AISD Expanded Cabinet Success For ELLs Rosa M. Villarreal, Ed.D. September 21, 2011

 Quality customer service  School reform  Academic rigor  Content objectives  Language objectives  Preparation Welcome

Video #1

 Turn and talk to one person  Q1: How would you rate this lesson? Why?  1 [poor] 3 [average] 5 [superior]  Intentionally open-ended  Q2: What specific research-based best practices for ELLs did you see in the lesson?  Make a list with your partner Strategy

 Share the list with your table team  Count how many different strategies your table team was able to identify.  Table Teams will report out the list by least to greatest.  Each subsequent team will only share if they have a new item to add. Table Team Talk

Discussion Strategy: 1. Numbered fingers Questions: Hold up the number of fingers which represents how many new things you learned?

 Graphic organizer  ELL Support Staff in the room  Students participate in Structured Conversations  Randomize and rotate who you call on  Use language objectives to read, listen, speak and write about the content Video #1 Observation Summary

Video #2

 Turn and talk to one person  Q1: How would you rate this lesson?  Intentionally open-ended  Q2: What specific research-based best practices for ELLs did you see in the lesson?  Make a list with your partner Strategy

 Share the list with your table team  Count how many different strategies your table team was able to identify. Table Team Talk

 Teach students what to say when they don’t know WHAT to say.  Students have to speak in complete sentences.  Use total response signals to have students monitor their own understanding.  Teach students concepts, words, and phrases to use in writing and conversation. Video #2 Observation Summary

 May I please have some more information?  May I have some time to think?  May I ask a friend for help?  Where could I find that information? Do you see these questions posted? Do you see/hear these questions used? What to say when you don’t know what to say…

 Teach students what to say when they don’t know WHAT to say.  Students have to speak in complete sentences.  Randomize and rotate who we call on.  Use total response signals to have students monitor their own understanding.  Teach students concepts, words, and phrases to use in writing and conversation  Have students participate in Structured Conversation. [interaction utilizing specific words or sentence stems]  Use language objectives to read, listen, speak and write about the content. Research Based Best Practices

 TELPAS accountability ELL progress indicator as Exit Criteria for for 3 rd – 8 th English Reading and ELA  Incorporates all Domains assessed in TELPAS  Listening, Speaking, Reading, Writing Reminder

Math Vocabulary Algebra I  Coordinate plane  axes  origin  x- axis  y- axis  Ordered pair  x-coordinate  y-coordinate  quadrant  input  output  Relation  domain  range  function  Independent variable  dependent  variable  Function rule  Function notation Table Talk How exactly would you expect to see this vocabulary developed in your Math classes with ELLs?

1.assign variables to the different changing quantities and accurately identify as independent and dependent 2.collect data and create a graph, table, and/or mapping diagram that accurately represents the data (ELPS 5G-­ ‐Writing) 3.deconstruct a graph into sections and identify what is happening in each section (ELPS 3D-­‐Speaking) 4.determine the correlation between two variables, if any 5.verbally describe the domain and range for a continuous or discrete function (ELPS 3B-­‐Speaking) 6.write an expression or equation that correctly relates the variables in the problem situation 7.interpret data in graphs, tables, and problem situations to solve problems and make predictions Exactly how can we support ELLS?

 Ongoing assessment / development of oral proficiency and literacy to plan effective instruction and intervention  Second language acquisition development  Intervention is essential - every ELL is different  What have we missed in our support of you?  C: Missing In Action