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Kathryn Catania, Ed. D. Administrator Fresno County Office of Education Paul A. Garcia, Ed. D.

English Learner Instructional Training and Technical Assistance in County Court and Division of Juvenile Justice Schools. Kathryn Catania, Ed. D. Administrator Fresno County Office of Education Paul A. Garcia, Ed. D. Coordinator Fresno County Office of Education Sam Nofziger, M. A.

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Kathryn Catania, Ed. D. Administrator Fresno County Office of Education Paul A. Garcia, Ed. D.

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  1. English Learner Instructional Training and Technical Assistance in County Court and Division of Juvenile Justice Schools Kathryn Catania, Ed. D. Administrator Fresno County Office of Education Paul A. Garcia, Ed. D. Coordinator Fresno County Office of Education Sam Nofziger, M. A. Coordinator Fresno County Office of Education Day 4

  2. Day 4 Agenda • Review Parking Lot Items • California Standards Test Vocabulary Analysis • Textbook Lesson/English Learner Lesson Template • Making English Language Arts Accessible to English Learners Fresno County Office of Education 2

  3. Training Reflections Fresno County Office of Education Fresno County Office of Education 3 3

  4. Training Reflections Fresno County Office of Education Fresno County Office of Education 4

  5. Vocabulary Analysis and Assessments (CST and CAHSEE) Fresno County Office of Education 5

  6. Rich and robust vocabulary instruction goes beyond definitional knowledge. Students should be actively involved in word learning and the learning should include a personalized component. (Blachowicz and Fisher, 2000) Fresno County Office of Education

  7. Beck and colleagues (2002) suggest that teachers focus vocabulary instruction on Tier 2 words. Tier 1 words are words students are likely to know(e.g., baby, funny). These are basic words that do not usually require instruction in word meaning. English Language Learners, who need instruction in more basic vocabulary, may require instruction in Tier 1 words. Tier 2 words appear frequently in many contexts, are words that can be worked with in a variety of ways, and are words in which students have a general knowledge. These words will add precision and specificity to their language. (e.g., obstacle, compromise). Concentrate on these words during your instruction. Tier 3 words appear rarely in text or are content specific(e.g., irascible, biogenetics). These kinds of words are encountered infrequently, so it is usually not recommended to devote a lot of time to teaching these words. Academic vocabulary are often Tier 3 words, teach these as needed in content area. Fresno County Office of Education

  8. Think – Write, Pair Share Think about the three categories of vocabulary (think) Spend a few minutes writing notes about your current understanding of the three categories (write) Once you have your thoughts on paper, share your thoughts with a partner (pair share) Fresno County Office of Education

  9. Write a definition in your own words for each “vocabulary tier” Fresno County Office of Education

  10. California Standards Test (CST)CA High School Exit Exam (CAHSEE)Vocabulary Analysis Each group will analyze one test question. Each group will make a poster that will identify: • Academic words that often appear in many academic contexts (Tier 2) • Academic words that are specific to the content of the question (Tier 3) (English Language Arts, Mathematics, Science, Social Science) Discuss suggestions to help your students understand those words in the context of the particular test. Fresno County Office of Education

  11. Example EARTH SCIENCE: Read this sentence. Humans do not live at the South Pole, soscientists sometimes visit there. What is the correct way to write the sentence? A   Humans do not live at the South Pole, and     scientists sometimes visit there. B   Humans do not live at the South Pole, or     scientists sometimes visit there. C   Humans do not live at the South Pole, but     scientists sometimes visit there. D   Leave as is. Fresno County Office of Education

  12. Process • Display your poster to the group (One question) • Talk about the identified vocabulary (Tier 2 and Tier 3 words) • Suggest a way we could address this concern with our students Fresno County Office of Education

  13. English Language Arts Fresno County Office of Education 13

  14. English Language Arts Fresno County Office of Education 14

  15. Mathematics Fresno County Office of Education 15

  16. Mathematics Fresno County Office of Education 16

  17. History- Social Science Fresno County Office of Education 17

  18. History- Social Science Fresno County Office of Education 18

  19. Science Fresno County Office of Education 19

  20. Academic Vocabulary Test Questions Analysis Each group presents their findings Group discussion around each test question Fresno County Office of Education

  21. Helping Students Access Academic Language • Multiple Exposures • Use words and pictures • Act out the words • Use real world contexts • Practice… Practice! • Teach the words • Give oral and written prompts • Use group and pair work • Make Connections • Use words across the curriculum • Relate new words to your expert content • Connect to culture and historical meanings Fresno County Office of Education

  22. Vocabulary Resources • Yahoo! Babel Fish • Literal Translation from one Language to the other • Vocabulary Profiler • The list of the most frequent 1000 words • The list of the most frequent 1001-2000 words • The Academic Word List (AWL) (Coxhead 1997) • The remaining words that do not appear in any of the above lists Word Sift • Display visuals from selected terms Fresno County Office of Education

  23. Vocabulary Analysis and Assessments (CST and CAHSEE) Fresno County Office of Education 23

  24. Training Reflections Fresno County Office of Education Fresno County Office of Education 24

  25. Break Fresno County Office of Education 25

  26. Appointment Clock Ask your fellow participants for appointments on your “Appointment Clock” Be sure to make an appointment for 3:00, 6:00, 9:00, and 12:00 When you have appointments for each of those times, please return to your seat Fresno County Office of Education

  27. The Lesson Template for the English Learner Fresno County Office of Education 27

  28. Planning for Instruction for English Learners Use of State Board of Education Approved, District Adopted Instructional Materials Instruction designed to meet the needs of all English Learners Content Objectives Language Objectives Use of Grade Level Content Standards EVERY STUDENT, INCLUDING ALL ENGLISH LEARNERS, ARE TO MEET GRADE LEVEL CONTENT STANDARDS! Fresno County Office of Education 28

  29. Grade Level Content Discussion Choose a lesson inside your materials, Teacher’s Edition Identify the Objective(s) that will be taught in the lesson [Content Objective(s)] Identify what the authors suggest as a way for the students to PROVE to the teacher that they have learned the objective (Language Objective) Discuss with the table group what you found Fresno County Office of Education 29

  30. Grade Level Content / Language Proficiency Discussion Using the information that you have learned about the different levels of English proficiency, identify in which level(s) of English proficiency can the student actually DO what the author suggests Find your 3:00 appointment partner. Share your lesson, and your thoughts about your students’ language ability to complete the suggested task in the lesson Make suggestions for less English proficient students Fresno County Office of Education 30

  31. Complete a Lesson Template In Day 3 Handouts, take out the English Learner Lesson Plan Template Choose a lesson in your Teacher’s Manual. Compete the template including a content and language objective for the lesson Consider all the other elements of the lesson template Be prepared to share you completed lesson template Fresno County Office of Education 31

  32. Processing the Lesson Template • Be prepared to share the completed lesson template with a colleague • Be sure to include all the elements on the template, and to discuss what suggestions or modification you would make for English Learners (Less Proficient Students) • Refer to the ELD Standards Fresno County Office of Education

  33. Share your Template Find your 6:00 appointment partner Share your completed lesson plan template Get feedback from your 6:00 appointment partner Apply the feedback that you received from your partner Be prepared to share your template with others Fresno County Office of Education

  34. Inside / Outside Ci rcle Form two circles, facing each other (see diagram). Be prepared to share your lesson template. Fresno County Office of Education

  35. Debrief • Appointment Clock Strategy • Inside / Outside Circle Strategy • Could these strategies be used in my classroom? • What modifications need to be made so I can use the strategy? Fresno County Office of Education

  36. The Lesson Template for the English Learner Fresno County Office of Education 36

  37. Training Reflections Fresno County Office of Education Fresno County Office of Education 37

  38. Lunch Fresno County Office of Education 38

  39. Making English Language Arts Accessible to English Learners Fresno County Office of Education 39

  40. Making English Language Arts Accessible to English Learners Fresno County Office of Education 40

  41. Organize the following terms into a logical sequence Put the following elements in a sequential order that would reflect your thinking as you plan instruction. • Reading • Writing • Gaps in Learning ELA/ELD Standards • CAHSEE • Response analysis to test items • Formative assessments • ELA/ELD Standards • Instructional strategies • Matrix of Grammatical Forms Fresno County Office of Education

  42. Debrief Probable Passage • How did you sequence the terms? • What similarities did some terms have? Fresno County Office of Education

  43. Standards Based Instruction Concept Map Fresno County Office of Education

  44. CAHSEE Results, 2011 Fresno County Office of Education

  45. CAHSEE Analysis • Make a judgment about the average scaled score in the report and what it means for instructional purposes. • How is the Passing Rate related to the average scaled score? • Would you expect your students to achieve at the average scaled score in California? Fresno County Office of Education 45

  46. Which language arts strand seemed to contribute the most to the Passing Rate? Fresno County Office of Education

  47. CAHSEE ELA Strands Fresno County Office of Education

  48. CAHSEE Analysis • In which language arts strand is the narrowest gap between English only and English learner students? • What may explain why EL students performed so differently on Word Analysis and Writing Conventions? Fresno County Office of Education 48

  49. Standards Based Instruction Concept Map Fresno County Office of Education 49

  50. CAHSEE ELA Strand Items Fresno County Office of Education 50

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