1. Co-Teaching with ELLs: The Honigsfeld and Dove Models
David Irwin
Language Development Opportunities

2. What the law says
WAC (1) requires that districts “make available to each eligible student a transitional bilingual instructional program” as defined in WAC , which
Uses two languages, one of which is English, ...
Teaches … in the primary language of a student, while the student also acquires English language skills.
Tests students in the subject matter in English.

3. Three choices Dual Language Developmental Bilingual (Late Exit)
English and “other” native speakers
Both learn both languages
Developmental Bilingual (Late Exit)
ELLs only, learning content in their L1 through K-6, from 100% to 50% balance by 6th grade
Transitional Bilingual (Early Exit)
ELLs only, learning content in their L1 through K-3, instruction progressing toward English

4. Alternative models
“If the use of two languages is not practicable, an alternative instructional program, defined as “a program of instruction which may include English as a second language…designed to enable the student to achieve competency in English”, may be provided.”
WAC talks about conditions that allow a district to use alternative models.
L1 materials unavailable
Unexpected large increase of ELLs
Wide distribution of ELLs throughout grade levels
Bilingual teachers are unavailable (and the district made good faith effort to find them)

5. Three alternatives
Content-Based Instruction (CBI) or Sheltered Instruction (SI)
ELLs only, taught by ELL teachers
Content and language
Supportive Mainstream
ELL and non-ELL students mixed
ELL teachers provide supplemental support in- or outside the regular classroom
All teachers use language development strategies
Collaboration between mainstream and ELL teachers/coach
Newcomer Program
Beginning ELLs only
Prep for other district ELL program

6. Where this comes from…
The book – Collaboration and Co-Teaching: Strategies for English Learners by Honigsfeld & Dove
Being used in Seattle, Federal Way, Clover Park, Bellevue
LDO training last year in Clover Park and Federal Way
Co-Teaching website:
Models: embedded

7. How does it fit for you? OSPI and Title III:
Classroom teacher is trained in, and uses, sheltered instruction strategies.
ELL teacher provides language support for all levels of ELLs.
There is flexibility about where and when this happens.
BUT the ELL teacher can’t replace the classroom teacher as the teacher of content. That is supplanting.
Discuss your thoughts on the above. In a co-teaching
model, how does this work?
We will look at each model in light of these guidelines.

8. Co-Teaching with ELLs Model 1
One group of students, ELL & mainstream mixed
One teacher leads
One teacher gives informal short mini-lessons to individuals, pairs, or small groups as needed
Could be vocabulary, language skills (forms) or comprehension skills (functions).
Could be preview/review of content

9. Co-Teaching with ELLs Model 2
One group of students, ELL & mainstream teach same content
Both teachers teach same lesson at once
One teacher gives big ideas, the other adds examples or details
ELL teacher can add details with
sheltered strategies for
comprehension or organizing

10. Co-Teaching with ELLs Model 3
One teacher teaches, one teacher assesses
One teacher is running the lesson.
One teacher roams the room, assessing with
rubrics, checklists, observations, anecdotal records
Which activities bring most engagement or were confusing
Both teachers review the assessments, plan for instruction with one of the other models

11. Co-Teaching with ELLs Model 4
Two groups of students, ELL & mainstream teach same content
Two heterogeneous groups, ELLs mixed in
Two identical classes, smaller class size
Additional opportunities for interaction
This not ability grouping

12. Co-Teaching with ELLs Model 5
Two groups, one teacher pre-teaches main topic (ABC), one teacher teachers alternative information besides or in addition to main topic (DEF)
Two groups based on readiness, ability or language level for that topic
Based on assessment, possibly from Model 3
Flexible, temporary grouping
Well suited for differentiated instruction strategies
More formalized than Model 1

13. Co-Teaching with ELLs Model 6
Two groups, one teacher re-teaches main topic, one teacher teachers alternative information besides or in addition to main topic
Based on assessment of previous lesson
Flexible, temporary grouping
Well suited for differentiated instruction strategies
Might need more than two groups
Similar to Model 5, except for
re-teaching, not pre-teaching

14. Co-Teaching with ELLs Model 7
Two teachers, multiple groups
Homogenous or heterogeneous groups
Skills-based instruction
Students move or teachers move

15. Practice Time Pairs of teachers assigned one of the 7 models
Choose a topic you will teach to the whole group
You will be chosen a random to “teach”. Those left sitting will be your class. (You may subdivide the group if your model calls for it)
You will assume that some of your students have language skills and some background in the topic, & others have little language and/or background in the topic.
You will have some prep time for
Objectives
Vocabulary and discourse structures (sentence frames)
Download visuals
Instructional strategies
Organize materials
Assessment

16. Topics Classroom management strategies Family engagement strategies
How to make a pizza
How to drive a car
How to care for a dog (cat, bird, rat, horse, you name it)
Music of the (pick a decade) 50s, 60s, 70s, 80s, 90s, 00s, 10s
The Constitution (just the basics)
National Parks (or other vacation location)
Your idea!

17. Exit Ticket Happy partnering! Check the objectives I’m leaving with
Ideas
A plan
One co-teaching model I will try
several times, enough that I can report on it in detail
Happy partnering!