1. January 2015 ESL PLT Meetings Ann Talton, ESL Lead Teacher

5. ›WHY and HOW do we differentiate our lessons for our ESL students? ›How does a student’s first language help or interfere with their acquisition of English? Essential Questions

6. ›Review Language Transfer charts and discuss how these issues affect LEP students’ acquisition of English. ›Discuss the use of TRC Question Stems with students. ›Share resources for lesson planning in large groups. ›Share interactive strategies for building Oral Language in large and small groups. Language Objectives Elementary Participants will:

7. ›Investigate programs offered by the Hispanic League. ›Review Language Transfer charts and discuss how these issues affect LEP students’ acquisition of English. ›Discuss the use of Question Stems with students. ›Share resources for lesson planning in large groups. ›Share interactive strategies for building Oral Language in large and small groups. Language Objectives Middle and High School Participants will:

8. ›Mari Jo Turner ›Jessica Sedo’ Hispanic League

9. ›http://www.azed.gov/special-education/files/2013/07/scarborough-reading-rope.pdfSecond level Scarborough’s Reading Rope Model Foundations of Reading, Robyn Varga and Doria Sullivan

10. 5 Components of Reading Instruction: ›Phonemic Awareness---the understanding that spoken words may be broken into smaller parts such as syllables and individual sounds ›Phonics---an approach to reading instruction that emphasizes the matching between individual sounds and their spellings ›Vocabulary---learning new words with their meanings and how they are used in sentences, as well as strategies for building vocabulary ›Fluency---reading connected text with speed, ease, and understanding ›Reading Comprehension---constructing meaning from the text and integrating it with background knowledge and experience ›PLUS for LEP STUDENTS: ›First Language Literacy ›Oral Proficiency Ref: What’s Different About Teaching Reading to Students Learning English?

11. Instruction Assessment Assignment ›Grade Level Content ›Differentiation –At the Student’s Proficiency Level ›Instruction ›Assignment ›Assessment ›Effort ›Progress WSFCS Grading and Retention Policies Proficiency Level

12. Avenues Teachers’ Manuals Pages: S 20 –S35 Language Transfer Issues What are the implications for our LEP students?

13. Primary Grade Level Sight Words Reading 3D TRC Question Stems in English: http://schools.cms.k12.nc.us/ballantyneES/Documents/Literacy/TRC%20Com mon%20Core%20Question%20Stem.pdf Reading 3D TRC Question Stems in Spanish: http://www.bds.henderson.k12.nc.us/Teachers/iwells- web/TRC%20Common%20Core%20Question%20Stems%20in%20Spanish.pdf DPI Elementary ELA Wiki: http://elaccss.ncdpi.wikispaces.net/Elementary+School+Resources Elementary

14. DPI Middle School ELA Wiki: http://elaccss.ncdpi.wikispaces.net/Middle+School+Resources http://elaccss.ncdpi.wikispaces.net/Middle+School+Resources DPI High School ELA WIKI: http://elaccss.ncdpi.wikispaces.net/High+School+Resources Middle and High

15. ›Instruction ›Assignment ›Assessment ElementaryMiddle/High Veronica Blanco & Hannah Carmen Planbook Hafida Boutkhili Cause & Effect Interactive Cards Oscar Cielos Statonwww.cieloskid.com Criseida Blancas & Yamile McBride Planbook Stefani Sprinkle Jeopardy & Daily Best Differentiated Lessons---Large Group Share

16. Building Oral Language Interactive Strategies---Small Group Share

17. Survey on Differentiated Support and Professional Development for ESL Teachers Professional Development Calendar for ESL

18. Please help with clean up! That’s All, Folks! Stay Warm and Safe, ESL Friends!