Individual Response Consensus ENTRY TASK: CONSENSUS BOARD

STEP 1- In your quadrant, individually brainstorm a list of VOCABULARY learning strategies that you consistently implement in your classroom (2 minutes) STEP 2- Each participant shares list with team…. team listens for and notes any common ideas (5 minutes) STEP 3- group writes only common/ideas shared by everyone in the consensus square STEP 4- choose a reporter – reporter shares with whole group ENTRY TASK: CONSENSUS BOARD

CLASSROOMS THAT TALK Academic Language & Literacy Development Tamar Krames Alissa Farias & Hope Teague

Second Language Acquisition Assessment and ELLs Collaborative Structures & Co-Teaching Instructional Strategies Language & Content Objectives Culturally Responsive Teaching ELL Program Models Common Core & ELP Standards Multicultural Home- School Connections Immigration Status BEST PRACTICES FOR ENGLISH LEARNER SUCCESS

LEARNING GOALS TARGET I can…….. identify essential tier 2 and 3 vocabulary words for an upcoming unit review why ongoing & rigorous vocabulary instruction is essential for all learners integrate shared instructional strategies that support academic discourse TARGET I can…….. identify essential tier 2 and 3 vocabulary words for an upcoming unit review why ongoing & rigorous vocabulary instruction is essential for all learners integrate shared instructional strategies that support academic discourse SUCCESS CRITERIA by…… engaging in dialogue about effective pedagogy in relation to current practice generating a list of Tier 2 & 3 words and notes in order to implement Cognitive Content Dictionary SUCCESS CRITERIA by…… engaging in dialogue about effective pedagogy in relation to current practice generating a list of Tier 2 & 3 words and notes in order to implement Cognitive Content Dictionary

Strategies for Language & Literacy Development Project GLAD – Cultivating Academic Interactions Academic Language Literacy – Jeff Zwiers, Common Core Standards in Diverse Classrooms Tier 2 Vocabulary Isabel Beck – Bringing Words to Life, Marzano – Vocabulary Common Core OSPI/Migrant & Bilingual ELP Standards, Program Models – GUIDING RESOURCES

LANGUAGE & LITERACY FOR ALL STUDENTS ACADEMIC ENGLISH LEARNERS all students Students who need accelerated growth in language and literacy to meet grade-level demands Many are born into and raised in English speaking homes and struggle with the ‘language of school’ or academic English Zwiers, O’’Hara, and Pritchard, 2014 ACADEMIC ENGLISH LEARNERS all students Students who need accelerated growth in language and literacy to meet grade-level demands Many are born into and raised in English speaking homes and struggle with the ‘language of school’ or academic English Zwiers, O’’Hara, and Pritchard, 2014 ENGLISH LANGUAGE LEARNERS ELLS – ELP Standards Identified by WELPA/ELPA 21 Qualified for ELL program support Language learning is developmental – 5 stages of language acquisition Proficiency varies within the 4 language domains – Reading, Writing, Listening, Speaking ELP standards ENGLISH LANGUAGE LEARNERS ELLS – ELP Standards Identified by WELPA/ELPA 21 Qualified for ELL program support Language learning is developmental – 5 stages of language acquisition Proficiency varies within the 4 language domains – Reading, Writing, Listening, Speaking ELP standards

KNOW YOUR ELLS – LANGUAGE DEVELOPMENT KRASHENWELPAELP/ELPA 21 Pre-ProductionBeginning 1 1 Early ProductionAdvanced Beginning 1 2 Speech EmergenceIntermediate 2 3 Intermediate FluencyAdvanced 3 4 Advanced FluencyTransitional 4 5

Academic English Learners (may not be supported by ELL program) Newly arrived with adequate/exceptional formal schooling Newly arrived with limited/interrupted formal schooling Long Term English Language Learners Transitioned ELLs (may not be supported by ELL program) SPED/ELLS Parent Waivers (may not be supported by ELL program) KNOWING OUR STUDENTS – BEYOND NUMBERS Freeman and Freeman, 2002

Simplified texts Limited interaction with tier 2/3 vocabulary Limited authentic discourse Complex academic texts Decontextualized instruction Assumed Tier 2 vocabulary proficiency Limited focus on explicit language/literacy demands Academic English Learner engagement Academic English Learner engagement LANGUAGE DEVELOPMENT CONTENT DEVELOPMENT

INTEGRATED LANGUAGE & CONTENT DEVELOPMENT Explicit Teaching of Complex Academic Language and Discourse Literacy THROUGH Rigorous, Engaging Content Instruction Explicit Teaching of Complex Academic Language and Discourse Literacy THROUGH Rigorous, Engaging Content Instruction

PROJECT GLAD PROJECT GLAD GUIDED LANGUAGE ACQUISITION DESIGN STRATEGIES FOCUS & MOTIVATION COMPREHENSIBLE INPUT GUIDED ORAL PRACTICE READING & WRITING CLOSURE/EVALUATION

Consensus Board Numbered Heads Together T-Graph for Social Skills Cognitive Content Dictionary INSTRUCTIONAL STRATEGIES HANDOUTS CCD Teacher Notes/GLAD CCD Template CCD Steps/example

STRATEGY: NUMBERED HEADS TOGETHER

Facilitates a safe learning environment Student generated description of positive behavior Sets clear/explicit standards for cooperative learning Structures positive reinforcement STRATEGY – T-GRAPH FOR SOCIAL SKILLS

STRATEGY: COGNITIVE CONTENT DICTIONARY Teaches Language through Content Metacognition Word Study (Tier 2) Kinesthetic Visual Resource Activate Prior Knowledge Integrates Home Languages

CHOOSING WORDS TO TEACH Tier OneTier Three Most basic words Picked up in conversation Rarely require instruction in school Examples: clock, baby, happy, pencil, soccer Words that are high frequency found across a variety of domains Examples: characteristics, industrious, evidence, emerging Limited to specific domains(content specific) Frequency low Best learned when needed in content Examples: mitochondria, isotope, Beck, McKeown and Kucan, 2002

DIVING IN: COGNITIVE CONTENT DICTIONARY Identify 1of 8 essential tier 2 & 3 vocabulary words for an upcoming unit Complete teacher notes for that 1 word Word parts, final meaning, possible sketches Next steps – 8 words per unit Next steps – 8 words per unit

+∆ I learned that…. I enjoyed the focus on….. I made connections with….. This reminded me of…… I would appreciate more….. I wonder if….. I want to know more about……. I suggest that….. GOTS & WANTS