1. ACES Professional Learning Community II Meeting TWO
ACES PLC Meeting TWO
ACES Professional Learning Community II Meeting TWO
Handouts:
ACES PLC II Participant Workbook (Complete document 3-hole punched in 3-ring binder--Recommended; or pp )
The Complete TIF (Complete document or pp )
TIF at a Glance (Complete document or pp. 3-4)
Materials/Technology:
Projector (preferred)
Internet access (required)
ACES PLC II, ATLAS, January 2015

2. ACES PLC Meeting TWO
Welcome!
Hello again!
Let’s re-introduce ourselves before we get started…
Welcome & Agenda
(5 min)
Slides: 2-4; HO p. 18
Re-introductions:
Re-introduce yourself. Have participants re-introduce themselves including where and what they teach.
ACES PLC II, ATLAS, January 2015

3. ACES PLC Meeting TWO
Meeting TWO Agenda
Sharing Outside Task #1: TIF-ed lesson Try It Out 1!
Zoom in on Learning Strategies (LS)
Pre-Task #1: Student Interview (Revisited)
LS sample activities in the complete TIF
A Tale of Two Contexts: The ACES Process with LS
The Classroom
The Low-Level ELL Classroom
Exploring TIF Methods
Sharing Outside Task #2: Evaluate your IPT
Work Time! TIF-ed Instructional Planning
Outside Tasks Preview
Wrap-up, questions, plans for Meeting THREE
Agenda
HO p. 18
Hand out the PLC Meeting TWO agenda (p. 18). Go over the agenda, beginning with a check-in to see if outside tasks were completed.
ACES PLC II, ATLAS, January 2015

4. PLC Scope: PLC II Meeting THREE: Sharing Outside Task #4
ACES PLC Meeting TWO
PLC Scope:
PLC II Meeting THREE:
Sharing Outside Task #4
Sharing Outside Task #5
Student Goals: Pre-Task #1 Revisited with NS
The Complete TIF: NS Sample Activities
Exploring 2 Contexts: the classroom & Corrections
Exploring TIF Methods
Work Time!!
Review ACES Journey & Next Steps
Meeting 3 Agenda
Go over the agenda outlines for PLC Meeting THREE, also on handout.
Remind everyone that this meeting will focus on Learning Strategies (LS) and meeting THREE will focus on Navigating Systems (NS).
ACES PLC II, ATLAS, January 2015

5. Warm-up Activity Share a “highlight” with the group:
What is one positive outcome you had in your instructional setting that resulted from your PLC work?
Then share with a partner:
How are you doing on your ACES goal?
ACES Highlight
(10 min)
Slide 5; HO p. 12
With the full group, share one ACES highlight since the last PLC meeting.
Then turn to a partner and discuss this question:
How are you doing on moving towards your ACES goal (p. 12)?
ACES PLC II, ATLAS, January 2015

6. TIF-ed Lesson: Try it Out 1! Outside Task #1
In a small group, share your TIF-ed lesson plan/materials.
Then share out some examples with the larger group.
What DFP skills did it integrate?
What did the lesson entail?
How did it go?
What evidence of learning did you observe?
Sharing Outside Task #1: TIF-ed Lesson: Try it Out 1!
(15 min)
Slide 6; Outside Task #1 IPTs & Notes
In small groups, participants will share the TIF-ed lesson they implemented, including their evaluation and their study &reflection of the lesson. One person from each group can then share with the full group.
Guiding Questions:
What DFP skills did it integrate?
What did the lesson entail?
How did the lesson go? What evidence of learning did you observe?
ACES PLC II, ATLAS, January 2015

7. My learner’s goals Revisit Pre-Task #1
ACES PLC Meeting TWO
My learner’s goals
Revisit Pre-Task #1
In a pair/small group, review your learners’ long-term goals and the steps they need to get there.
Look at the final column of your worksheet you labeled “TIF Skills.”
Take out the a Glance and look at the LS category (pp.3-4).
Together, consider (and jot down on handout p. 4) which LS skills and sub skills your students need to develop in order to take the steps they need to achieve their long- term goals.
Note: We will return to this activity in meeting THREE as well.
Student Goals: Review Pre Task #1 from Meeting ONE
(15 min)
Slide: 7-8; HO p. 5; a Glance pp. 3-4
Review Pre-Task #1 from meeting ONE, student goals. In small groups, have participants refer to the LS category of their TIF at a glance (pp. 3-4). Discuss which skills the interviewed students need in the LS category. Identify the skills & sub skills needed and share with the group. (This will be the introduction or review of the LS category to set up this meeting so get specific with the skills/sub skills.)
ACES PLC II, ATLAS, January 2015

8. Helping my student meet his/her goal…
ACES PLC Meeting TWO
Helping my student meet his/her goal…
Given the LS skills and sub skills your student needs to succeed…
Which LS skills do you already teach?
Which LS skills do you need to add?
After they discuss the skills & sub skills, have them answer these 2 questions:
What skills do you already teach in this category?
What skills would you like to add?
Explain that we will revisit this activity in meeting THREE to look at which skills are needed in NS as well.
ACES PLC II, ATLAS, January 2015

9. The Complete TIF LS Sample Activities: The Complete TIF (15 min)
ACES PLC Meeting TWO
The Complete TIF
LS Sample Activities: The Complete TIF
(15 min)
Slides: 9-10; HO p. 19
Refer participants to the LS category of The Complete TIF (pp ).
ACES PLC II, ATLAS, January 2015

10. The Complete TIF Transitions Integration Framework
Navigate the complete TIF (pp ) to find sample activities for the LS sub-skills.
Choose 2 sample activities you could tweak and use with your students. (1 must be a technology activity.)
Discuss your choice with your partner/group.
Then share out sample activity “finds” with the large group. How could this activity work in different contexts?
TIF Sample Activity Search
HO p. 19
Have participants complete the activity on Handout p. 19.
Read the sample activities provided
Choose at least 2 sample activities you could try with your students. Make sure at least one of them is a technology example.
Fill out the grid with your choices & tweaks. Make sure to include the LS skills and sub skills addressed.
Share your “finds” and “tweaks” with the group.
Challenge: create additional sample activity descriptions for TIF sub skills that are not yet accompanied by sample activities.
ACES PLC II, ATLAS, January 2015

11. Break 15 minute break ACES PLC II, ATLAS, January 2015
ACES PLC Meeting TWO
Break
15 minute break
ACES PLC II, ATLAS, January 2015

12. The Low-Level ELL Classroom
ACES PLC Meeting TWO
A Tale of Two Contexts…
The Low-Level ELL Classroom
The Classroom:
Tale of TWO Contexts
(30 min)
Slides: 12-32; HO pp
Explain that we will once again look at applying the ACES process to the contexts of the classroom and the one-room schoolhouse, this time looking at the LS category.
ACES PLC II, ATLAS, January 2015

13. ACES Process: Step 1: Assess a Lesson Sample “Pre-ACES” Lesson
ACES PLC Meeting TWO
ACES Process: Step 1: Assess a Lesson Sample “Pre-ACES” Lesson
Read and ASSESS the Pre A-C-E-S Lesson Plan to identify the Learning Strategies (LS) skills/sub skills being addressed.
Read the description of each lesson component and identify the LS skills and sub skills addressed.
Refer to the a Glance” LS category (pp. 3-4).
Note the skills and sub skills in the “Assess” column for each lesson component (e.g. LS 1a, 2b)
ACES Process: The Classroom
Slides: 12-21; HO pp ; a Glance pp. 3-4
Share the pre-ACES DFP lesson and together identify the skills and sub-skills it addresses and write them on the TIF-ing the classroom grid (p. 20).
Remember, the ACES process can be used with textbook materials, learner plans, and other instructional resources and routines, not just lesson plans.
ACES can work in any ABE context!
ACES PLC II, ATLAS, January 2015

14. Pre-ACES Lesson Plan Warm-up
ACES PLC Meeting TWO
Pre-ACES Lesson Plan Warm-up
Warm-up: NA
What LS skills do you see?
ACES PLC II, ATLAS, January 2015

15. Pre A-c-e-s Lesson: Assess
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up
Introduction
Guided Practice
Independent Practice
Extension NA
Have participants check their answers on their grid with this slide. “Click” to reveal the skills one row at a time.
ACES PLC II, ATLAS, January 2015

16. Pre-ACES Lesson Plan Introduction
ACES PLC Meeting TWO
Pre-ACES Lesson Plan Introduction
Introduction:
Ask students simple WH?s about the image.
Elicit student responses to the images/title from the text.
Write prediction statements on the board.
What LS skills do you see?
ACES PLC II, ATLAS, January 2015

17. Pre A-c-e-s Lesson: Assess
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up
Introduction
Guided Practice
Independent Practice
Extension NA
LS1b-1c
Have participants check their answers on their grid with this slide. “Click” to reveal the skills one row at a time.
ACES PLC II, ATLAS, January 2015

18. Pre-ACES Lesson Plan Guided Practice
ACES PLC Meeting TWO
Pre-ACES Lesson Plan Guided Practice
Guided Practice:
Read the story to the Ss, pausing to address predictions as needed.
Look together at the predictions made pre-reading.
Determine whether the predictions are T/F.
Read the story again and ask simple WH?s to assess their general understanding of the story.
Hand out the story and allow students to follow along while listening to the story.
Repeat the simple WH?s to address challenges.
Have students read three times: read to self (silently and aloud) and with a partner.
Read through the WH? comprehension questions, having students follow along.
What LS skills do you see?
ACES PLC II, ATLAS, January 2015

19. Pre A-c-e-s Lesson: Assess
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up
Introduction
Guided Practice
Independent Practice
Extension NA
LS1b-1c
LS1b, 1e
Have participants check their answers on their grid with this slide. “Click” to reveal the skills one row at a time.
ACES PLC II, ATLAS, January 2015

20. Pre-ACES Lesson Plan Independent Practice
ACES PLC Meeting TWO
Pre-ACES Lesson Plan Independent Practice
Independent Practice:
Ss read the story independently again and answer the WH? comprehension questions.
Have Ss check answers with other Ss.
Re-read and explain the story as necessary.
Check the answers as a class.
What LS skills do you see?
ACES PLC II, ATLAS, January 2015

21. Pre A-c-e-s Lesson: Assess
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up
Introduction
Guided Practice
Independent Practice
Extension NA
LS1b-1c
LS1b, 1e
LS1e NA
Have participants check their answers on their grid with this slide. “Click” to reveal the skills one row at a time.
ACES PLC II, ATLAS, January 2015

22. ACES Process: Step 2: Complement
Now watch the video clip of the “Post-ACES” TIF- ed lesson. Access video: ture=em-upload
How did the teacher COMPLEMENT the lesson with additional LS skills and sub skills?
Refer to the a Glance LS Snapshot.
Note the skills and sub skills on the GRID in the “complement” column.
Share out skills & sub skills
Post-ACES Lesson
Slides 22-32; HO pp ; a Glance pp. 3-4
Continue working from the a Glance and TIF-ing a Lesson Grid (p. 20). Click the video link to show the video.
Watch the Post-ACES Lesson one segment at a time as indicated on the TIF-ing the Classroom Grid (p. 20) and the slides.
Identify the skills & sub skills from each segment and jot them on the grid (p. 20) after watching each segment .
Check your notes with the slides.
Reflect on the ‘E’ and ‘S’ of the ACES Process for this lesson
ACES PLC II, ATLAS, January 2015

23. Post-ACES Lesson Plan Warm-up
ACES PLC Meeting TWO
Post-ACES Lesson Plan Warm-up
Warm-up: [0:20]
Introduce self.
Ask Ss introduction questions.
Either use the grid (or go paperless) for mingle asking/answering questions.
What LS skills did you see?
ACES PLC II, ATLAS, January 2015

24. Post A-c-e-s: Complement
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up NA
Introduction
LS1b-1c
Guided Practice
LS1b,1e
Independent Practice
LS1e
Extension
LS1a
Participants can share out their ideas for complements. “Click” to reveal the complements for each row, one at a time.
ACES PLC II, ATLAS, January 2015

25. Post-ACES Lesson Plan Introduction
ACES PLC Meeting TWO
Post-ACES Lesson Plan Introduction
Introduction: [2:54]
Explicitly introduce WH?s and their meanings.
Match questions with the pictures as a group.
What LS skills did you see?
ACES PLC II, ATLAS, January 2015

26. Post A-c-e-s: Complement
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up NA
Introduction
LS1b-1c
Guided Practice
LS1b,1e
Independent Practice
LS1e
Extension
LS1a
LS1a,1c; LS2a
Participants can share out their ideas for complements. “Click” to reveal the complements for each row, one at a time.
ACES PLC II, ATLAS, January 2015

27. Post-ACES Lesson Plan Guided Practice
ACES PLC Meeting TWO
Post-ACES Lesson Plan Guided Practice
Guided Practice: [11:28]
Ask students simple WH?s about the image from the story – write answers on board.
Elicit student responses to the images/title from the text on what the story is about.
Write responses as prediction statements on the board.
Read the story aloud to the Ss, pausing to address predictions as needed.
Look together at the predictions from pre-reading and determine whether the predictions are T/F using “Yes” and “No”, check answers to WH?s
Hand out the story and allow students to follow along while listening to the story.
Have students read three times: read to self (silently and aloud) and with a partner.
Ask Ss simple WH? comprehension questions.
What LS skills did you see?
ACES PLC II, ATLAS, January 2015

28. Post A-c-e-s: Complement
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up NA
Introduction
LS1b-1c
Guided Practice
LS1b,1e
Independent Practice
LS1e
Extension
LS1a
LS1a,1c; LS2a
LS1a-1f
Participants can share out their ideas for complements. “Click” to reveal the complements for each row, one at a time.
ACES PLC II, ATLAS, January 2015

29. Post-ACES Lesson Plan Independent Practice
ACES PLC Meeting TWO
Post-ACES Lesson Plan Independent Practice
Independent Practice: [21:13]
Have groups sort images from story into “Who”, “What are they doing”, “When”, “Where” and “How long”.
Once images are categorized, help Ss line up the images so they match the story. Ex. Packager, put things in boxes, in the factory, from 1996 to 2000 – line them up First, Next, Then
Once in order use the graphic organizer to write key vocabulary from the story.
Ss read the story independently again.
Using the grid they can practice asking/answering WH?s about the story in partners.
As a wrap up, Ss orally answer WH? questions from the teacher.
What LS skills did you see?
ACES PLC II, ATLAS, January 2015

30. Post A-c-e-s: Complement
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up NA
Introduction
LS1b-1c
Guided Practice
LS1b,1e
Independent Practice
LS1e
Extension
LS1a
LS1a,1c; LS2a
LS1a-1f
LS1c-f; LS2a
Participants can share out their ideas for complements. “Click” to reveal the complements for each row, one at a time.
ACES PLC II, ATLAS, January 2015

31. Post-ACES Lesson Plan Extension
ACES PLC Meeting TWO
Post-ACES Lesson Plan Extension
Extension: [Not featured in video]
Students answer written comprehension questions.
Have each student write a summary statement about a different, but related image by filling in a graphic organizer with the person, action, place and time.
Students ask/answer questions about their images.
What LS skills did you see?
ACES PLC II, ATLAS, January 2015

32. Post A-c-e-s: Complement
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up NA
Introduction
LS1b-1c
Guided Practice
LS1b,1e
Independent Practice
LS1e
Extension
LS1a
LS1a,1c; LS2a
LS1a-1f
LS1c-f; LS2a
LS1a, 1f
Participants can share out their ideas for complements. “Click” to reveal the complements for each row, one at a time.
ACES PLC II, ATLAS, January 2015

33. ACES PLC Meeting TWO
Low-Level ELL
Watch the interview with the instructor of a one-room schoolhouse.
Link: =em-upload
Observe the system she uses to TIF the lessons for her learners.
What kind of IPT does she use? How does she use it?
What kinds of pre-ACES materials does she use and how does she TIF them?
A Tale of Two Contexts: The ACES Process
The One-room Schoolhouse
(20 min)
Slides: 33-34; HO p. 16
Watch the interview with the instructor of a one-room schoolhouse.
Observe the system she uses to TIF the lessons for her learners.
What kind of instructional planning tool does she use in this setting? How does she use it?
What kinds of pre-ACES materials does she use and how does she TIF them?
ACES PLC II, ATLAS, January 2015

34. What works best in my setting?
ACES PLC Meeting TWO
What works best in my setting?
Consider both the classroom and the one-room schoolhouse contexts. In small groups, discuss these questions:
Which process would work best in your setting? (Classroom or 1-room schoolhouse?)
Why did you choose that option?
How would you tweak either process to better fit your setting and learners?
Is there a way to combine the two processes to get the best of both worlds?
What’s the Right Fit for My Context?
HO p. 16
Revisit notes from PLC Meeting ONE (p. 16)
What are your take-aways from ACES implementation in these two contexts?
ACES PLC II, ATLAS, January 2015

35. TIF Methods TIF Methods (20 min)
Slides: 35-37; HO pp ; a Glance pp. 3-4
TIF Methods:
Refer participants to handouts pp
Contemplate the TIF Methods visual and read through the definitions and examples on the following 2 slides
ACES PLC II, ATLAS, January 2015

36. TIF Methods Definitions
Routines: a sequence of actions regularly followed; a routine process
Norms: standards of acceptable behavior; expectations within a specified context
Learning Task Formats: routine structures for activities and tasks that provide practice of lesson content
Language: vocabulary and language structures that are necessary to effectively address a specified TIF skill
Technology: technology use that mirrors what is necessary in the “target” environment.
Read through and explain the different TIF methods. (Handout p. 22)
ACES PLC II, ATLAS, January 2015

37. Which TIF method is which?
TIF methods can be labeled in more than one way:
Expecting students to assignments is both technology and a norm.
Expecting students to speak courteously is a norm but when you highlight the language structures (e.g. Could/can/may I…), it is also a language method.
The important thing is that all of these methods reinforce TIF skills consistently and authentically regardless of lesson content.
Now it’s your turn to think of some TIF Method examples!
Look at p. 24.
In a small group, share TIF Methods that address LS skills
Assess and Complement them for LS skills.
HO p. 24; a Glance pp. 3-4
Offer or elicit other examples as needed.
In pairs or small groups, have participants discuss which TIF methods they could implement in their settings to integrate LS skills (p. 24).
Describe TIF methods
Assess the methods for LS skills and sub skills
Complement the methods with LS skills and sub skills
Have several participants share their examples with the larger group.
ACES PLC II, ATLAS, January 2015

38. Outside Task #2: IPT Evaluation
ACES PLC Meeting TWO
Outside Task #2: IPT Evaluation
In pairs, evaluate your instructional planning tool (IPT):
What tweaks did you make & why?
How did it work?
Outside Task #2: IPT Evaluation
(5 min)
Slide: 38; Instructional Planning Tools of choice
In pairs, have participants evaluate the instructional planning tools (IPTs) they used for their outside tasks:
How did it work?
What tweaks did you make & why?
ACES PLC II, ATLAS, January 2015

39. Work Time! Tools: Instructional Planning Tool LS Lesson materials
ACES PLC Meeting TWO
Work Time!
Tools:
Instructional Planning Tool
LS Lesson materials
Instructions:
Team up with someone with a similar context or learner group
Discuss your proposed ACES lessons
Identify the LS skills/sub skills to be addressed & note them on the IPT
Provide input and feedback to one another
Work Time! Instruction Planning
(20 min)
Slide: 39; IPT and Lesson Materials from Outside Task #3
Have participants take out their lesson materials they brought as part of the requirements for Outside Task #3. In pairs, have participants discuss their proposed ACES lessons and get feedback from their partner. Participants will use their IPT for their instructional planning noting the LS skills/sub skills they intend to address and how they intend to address them.
Ask 2 or 3 participants to share their plans with the larger group.
ACES PLC II, ATLAS, January 2015

40. TIF-ed Lesson Try It Out 2! Outside Task #4
ACES PLC Meeting TWO
TIF-ed Lesson Try It Out 2! Outside Task #4
Implement the TIF-ed lesson you began planning.
Make sure to intentionally integrate LS skills.
Evaluate how the lesson went observing evidence of student learning.
Share this lesson at Meeting THREE.
Outside Tasks #4-6: Preview
(5 min)
Slides: 40-42; HO p. 25
Outside Task #4: TIF-ing a Lesson: Try It Out 2!:
Participants will deliver their TIF-ed lesson they began planning and share a summary of the lesson, their evaluation and their study &reflection of the lesson at Meeting THREE.
ACES PLC II, ATLAS, January 2015

41. Outside Tasks #5 & #6 Outside Task #5 Outside Task #6
ACES PLC Meeting TWO
Outside Tasks #5 & #6
Outside Task #5
Implement one TIF Method into your setting
Share at meeting THREE.
Outside Task #6
Review/preview the Navigating Systems (NS) category from the TIF.
Choose lesson materials that you plan to use following PLC Meeting THREE that you could integrate NS skills into.
Bring these to work on during Meeting THREE.
Outside Tasks #5-6
Outside Task #5: Participants will implement a TIF method that integrates LS and share at Meeting THREE.
Outside Task #6: Preview/review Navigating Systems (NS) category a Glance p. 12). Choose lesson materials into which you can integrate NS skills AND that you plan to use following PLC meeting THREE. Bring these materials to Meeting THREE to work on during our collaborative work time.
ACES PLC II, ATLAS, January 2015

42. ACES in ACTION Plan! Let’s set a timeline for PLC work…
ACES PLC Meeting TWO
ACES in ACTION Plan! Let’s set a timeline for PLC work…
Outside Tasks for Mtg. THREE
Mtg. THREE Date: ________
Outside Task #4:
TIF-ed Lesson Implementation
Do by: ???
Outside Task #5:
TIF Method Implementation
Outside Task #6:
Preview NS Category
Compile materials to use for NS lesson
Set a timeline for the groups to complete outside tasks.
ACES PLC II, ATLAS, January 2015

43. ACES Resource Library http://atlasabe.org/resources/aces Wrap-up/Q & A
(5 min)
Slides: 43-44
Share the ACES resource library for the NS category.
ACES PLC II, ATLAS, January 2015

44. Wrap-up THANK YOU!!! Next Meeting: day, time, place
ACES PLC Meeting TWO
Wrap-up
Next Meeting: day, time, place
Tasks before we meet again?
Come ready to share!
Questions?
Wrap-up & Q&A
Discuss when the next meeting is: day, time, and place. Remind participants of the outside tasks.
Answer questions.
Note: Make sure to send an reminder before the first Outside Task is due!
THANK YOU!!!
ACES PLC II, ATLAS, January 2015