Be Sure to Clock In to Time Clock

New ELD Teacher

Training 2017

TUSD Language Acquisition Department

English Language Development (ELD) Curriculum and Lesson Planning

Part II

On a post-it note, brainstorm what is needed before

you start lesson planning.

Be ready to share with others.

BELLWORK

Discuss ways that your are currently integrating

ELLS with non-ELLs beyond the integrated time

allocations for the ELD 4 hour block.

Brainstorm additional ways to integrate ELL

students outside of the ELD 4 hour block.

Write your ideas on a post-it note.

Be ready to share.

Integrating ELLs

Welcome

Norms and Objectives

Review ELD Refined Model

Lesson Planning

Closure

Agenda

Session Norms

Set aside preconceived notions

Make application to your own work with second

language learners

Ask questions and use the “Parking Lot”

Respect others’ viewpoint and expertise

Take time to share and be ready to actively participate

in all sessions

Take a break from cell phones

Participants will: review the ELD Refined Model components

identify resources for lesson planning

locate and utilize the ELD K-5 curriculum

documents for TUSD

determine the correlations between EEI and SIOP Models

utilize the ADE lesson plan template to create lesson plans aligned to the SEI Model (reflecting congruency with the ELD schedule, ELP

standards, utilizing the EEI

and SIOP models for effective instruction)

Session Objectives

Language Acquisition Department 2015

Whole Group Instruction (30 minutes)

~Read Aloud or ~Interactive Read Aloud or ~Focus Lessons

Guided Reading Instruction (4-6 student)

(25 minutes x 3) Guided Reading Components: ~Select the Text ~Introduce the Text ~Read the Text ~Revisit & Discuss Text ~ Intermittent Closure ~Extend Meaning of the Text

AND/OR

One-on-One Instruction ~Conferring or ~Assessing

Literacy Block Closure (15 minutes) ~Purposeful Accountable Talk

Assessments

‣ Universal Screener: DIBELS

‣ DRA2

‣ Avenues Assessments

‣ Alphachants (K), Phonics Street (1,2), Reading Basics (3,4,5)

‣ State Assessments

Literacy

Continuum for

an ELD Program

Assessing

Literacy Work Stations

‣ Read to Self (monitored)

‣ Work on Writing

‣ Word Work

‣ Read to Someone

‣ Listen to Reading

English Language Development ELLs below the

Intermediate level on AZELLA and all 1

st year

ELLs

ELLs at the Intermediate Level on AZELLA and in at

least their 2nd year of ELD Instruction

ELD instruction using ELP standards during two

integrated blocks, totaling 4 hours

*Kinder two integrated blocks totaling 2 hours

ELD instruction using ELP standards during two

integrated blocks, totaling 3 hours:

120 minute Block: *Kinder 60 min.

‣ Oral English Conversation [LS] & Vocabulary[L-2]

‣ Reading [R]

• Print Concepts

• Phonological Awareness

• Phonics & Word Recognition

• Fluency

• Comprehension

• Vocabulary

90 minute Block:

‣ Oral English Conversation [LS] & Vocabulary[L-2]

‣ Reading [R]

• Print Concepts

• Phonological Awareness

• Phonics & Word Recognition

• Fluency

• Comprehension

• Vocabulary

120 minute block: *Kinder 60 min.

‣ Grammar[L-1]

‣ Writing [W]

90 minutes block:

‣ Grammar[L-1]

‣ Writing [W]

Literacy intervention using ELP Standards 30 minutes

TUSD K-5

Literacy Continuum for an

English Language Development

Program (ELD)

Daily Teaching Structure

This session will highlight this area of

the continuum.

Sorting Activity of the SEI Model

SEI Refined Model Review

Handout

Who receives 4 hours of SEI instruction?

Do Intermediate level ELLs in their 2nd year or more of the

SEI program qualify for 3 hours of SEI instruction?

What is the required number of hours for SEI instruction in

kindergarten?

What are the time allocations in SEI and what content areas

are integrated?

Can ELLs receive intervention with non-ELLs outside of the

SEI classroom during the SEI 2hr or SEI 4hr block?

If so, for how many minutes?

SEI Refined Model Review Questions

Reminder - Additional Expectations for

the 4-Hour SEI Model Classroom

• Classroom schedules must match lesson plans and instruction.

• Student-friendly language objectives that reflect the English Language Proficiency (ELP) standards must be posted.

• Student PHLOTE lists with students proficiency levels from the AZELLA must be present.

• Instruction must reflect a 50/50 balance of language use by the students and the teacher.

Which ELP Standards Go With

Each Time Allocation?

Table Group Activity

Handout

What is a two part objective?

Handout

This is the Stem: Use this to begin writing your

objective (The What)

This is the Performance Indicator: add this to the

stem (The How)

II:LS-1:B-HI-1 The student will

demonstrate understanding of oral

communications by distinguishing

between phonemes in the initial, medial,

and final positions of words phrases and

sentences.

Stem (The What)

Performance Indicator (The How)

Posted Student Friendly Objective

II:LS-1:B-HI-1 I can identify the

letter “s” sound at the

beginning, middle and end of

words by using identification

gestures after listening to and

repeating aloud the words.

Time Allocations and ELP Standa rds Alignment for the Refined Model

Note Time allocations must be aligned with AZ ELP standards documentation and implementation

Time Allocations AZ ELP Standards

Reading & Oral English Conversation and Vocabulary

Reading Domain

Listening and Speaking Domain

Language Strand standard 2 (only)

Writing & Grammar

Writing Domain

Language Strand standard 1 (only)

Time Allocations and ELP Standards

Alignment for the Refined Model

or 90 min. blocks each for Intermediate level students who qualify

Home Alone

Where to begin with

lesson planning?

Handout

WHAT WILL DRIVE YOUR

INSTRUCTION?

• English Language Proficiency Standards

• TUSD ELD K-5 Curriculum Materials

Where

are

these

located?

On a scale from one to five, how familiar are you with coding standards?

How to code ELD standards – Go the TUSD Professional

Development Portal- #11535 Language Acquisition: ELP Coding

Presentation- Self-directed Course

Fully coded ELP standards located on the wiki:

http://avenues4eld.pbworks.com/w/page/25814687/Avenues%20Supp

ort%20Resources

Coding Standards

Scope and Sequence (1 Page) AZ ELP Standards aligned to

AZCCRS

Targeted standards are what will be assessed on Avenues

Assessments in grades 1st – 5th

A Year at a Glance

Full Page by Quarter

Includes the written ELP standard and codes to make documentation and instruction easier

Curriculum Maps Standards Extended Texts and

Short Connected Texts

Enduring Understandings

Curriculum Maps Cont.

Research and Writing Connections

Interdisciplinary Connections

Assessments for each quarter

5 Minute Break Transition to the Computer Lab

Participants will: review the ELD Refined Model components

identify resources for lesson planning

locate and utilize the ELD K-5 curriculum

documents for TUSD

determine the correlations between EEI and SIOP Models

utilize the ADE lesson plan template to create lesson plans aligned to the SEI Model (reflecting congruency with the ELD schedule, ELP

standards, utilizing the EEI

and SIOP models for effective instruction)

Review Session Objectives

How will you use these tools?

LESSON PLANNING

Documenting evidence of the ELD model

Handout

Handouts

Elements of Effective Instruction (EEI)

Sheltered Instruction Observation Protocol (SIOP)

Language Development Stages (Proficiency)

Lesson Planning…

Create a lesson plan for the week

Use the following: TUSD ELD (SEI) curriculum guides

grade level Avenues materials

additional materials as needed

lesson plan template for SEI instruction

language proficiency levels/stages

EEI structure and SIOP strategies

Closure

What similarities do the EEI and SIOP

models share when providing effective

instruction for students?

How will you provide evidence that these

models are being implemented in your

classroom?

PD Opportunities for ELD

THANK YOU FOR ATTENDING

TODAY’S TRAINING