Slide 1 Sheltered English Instruction Endorsement Course: …orresl.weebly.com/uploads/9/7/3/7/9737827/f2f4-admin_writing_notes.pdf · Write 1 sentence and pass paper to the right

Slide 1 Sheltered English Instruction Endorsement Course: Administrator Writing & More

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Slide 2 AgendaDebrief ReadingShare Implementation Plan MessageDebrief ObservationsWriting StrategiesObservations Educator Evaluation Rubric SEI Strategy Observation Tool

Next Steps and Homework

Massachusetts Department of Elementary and Secondary Education

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Slide 3 Debrief w/ ColleaguesFind a group of four colleagues same administrative duties consider administrative insights you gained

from the readings for today discuss the questions in the Participant

Manual


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Slide 4 DebriefingShare in groups of three: Share classroom observations

• How did the Think-Aloud and Partner Reading aid ELLs’ content learning & language development? (any others of interest?)

• What competencies outlined in the Educator Eval Rubric did the teacher demonstrate?

• What feedback did/would you provide to the teacher?

From the Reading, what aspects connect to your evaluation & support duties?


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Slide 5 Content ObjectivesParticipants will be able to recognize SEI writing strategies that help

develop control of English language components, structures, conventions, and written discourse based upon their content or curriculum.

recognize the application of session concepts and strategies in instructional planning and practice.


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Slide 6 Language Objectives Participants will evaluate the implementation SEI writing

strategies that develop control of English language components, structures, conventions, and written discourse based upon content/curriculum and student levels.

verbalize the value of synthesizing and integrating session concepts and strategies into instructional planning and practice.


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Slide 7 Proficiency & Complexity


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Language Proficiency

1 Entering

2 Emerging

3 Developing

4 Expanding

5 Bridging

L 1

L 2

L 3

L 4

L 5Linguistic

ComplexityVocabulary

UsageLanguage Forms/

Conventions

6 Reaching

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Slide 8 WIDA: ToolsWIDA’s English Language Development levels vary Performance Definitions (Speaking &

Writing) Writing Rubric

Participant Manual


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Slide 9 Writing Is ComplexKeep in mind: content? relationship:

• readers of my writing?• tone: formal or informal? mode: argument, informational, narrative?

Writing different from oral language different across disciplines different across cultures

Reciprocally connected to reading


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Slide 10 Writing Is DifferentSpoken

• first draft• phrases and simple

structures• free flowing; dialogue• rephrasing, questions,

negotiating • contextualized

Written• final draft; monologue• high craftsmanship• no negotiating of meaning• decontextualized• subject to conventions and

mechanics


10How can teachers teach the difference between these two discourse types?

Oral vs. Written Discourse

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Slide 11 Writing: Across CulturesLanguage includes rhetorical patterns/social conventions determined by culture discourse not just script


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Adapted from Robert B. Kaplan, “Cultural Thought Patterns in Intercultural Education,” Language Learning 16:15

English Semitic Asian Romance Russian

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Slide 12 THE ProcessELLs develop awareness of organizational structure and linguistic

demands of texts the stages of the Writing Process.

Proficient ELL writers must! have opportunity move through recursive process attain deeper understanding of purpose

• audience• linguistic demands• various text structures


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Slide 13 THE Process


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Prewriting-purpose and audience

-brainstorming for topic development

Drafting-text organization-linguistic complexity

-language forms and conventions

Revising-making a text easier for a reader to understand

-clarifying-reorganizing-using precise languageEditing

-polishing work-check for errors in spelling, capitalization, and punctuation

Publishing-“final draft”-bulletin board-performance-website-author’s chair

Which stage do ELLs struggle with? Why?

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Slide 14 Pre-WritingPre-teaching of Vocabulary Remember that vocabulary was pre-taught;

What connections are being made between the vocabulary and the written product?

Reading connections & prior learning Access to content/source? Without reading, writing does not happen!


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As an observer,what are you looking for in this process?

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Slide 15 Write-AroundConnections to THE Process Brainstorming, drafting, revision, editing

Be strategic for maximum effectivenessCan be A group formative assessment for

• Genre structure, academic language, content comprehension

A group summative assessment for• Revision, editing, feedback

Any Content Math, Science, ELA, Social Studies, more…


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As an observer, what are you looking for in this process?How should it look for different subjects?

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Slide 16 Write-Around: How It’s DoneWrite 1 sentence and pass paper to the right.READ what is written on the paper you now

have.Add 1 sentence that goes with what’s already

on the paper and pass it to the right.Continue writing until told to stop.You will be writing for about 10 minutes.When instructed, read the paper you have to

your team.Team: Select one paper to be revised as a

final product.Massachusetts Department of Elementary and Secondary Education

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Slide 17 Write-Around


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The impact of Colony Collapse Disorder is …

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Slide 18 DecodingClue RatiocinationProcess of exact thinkingReasoned train of thoughtWriting Is a process Explicit teaching

See Participant Manual


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CodeTo change or not to change

“to be”verbs

Length or varietyAlternating

1st word?[ ] Brackets

said, said, said, said, said, said, said, said, said,

nicesaidfun

Wavy

ELL’s Choice?? Personal

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Slide 19 Your TurnYour Write-Around Circle Underline Bracket Wavy line Personal choice

Read Original Revised


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As an observer, what are you looking for in this process?How should it look for different proficiencies?

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Slide 20 Revising: Cut-n-GrowSubstitute, Prove It, Expand it, Move it The beautiful girl played with the dog.

• How beautiful? Tell us.• Describe the dog.• Reorganize.

Pairs for supportVisual How to substitute & organize See improvements

Do it more than once; writing is a repetitive, growing process.


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Slide 21 Cut-n-Grow: Example


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Slide 22 Cut-n-GrowColony collapse disorder is a serious concern

because bees play an important role in the production of about one-third of the foods we eat.As they feed, honeybees spread pollen from flower to flower. Before “As they feed, honeybees spread pollen

from flower to flower.” the paragraph. Revise the sentence. to a new paper. Next edit.


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Slide 23 Cut-n-GrowSelect a sentence to improve your writing. Cut the sentence out of the paper. Tape the top half of the paper onto a piece of

construction paper.Create an improved sentence with academic

language specific to content area, text type/structure, and topic to write on the construction paper.

Attach revised sentence to the rest of paper.Keep going and choose another…


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As an observer, what are you looking for in this process?How should it look at different levels?

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Slide 24 Cut-n-Grow: PracticeIndividually, with a partner or a group Use one of your original texts from Honeybees

Write-Around. Cut-n-Grow your work. Tape original to the colored paper and then

write the additions directly on the colored paper

First write independently, then share your results with the group.


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Slide 25 Cut-n-Grow & Write AroundDivide & Slide Create two lines facing each other – one

line moves, the other stays. Introduce yourself. Share your Cut-n-Grow & Write Around

ideas with another participant until it’s time to move down the line.

How would this look from an observer’s point of view?


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Slide 26 Writing: Academic LanguageWriting must be differentiated!Academic language ≠ innate Writing varies across disciplines Specific to content ELLs need explicit instruction

• Science, Social Studies, ELA, & Math • Sociocultural contexts determine language use

in disciplinesAcademic Language is Not a First Language for any Student


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Slide 27 Academic LanguageContent area-specificReading & Writing = reciprocal & connected Must be practiced Must be explicit about connections Must be explicitly taught


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As an observer,what are you looking for in this process?

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Slide 28 Assessment?How would you expect to see these strategies Connected to the others? Connected to the Common Core? Connected to or used as assessment?

What might each of those look like?What should a final product look like?


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Slide 29 PublishingBooks/Stories/PlaysSpeeches/DebatesPod/VodcastsTravel PamphletsLetters

Infomercials/VideosPostersBlogs/Class WikisNewsletters/Newspapers


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Slide 30 Publishing: Web 2.0 ToolsGlogster.comAudacityAxmag.comMSPublisherEdmodo.comGigglepoetry.com

Prezi.comToondoo.comVoki.comStorybird.comAnimoto.comand many more…


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Slide 31 Educator Evaluation Standards


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Standard I:Curriculum, Planning, and Assessment

Standard II:Teaching All Students

A. Curriculum and Planning Indicator

1. Subject Matter Knowledge2. Child and Adolescent

Development3. Rigorous Standards-Based Unit

Design4. Well-Structured Lessons

A. Instruction Indicator1. Quality of Effort and Work2. Student Engagement3. Meeting Diverse Needs

B. Assessment Indicator1. Variety of Assessment Methods2. Adjustments to Practice

B. Learning Environment Indicator

1. Safe Learning Environment2. Collaborative Learning Environment

3. Student Motivation

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Slide 32 Educator Eval: ObservationSee Participant Manual I.B.1 – Variety of Assessment Methods I.B.2 – Adjustment to Practice II.A.1 – Quality Effort & Work

How? SEI strategies & concepts

• Write-Around? Cut-n-Grow? Ratiocination?Connect Four and More What connections should you see between the

3 strategies and the mentor text (or CCSS) and assessment?

Share out

Massachusetts Department of Elementary and Secondary Education,

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What evidence of these would you be looking for?

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Slide 33 Content ObjectivesParticipants will be able to recognize SEI writing strategies that help

develop control of English language components, structures, conventions, and written discourse based upon their content or curriculum.

recognize the application of session concepts and strategies in instructional planning and practice.


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Slide 34 Language Objectives Participants will evaluate the implementation SEI writing

strategies that develop control of English language components, structures, conventions, and written discourse based upon content/curriculum and student levels.

verbalize the value of synthesizing and integrating session concepts and strategies into instructional planning and practice.


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Slide 35

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SEI Strategy Observation ToolUse the SOT to observe either Write-Around, Ratiocination or Cut-n-Grow.

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Slide 36 Homework & Next StepsUsing the components discussed of the Educator Eval

Rubric & Strategy Observation Tool, conduct at least one observation in an SEI Endorsed teacher’s classroom and reflect on the following:

Did the teacher use Write-Around, Ratiocination or Cut-n-Grow strategies to aid his/her ELLs’ content learning and language development? If not, what recommendation would you make?

What competencies outlined in the Educator EvalRubric did the teacher demonstrate?

What feedback would you provide to the teacher?Post your Strategy Observation Tool – Think-

Aloud/Partner Reading before the next session. Note: Be prepared to share your observations with

course colleagues during next sessionMassachusetts Department of Elementary and Secondary Education

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Slide 37 Next Steps & HomeworkWhat’s this week’s message?Communicate what you’re looking for to

your staff remind them this time it is your homework

and not evaluative Looking for Write-Around, Ratiocination

and Cut-n-Grow. Be ready to report on how they reacted and

what you saw. How many were implementing these

strategies? 37

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Slide 38 Required Readings Session 5Session 5 Zacarian, D. (2011). Emphasizing the

Importance of Parent Engagement, 113-129.Don’t Forget Calderón, M. (2012). Why we need a new

way of schooling language minority children. In Calderón, M. (Ed.). Breaking through: Effective instruction and assessment for reaching English learners. 16-29.


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Slide 39 Exit TicketUse the following guiding questions to reflect on the session in writing: What does this mean for my role? How does this look in my school? How does this look in my teachers’

classrooms? What evidence shows that this is done

successfully in my school?Pair up with a course colleague who holds a similar position to share your ideas.


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Documents

Slide 1 Sheltered English Instruction Endorsement Course: …orresl.weebly.com/uploads/9/7/3/7/9737827/f2f4-admin_writing_notes.pdf · Write 1 sentence and pass paper to the right