1. Bridges New ELA: Supporting SIFE with Low Home Language Literacy Session 2: March 19, 2015

2. 2 Session 2 Part 2 ELA Centers 1-5

3. How does this three strand design meet the instructional needs of LL SIFE? COURSE 2 FLL Foundational Language & Literacy COURSE 2 FLL Foundational Language & Literacy COURSE 1 ELA English Language Arts COURSE 1 ELA English Language Arts For all LL SIFE reading at or below 3 rd grade level in L1 For all LL SIFE reading at or below 3 rd grade level in L1 For a subset of LL SIFE reading at or below 1 st grade level in L1 For a subset of LL SIFE reading at or below 1 st grade level in L1 ELA Part 1 45 minutes Build new conceptual understanding and academic language using more complex, rich text. ELA Part 1 45 minutes Build new conceptual understanding and academic language using more complex, rich text. ELA Part 2 45 minutes Learn to read and write through small group Guided Reading & Writing. Practice and apply ELA Part 1 skills and content in rotating centers. ELA Part 2 45 minutes Learn to read and write through small group Guided Reading & Writing. Practice and apply ELA Part 1 skills and content in rotating centers. FLL 45 minutes Develop foundational oral English and foundational literacy skills. FLL 45 minutes Develop foundational oral English and foundational literacy skills.

4. How does this three strand design meet the instructional needs of LL SIFE? COURSE 2 FLL Foundational Language & Literacy COURSE 2 FLL Foundational Language & Literacy COURSE 1 ELA English Language Arts COURSE 1 ELA English Language Arts For all LL SIFE reading at or below 3 rd grade level in L1 For all LL SIFE reading at or below 3 rd grade level in L1 For a subset of LL SIFE reading at or below 1 st grade level in L1 For a subset of LL SIFE reading at or below 1 st grade level in L1 ELA Part 1 45 minutes Build new conceptual understanding and academic language using more complex, rich text. ELA Part 1 45 minutes Build new conceptual understanding and academic language using more complex, rich text. ELA Part 2 45 minutes Learn to read and write through small group Guided Reading & Writing. Practice and apply ELA Part 1 skills and content in rotating centers. ELA Part 2 45 minutes Learn to read and write through small group Guided Reading & Writing. Practice and apply ELA Part 1 skills and content in rotating centers. FLL 45 minutes Develop foundational oral English and foundational literacy skills. FLL 45 minutes Develop foundational oral English and foundational literacy skills. Center 5 Centers 1-4

5. Balanced Literacy in ELA Part 1 & Part 2 Center 1 Center 2 Center 4 Center 3 ELA Part 1

6. Goals: Centers 1-4 1. Experience and analyze centers 1-4. 2. Connect centers to the needs of LL SIFE. 3. Discuss implications for centers in secondary classrooms.

7. Agenda: Centers 1-4 (1:30-3:30) 1:40- 1:50 1. Overview of ELA Part 2 1:50- 3:00 2. Experience & Analyze Centers 1-4 3:00- 3:20 3. Share Out 3:20-3:30 4. Wrap Up

8. 1. Overview

9. Centers At a Glance

10. How are centers 1-4 helping to fill the cracks in the foundation? Student Characteristics Low literacy in home language Limited exposure to academic concepts Limited exposure to academic thinking and language Bridges Curriculum Teach foundational literacy so students can use text as a resource to learn Build conceptual knowledge across content areas Explicitly develop academic language, literacy & habits of mind 10

11. 2. Experience & Analyze Centers

12. Think about the students… Fatou Sandar Jorge

13. Rotating through Centers 1-4

14. Directions for Centers 1-4 1.Groups of 3 people will rotate to each of the 4 centers 2.Group will stay at each center for 15 minutes 3.Group will: 1.Do and discuss the center activity 2.Analyze the activity & complete organizer

15. Analyzing Centers 1-4 1: Reading Comp2: Writing3: Words & Sentences4. Oral Reading 1. What is the purpose? 2.What CCLS does this target? 3.How can this be differentiated for different profiles? 4.What additional activities might be included in this center? 5.What are the implications for a secondary classroom? Other Notes

16. 3. Share Out

17. Centers Logistics ●ELA Part 2 is a daily 45 minute period. ●Teacher is stationed at Center 5: Guided Reading (GR). ●T meets with 1-2 GR groups per day (3-5 students at same level). ●Students rotate through Centers 1-4 when not at GR. ●Activities in Centers 1-4 connect to ELA Part 1. ●Activities foster independence and movement from basic to academic language and literacy. ●Over a 6 day cycle, students complete all center activities.

18. Launching Centers Center 5 GR does not begin until students know Centers 1-4 First two months of school in ELA Part 2: a.Build routines for Centers 1-4  activities  accountability  rotation b.Assess students for GR groups

19. 4. Wrap Up

20. Break 3:30-3:45

21. 21 Session 2 Part 2 ELA Centers 5: Guided Reading & Writing (GRW)

22. How does this three strand design meet the instructional needs of LL SIFE? COURSE 2 FLL Foundational Language & Literacy COURSE 2 FLL Foundational Language & Literacy COURSE 1 ELA English Language Arts COURSE 1 ELA English Language Arts For all LL SIFE reading at or below 3 rd grade level in L1 For all LL SIFE reading at or below 3 rd grade level in L1 For a subset of LL SIFE reading at or below 1 st grade level in L1 For a subset of LL SIFE reading at or below 1 st grade level in L1 ELA Part 1 45 minutes Build new conceptual understanding and academic language using more complex, rich text. ELA Part 1 45 minutes Build new conceptual understanding and academic language using more complex, rich text. ELA Part 2 45 minutes Learn to read and write through small group Guided Reading & Writing. Practice and apply ELA Part 1 skills and content in rotating centers. ELA Part 2 45 minutes Learn to read and write through small group Guided Reading & Writing. Practice and apply ELA Part 1 skills and content in rotating centers. FLL 45 minutes Develop foundational oral English and foundational literacy skills. FLL 45 minutes Develop foundational oral English and foundational literacy skills. Center 5 Centers 1-4

23. Balanced Literacy in ELA Part 1 & Part 2 Center 1 Center 2 Center 4 Center 3 ELA Part 1 Center 5

24. Center 5

25. Goals: Center 5 1.Describe Guided Reading & Writing (GRW) and distinguish it from other ways of reading and writing in ELA Part 1 & 2. 2.Identify features of GRW texts. 3.Analyze a text for GRW teaching points. 4.Connect GRW to LL SIFE needs. 5.Discuss implications for GRW in secondary classrooms.

26. Agenda: Center 5 (3:45-5:20) 3:50- 4:20 1. What is GRW? 4:20- 4:35 2. Matching text to readers 4:35- 4:55 3. Analyze one GRW text 4:55- 5:10 4. Q & A 5:10- 5:20 5. Wrap Up

27. 1. What is GRW

28. What do you already know about Guided Reading & Writing?

29. Video Clip: An Elementary Classroom SEETHINKWONDER What are students doing? What is the teacher doing? How does this support emerging readers? What questions does this raise for you?

30. Center 5 (GRW) Logistics Use assessments/ observations to make GRW groups. Groups should have 3-5 students. Groups are fluid. Students move across groups. Build classroom libraries with single titles (for Independent Reading) and sets of 6 (for GRW). Select texts and design lessons for each group. Start with one GRW group per day, and progress to two.

31. GRW in a High School Class Melissa Persson & Heather McKerrow Wellstone International High School, Minnesota

32. Benchmark Assessment

33. Classroom library/ Group boxes

34. Guided Reading

35. Independent Reading

36. Benefits Students understand themselves as readers Students have choice Reading and responding build independence Students ARE reading- lots of time in text

37. http://www.heinemann.com/foun tasandpinnell/handouts/TextLev elLadderOfProgress.pdf

38. 2. Matching Text to Readers

39. GRW Groups: 2 Critical Questions 1.Who is ______ as an English language learner? 1.Who is ______ as a literate person? ELL proficiency level Home language reading & writing Balancing Reading and Language Learning: A Resource for Teaching English Language Learners, K-5 by Mary Cappellini (Jan 1, 2005)

40. Think about the students… SEETHINKWONDER What do you see in the texts? How might these texts support emerging readers? What questions do the texts raise for you?

41. What is the difference between GRW texts and ELA Part 1 texts? One of the girls, Mina, sat next to Nasreen everyday. But they never spoke to each other. While the girls were learning, Nasreen stayed inside herself. My worry was deep.

42. What is the difference between GRW texts and decodable readers? http://www.coreknowledge.org/mimik/mimik_uploads/documents/77 6/G1_U1_Rdr_sample.pdf

43. Text Gallery Walk

44. Key Points: GRW Texts Each student reads text with “just enough” challenge. Pattern books support newest readers, and we believe these are more effective than decodable texts. Texts related to the theme of ELA Part 1 can support more comprehension (content knowledge, vocabulary). Informational texts tend to be more age appropriate. Narrative texts with child pictures can live in classroom libraries, so students can choose or not.

45. 3. Analyze one GRW text

48. Two Parts of the GRW Lesson 1.Text Analysis Be a detective! Look for teaching points in the text that match student needs. 2. Lesson Plan Design a lesson plan across 3 sessions (20- 30 mins each). Include before, during and after activities.

49. Text Analysis & Teaching Points Group 1: Content Group 2: Genre & Text Structure Group 3: Syntax & Grammar Group 4: Vocabulary Group 5: Word Deciphering Group 6: Comprehension

50. 4. Q & A

51. 4. Wrap Up