EL LEADPD

January 6th 2009

Happy New Year!

EXPECT SUCCESS!

Objectives

• To review the EL Data available and use this information to guide planning using an inquiry protocol

• To collaborate with colleagues to discuss success, challenges and next steps

• To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation

• To observe an AED lesson and identify key features of the lesson to better understand AED instruction

• To consider ways to strengthen existing aspects of EL Programs

Objectives

• To review the EL Data available and use this information to guide planning using an inquiry protocol

• To collaborate with colleagues to discuss success, challenges and next steps

• To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation

• To observe an AED lesson and identify key features of the lesson to better understand AED instruction

• To consider ways to strengthen existing aspects of EL Programs

Objectives

• To review the EL Data available and use this information to guide planning using an inquiry protocol

• To collaborate with colleagues to discuss success, challenges and next steps

• To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation

• To observe an AED lesson and identify key features of the lesson to better understand AED instruction

• To consider ways to strengthen existing aspects of EL Programs

Objectives

• To review the EL Data available and use this information to guide planning using an inquiry protocol

• To collaborate with colleagues to discuss success, challenges and next steps

• To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation

• To observe an AED lesson and identify key features of the lesson to better understand AED instruction

• To consider ways to strengthen existing aspects of EL Programs

Objectives

• To review the EL Data available and use this information to guide planning using an inquiry protocol

• To collaborate with colleagues to discuss success, challenges and next steps

• To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation

• To observe an AED lesson and identify key features of the lesson to better understand AED instruction

• To consider ways to strengthen existing aspects of EL Programs

Objectives

• To review the EL Data available and use this information to guide planning using an inquiry protocol

• To collaborate with colleagues to discuss success, challenges and next steps

• To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation

• To observe an AED lesson and identify key features of the lesson to better understand AED instruction

• To consider ways to strengthen existing aspects of EL Programs

EL Data

High Leverage PracticesTEACHING PRACTICES LEADERSHIP PRACTICES ORGANIZATIONAL PRACTICES

Tier 1 EL Interventions (in class)•Frontload core ELA and content area language for students at different English language proficiency levels •Provide differentiated instruction to address areas of need

Principals and Site EL Leaders facilitate Inquiry Cycle focused on EL Achievement•Principal and/ or site EL Leaders model and guide peers in data-driven inquiry cycle (Whole-Staff PLC, followed by grade-level PLCs)

Timely and Relevant Data (Assessment data every 8 weeks)•Establish process for EL student placement that addresses their academic needs•Establish and support PLCs as a forum for data analysis & planning

Formative Assessments to Guide Instruction•Administer & Analyze ELD/ ELA assessments (L4 L/W, OCR/ Foro, etc.)•Use data to regroup students and plan instruction to meet their needs

Focused Feedback from Site Administrator, EL Program Staff & Coaches•Site Administrator, EL Program staff and coaches consistently monitor instruction and provide feedback focused on the refinement of teaching practices

Explicit ELD instruction + Access to Core Content Classes•Leveled ELD Classes •Time scheduled for Frontloading/ Spanish-to-English Transferability (SET in Elementary Bilingual classes)•Creation of sheltered content classes at the secondary level for students at beginning levels of language acquisition

Explicit Direct Instruction•Use adopted curricula to model standard English writing and speaking for English Language Learners

Allocating Resources to Support High Leverage Teaching Practices•Principals allocate categorical funds and personnel to provide interventions

Tier 2 EL Interventions (in addition to in class support)•ELD intervention classes for EL students scoring FBB and BB•Within school day or after school (outside of ELA and math blocks)

High Leverage PracticesTEACHING PRACTICES LEADERSHIP PRACTICES ORGANIZATIONAL PRACTICES

Tier 1 EL Interventions (in class)•Frontload core ELA and content area language for students at different English language proficiency levels •Provide differentiated instruction to address areas of need

Principals and Site EL Leaders facilitate Inquiry Cycle focused on EL Achievement•Principal and/ or site EL Leaders model and guide peers in data-driven inquiry cycle (Whole-Staff PLC, followed by grade-level PLCs)

Timely and Relevant Data (Assessment data every 8 weeks)•Establish process for EL student placement that addresses their academic needs•Establish and support PLCs as a forum for data analysis & planning

Formative Assessments to Guide Instruction•Administer & Analyze ELD/ ELA assessments (L4 L/W, OCR/ Foro, etc.)•Use data to regroup students and plan instruction to meet their needs

Focused Feedback from Site Administrator, EL Program Staff & Coaches•Site Administrator, EL Program staff and coaches consistently monitor instruction and provide feedback focused on the refinement of teaching practices

Explicit ELD instruction + Access to Core Content Classes•Leveled ELD Classes •Time scheduled for Frontloading/ Spanish-to-English Transferability (SET in Elementary Bilingual classes)•Creation of sheltered content classes at the secondary level for students at beginning levels of language acquisition

Explicit Direct Instruction•Use adopted curricula to model standard English writing and speaking for English Language Learners

Allocating Resources to Support High Leverage Teaching Practices•Principals allocate categorical funds and personnel to provide interventions

Tier 2 EL Interventions (in addition to in class support)•ELD intervention classes for EL students scoring FBB and BB•Within school day or after school (outside of ELA and math blocks)

High Leverage PracticesTEACHING PRACTICES LEADERSHIP PRACTICES ORGANIZATIONAL PRACTICES

Tier 1 EL Interventions (in class)•Frontload core ELA and content area language for students at different English language proficiency levels •Provide differentiated instruction to address areas of need

Principals and Site EL Leaders facilitate Inquiry Cycle focused on EL Achievement•Principal and/ or site EL Leaders model and guide peers in data-driven inquiry cycle (Whole-Staff PLC, followed by grade-level PLCs)

Timely and Relevant Data (Assessment data every 8 weeks)•Establish process for EL student placement that addresses their academic needs•Establish and support PLCs as a forum for data analysis & planning

Formative Assessments to Guide Instruction•Administer & Analyze ELD/ ELA assessments (L4 L/W, OCR/ Foro, etc.)•Use data to regroup students and plan instruction to meet their needs

Focused Feedback from Site Administrator, EL Program Staff & Coaches•Site Administrator, EL Program staff and coaches consistently monitor instruction and provide feedback focused on the refinement of teaching practices

Explicit ELD instruction + Access to Core Content Classes•Leveled ELD Classes •Time scheduled for Frontloading/ Spanish-to-English Transferability (SET in Elementary Bilingual classes)•Creation of sheltered content classes at the secondary level for students at beginning levels of language acquisition

Explicit Direct Instruction•Use adopted curricula to model standard English writing and speaking for English Language Learners

Allocating Resources to Support High Leverage Teaching Practices•Principals allocate categorical funds and personnel to provide interventions

Tier 2 EL Interventions (in addition to in class support)•ELD intervention classes for EL students scoring FBB and BB•Within school day or after school (outside of ELA and math blocks)

ELA Benchmark Results

• When we look at the results for each grade level, 42-43% of student score at or above benchmark

• We need to disaggregate the data by language proficiency to see how groups of students are performing

• For example 5th grade: 43% at or above benchmark– 46% EO at or above benchmark

– 19% EL at or above benchmark

ELD Benchmark

Results

EL SIBAP

English Learner

Site Inquiry Based Action Plan

• Now, we are going to orient you through the EL SIBAP process.

First, we start with our

Successes and

challenges

Then we will create our specific

EL SIBAP

EL SIBAP

Successes &

Challenges

EL Successes and ChallengesSchool: School for Building Success Principal: Mr. AbleDate: January 6, 2009 EL Lead: Ms Yeswe Can

Successes Challenges

1 All English Learners are receiving ELD for 30 minutes daily

2 Teachers at all grade levels are planning together to differentiate instruction for ELs and other students

3 We are beginning to look at Standards Based Instruction and developing school wide goals per grade level.

4 Experienced teachers are helping new teachers with planning lessons and are collaborating to create lessons and instruction that meets the needs of all students in the school.

5 90% of our teachers have been trained in Frontloading Language and/or Results for English Learners.

6

EL Successes and ChallengesSchool: School for Building Success Principal: Mr. AbleDate: January 6, 2009 EL Lead: Ms Yeswe Can

Successes Challenges

1 All English Learners are receiving ELD for 30 minutes daily

We have not started Frontloading Language in all classes.

2 Teachers at all grade levels are planning together to differentiate instruction for ELs and other students

Scheduling in all that is required is and issue

3 We are beginning to look at Standards Based Instruction and developing school wide goals per grade level.

The Principal does not have time to do walk-throughs to help coach the teachers. So there is no follow-through with whether ELD or Frontloading is being done well or at all.

4 Experienced teachers are helping new teachers with planning lessons and are collaborating to create lessons and instruction that meets the needs of all students in the school.

The importance of Frontloading Language has not been explained nor understood, other than during the training.

5 90% of our teachers have been trained in Frontloading Language and/or Results for English Learners.

English Learners are not participating in class discussion or other in-class activities.

6 There does not seem to be an understanding of building community and communication in the classroom.

Setting our SMARTE GOALS

• S = Systematic

• M = Measurable

• A = Actionable

• R = Realistic

• T = Time-bound

• E = Equitable

EL School Inquiry Based Action PlanSchool : School for Building Success Principal: Mr. Able Date: January 6, 2009

EL Lead: Ms Yeswe CanProblem (Root Cause) Conjecture ( Ideas for solving it.)

English Learners are not participating in class discussion or other in-class activities. (Structures are not in place so the students have the opportunity to or feel comfortable enough to express themselves or participate.)

SMARTE GOAL:1.Student Learning 2. Teaching 3. Organization 4. Leadership

What specific steps will you take? Who will do it?

By when?

Instructional Evidence Learning Evidence

1.

2.

3.

4.

Needs:

EL School Inquiry Based Action PlanSchool : School for Building Success Principal: Mr. Able Date: January 6, 2009

EL Lead: Ms Yeswe CanProblem (Root Cause) Conjecture ( Ideas for solving it.)

English Learners are not participating in class discussion or other in-class activities. (Structures are not in place so the students have the opportunity to or feel comfortable enough to express themselves or participate.)

If the principal, and faculty create Professional Learning Communities to address instructional, social, emotional, and physical needs of the students then in grade level PLCs teachers can discuss ways in which to encourage EL participation.

SMARTE GOAL:1. Student Learning 2. Teaching 3. Organization 4. Leadership

What specific steps will you take? Who will do it?

By when?

Instructional Evidence Learning Evidence

1.

2.

3.

4.

Needs:

EL School Inquiry Based Action PlanSchool : School for Building Success Principal: Mr. Able Date: January 6, 2009

EL Lead: Ms Yeswe CanProblem (Root Cause) Conjecture ( Ideas for solving it.)

English Learners are not participating in class discussion or other in-class activities. (Structures are not in place so the students have the opportunity to or feel comfortable enough to express themselves or participate.)

If the principal, and faculty create Professional Learning Communities to address instructional, social, emotional, and physical needs of the students then in grade level PLCs teachers can discuss ways in which to encourage EL participation.

SMARTE GOAL:1. Student Learning 2. Teaching 3. Organization. 4. Leadership

What specific steps will you take? Who will do it?

By when?

Instructional Evidence Learning Evidence

1. By January 30, 2009 all ELs will be participating in Frontloading Language/Literature lessons (CRLP or ELSG) on a daily basis.

Teachers with ELs

Jan. 30

ELs will be using the vocabualry and linguistic patterns of the FLD Lessons

ELs will participate during discussion in class.

2. Teachers will Frontload Language (vocabulary and linguistic patterns) for ELs so that they will have the tools to participate in oral and written discussion during comprehension discussions

Teachers and Students

Jan. 30

Students will participate orally and in writing during lessons

ELs will speak and write using the strategy that’s highlighted

3. Principal will set up a structure so that Grade Levels or PLCs will meet to design Frontloading lessons for ELs

Principal and Teachers

Jan. 14

Site schedule Lesson Plans

4. Principal and EL Lead will arrange for a PD to review how to Frontloading Language (CRLP or ELSG) on a minimum day.

Principal EL Lead teachers

Jan. 14

An agenda and evaluation sheets from the PD

Lesson Plans for the nest day

Needs: Some one to give the PD, schedule for PLCs or GLM, lesson plans, observations of lessons being taught by principal or EL Lead, teachers instructing, students participating orally and in writing

Reflection(Think, Write, Pair Share)

• Look at your data. • Think about your Successes and

Challenges in implementing your EL Program (ELD, Frontloading, Transferability, ELD Interventions)

Reflection(Think, Write, Pair Share)

• Look at your data. • Think about your Successes and

Challenges in implementing your EL Program (ELD, Frontloading, Transferability, ELD Interventions)

(5 minutes)

Reflection(Think, Write, Pair Share)

• Write them down on your NCR Successes and Challenges Form ( 5 minutes)

• Share the challenge you would like to focus on with an Elbow Partner (3 minutes each)

Reflection(Think, Write, Pair Share)

• Write them down on your NCR Successes and Challenges Form ( 5 minutes)

• Share the challenge you would like to focus on with an Elbow Partner (3 minutes each)

NOW

we are going to develop

an action plan,

that is your own

ELSIBAP

FOUR CORNERS

• Think about your

SIBAP’sProblem

&

Conjecture(3 minutes)

FOUR CORNERSEL SIBAP

EL SIBAP

• Think about your

SIBAP’sProblem

&Conjecture

(3 minutes)

• WRITEthem on your

NCR(2 minutes)

• We have displayed four areas in the

room, matching the

4Components

of EL Programs

EL SIBAP FOURCORNERS

FOUR CORNERS

• We have displayed four areas in the

room, matching the

4Components

of EL Programs

• MOVETo the area in which

you will develop your SIBAP

EL SIBAP FOURCORNERS

• Share your Problem and Conjecture with

a partnerto clarify ideas

(1 minutes each)

FOURCORNERS

• Develop your

SIBAP’sSMARTE goal,

with specific steps.

ONLY ONE AREA!(5 minutes)

EL SIBAP FOURCORNERS

EL SIBAP

• Develop your

SIBAP’sSMARTE goal,

With specific steps.ONLY ONE AREA!

• SHAREAnd record

on your CHART(5 minutes)

FOURCORNERS

• Let’s

GO BACKto our original seats.

EL SIBAP FOURCORNERS

• Let’s

GO BACKto our original seats.

• PRESENTATIONA representative from each corner

will briefly present outcomes.(2 minutes each)

EL SIBAP FOURCORNERS

• Make sure you

TURN IN A COPY

of your EL SIBAP to Marisol or Anne.

ROUNDING UP

EL SIBAP FOURCORNERS

EL SIBAP

• Let’s

GO BACKto our original seats.

• GALLERYWALK

Take a minute during the break to visit the corners.

FOURCORNERS

•BREAK10 minutes

FRONTLOADING ENGLISH LANGUAGE ARTS

PLANNING, DELIVERY

AND REFLECTIONS

Frontloading Model

• Introduction to Model lesson

• Model lesson demonstrated by Rebecca Abbott, Allendale El Coach & Intervention Teacher & Coordinator

• Debrief with Rebecca

Frontloading Model

• Introduction to Model lesson

• Model lesson demonstrated by Rebecca Abbott, Allendale El Coach & Intervention Teacher & Coordinator

• Debrief with Rebecca

Frontloading Model

• Introduction to Model lesson

• Model lesson demonstrated by Rebecca Abbott, Allendale EL Coach & Intervention Teacher & Coordinator

• Debrief with Rebecca

Frontloading Observation & Feedback Practice

• Look over the Observation & Teacher Support Tool

• Analyze Rebecca Abbott’s lesson for evidence of the various lesson components (that have already been taught or that are being taught)

• Take Notes to Share during Questions and Answers at the end

Familiar Example

(Day 1)

Background &

Vocabulary

(Day 2)

Story comprehension through scaffolds, and Differentiated Prompts

& Responses

(Days 3-5)

Frontloading Lesson Sequence

FRONTLOADINGLESSON

DELIVERY DAY 2: VOCABULARY

PRETEACH

• Rebecca Abbott

LESSON DEBRIEF

Think, Pair

SHARE

What language/content objectives were visible in the lesson?

LESSON DEBRIEF

Rebecca Abbott discusses her

cognitive planning

process

Frontloading Lesson Sequence

Lesson 1: Skill w/ familiar example: linguistic pattern & practice (Day One)

Lesson 2: Pre-teach story content and background knowledge; introduce essential vocabulary (Days Two and Three)

Lesson 3: Oral and written practice with targeted questions & responses using Key content vocabulary. Leveled responses: Beg/Inter/Adv (Days Four & Five)

Frontloading Lesson Sequence

Lesson 1: Skill w/ familiar example: linguistic pattern & practice (Day One)

Lesson 2: Pre-teach story content and background knowledge; introduce essential vocabulary (Days Two and Three)

Lesson 3: Oral and written practice with targeted questions & responses using Key content vocabulary. Leveled responses: Beg/Inter/Adv (Days Four & Five)

Frontloading Lesson Sequence

Lesson 1: Skill w/ familiar example: linguistic pattern & practice (Day One)

Lesson 2: Pre-teach story content and background knowledge; introduce essential vocabulary (Days Two and Three)

Lesson 3: Oral and written practice with targeted questions & responses using Key content vocabulary. Leveled responses: Beg/Inter/Adv (Days Four & Five)

Familiar Example

(day 1)

Background &

Vocabulary

(day 2)

Story comprehension through scaffolds, and Differentiated Prompts

& Responses

(days 3-5)

Understand “gist” of text, and choose

frontloading skill or strategy

Understand “gist” of text, and

choose frontloading skill

or strategy

Understand “gist” of text, and

choose frontloading skill

or strategy

Frontloading Cognitive Planning

• Decide on key skill for the text + 5-7 Key Content vocabulary• Create differentiated QUESTIONS & language RESPONSE that connect text,

vocabulary & strategy• Relate a graphic organizer to a familiar/relevant-to-student example that highlights

strategy• Decide on visual scaffolds and best practices to teach text Content and essential & Key

Vocabulary• Choose Structured Language Practice Activities to reinforce and practice Text+

Strategy+ Vocabulary

Understand “gist” of text, and

choose frontloading skill

or strategy

Getting Ready to teach: Prepare Materials

Frontloading Cognitive Planning

• Decide on key skill for the text + 5-7 Key Content vocabulary• Create differentiated QUESTIONS & language RESPONSE that connect text, vocabulary & strategy• Relate a graphic organizer to a familiar/relevant-to-student example that highlights strategy• Decide on visual scaffolds and best practices to teach text Content and essential & Key Vocabulary• Choose Structured Language Practice Activities to reinforce and practice Text+ Strategy+ Vocabulary

Understand “gist” of text, and

choose frontloading skill

or strategy

Getting Ready to teach: Prepare Materials

Frontloading Lesson Delivery

Frontloading Cognitive Planning

• Decide on key skill for the text + 5-7 Key Content vocabulary• Create differentiated QUESTIONS & language RESPONSE that connect text, vocabulary & strategy• Relate a graphic organizer to a familiar/relevant-to-student example that highlights strategy• Decide on visual scaffolds and best practices to teach text Content and essential & Key Vocabulary• Choose Structured Language Practice Activities to reinforce and practice Text+ Strategy+ Vocabulary

Lesson 1: Skill w/ familiar example: linguistic pattern & practice (Day One)

Lesson 2: Pre-teach story content and background knowledge; introduce essential vocabulary (Days Two and Three)

Lesson 3: Oral and written practice with targeted questions & responses using Key content vocabulary. Leveled responses: Beg/Inter/Adv (Days Four & Five)

?Questions and Answers

??

??

Frontloading PLC

Join us!

•LUNCH60 minutes

Defining the role of

EL LEADS

Why YOU are so important…

BECAUSE …

• EL leads may assist administrators in implementing the applications of the EL Master Plan to the sites.

• EL leads are an instructional reference in the schools.

• EL leads help gather and disseminate important information about EL’s.

• EL leads are an essential link between the school and district coaching.

• Essentially EL leads enrich, facilitate and empower our service to EL’s.

BECAUSE …

• EL leads may assist administrators in implementing the applications of the EL Master Plan to the sites.

• EL leads are an instructional reference in the schools.

• EL leads help gather and disseminate important information about EL’s.

• EL leads are an essential link between the school and district coaching.

• Essentially EL leads enrich, facilitate and empower our service to EL’s.

BECAUSE …

• EL leads may assist administrators in implementing the applications of the EL Master Plan to the sites.

• EL leads are an instructional reference in the schools.

• EL leads help gather and disseminate important information about EL’s.

• EL leads are an essential link between the school and district coaching.

• Essentially EL leads enrich, facilitate and empower our service to EL’s.

BECAUSE …

• EL leads may assist administrators in implementing the applications of the EL Master Plan to the sites.

• EL leads are an instructional reference in the schools.

• EL leads help gather and disseminate important information about EL’s.

• EL leads are an essential link between the school and district coaching.

• Essentially EL leads enrich, facilitate and empower our service to EL’s.

BECAUSE …

• EL leads assist administrators in implementing the applications of the EL Master Plan to the sites.

• EL leads are an instructional resource in the schools.

• EL leads help gather and disseminate important information about EL’s.

• EL leads are an essential link between the school and district coaching.

• Essentially EL leads enrich, facilitate and empower our service to EL’s.

1

Definition of responsibilities

• In EL programs we have two premises for defining the work of an EL Lead:

1. Defining your role may help you focus, and also help others who have recently become EL Leads.

2. defining your role provides grounds for a fair recognition of your extended time and your efforts.

21

Definition of responsibilities

• In EL programs we have two premises for defining the work of an EL Lead :

1. Defining your role may help you focus, and also help others who have recently become EL Leads.

2. Defining your role provides grounds for a fair recognition of your extended time and your efforts.

The document

In your folder

The document

NOW It’s time for

YOUR

FEEDBACKPlease, feel FREE to write comments, questions, cross out, make suggestions,

comment with an elbow partner…

(5 minutes)

The document: CONCLUSION

Once revised with

YOUR

FEEDBACKEL Programs will send a

formal recommendation to administrators

so that this process is followed through at your sites.

Spanish Language Programs

EL Master PlanA parent may request that the child be enrolled in an

alternative language (bilingual education) program, which utilizes the native language to provide academic instruction.

At the elementary level, the district authorizes the sites to provide one of three program options: an Early-Exit Spanish Bilingual program; a Developmental Spanish Bilingual program; or a Spanish/English Two-Way Immersion program.

-Excerpt from the OUSD EL Master Plan, Adopted May 2008

Bilingual Professional Learning

Community

• Why?Because all instruction must be a part of an

ongoing professional dialogue.Because there is a need and desire to collaborate

and share.Because we face common challenges and

successes

Bilingual Professional Learning

Community

• Why?Because all instruction must be a part of an

ongoing professional dialogue.Because there is a need and desire to collaborate

and share.Because we face common challenges and

successes

Bilingual Professional Learning

Community

• Why?Because all instruction must be a part of an

ongoing professional dialogue.Because there is a need and desire to collaborate

and share.Because we face common challenges and

successes

Bilingual Professional Learning

Community

• For Whom?

ALL Spanish Elementary Bilingual Teachers

Bilingual Professional Learning

Community

• When and where?

January 28th, March 25th, May 27th 2:30 – 5:30

Manzanita SEED

•BREAK10 minutes

Systematic Use of Contrastive Analysis

Ms. Lorynne Dupree’

First Grade Parker Elementary School

Rationale

– Open Court Theme: Things that Go• Comparing the role of a train conductor with

Harriet Tubman’s role as conductor on Underground railroad. Comparing train stations with “stations”/safe houses.

• Infuse history and cultural affirmation• Chose poem written in “home” language

Lesson planning

• Use of CLR lesson plan template

• 1. What CLR CCRTL Core Instructional Strands will be addressed?

• Purposeful Use of Culturally Relevant Literature

• Systematic Use of Contrastive Analysis

• Creating a Validating and Affirming Learning Environment

What CLR Benchmarks will I be using to bridge the standards?

• Goal One: Use Standard English and Academic English in all subject Matter areas

• Engage in the processes of language through interaction with print

• Develop receptive language in Standard English

• Develop an awareness of Standard English conventions and their functional use in oral and written form.

Goal Two: Acquire knowledge of and develop appreciation for linguistic and cultural diversity

• Demonstrate an awareness and appreciation of home language and cultures in the context of school.

• Compare and contrast the linguistic differences between home language and Standard English.

What standards am I addressing?

1.0 Listening and Speaking StrategiesComprehension

1.1 Listen attentivelyOrganization and Delivery of Oral Communication 1.5 Use descriptive words when speaking about people,

places, things and events.

1.0 Written and Oral English Language Conventions Students write and speak with a command of standard

English conventions appropriate to this grade level.

2.0 Speaking Applications 2.1 Recite poems, rhymes, songs and stories.

Prior to Lesson

• Students introduced to concept of home/school language

• Prior experiences with identifying sentences

• Teacher read alouds of books about

Harriet Tubman and discussions of Underground Railroad

Materials/resources used to engage students in the lesson?

• Culturally Relevant Literature: “Harriet Tubman”, a poem by Eloise Greenfield

• Sentences on sentence strips• Sentence frame, Harriet Tubman was a

_____________ woman. I know this because she _______________ .

• 1 stanza of poem rewritten in school language • Pictures: train, train conductor, train station• Examples of adjectives

Lesson

• Speak out! (Show students books already read on Harriet) Who is Harriet Tubman? What did she do?

• Record student responses.Compare/contrast Harriet Tubman’s role as conductor on Underground Railroad with train and conductor.

• Today I’m going to read a poem about Harriet Tubman and I want you to think of one adjective you would use to describe Harriet Tubman. (review what adjective is)

• Read poem. Ask students if the poem was in home or school language.

“Harriet Tubman,” a poem by Eloise Greenfield

Harriet Tubman didn’t take no stuff.Wasn’t scared of nothing neither.Didn’t come in this world to be no slave.And wasn’t going to stay one either.

Farewell, she sang to her friends one nightShe was mighty sad to leave emBut she ran away that dark, hot nightRan looking for her freedom

Is this in home language or school language?

● Whole class – read a few sentences on sentence strips and decide whole class if home or school language. (Tell students added sentences rewritten in school language, just for comparison and that poem is appropriately written in home language.)

● Each student is given a sentence strip with a sentence written in home language or school language. Students get up and move and find the sentence that matches theirs. Students come back to carpet and whole class reviews pairs.

Follow up lessons

• Summarize what students recalled about Harriet Tubman from Speak out!

• Think-pair-share Tell your partner a word you would use to describe Harriet Tubman and why.

• Demonstrate with sentence frame (i.e., Harriet

Tubman is a determined woman because she went back 19 times to get other slaves to freedom on the Underground Railroad.)

Participation Protocols

• Pick a stick Pull 3 names to share, using sentence frame.

• Students read 1 stanza of poem with partners, in home and school language.

• Volunteers read to class.

What will students produce/evidence of success?

• Identify sentence as home or school language

• Use adjective to describe Harriet Tubman in complete sentence using standard English

• Oral recitation of poem

Reflection – 5 min.

• Questions?

• Comments?

Systematic ELD Developmental Rubric

Introduction

Think, Pair, Share

Note comments/ suggested changes on NCR form

Systematic ELD Developmental Rubric

Introduction

Think, Pair, Share

Note comments/ suggested changes on NCR form

Systematic ELD Developmental Rubric

Introduction

Think, Pair, Share

Note comments/ suggested changes on back of form

EL PD Planning

What information from today’s meeting is critical for my site?

How and when will I share this information?

EL PD Planning

What information from today’s meeting is critical for my site?

How and when will I share this information?

EL PD Planning

What information from today’s meeting is critical for my site?

How and when will I share this information?

Lines of communication

EL LEADPD

January 6th 2009

•Thank you!