+ english learners in the green zone: core instruction that works pam harrel orrti conference...
TRANSCRIPT
+English Learners in the GREEN ZONE: Core Instruction that Works
Pam Harrel ORRTI ConferenceTigard-Tualatin School District April 22, 2015
+ Key Features of RTI
Professional Development
Leadership
Data Based
Teaming
Core Curriculum & Effective Instruction
Universal Screener
Decision Rules and Reading Protocol
InterventionsProgress Monitoring
SLD SPED Referral and Eligibility
+
Imagine…
(or Realize?)
that you work in a district in which English Learners are overrepresented in the strategic or intensive groups.
+
Agenda
Examine keys to high quality instruction that meets the needs of English Learners
Recommend changes to raise the quality of instruction in your classroom/school/district/world.
1. Goals
2. Research
3. Tools
4. Application
+How do we meet
the needs of English Learners
in core instruction?
Give One/Get One1. List what you know in the “Give One” column.2. Share one idea with another person.3. “Hi, my name is Joe. I’m from Hood River. One idea that I
have is…”4. Thanks, Joe. My name is Ann, from Burns. Another idea is
to….”5. Record one another’s ideas in the “Get One” column. 6. Thanks! Nice to meet you. (And find a new partner.)
+
Share out something you learned:
The new idea that I learned from ___ is _____.
According to ____, ____.
___ pointed out that ______.
I’ve found that one of the most effective sheltering techniques is _____________.
+
Sheltered Instruction: A collection of techniques designed to make the core curriculum more comprehensible for English Learners
(SIOP, GLAD, SDAIE…)
How do we meet the needs of
English Learners in core
instruction?
+KeysWhat is important?
Objectives
Where do I file this in my brain?Schema
What did she say?Comprehensible
input
May I give it a try? Practice
+Where do I file this in my brain? Schema/Connections
+
Remember Van?When you considered Van, did you think about a student you know? A situation you face? A question that you want answered?
+
Building Background
+ Comprehensible Input
What did she say?
Comprehensible Input
Speak slowly and
clearly
Warm affect
Gestures
Hands-on Activities
ModelingThink alouds
Field Trips
Visualsrealia, maps,
photos
Graphic Organizers
Note-taking guides
Develop vocabulary
First Languag
e
Cognates
+
May I give it a try?Practice and Application
+Data Bugaloo by Lisa Meyer
I'm a mathematician, and I'm here to say
I work with data everyday
Pictographs and bar graphs are easy to read.
A line plot gets people up to speed.
Categories, titles, labels too
Doing the data bugaloo
I know the maximum, the minimum too.
Range and mode are easy to do.
The outlier sits way out on the end.
I can explain data to my friend.
Pictograph, bar graph, line plot too
Doing the data bugaloo.
+Percentage of English Learners’ school day is spent engaging in student talk: 4% Percentage of English Learners’ day spent discussing focal lesson content (rarely speaking in complete sentences or applying relevant academic language): 2% Arreaga-Mayer & Perdomo-Rivera (1996)That’s true. I also
think that…
That makes sense because…
I agree with the point that…
I don’t think that’s right since…
I respectfully disagree, because…
Another way to look at it is…
+
Objectives
What is important
?
+Simply tell students what they will be learning before the lesson beginsand you can raise student achievement as much as 27 percent. --John Hattie
+“If one does not know to which port one is sailing, no wind is favorable.” –Seneca
What will I learn?
How will I show it?
What language do I need to show it?
+Write an objective(Include language!)
The United States is made up of three branches: judicial, executive, and legislative. Explain what each branch does. Why do you think it is important to have three branches?
Describe each branch of government and explain why it is important to have three branches, not just one. Write a paragraph with phrases such as “The main reason…. Similarly…. In contrast to…. Most importantly…. The primary benefit…”
Task Objectives
+Write an objectiveInclude language
Elizabeth was given data in the form of ordered pairs and was asked to graph them in the four quadrants of the coordinate plane! She does not understand what she needs to do. Tell Elizabeth what she needs to do step by step.
Task Objective
+KeysWhat is important?
Objectives
Where do I file this in my brain?Schema
What did she say?Comprehensible
input
May I give it a try? Practice
+
How can you keep your EL’s in the Green Zone?What are your recommendations/next steps? Be ready to share out!
+
Did we achieve our objectives?
Examine keys to high quality instruction that meets the needs of English Learners
Recommend changes to raise the quality of instruction in your classroom/school/district/world.