Presentation on theme: "Cindy Seaford Kathryn Gilchrist National Board Certified ESL Teachers August 19, 2011 Co-Teaching Content and Reading."— Presentation transcript:
Cindy Seaford Kathryn Gilchrist National Board Certified ESL Teachers August 19, 2011 Co-Teaching Content and Reading
PULL-OUT – The CMS Model – most frequently used :) But, my Principal says, Co-Teach
NO CLEAR CUT ANSWERS (Gray area) Make your best professional judgment based on: 1) Substantiated research 2) Knowledge of students 3) Your school environment and principal input
Today’s Goals 1) Pose some questions 2) Present some findings from research 3) Define Co-Teaching and what’s involved 4) Present some models of co-teaching with websites for your on- going research 5) Ask you to fill out a form to collect information which we will later distribute to you. 6) Discuss as we have time 7) Evaluate our training
How CREATIVE are you in suggesting /introducing new ideas into your school? How PROACTIVE are you in ESL? We must get out of our comfort zone.
What is “Co-teaching? A shared collaborative style that results in 2 co-equal teachers voluntarily implementing strategies to reach a common goal that integrates: o Language acquisition o Literacy o Academic content
No collaboration Activities: No response after repeated attempts to co-plan Minimal Collaboration (Limited/Informal) Activities: Finding out the same day what the classroom teacher expects to do in class, then bringing in supplemental visual materials
Partial Collaboration Activities Identifying target vocabulary for a unit Substantial Collaboration Activities Regularly pushing in to a classroom to teach whole class vocabulary lessons on a certain day
Equal and Full Collaboraton Extensive Collaboration Activities: Co-teaching Co-planning a science ESL unit
Create Collaborate Communicate Co-teaching Is here to stay! It fits the criteria for the 21 st century!
QUESTIONS ABOUT CO-TEACHING 1) What are some models of co- teaching? 2) What are the advantages of co- teaching as compared to pull- out? 3) How do we implement?
5) What role does my principal have? 6) What strategies do I use? 7) Where can I get more information?
Team Teaching Parallel Teaching Alternative Teaching 1 on 1 Teaching (Supportive) Station Teaching Small group teaching ESL Teacher as Assistant
Shared responsibilities. Requires trust, communication, planning time, and coordination of effort.
Each teacher takes responsibility for all students: planning, teaching, assessing One teacher may lead the discussion while the other models, demonstrates. The other clarifies, paraphrases, simplifies, or records content. ESL teacher focuses on providing scaffolding and addressing more basic skills. ESL teacher provides ideas and materials for differentiating and scaffolding classroom teacher’s lessons. ESL teacher is the expert on making the content area material accessible to all learners.
Both co- teachers are equally responsible for planning, instruction of content, assessment, and grade assignment. Requires the greatest amount of planning time, trust, communication, and coordination of efforts Difficult to implement for first-time co-teaching in a school
The class is divided in half, heterogeneous groups. Both teachers plan instruction jointly and are teaching the same lesson at the same time Differentiate as needed Student/teacher ratio is lower.
One teacher works with a large group while the support teacher is working with a small group of students (to reteach: specific skill or strategy) The classroom teacher and ESL teacher alternate roles between support teacher and lead teacher
Classroom teacher teaches, ESL tutors 1 on 1 Sit with the students one-on-one to assist with reading and writing skills during independent reading time or independent work time. Align to the classroom teacher’s curriculum or to your own long term plan based on ESL objectives
Teachers divide instructional content into several parts and present the content in separate stations around the classroom.
The ESL teacher pulls a small group during the independent work time to reinforce or re- teach a skill. This can also be a time to teach more basic language skills or grammar points. Align to the classroom teacher’s lesson if possible, but can also be aligned to a year- long plan that you create based on ESL objectives.
PULL-OUT 1) Use for newcomers 2) More teacher centered 3) One native English speaker CO-TEACHING 1. ELL’S work with native English speakers. 2. ELL’s learn content. 3. ESL teacher presents strategies which classroom teacher continues to us. 4. More STUDENT- CENTERED.
Follow your school’s lesson plan format Or, use SIOP lesson plan or develop your own. ESL Teacher as a Reading Teacher during Readers Workshop
Work with classroom teachers to serve Newcomers (Novice Highs) in ImagineIt Can be done in pull-out or co-teaching Use a variety of SIOP strategies Develop Powerpoints on lesson (4th grade, The Constitution, Dust Bowl, etc.) Download Discovery ED Videos into the Powerpoints Find AR level books with similar content Obtain ImagineIt materials from content teacher for reading
Create Projects – posters, have students define vocabulary, create sentences with pictures or write a paragraph depending on proficiency level on Powerpoint/bulletin boards Use vocabulary books – 4/Corners Make mini-books to illustrate Speaking – Have students give mini- presentations Design your own multiple choice test Create report card for teacher – technology grade, writing grade, reading, project, homework
Seaford Reading Workshop 4th Push In Watts 21st Week Feb 21– Feb 25 Time: 10:25-11:10 Feb 21 MON Watts; Feb. 22 TUES Westerholm Focus of Whole Group Mini-lesson: Questions and Answers Inquiry: money, economy NCSCOS 6.02, 6.05, 6.06 Valuable, money, goods, services, purchase,Content objective: history of money Earn, deal, offer, barter, cost, sell, earned,Lang Obj:Write or dictate questions while reading an article using an organizer and partner. Text: Money, Avenues textbook, 4 th grade Level: lexile 870 Available on Hampton Brown site Skill: Read with questions in mind and read to find answers Teaching: You learned in the whole group workshop that good readers read with a question in their mind and this is what often keeps them reading because they’re trying to find the answers to their many questions. We will read the article “Money” that we skimmed last week. We will now ask questions that we have about the article. We already came up with some last week as we skimmed the article. I will write them down today. As we read we will try to find the answers. I’ll model with the introduction to this economy unit. [p376, Avenues]. I’m already wondering: what is the “economic cycle’’. I know it has to do with money – how we make it and how we spend it. I will continue to read, and my simple question is answered by the visual features on the page: the photographs, captions, and arrows. Practice: Start reading Money with your partner, and as you do, I will come and write down your questions for our chart and then you will read to find the answers. TW will put answers on group chart. Share: Question and answer charts.
Align with common core (K – 2) or NCSCOS (3 -5) Align with teacher’s unit of study: Content Objective What will the students learn? Choose appropriate reading level Choose the reading strategy Language objective: What will the students do?
skimming and scanning Take your posters peruse with you use picture clues scan the headings use background knowledge keep reading till you find the answers use a table of contents or index You may have to combine what you know
Asking and Answering Questions Name_____________________Date_______ DID YOU KNOW?! Good readers read with a question in mind. Good readers wonder about things and want to know more about topics that interest them or topics that they can make personal connections to. That’s what you should be doing every time you read! Asking good questions, also makes you a good inquirer! Try out this skill by asking questions you have in the organizer below. Questions I HaveAnswers to My Questions (In My Own Words)
Track Your Thoughts Using Sticky Notes Name-_______________________________Date-____________ Answers Questions Ask Questions
Contact Sarah Lang
Get principal support and suggestions ESL students grouped in 1 or 2 classrooms Establish times to co-teach Group by proficiency levels May need to pull students out of 1 class into another class to create a group Establish planning times with teacher
Create groups to provide differentiated instruction for all students, based on data : AR levels, writing proficiency, Thinkgate The groups provide more opportunities for students to interact. View yourself as a support and resource for the classroom teacher.
President Woodrow Wilson stated: “ I not only use all the brains I have but all I can borrow.”
Please fill out the QUESTIONAIRE Turn it in before you leave. We will deliver the results to you later to be shared with the ESL Department, your ESL team, and perhaps your Principal.
Go to LEP coordinators tab, then at the bottom of the page type “co-teaching” in search bar add AR levels to your supplemental books to insure the right level NEA website has a complete handbook (if a member)
– contains many ESL nuggets as well as information on co- teaching The Comprehension Toolkit (3 – 6 th ) Language and Lessons for Active Literacy by S. Harvey and A. Goudvis The Primary Toolkit (K – 2 nd ) Published by Heinemann