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AISD Expanded Cabinet

AISD Expanded Cabinet. Success For ELLs Rosa M. Villarreal, Ed.D . September 21, 2011. Welcome. Quality customer service School reform Academic rigor Content objectives Language o bjectives Preparation. Video #1. http :// bcove.me/mluezngj. Strategy.

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AISD Expanded Cabinet

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  1. AISD Expanded Cabinet Success For ELLs Rosa M. Villarreal, Ed.D. September 21, 2011

  2. Welcome Quality customer service School reform Academic rigor Content objectives Language objectives Preparation

  3. Video #1 http://bcove.me/mluezngj

  4. Strategy • Turn and talk to one person • Q1: How would you rate this lesson? Why? • 1 [poor] 3 [average] 5 [superior] • Intentionally open-ended • Q2: What specific research-based best practices for ELLs did you see in the lesson? • Make a list with your partner

  5. Table Team Talk Share the list with your table team Count how many different strategies your table team was able to identify. Table Teams will report out the list by least to greatest. Each subsequent team will only share if they have a new item to add.

  6. Discussion Strategy: 1. Numbered fingers Questions: Hold up the number of fingers which represents how many new things you learned? http://www.beesburg.com/edtools/glossary.html

  7. Video #1 Observation Summary Graphic organizer ELL Support Staff in the room Students participate in Structured Conversations Randomize and rotate who you call on Use language objectives to read, listen, speak and write about the content

  8. Video #2 http://bcove.me/43m176jv

  9. Strategy Turn and talk to one person Q1: How would you rate this lesson? Intentionally open-ended Q2: What specific research-based best practices for ELLs did you see in the lesson? Make a list with your partner

  10. Table Team Talk Share the list with your table team Count how many different strategies your table team was able to identify.

  11. Video #2 Observation Summary Teach students what to say when they don’t know WHAT to say. Students have to speak in complete sentences. Use total response signals to have students monitor their own understanding. Teach students concepts, words, and phrases to use in writing and conversation.

  12. What to say when you don’t know what to say… May I please have some more information? May I have some time to think? May I ask a friend for help? Where could I find that information? Do you see these questions posted? Do you see/hear these questions used?

  13. Research Based Best Practices Teach students what to say when they don’t know WHAT to say. Students have to speak in complete sentences. Randomize and rotate who we call on. Use total response signals to have students monitor their own understanding. Teach students concepts, words, and phrases to use in writing and conversation Have students participate in Structured Conversation. [interaction utilizing specific words or sentence stems] Use language objectives to read, listen, speak and write about the content.

  14. Reminder TELPAS accountability ELL progress indicator as Exit Criteria for 2011-12 for 3rd – 8th English Reading and ELA Incorporates all Domains assessed in TELPAS Listening, Speaking, Reading, Writing

  15. Math Vocabulary Algebra I • Coordinate plane • axes • origin • x-axis • y- axis • Ordered pair • x-coordinate • y-coordinate • quadrant • input • output • Relation • domain • range • function • Independent variable • dependent • variable • Function rule • Function notation Table Talk How exactly would you expect to see this vocabulary developed in your Math classes with ELLs?

  16. Exactly how can we support ELLS? assign variables to the different changing quantities and accurately identify as independent and dependent collect data and create a graph, table, and/or mapping diagram that accurately represents the data (ELPS 5G-­‐Writing) deconstruct a graph into sections and identify what is happening in each section (ELPS 3D-­‐Speaking) determine the correlation between two variables, if any verbally describe the domain and range for a continuous or discrete function (ELPS 3B-­‐Speaking) write an expression or equation that correctly relates the variables in the problem situation interpret data in graphs, tables, and problem situations to solve problems and make predictions

  17. Missing In Action Ongoing assessment / development of oral proficiency and literacy to plan effective instruction and intervention Second language acquisition development Intervention is essential - every ELL is different What have we missed in our support of you? C: 512.487.0462 Rosa.M.Villarreal@austinisd.org

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