1. 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

2. 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.

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

4. 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?

5. 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

6. 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.”

7. 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

8. 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

9. Page 1
Opening Activities
Standards Based Direct/Explicit Instruction

10. Differentiated Instruction
Four 20 minute Stations
1 rotation daily

11. Continue DI
Wrap Up

12. 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?

13. 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

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

16. 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

17. Achieve 3000

18. 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

19. 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

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

21. 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

22. 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.

23. 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. 

24. 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

25. 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?

26. Intensive Reading for English Language Learners
Amber Green, ELL School Specialist
Juan Dillon, ESOL Program Specialist
Teaching and Learning Department

27. Please complete our course evaluation. Thank you for joining us today!