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Differentiation to Support English Learners K – 12 February 19 and March 5, 2009

Differentiation to Support English Learners K – 12 February 19 and March 5, 2009. Presented by: Pat Eppard, TV/TIP Coordinator/Coach Andrea Perkins, TV/TIP Coach. Four Corners A – Z Best Practices. Go to the corner of the room with the letter that represents the strategy you tried.

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Differentiation to Support English Learners K – 12 February 19 and March 5, 2009

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  1. Differentiation to Support English Learners K – 12February 19 and March 5, 2009 Presented by: Pat Eppard, TV/TIP Coordinator/Coach Andrea Perkins, TV/TIP Coach

  2. Four Corners A – Z Best Practices Go to the corner of the room with the letter that represents the strategy you tried. Share which strategy you tried with others in that corner. Share what worked. Share a question / challenge you have about this strategy. How did your strategy (ies) meet the range of learners in your class? *A – Z Chart on page 1 *Four Corner directions on page 2

  3. Purpose and Outcomes: To effectively meet the needs of every English learner in our classroom by: • Creating a supportive learning environment. • Implementing effective differentiated instructional strategies. • Using assessment tools and data to inform instruction.

  4. CELDT: California English Language Development Test • Identifies students who are limited English proficient • Determines level of proficiency in English for EL students • Assesses the yearly progress of EL students in acquiring English skills in: • Listening • Speaking • Reading • Writing

  5. Student Performance Level Report BACK FRONT

  6. Additional CELDT Resources: • English-Language Development Standards and Sample Pages (pages 6 - 9) • Secondary Continuum (pages 10 and 11) • CVUSD ELD Progress Reports K – 12 (pages 12 - 17) • Language Acquisition Chart (page 18)

  7. READING: Strategies and Activities to use in your Classroom!!

  8. Teacher Read / Think-AloudsArticle on Pages 19 - 22 I wonder what this means...

  9. Choral Reading: A goal of not only thestate and federal governments but also of all ELLs is to become proficient in English as quickly as possible. LEPstudents who do not want to fit in with their native-English-speaking peers are rare. Therefore, motivation tends to be high on the part of the English as a Second Language (ESL)students. Nevertheless, even the highest level of enthusiasmfor learning can be thwarted with tedious tasks that are beyond the student’s level ofcapability. Therefore, it isimportantthatteachersdifferentiate tasks, taking into consideration what educational philosopher John Dewey suggested long ago: that we begin where the students are, not where we would like them to be.

  10. Choral Reading (continued):It is important to remember that it is not just the task of the ESL specialist teacher to deliver instruction to ESL students. Rather, it is for all of us to contribute to the education of all children.

  11. Partner ReadDirections for all 3 strategies on page 23

  12. Expert Group Reading Activity Frontloading Activities Expert Group Reading Choral Read Highlight Process the Information Page 24 Samples pages 25 - 33

  13. Two Fun Resources to Use in Your Classroom: (page 34) • Songs for TeachingTM The Definitive Source for Educational Music • KEEPVID download streaming videos

  14. Time to Plan!! FAS lesson planning tool: Language Learners and Equity page 36 • Think about a lesson you will be teaching in the next week. • Identify some strategies that will help your EL students be more successful as you design your lesson Essential Components page 35

  15. FAS Observation Tool:Best Practices that Support Students with Language Needs Page 37 Hey Coach, will you please observe this lesson?

  16. THANK YOU FOR JOINING US!!!! Please fill out the Professional Development Reflection tool as your ticket out the door!

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