1. SHIRLEY ROUSE-BEY CHILDREN FIRST NETWORK #204 ACHIEVEMENT COACH - ESL Why Is Discussion So Important For English Language Learners?

2. Article Please read assigned parts of the article and be prepared to discuss. One thing that resonated with you One question still circling in your head https://www.teachingchannel.org/blog/2014/10/24 /academic-discussions-and-english-language- learners-ousd/ https://www.teachingchannel.org/blog/2014/10/24 /academic-discussions-and-english-language- learners-ousd/

3. NoteTaking As you view the videos, please record low inference notes. Teacher Moves Student Moves

4. Deepening Text Analysis Through Student Talk Both videos talk moves and Participation protocol https://www.teachingchannel.org/blog/2014/10/24/engag ing-english-language-learners-in-conversations-ousd/ Middle School ELA teacher Viet-ly Nguyen uses a participation protocol to structure her students’ discussions. This protocol encourages students to actively listen, add onto each others’ ideas, and cite evidence for their thinking. In this lesson, students read a chapter from the book One Crazy Summer, and then engage in an academic conversation to analyze characters’ actions. The participation protocol helps encourage active participation from every student. participation protocolthis lesson

5. Talk Moves https://www.teachingchannel.org/videos/teaching-ells-to- participate-in-discussions-ousd Talk Moves/Analyzing Complex Text Middle School English Language Development (ELD) teacher Tamica Groves has her students learn and practice various “talk moves” as a way of engaging in academic conversations. In this video, we see students practicing talk moves like adding on to each others’ responses, asking questions, and agreeing with what others say.“talk moves”this video

6. Teacher Practice After watching these videos, think about how you can engage your students in academic conversations. Which strategies can you adapt for use in your classroom?

7. Reflections Watching students engage in academic conversations can seem mystifying: how did the students get to the point where they could independently hold these types of conversations? By hearing the teachers break down their structures and routines, the process becomes much more understandable. “Academic discussion helps all students to develop their reasoning, understand multiple perspectives, and deepen understanding of content.”

8. New Bilingual/ESL Standards New Language Arts Progressions (NLAP) Home Language Arts Progressions (HLAP) https://www.engageny.org/resource/new-language- arts-progressions-nlap-home-language-arts- progressions-hlap-samples-archive https://www.engageny.org/resource/new-language- arts-progressions-nlap-home-language-arts- progressions-hlap-samples-archive Let’s take a look at NLAP Grade 2 Speaking and Listening

9. Compliance Conversations For schools with Dual Language or Transitional Bilingual Education programs, update the STARS Admin “Manage Programs” in the ELL program tracker, as needed.ELL program tracker As noted in the November 18 edition of Principals’ Weekly, if your school has a Dual Language (DL) or a Transitional Bilingual Education (TBE) program, you must use the ELL program tracker to create a bilingual program. Note that the ELL program tracker, found under STARS Admin’s manage programs function, now includes indicators to designate your school’s DL or TBE program(s) as bilingual special education programs. Principals’ WeeklyELL program tracker manage programs

10. Compliance Conversations When you create a bilingual program via the ELL program tracker, you must indicate whether your special education DL or TBE sequences are delivered via an integrated co-teaching (ICT) or special class (SC) model. Note that, for bilingual ICT programs, ELLs who do not have IEPs should not be placed in sequences with special education indicators. These students should be placed in DL or TBE programs with a general education indicator. For additional information on this process, see this document.ELL program trackerthis document

11. Programming Considerations for ELLs You should complete the following steps in STARS by January 30 in order to ensure that programs are reflected accurately for all English Language Learners: As in previous years, you should code standalone ESL courses in STARS Admin with the initial characters “ES” and schedule these as part of a student’s regular program or you may code these courses using the push-in or pull- out instruction function.push-in or pull- out instruction If a dually-certified teacher (e.g. a teacher who teaches both ESL and a content area) teaches another subject area (e.g., math, science, social studies, etc.) or if an ESL teacher co-teaches another subject area using ESL strategies, you should indicate ESL in the section properties.section properties

12. Literacy Evaluation for Newcomer SIFE (LENS) Schools should administer the SIFE Oral Interview Questionnaire to all newly identified ELLs in grades 3 to 9 whom the school suspects may have a gap in education.SIFE Oral Interview Questionnaire If a gap of two or more years is determined, the school should administer the Literacy Evaluation for Newcomer SIFE (LENS) to those students whose home language is Arabic, Bengali, Chinese, Haitian Creole or Spanish in order to determine SIFE status. Literacy Evaluation for Newcomer SIFE (LENS)

13. Thank You!!! © AMNH / Denis Finnin The mermaid Lasirèn is a powerful water spirit popular in the Caribbean Islands and parts of the Americas.