – ACCESS Scores

24. Features of Academic Language

25. Performance Definitions

26. WIDA Can Do Descriptors
These are only a sampling of the skills student can do at each level, not a comprehensive list.

27. Scaffolds & Supports
for English Learners

28. Here’s Where the Rubber Meets the Road…
What would you do with a newcomer?
During the reading of the article?
During the discussion of the article?
As a comprehension activity?
What would be an appropriate language focus?

29. Goals: Participants will:
Determine who our Newcomers are
Discuss welcoming practices for Newcomers
Identify your own cultural perspectives
Analyze the WIDA Framework and how if fits in to daily instructional practices

30. How do they count?
“Diversity is sometimes about counting bodies but inclusion is about making sure every body counts.” ~John Krownapple How will you make sure your newcomers count?

31. Square, Triangle Circle Chart
Closing Activity
Square, Triangle Circle Chart
1 main idea your are squared away as it relates to having newcomers in your classroom
3 points (triangle) you need to remember in working with newcomers
1 question that is still circling in your head about working with newcomers