ESL 2014-15 Kick-Off Professional LearningESL DepartmentCentral Office & Training CenterKansas City Kansas Public Schools

Three Truths and a LieStep 1: Write down three truths and one lie about yourself. Use complete sentences.

Step 2: Share your sentences with your partners.

Step 3: Group members vote for which is the truth and which is the lie using the sentence frames below:

I believe that ____ did / did not _______.

I believe that ____ is the truth / is a lie because ______.

Guiding Principles for ELLs

Read your assigned principle.

Discuss.

Prepare to present that principle to the whole group.

ELP Standards

Examine the ELP standards.

Identify the standards you already use in your classroom.

Note the differences between the levels and how each level builds on the previous one.

ELP StandardsStandard # ____:

Describe the standard in your own words

ELP Level 1

ELP Level 2

ELP Level 3

ELP Level 4

ELP Level 5

Level descriptor in your own words.

Level descriptor in your own words.

Level descriptor in your own words.

Level descriptor in your own words

Level descriptor in your own words.

Post-its with strategies to help students achieve mastery at this level

Post-its with strategies to help students achieve mastery at this level

Post-its with strategies to help students achieve mastery at this level

Post-its with strategies to help students achieve mastery at this level

Post-its with strategies to help students achieve mastery at this level

Formulating Language Objectives

Start with your content objective

Refer to the ELP standards to determine which will help your students meet their content objectives

Refer to the lesson you will be teaching to determine language structures and frames necessary for your students to achieve the objectives. Write these structures and frames into your language objective:

ELP standard + language supports = language objective

ELA Content Objective:

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (KCK12R09L2)

ELP StandardsStandard # 1:

An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate

listening, reading and viewing.

By the end of each English language proficiency level, an ELL can…

ELP Level

1

ELP Level 2

ELP Level 3 ELP Level 4 ELP Level 5

Use a very limited set of strategies to identify a few key words and phrases…

use an emerging set of strategies to identify the main topic...

use a developing set of strategies to determine the central idea or theme… and explain how it is developed… and summarize parts of the text.

Use an increasing range of strategies to determine two central ideas or themes, and analyze their development in oral presentations and written text, citing specific details and evidence to support the analysis; and summarize a simple text.

use a wide range of strategies to determine central ideas or themes in presentations and written text, and analyze their development, citing specific details and evidence from the texts to support the analysis; and summarize a text.

Partner Talk

What language supports and scaffolds would you use to help your students access the content objective?

Language Objective

PACK & STACK

- BREAK -

Language Objective Activity #1

Content Objective: TLW write arguments to support claims with clear reasons and relevant evidence (KCK12R06W1)

Work in your group to formulate a language objective for the above 6th grade content objective.

Your language objective should be reflective of the student language levels and should include

Language scaffolds

Targeted language structures

Language Objective Activity #2

KCK12R12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Work in your group to formulate a language objective for the above 12th grade content objective.

Your language objective should be reflective of the student language levels and should include

Language scaffolds / supports

Targeted language structures

- LUNCH -

12th grade Advanced English class without language barriers

What do you notice as you watch this video?

Video: Strategies for Student-Centered Discussion

Partner Talk

What did you notice in the video?

What worked well? What didn’t work as well?

What would you change for your class?

Give One, Get One

Step One: List in quadrant 1 the strategies you use in your classroom to increase student interaction.

Step Two: Find a partner. Share a strategy using the provided sentence frames and record your partner’s strategy in the appropriate box.

Step Three: Repeat step 2 with two more partners.

Sentence Frames: One strategy that I use in my classroom to increase student interaction is ____________. The benefits of this strategy are ____________. One thing to keep in mind when using this strategy is _____________.

Paraphrase Passport

Paraphrase passport is a strategy used to help students synthesize their learning, share new knowledge and summarize what they hear others say. It’s a great way to check for understanding.

Sentence Frames: One strategy that I use in my classroom to increase student interaction is ____________. The benefits of this strategy are ____________. One thing to keep in mind when using this strategy is _____________.

Paraphrase: One strategy _______ likes to use is _________. He / she likes this strategy because _________.

Lesson Planning

Resources:Components of an ESL Lesson – guiding questions to consider when planning

ESL Lesson Plan Template

www.myngconnect.com

http://kckps-esl.wikispaces.com