1. Sarah Peterson Amy von Barnes Making “I Can” Statements Easy Supporting Learners – Week 3

2. Sharing… In twos or threes discuss the highs and lows of your experience considering bullets below.  Recipe  Tools (handouts, resources, etc)  Planning  Impact on lesson  What would make it easier?

3. Getting at the Content  Everyone reads: *Intro *Language in the Classroom (up to meaningful Mitosis) *With Language in Mind (last page)  Jigsaw: *Groups 1-3: Meaningful Mitosis *Groups 4-5: What Would You Have Done *Groups 6-7: The Language of Life  Meet with your assigned group to read and discuss your sections of the article  A spokesperson from each small group will report key points from your section.  What are implications for McREL?

4.  Provide background knowledge for students who may not have prior experiences with topic (ex: Fairy Tales)  Activate and build on prior knowledge, link concepts to background experiences students already have  Link past learning to new concepts  Emphasize key vocabulary *Introduced, written, repeated, and highlighted for students to see Food for Thought: Building Background

5. Please reference Tiers Overview handout  Tier 1 Words - most basic words and expressions, need to be taught explicitly to some ELs, we often assume they know these Examples: car, water, book, family, butterfly, baby, ball, shoe  Tier 2 Words – important utility words that appear frequently in grade level text and across content areas, can also be multiple meaning words and function words, are needed for students to be successful on tests Examples: trunk, difference, solve, estimate, due to, round, right, passage  Tier 3 Words – low frequency words that are limited to specific content areas, important for understanding a particular content Examples: parallelogram, peninsula, isosceles, erosion, evaporation  Where should our focus be when planning lessons, teaching, and assessing? What kind of supports are needed? Color í n Colorado http://www.colorincolorado.org/educators/content/vocabulary/ Food for Thought: Tier 1,2, and 3 Words

6.  Support moving from teacher directed learning to student directed learning  Frequent opportunities for interaction and discussion *Among students *Between teacher/student *Provide language support (Example: Math Talk)  Grouping configurations support stretched learning targets *Partners *Small group *Individual work *Whole group work Food for Thought: Interaction Strategies

7.  Sufficient wait time for student responses - 20 seconds *It may feel painfully long *Students who are ready can write down their responses, consider other questions they have, or think about how to expand their answers *Waiting this long is a respectful way to acknowledge the importance of everybody’s input, everybody matters (McREL classroom culture)  Ample opportunities for students to clarify key concepts in first language as needed (newcomers)  Provide students opportunities to process their thinking and ideas by talking and receiving feedback Interaction Strategies Continued

8. Recipe for Stretched Learning Targets: 1.Take your learning target. 2.Pull out the skill needed to achieve target. 3.Select the language needed to complete skill. 4.Add the support required to perform skill. 5.Display in kid friendly language.

9. Work Time  Enter a learning target of your choice into Google docs if you have not already done so.  Apply recipe to the learning target you brought with McREL criteria in mind. Be mindful of the proficiency levels represented in your classroom when stretching your target.  Enter your revised learning targets into Google docs.  Now use these revised learning targets as you plan and teach your lesson sometime in the future.

10. Resources Sentence Frames: Another site for frames that contains sentence starters along with signal words http://www.ouhsd.k12.ca.us/staff/el/frame.pdf SIOP Resource: contains more detailed information about supporting ELs https://www1.maine.gov/education/esl/webinars/documents/Downs100510SIOPSummary.pdf Colorín Colorado: A site for families and educators that contains helpful information regarding ELs http://www.colorincolorado.org/

11. Thank you!  Questions?  Feedback  Use us as a resource, when possible we would love to help write targets, plan lessons, and team.  We CAN-DO this together Amy von Barnes vonbarnesa@district112.org Sarah Peterson petersonsar@district112.orgvonbarnesa@district112.orgpetersonsar@district112.org

12. Glossary Continued:  Building background: providing students background knowledge and linking what they know to new learning  Tier 1, 2, and 3 Words: students need to know and understand common Tier 1 and 2 words before they are expected to use the more difficult and less common Tier 3 words  SIOP: Sheltered Instruction Observation Protocol, when EL teachers and classroom teachers work together in planning and teaching to meet the needs of English Learners through teaching grade level content

13. Glossary:  WIDA (World Class Instructional Design and Assessment): language standards designed to be used by classroom and EL teachers, they support students within social/instructional language, language arts, math, science, and social studies.  CAN Do Descriptors: show us what students are able to do at their current language level and where they are going next, these vary by domain (reading, writing, listening, and speaking)  Comprehensible input: Making your message understandable when teaching by using appropriate speech, clearly explaining academic tasks, and using a variety of techniques.

14. Glossary Continued:  Stretched learning target: a learning target that is stretched to include a language component and what supports are needed to help students  Support: what you provide students to help them successfully achieve the stretched learning target (see chart)  Sentence frames: a support that provides students with a structure they can use to start sentences when writing or speaking.  Word bank: a support that provides students with key words that will help them meet their learning targets