1. Professional Learning Day
ELLs in Elementary October 2017
So to begin, what are your five words?
3x5 card - keep it to hand today -let them guide you!

2. Where are you in this picture?
Working with ELLs...
Where are you in this picture?

3. The Bilingual Progressions:
What they can actually DO for you and your students...

7. Differentiating Linguistic Scaffolds
Entering students focus on key words in text
Emerging students focus on key phrases and short sentences
Transitioning students will need less explicit teaching of language and can replicate models
Expanding students can be supported with tools such as glossaries
Commanding students can be expected to work more independently
*All students will be working within the same content area, but the teacher creates different supports for the students to access the content and the academic language that is integral to the content area.
Use Alligator sample

8. Formative Assessments by Level
Knowing what students should be able to do at each level creates benchmarks against which to measure progress.
*If, for example, a student should be able to integrate information from the text into a graphic organizer with the support of only a word bank, a formative assessment can include that scaffold and the teacher can recognize if the student needs more support, or if the student is ready to move to the next level.

9. Developing Language Objectives
Linguistic demands in Progressions facilitate planning integrated language goals
Common Core Anchor Standard (W.1): Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Students will (content verb phrase) using (language target).
Students will write arguments to support claims using valid reasoning and relevant and sufficient evidence.
Students will use (language target) to (content verb phrase).
Students will use valid reasoning and relevant and sufficient evidence to write arguments to support claims
Look at the models as you circulate and notice the spcific language objectives!

11. Quick Scaffold Guide

12. In pairs or trios, we will circulate through three scenarios...
Use the Progressions and your SIOP Cheat Sheet to offer scaffolds and options for the three teaching scenarios
Let’s Practice!
In pairs or trios, we will circulate through three scenarios...

13. As time permits, begin to create scaffolds for different levels using the Planning Tool provided - to be continued as you work this afternoon with your learning partners!
NOW IT IS YOUR TURN
Use the Progressions and your SIOP Cheat Sheet to create or identify Language Objectives for the lesson work you brought today

14. Thank you! For additional support contact:
RB-ERN
Trini Hernandez - Director
Jessa Waterhouse - Resource Specialist
Sandy Strock - Resource Specialist

15. Lesson Comparison
Let’s take a few minutes and look at a few sample lessons…
If time - use SIOP book plans to review and compare.

17. Supplemental Materials

18. Round 1 Group Watch-fors:
Things teacher says
Things teacher does
Room setup - preplanned
Things students do
First time through - we are looking for things that are or could be helpful to English Learners
Group - discuss - share out - I

19. Round 2 Group Watch-fors:
Things teacher does/could do
Modalities
Levels
Things students do / could do
This time, we are specifically looking for opportunites to and or evidence of student differentiation by levels
In other words, where do you see access points for students at t

20. Differentiating Graphic Organizers
Entering Level
Key Words for Cause & Effect:
Students sort pre-taught indicator terms into Cause & Effect T-chart
Cause Effect
Before After
First Last
When Then
If Then
Pre- Post-
Expanding Level
Graphic Organizer for Cause & Effect:
Students write events from class-generated list into cause or effect side of a T-chart
Cause Effect
drought mass emigration
immigration surge cultural shifts

21. TPR

22. Frames & Starters K- Gr. 6- I like to _________. I can __________.
One important idea in the (text type) is that …
In line(s) ____ it says ....
This shows...
Somebody wanted ….but...so...

23. Rubrics

24. Comparison Matrix