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Presented byCarmen WaszakELD Resource Teacher/Intervention TeacherRancho Minerva Middle SchoolVista Unified School District

Improving Intensive Intervention by Improving Instruction for FBB and BB English Learners

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•Educator for 17 years▫M.A. Applied Linguistics (TESOL)▫10 years – elementary; 5 years – adult; 2 years – middle school▫Literacy Coach▫ELD Resource Teacher

Presenter Background

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•At the end of this workshop you will be able to:

▫Understand the steps involved in developing an intensive intervention program.

▫Increase rigor in instruction by implementing routines and sentence frames.

▫Increase student engagement in academic writing using Power Point presentations.

Objectives

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• Characteristics of intensive intervention students▫CST Scale Score 150-299 (EL or EO)▫ Long Term English Learners▫SPED students

• Preferred class size (even number)▫20 without a classroom aid▫24 with a classroom aid

• Selecting curriculum▫Read 180▫Other research based curriculum

Developing an Intensive Intervention Program:

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•Educating staff members, teachers and parents▫Professional development▫Parent meetings

•Selecting teachers▫Small group instruction experience▫Excellent classroom management skills▫Positive attitude

Developing an Intensive Intervention Program

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• What criteria can be useful?▫ Multiple measures

CELDT scores for past 2 years CST scores for past 2 years Lexile scores

▫ Teacher/parent recommendation▫ Student attendance▫ Discipline issues▫ Schedule

Selection Criteria Entrance Criteria

6th Grade 7th Grade 8th Grade

CST ELA Score FBB or BB FBB or BB FBB or BB

Gates-MacGinitie Lexile

below 640L (5th grade Form T)

below 730L (6th grade Form T)

below 790 (7/9 grade Form T)

Scholastic Inventory Lexile below 745L below 835L below 850L

*CELDT SubScores (in combination with lexile)

L & S = 3, 4, or 5

R & W = 1, 2

L & S = 3, 4, or 5

R & W = 1, 2

L & S = 3, 4, or 5

R & W = 1, 2

End-of-Year Benchmark FBB or BB FBB or BB FBB or BB

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• When should students exit the program?▫ Midyear exit▫ End of year exit

• What class can support students who exit?▫ ELD class (i.e. 3D Academic Language)▫ Match teacher with student needs.

• Monitor students who exit.

Exit Criteria Exit Criteria

6th Grade 7th Grade 8th Grade

Scholastic Inventory Lexile 920+L 995+L 1010+L

READ 180 Topic Software Scores

level 3/4 with avg of 80+%

level 3/4 with avg of 80+%

level 3/4 with avg of 80+%

rSkills Test Scores

Level B avg 75+%

Level B avg 75+%

Level B avg 75+%

Reading Counts Quiz Scores avg of 75+% avg of 75+% avg of 75+%

Fluency Recordings

4 of 5 most current at

proficient or higher

4 of 5 most current at

proficient or higher

4 of 5 most current at

proficient or higher

ELA Grade/Teacher Recommendation

C or higher C or higher C or higher

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•Select curriculum.•Select teachers.•Professional development (staff, teachers, parents).•Entrance and exit criteria.

•Wrap-up question/answer.

Developing an Intensive Intervention program:Wrap-up

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• Provide background knowledge with visuals.▫You Tube▫National Geographic▫PBS▫Scholastic

• Teach necessary academic vocabulary.▫Dr. Kinsella’s vocabulary routine▫Content words▫Transition words/phrases▫Key phrases necessary for genre

Increasing Rigor in Reading Instruction

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•Teach reading routines for multiple readings of text.▫Oral Cloze▫Partner Oral Cloze▫Choral Reading

• Increase text complexity over time and mark text.

•Provide a variety or resources (ie. Scholastic News article, Internet article, chapter from textbook or book).

Increasing Rigor in Reading Instruction

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•Use “React and Write” Routine (Scholastic Read 180 rBook Stage B) after each reading.

▫Provide a compelling question. Ex. Which alien invader is worse – the brown tree snake or the snakehead fish?

▫Brainstorm three responses. Ex. Write three reasons why you think the brown tree snake or the snakehead

fish is worse.

Increasing Rigor in Writing Instruction

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• “React and Write” Routine

▫Use a frame and choose best response Ex. In my opinion, the ______ is worse because _______.

▫Partners discuss their responses. Partner A reads response 2X. Partner B paraphrases/restates response: So you are saying that …. Partner A states: Yes, that is correct or No, what I said was ….

Increasing Rigor in Writing Reading Instruction

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▫Report to class. Ex. _______ pointed out/indicated that _______.

▫Provide example paragraph.

▫Practice paragraph together.

▫Students write paragraph independently.

“React and Write” Routine (cont’d.)

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•Gathered information from a variety of resources.

•Brainstormed ideas using React and Write routine.

•Practiced argument paragraph writing (topic sentence, convincing reasons and relevant evidence, transition words/phrases).

•Marked reading text and model essay.

Previous Lessons

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• Introductory paragraph▫ “Hook”▫Thesis statement/ writer’s claim

• 2-3 Convincing reasons and relevant evidence

• Opposing argument

• Conclusion▫Restates thesis▫Offers a recommendation

Argument Essay

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•Motivation and student engagement are not mutually exclusive.

• It is possible to expect quality work from students.

• It will be expected to integrate common core standards in our lessons:▫Presentation skills▫Technology

Increasing Student Engagement in Academic Writing

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Brown tree snakes!Student One

5/17/13ELA Per.1-3

STUDENT SAMPLE

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First of all, the brown tree snakes damage the environment.

They damage the environment by breaking the power lines when they hang on them. The snakes also damage the environment by them multiplying rapidly. Another last reason how they damage the environment is by them making the computer screens go blank, refrigerators break and making the lights go out.

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For these reasons, brown tree snakes harm people.

The snakes harm people by biting them but they won’t die they will be in pain. They also harm children by them biting them and not making them breath well. They also scare away people.

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Furthermore, these snakes harm native animals.

They’ve extinct 10 of the 12 species of birds. They have also killed and eaten native lizards, small mammals and birds.

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Conclusion:

In conclusion, brown tree snakes are most harmful because they keep damaging Guam’s environment and it cost lost of money to fix the damage that snakes do. I suggest They have broken and eaten many things from Guam.

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•Model Argument Power Point:▫Present PPt without interruptions.▫Use sentence frames for discussion 2nd time around.

•Post frames for students to use.

•Ask leading questions

Teaching Tool

STOP THE MARCH OF THE RED FIRE ANTS!

By Student ModelMAY 17, 2013ELA PER. 1-3The first slide should include the ____________, your

_________, the _________, and _______.24

The United States faces threats from a variety of invader species.

Kudzu plant

Burmese Python

INTRODUCTORY STATEMENT

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One suggestion to improve this slide might be to (verb) ______________.The author is writing about (topic) _________.This part of an argument essay is called the __________.

One of these invader species is the red fire ant. Red fire ants first came into this country in the 1930s. They crossed the southern border of the United States and soon started killing animals.

Now these dangerous ants cause problems throughout the country.

INTRODUCTION

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One suggestion to improve this slide might be to (verb) ______________.The author is writing about (topic) _________.This part of an argument essay is called the __________.

In my opinion, red fire ants are the worse alien invaders.

THESIS STATEMENT

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This part of an argument essay is called the ____________ and is found in the _______ of the essay.One suggestion to improve this slide might be to (verb) _____.I (agree / disagree) with your suggestion because ______.

Red fire ants are tiny, but deadly.

TOPIC SENTENCE

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Each body paragraph starts with a ______________ that supports the ____________.One suggestion I have for this slide might be to _____________.The photos (do / do not) support the topic sentence because _______________.

Every year thousands of animals die from stings by these killer ants. Them can kill an animal as large as a deer The ants crawl into an animals eyes and nose and sting it.

Reasons and Evidence

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Each body paragraph starts with a ______________ that supports the ____________.One suggestion I have for this slide might be to _____________.The photos (do / do not) support the topic sentence because _______________.

Furthermore, red fire ants move quickly. It is difficult to stop they once they enter an area, and they can soon spread to other places.

Reasons and Evidence

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This slide (is / is not) relevant to the topic sentence “Red fire ants are tiny, but deadly” because _________.To support the topic sentence better, the student could ________.I (agree / disagree) with ____.

Some people may argue that red fire ants are never not a serious threat. They might say that nobody they know has seen one of these insects.

OPPOSING ARGUMENT

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A strong argument includes an ____________ argument .One suggestion for making this slide easier to read is to (verb) ____________.I (agree / disagree) with ____ because _____.

However, because the ants are so small, they could easily slip into a car or other vehicle. They might then enter homes and sting people or animals.

The stings could be fatal to cats, dogs, and other pets.

WEAKNESS IN OPPOSING ARGUMENT

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Two errors on this slide are ____ and _____. I suggest correcting these errors by (verb+ing) ______.This slide explains that even though some people have not seen red fire ants, the ants ___.

In summary, we should do all we can to keep these dangerous ants from spreading across the country and killing animals.

CONCLUDING STATEMENT

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A conclusion (verb) _______ the thesis and offers a _______.

If you see these harmful ants near your home, spray ant poison or put ant traps to get rid of them. You can also contact the proper authorities to help eradicate them.

Together we can fight this deadly threat.

RECOMMENDATION

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I think the (word / phrase) _____ should replace the (word / phrase) _____ because ____.The recommendation is to (verb) ________.This recommendation (is / is not) acceptable because ____.I have a question about _____.This essay would be clearer if ______.

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Brown Tree Snakes

By Student Two Rancho Minerva Middle School

ELA Mrs. Waszak

STUDENT SAMPLE

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Have you ever heard of brown tree snakes?!!...

Well if you haven’t, they are the most harmful invader species to the environment. There are serval reasons why they are harming the environment.

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Reasons…

First of all, the brown tree snake damage_ the environment by multiplying rapidly because they have no natural predator_. Another reason _________ is that brown tree snakes hang on power lines and because they are so heavy, the power lines snap, causing power outages.

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In addition , brown tree snakes can also harm people. For example brown tree snakes can seriously harm children by biting them. Their venom is powerful against children that they might have problems breathing.

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Furthermore, brown

tree snakes have kill_

native animals. For

example, 10 out of 12

birds are now extinct

because the brown tree

snakes ate them all.

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Conclusion & Recommendation In conclusion, the brown

tree snakes are the most dangerous invader specie_ in the U.S.

I recommend that they should relocate the brown tree snakes to a safe place were they can’t damage the environment.

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• Use a variety of sources/texts.

• Model Argument Power Point:▫ Present PPt without interruptions.▫ Use sentence frames for discussion 2nd time around.

• Post frames for students to use.

• Ask leading questions.

• Students create and present PPt.

• Hold class discussion on how to improve PPt.

Increasing Student Engagement in Academic Writing: Wrap-up

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• Implementing an Intensive Intervention program.

• Increasing rigor in reading and writing for FBB and BB students.

•Engaging students in academic writing.

•For more information on subject:▫ carmenwaszak@vistausd.org▫Scholastic Read 180▫Lessons from the Classroom by Hal Urban

Summary of Workshop