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Spreading the Word:
Developing Networks
“Interdependence is a higher value than independence.”
Stephen R. Covey
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Hello!
Welcome to our ALL-PDA Cohort II (Secondary) Face-to-Face ForumI look forward to
spending a productive two days with you…
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Content Objectives Learn about the elements of districts that are
successful with educating their ELLs Identify challenges that your teams have faced in
implementing your Action Plans Incorporate the use of technology into your
Action Plans Review the elements of a Book Study and
practice working in groups Explore ways that you can extend language
development opportunities beyond the school day
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Language Objectives Contribute actively to your team’s
assigned tasks Report orally on highlights of your
implementation efforts Listen attentively when others are
speaking Discuss your Action Plans in small groups
and make changes as needed
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What’s in a Name?1. Write your full name2. Who gave you your name?3. Why was this name chosen?4. If you could change your name, what
would it be?5. The Native Americans often have names
that describe someone in natural terms, e.g. Thunder Cloud, Dances with Wolves.
If you could choose a Native American name for yourself—what would it be?
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What Information on ELLs are You Sharing with Teachers?
A) WIDA information? / Other information?
B) How are you helping teachers to interpret and use the information to inform their instruction?
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Findings from an October 2009 Study
___________________________Succeeding with English Language
Learners: Lessons Learned from the Great City Schools
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Promising Practices1) Comprehensive planning and
adoption of language development strategies for ELLs
Focus on a district-wide instructional improvement strategy—often with a particular emphasis on improving reading and literacy for all students. These improvement strategies included specific efforts to systematically build schools’ capacity to instruct and support ELLs.
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Promising Practices2) Extensive and continuous support
for implementation The implementation of reforms in
improving districts was clearly mapped out and approached as a long-term commitment of time and resources. For example, in NYC, an ELL Toolkit was disseminated with guidance on the kinds of instruction and services that needed to be offered to ELLs.
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Promising Practices3) A culture of collaboration and shared
accountability
At the school level, teachers in successful districts were directed, trained, encouraged, and sometimes required to work with their colleagues to improve ELL instruction across the curriculum.
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Promising Practices4) Strategic school staffing
Across case study districts, school staffing changes ran the gamut from the creation of new positions and whole networks of support staff to systematic re-organization or re-allocation of teachers and staff.
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Promising Practices5) High quality and relevant professional
developmentCharacteristics of high quality PD: Founded on the best research available in the
fields of literacy and ELLs; Sustained and long-term; Went beyond merely transmitting information
and involved hands-on, site-based strategies such as lesson or technique modeling, coaching, and providing feedback based on close monitoring of practice.
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Promising Practices5) High quality and relevant professional
developmentCharacteristics of high quality PD: Available to teachers of every subject to help
build the skills necessary to support ELLs across the curriculum;
Targeted not only teachers, but also principals and other school leaders;
Featured training in the use of student data to diagnose needs and tailor instruction.
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Promising Practices6) The use of student data
Districts and schools took steps to give teachers and school leaders access to accurate, timely student measures that could be used to help them diagnose and respond to individual student needs.
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Send-a-Problem ActivityNow that you have heard about “Best
Practices” – What are some challenges/problems your team still faces while striving to implement your Action Plans?
1. Write a brief summary of your challenge and devise a related question.
2. Put your team’s name on the card and “send” your problem to another team.
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Send-a-Problem Activity3. The team that receives the problem
answers the question to the best of their ability.
4. Send a messenger to the team that sent your team the problem to summarize and/or clarify key aspects of your response.
5. Each team should select a spokesperson to summarize their challenge and the response.
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Making the Case… Graciela
Time in Schools in Puerto Rico: 4 years (instruction primarily in Spanish with some 90-minute English classes)
Is Student Literate in Native Language? YES NO SOMEWHAT ESL/Other Supplemental Services (describe
service type and frequency): Student is pulled out two times/week for
one hour.
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Making the Case… Graciela Student’s WIDA English Proficiency Levels: (1 – Entering, 2 – Beginning, 3 – Developing, 4 – Expanding, 5
– Bridging) LISTENING (1 2 3 4 5) SPEAKING (1 2 3 4 5) READING (1 2 3 4 5) WRITING (1 2 3 4 5) Student’s Strongest Language Abilities: LISTENING (4.0) SPEAKING (3.0) READING (3.6) WRITING (2.6) Rate Student’s BICS (everyday English) and CALP
(academic English) on a 1 – 5 Scale (1 = least proficient, 5 = most proficient)
BICS 1 2 3 4 5 CALP 1 2 / 3 4 5
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Background Information - Clues
Graciela is: Smart and motivated. Frustrated by the gap between her understanding of a
concept and her ability to express her thoughts in English.
Beginning to give up on her dream of becoming a lawyer.
Fond of Math. Not using English much at home. Hanging out with only her Spanish-speaking friends at
school.
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Be a Language Detective!Graciela: Decodes words but has a heavy accent. Focuses so intently on decoding while reading
that her comprehension suffers. Is experiencing “language interference” – the
structure and pronunciation of Spanish are interfering with her English grammar and speech.
Lacks “automaticity” in almost all aspects of English.
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Questions for Reflection/Discussion – Unlocking the Case
How can we provide Graciela with more structured opportunities to use English (especially oral and written)
During and after school? At home?
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Solutions – Cracking the Case!Structured opportunities to use English
during and after school might include: Dialogue journals which get her talking
about subjects she likes and is familiar with (e.g. her Spanish “telenovelas”)
Assigning her to work in small groups and engage in retelling plots or summarizing passages. Have group members ask questions that would encourage clarification.
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Solutions – Cracking the Case!Structured opportunities to use English during and
after school might include: Encouraging Graciela to join heterogeneous
groups both during and after school. Asking her to practice choral reading and reading
aloud in a “safe” small group setting. Checking on her comprehension frequently. Developing language objectives that address
some of her difficulties with English grammar.
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Solutions – Cracking the Case!Structured opportunities to use English at
home might include: Sending Graciela home with audio books
that match reading that she has done in class.
Suggesting high interest magazines and materials in English that she can share with other family members.
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Follow-up – What Have We Learned?After trying out the suggested approaches: Share specific strategies (and resources)
that were used with Graciela. What worked? Why? What did not work? Why? Do you think some of these ideas would
work well with other ELLs? What next?
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Clues for Formulating Language Objectives…What are Graciela’s weakest areas in her
ACCESS test scores? Speaking (3.0) Writing (2.6)
Think about Graciela’s case study description and spend 5 minutes discussing with your team: some areas of English language development that could be a focus of language objectives.
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Clues for Formulating Language Objectives…Common Verbs for Language Objectives:Write…….
Read with a partner……. Think………Listen……...
Read………. Discuss………
Retell…….
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Clues for Formulating Language Objectives…Let’s take a look at some WIDA “Can Do”
descriptors, and decide which ones are most appropriate for Graciela:
SPEAKINGa) Retell/Rephrase ideasb) Defend a point of view and give reasonsc) Answer Yes/No questionsd) Express time using multiple tenses
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Clues for Formulating Language Objectives…SPEAKINGa) Retell/Rephrase ideasb) Defend a point of view and give reasons
(too challenging)c) Answer Yes/No questions (Not challenging
enough)d) Express time using multiple tenses
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Clues for Formulating Language Objectives…WRITING
a) Complete pattern sentencesb) Fill in graphic organizers with own ideasc) Draw content-related picturesd) Produce research reports using multiple
sources
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Clues for Formulating Language Objectives…WRITING
a) Complete pattern sentencesb) Fill in graphic organizers with own ideasc) Draw content-related pictures (not
challenging enough)d) Produce research reports using multiple
sources (too challenging)
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Strategies That Will Help Make Content-Area Language Accessible
Advance organizers
Use of cognates
Cooperative groups
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Practice Writing Language Objectives for Graciela
Content Objective (7th grade science): Analyze the impact of deforestation of tropical
rain forests on the environment.Language Objectives: Ask questions and predict key concepts prior to
reading about tropical rain forests. Select and define 2-3 key vocabulary words
related to deforestation and rain forests. Write summary sentences about deforestation,
tropical rain forests, and the impact on the environment.
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Practice Writing Language Objectives for GracielaLanguage Objectives: Ask questions and predict key concepts prior to reading about
tropical rain forests. Select and define 2-3 key vocabulary words related to
deforestation and rain forests. Write summary sentences about deforestation, tropical rain
forests, and the impact on the environment.
Let’s practice solving the case together!(Your team will be given 10 minutes for this activity)
First:1) Select one LO that Graciela can do
independently, and2) Select one LO that Graciela can do either
with a partner or with a small group.
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Practice Writing Language Objectives for GracielaLanguage Objectives: Ask questions and predict key concepts prior to reading about
tropical rain forests. Select and define 2-3 key vocabulary words related to
deforestation and rain forests. Write summary sentences about deforestation, tropical rain
forests, and the impact on the environment.
Let’s practice solving the case together!Second:1) Decide whether the independent and
group LO’s that you have selected need further refinement for Graciela.
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Extending Language Development Opportunities
Consider the various elements of your Action Plans and strategize ways you could extend language development opportunities for ELLs beyond the school day.
1. After school?2. At home?
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What is a Book Study? An opportunity for educators to engage in
professional discourse around a specific topic of teaching and learning.
Individuals committed to reading and discussing a selected book, guided by the question: “How will this book influence professional practices at both the classroom and school levels?”
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Why is a Book Study Important? It encourages school-wide community
dialogue on diverse educational issues that impact student achievement.
It offers a supportive environment for staff members to engage in job-embedded practices for personal and professional growth.
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How is a Book Study Used?The professional book study process includes: Identifying a topic, reviewing and selecting a
book for study; Engaging in formal and informal dialogues
around specific content in the book; Presenting information from a specific
perspective designed by an individual or small group;
Studying in order to make recommendations to impact instruction for promoting student achievement.
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Let’s Try Our Own Book Study!Phase One (10-15 minutes)
Select a Moderator
Read the article: Oral Language Skills for English-Learners Focus of Researchers
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Let’s Try Our Own Book Study!Phase Two - Insights (15-20 minutes)
Each person identifies a significant idea from the text. First person reads what struck him/her most and why in less than 3 minutes.
Each person responds to this idea – expanding, clarifying in less than 1 minute.
Then second person begins the cycle again, third person, etc.
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Let’s Try Our Own Book Study!Phase Three – Ties to
Personal/Professional Experience (15-20 minutes)
In group discussion, add brief (3 minute or less) examples from personal and/or professional life experiences that make the significant ideas of the chapter real and meaningful to the individuals in the group.
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Let’s Try Our Own Book Study!Phase Four – Implications for Teaching
and Learning (25-30 minutes)
Reflect on and discuss the implications of the learning on students, teaching, relationships with parents, and other applications in the school and classroom.
Practice activities as appropriate.
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Let’s Try Our Own Book Study!Phase Five – Now What? Individual
Reflection and Commitment (5-10 minutes)
Either in a journal or orally – Share an idea you will try before the next
session; Be ready to report the results when you
meet again.
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Using TechnologyLet’s discuss the uses of technology for
three principal purposes:1. Communicate with each other (ELL-PDA
team members)2. Support professional learning
communities, co-planning3. Share and store ELL-related information
and resources
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Using TechnologyItems to consider during your discussion:
Which tech tools are you using most often?
Which tech tools have the most potential for supporting your implementation efforts?
Analyze your Action Plans and add some specific tech support ideas.
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“Lessons Learned” ActivityDiscuss with your team, some of the lessons
(the good, the bad, and the ugly!) that you have learned while striving to implement your Action Plans.
Please include the two principal areas:1. Changing school policy (e.g. adjusting
schedules to allow for co-planning)2. Changing teacher practice (e.g.
modifying lesson plans, modeling, coaching)
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Sustaining the Initiative Provide strong leadership--videos,
modeling and classroom observations recommended
Build a critical mass of enthusiastic teachers
Develop helpful resources: e-newsletters, resource book of SIOP lesson plans, websites
Form professional learning communities
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Sustaining the Initiative Meet at least monthly Implement an Action Plan Focus on struggling ELLs Use WIDA materials to assess student
needs and as a source for language objectives
Practice, apply and model SIOP strategies Build on existing initiative – both personal
and organizational
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Contact InformationPamela Wrigley Eastern Stream Center –
www.easternstream.org Main office 800.451.8058 Pamela’s office – 202.483.3957 Pamela’s e-mail: [email protected]
