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The ESL Teacher in the Regular Classroom

Co-Teaching Content and Reading. The ESL Teacher in the Regular Classroom. Cindy Seaford Kathryn Gilchrist National Board Certified ESL Teachers August 19, 2011. HOW DO WE BEST SERVE THE NEEDS OF OUR ESL STUDENTS?. But , my Principal says, Co-Teach. PULL-OUT – The CMS Model – most

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The ESL Teacher in the Regular Classroom

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  1. Co-Teaching Content and Reading The ESL Teacher in the RegularClassroom Cindy Seaford Kathryn Gilchrist National Board Certified ESL Teachers August 19, 2011

  2. HOW DO WE BEST SERVE THE NEEDS OF OUR ESL STUDENTS? But, my Principal says, Co-Teach PULL-OUT – The CMS Model – most frequently used :)

  3. WHAT DO I DO? Help me! Make your best professional judgment based on: 1) Substantiated research 2) Knowledge of students 3) Your school environment and principal input NO CLEAR CUT ANSWERS (Gray area)

  4. So, why are we here today? 4) Present some models of co-teaching with websites for your on-going research 5) Ask you to fill out a form to collect information which we will later distribute to you. 6) Discuss as we have time 7) Evaluate our training • Today’s Goals 1) Pose some questions 2) Present some findings from research 3) Define Co-Teaching and what’s involved

  5. Questions for Thought • How PROACTIVE are you in ESL? We must get out of our comfort zone. • How CREATIVE are you in suggesting • /introducing new ideas into your school?

  6. Collaboration with maximum emphasis on Co-Teaching • What is “Co-teaching? A shared collaborative style that results in 2 co-equal teachers voluntarily implementing strategies to reach a common goal that integrates: o Language acquisition o Literacy o Academic content

  7. Degree of Co-Planning between ESL and Classroom Teachers TESOL • Minimal Collaboration (Limited/Informal) Activities: Finding out the same day what the classroom teacher expects to do in class, then bringing in supplemental visual materials • No collaboration Activities: No response after repeated attempts to co-plan

  8. Degree of Co-Planning between ESL and Classroom Teachers (TESOL) (2) • Substantial Collaboration Activities Regularly pushing in to a classroom to teach whole class vocabulary lessons on a certain day • Partial Collaboration Activities Identifying target vocabulary for a unit

  9. Degree of Co-Planning between ESL and Classroom Teachers (TESOL) (3) • Activities: Co-teaching Co-planning a science ESL unit Equal and Full Collaboraton Extensive Collaboration

  10. 21st Century Skills • Co-teaching Is here to stay! It fits the criteria for the 21st century! • Create • Collaborate • Communicate

  11. 1) What are some models of co-teaching? • What are the advantages of co-teaching as compared to pull-out? • How do we implement? QUESTIONS ABOUT CO-TEACHING

  12. 5) What role does my principal have? • What strategies do I use? • Where can I get more information? MORE ????

  13. Models of Co-Teaching:A Continuum • Team Teaching • Parallel Teaching • Alternative Teaching • 1 on 1 Teaching (Supportive) • Station Teaching • Small group teaching • ESL Teacher as Assistant

  14. Co-Teaching Components • Shared responsibilities. • Requires trust, communication, planning time, and coordination of effort.

  15. Team Teaching:The highest level of collaboration • Each teacher takes responsibility for all students: planning, teaching, assessing • One teacher may lead the discussion while the other models, demonstrates. • The other clarifies, paraphrases, simplifies, or records content. • ESL teacher focuses on providing scaffolding and addressing more basic skills. • ESL teacher provides ideas and materials for differentiating and scaffolding classroom teacher’s lessons. • ESL teacher is the expert on making the content area material accessible to all learners.

  16. Team Teaching • Both co- teachers are equally responsible for planning, instruction of content, assessment, and grade assignment. • Requires the greatest amount of planning time, trust, communication, and coordination of efforts • Difficult to implement for first-time co-teaching in a school

  17. Parallel Teaching • The class is divided in half, heterogeneous groups. • Both teachers plan instruction jointly and are teaching the same lesson at the same time • Differentiate as needed • Student/teacher ratio is lower.

  18. Alternative Teaching(One group- One Lead Teacher + One Teacher Teaching Small Group on Purpose • One teacher works with a large group while the support teacher is working with a small group of students (to reteach: specific skill or strategy) • The classroom teacher and ESL teacher alternate roles between support teacher and lead teacher

  19. Supportive Teaching1 on 1 teaching • Classroom teacher teaches, ESL tutors 1 on 1 • Sit with the students one-on-one to assist with readingand writing skills during independent reading time or independent work time. • Align to the classroom teacher’s curriculum or to your own long term plan based on ESL objectives 

  20. Station Teaching(Learning Centers) • Teachers divide instructional content into several parts and present the content in separate stations around the classroom.

  21. Small Group Teaching • The ESL teacher pulls a small group during the independent work time to reinforce or re-teach a skill. This can also be a time to teach more basic language skills or grammar points. • Align to the classroom teacher’s lesson if possible, but can also be aligned to a year-long plan that you create based on ESL objectives.

  22. PULL-OUT and Co-Teaching Contrasted • CO-TEACHING • ELL’S work with native English speakers. • ELL’s learn content. • ESL teacher presents strategies which classroom teacher continues to us. • More STUDENT-CENTERED. • PULL-OUT • Use for newcomers • More teacher centered • One native English speaker

  23. Co-Teaching Lesson Plans • Follow your school’s lesson plan format • Or, use SIOP lesson plan or develop your own. • ESL Teacher as a Reading Teacher during Readers Workshop

  24. Collaboration - VariationESL ImagineIt for Newcomers • Work with classroom teachers to serve Newcomers (Novice Highs) in ImagineIt • Can be done in pull-out or co-teaching • Use a variety of SIOP strategies • Develop Powerpoints on lesson (4th grade, The Constitution, Dust Bowl, etc.) • Download Discovery ED Videos into the Powerpoints • Find AR level books with similar content • Obtain ImagineIt materials from content teacher for reading

  25. ESL ImagineIt for Newcomers • Create Projects – posters, have students define vocabulary, create sentences with pictures or write a paragraph depending on proficiency level on Powerpoint/bulletin boards • Use vocabulary books – 4/Corners • Make mini-books to illustrate • Speaking – Have students give mini-presentations • Design your own multiple choice test • Create report card for teacher – technology grade, writing grade, reading, project, homework

  26. Planning your Lesson • Align with common core (K – 2) or NCSCOS (3 -5) • Align with teacher’s unit of study: Content Objective • What will the students learn? • Choose appropriate reading level • Choose the reading strategy • Language objective: What will the students do?

  27. Strategies to find answersMini Poster for Students • skimming and scanning Take your posters • perusewith you • use picture clues • scan the headings • use background knowledge • keep reading till you find the answers • use a table of contents or index • You may have to combine what you know

  28. Asking and Answering Questions Name_____________________Date_______ DID YOU KNOW?! Good readers read with a question in mind. Good readers wonder about things and want to know more about topics that interest them or topics that they can make personal connections to. That’s what you should be doing every time you read! Asking good questions, also makes you a good inquirer!  Try out this skill by asking questions you have in the organizer below.

  29. Track Your Thoughts Using Sticky Notes Answers Questions Ask Questions Name-_______________________________Date-____________

  30. SIOP Strategies Contact Sarah Lang Sarahm.lang@cms.k12.nc.us

  31. How To Co-Teach • Get principal support and suggestions • ESL students grouped in 1 or 2 classrooms • Establish times to co-teach • Group by proficiency levels • May need to pull students out of 1 class into another class to create a group • Establish planning times with teacher

  32. Summary Create groups to provide differentiated instruction for all students, based on data : AR levels, writing proficiency, Thinkgate The groups provide more opportunities for students to interact. View yourself as a support and resource for the classroom teacher.

  33. SUMMARY OF CO-TEACHING • President Woodrow Wilson stated: “ I not only use all the brains I have but all I can borrow.”

  34. Co-Teaching Questionnaire • Please fill out the QUESTIONAIRE • Turn it in before you leave. • We will deliver the results to you later to be shared with the ESL Department, your ESL team, and perhaps your Principal.

  35. Websites • http://esl.ncwiseowl.org • Go to LEP coordinators tab, then at the bottom of the page type “co-teaching” in search bar • http://www.colorincolorado.org/ • http://www.readinga-z.com/ add AR levels to your supplemental books to insure the right level • www.arbookfind.com • NEA website has a complete handbook (if a member)

  36. Additional Websites: • www.everythingesl.com – contains many ESL nuggets as well as information on co-teaching • The Comprehension Toolkit (3 – 6th) Language and Lessons for Active Literacy by S. Harvey and A. Goudvis • The Primary Toolkit (K – 2nd) • Published by Heinemann

  37. Thanks for attending!!Muchas Gracias. Merci. Danke! Cynthia.seaford@cms.k12.nc.us Kathryn.gilchrist@cms.k12.nc.us

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