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ESL School-Year Kickoff Training: Days 3 & 4

Focus on longterm planning, unit planning, daily lesson planning, assessment and tracking

James Kindle

on 25 October 2016

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Transcript of ESL School-Year Kickoff Training: Days 3 & 4

Big Goals,
Planning, Co-Teaching, Assessing, and Tracking

'13 TC ESL CM Training,
Days 3 and 4

Today and Tomorrow's Agendas
Evaluating EL Teammate's Data
Big Goals with ELs
Co-Planning & Co-Teaching
Assessment & Tracking
Long-term/Unit/Daily Planning
Bringing it all Together
Evaluating EL teammate's MODEL data
Big goals with ELs
Long-term planning and unit planning
Board of Teaching prep
Lunch & celebrations
AmeriCorps information
Daily lesson planning
Guiding Questions:
What are the strengths of this student?
Where can s/he grow?
How could I present this data to my student in a way that builds her/his investment?
How could I present this data to my colleagues, emphasizing both student strengths and needs?
Many ways to approach big goals in ESL classroom
Content Mastery Goals
Content-based ESL, SDAIE
Average 80% mastery on power standards
CAN-DO Mastery Goals
Any ESL model
Average 80% mastery on next level CAN DO descriptors
Content Growth Goals
Content-based ESL, SDAIE
1.5 years of growth on F&P, DRA, MAP
WIDA ELP Growth Goals
Any ESL model
Top quartile growth on ACCESS or from fall MODEL to spring MODEL
Long-term planning considerations
Content Standards
Language Standards (WIDA CAN DOs)
Discrete Language Skills (Dutro Matrix of Grammatical Forms)
Unit planning considerations
Assessing both language and content
Overarching language skills in focus (e.g. genre, modalities, etc.)
Daily planning considerations
Co-teaching models
Coop. learning
Cultural relevance
Develop relationships with co-teachers early on
Use surveys to understand one another's goals for students, teaching styles, classroom management procedures, etc.
Try to carve out "sacred" co-planning time
Use digital tools (e.g. Google Docs & Spreadsheets) to your advantage
For negative relationships, attempt a restart, seek third-party intervention, or abort
For neutral and positive relationships, experiment with different models
Advocate for appropriately scaffolded assessments for your students (not easier, just tools so they can show what they know)
When possible, assess content and language together
Seek out ways to give students understanding and ownerships of process
Hard numbers are helpful
For co-teaching situations, collaborate with your co-teacher on creating tracking systems
Reflection Activity: Talking Chips
What have we learned over the past few days
Thinking-forward Activity:
What do we still want to know
Where is our expertise still lacking
Lesson components
Coop. learning
Cultural relevance
Progress Monitoring
Bringing it all together
How to present this to students
Relate goals to students' dreams and ambitions
Make connections between daily objectives/targets/goals, unit OTGs, and year-long OTGs, and life goals
Parallel Teaching
Same content taught to small groups
Can assist with differentiation & student-teacher ratios
Both teachers must have content knowledge and be on the same page on language/content assessment
Station Teaching
Students with one teacher or the other and then switch
Content is different
Usable when teachers cannot co-plan, for assessing content and language separately, or for appealing to multiple intelligences
Team Teaching
Both teachers are in the front of the room and take turns lead teaching
Requires trust, willingness to give and take, and significant co-planning
Helpful for modeling cooperative learning strategies and partner activities
Alternative Teaching
One teacher works with a small group of students (to remediate or extend/enrich) while other teacher leads whole group instruction
Can be helpful if class contains small group of low-level ELs
Useful when effectively doing exit slip assessments
One Teach, One Assist
CAUTION: This is the default that co-teachers can sometimes fall into, resulting in a glorified volunteer role (usually for the EL teacher)
Can be useful when there is one especially high-needs student, but this model should generally be avoided
One Teach, One Observe
Helpful short term model to use to allow teachers to provide peer coaching for each other
Teacher being observed should decide beforehand what information the observer will collect
Useful for content teachers to get feedback on their instruction for ELs, and language teachers to get feedback on their content instruction
Tools for Student-Friendly Progress Monitoring
Daily objective trackers
Reading growth trackers
WIDA CAN DO trackers
Sight words assessment trackers
Phonics skills assessment trackers
WIDA-based trackers
Sullivan's CBM3D system
Daily Planning:
Use MPIs/LPIs to plan for at least a higher-proficiency and lower-proficiency assessment (or a high, medium, and low)
Utilize co-teaching models that allow for differentiation (i.e. parallel, station, or alternate teaching)
Reinforce student awareness of their CVCs so they can self-differentiate (e.g. Abshiro knows she's working on more formal registers in writing, so she will do that on all writing tasks)
WIDA expectations posters can help make this clear for students/colleagues
Daily Planning:
Realia, models, photographs, drawings
Kinesthetic Activities
Pair, triad, group work
L1 work
Online/Software/App-enabled work
Graphic organizers/Thinking maps
Number lines & graphs
Daily Planning: Cooperative Learning Structures
Remember the PIES principles
Positive interdependence
Individual Accountability
Equal participation
Simultaneous interaction
Kagan Strategies
Total Participation Strategies
Daily Planning:
Cultural Relevance
Remember the power of a single story
Our students are more than the sum of their language, culture, nationality, race and religion
Things to AVOID
Heroes and holidays (checkbox-style)
Model minorities
First-world problems
Things to DO
Use surveys and veteran teachers to get a fuller picture of your kids
Meet kids/families where they are
Represent students in assignments
The problem with "First-World problems"
"I don't like this expression "First World problems." It is false and it is condescending. Yes, Nigerians struggle with floods or infant mortality. But these same Nigerians also deal with mundane and seemingly luxurious hassles. Connectivity issues on your BlackBerry, cost of car repair, how to sync your iPad, what brand of noodles to buy: Third World problems. All the silly stuff of life doesn't disappear just because you're black and live in a poorer country. People in the richer nations need a more robust sense of the lives being lived in the darker nations. Here's a First World problem: the inability to see that others are as fully complex and as keen on technology and pleasure as you are." -Teju Cole
Daily Planning:
Assisted Language Learning
Utilize whatever resources you have to tap into students' wired brains and build digital literacy/citizenship
Incorporate apps into coop. learning to increase accountability and engagement
Websites to explore:
BrainPOP, BrainPOP Jr., and BrainPOP ESL
Apps to explore:
Explain Everything
Socrative Student/Teacher
Please take 5 minutes to discuss these questions with a partner:
What data did you obtain about this student’s reading, speaking, and writing proficiencies?
What did you find familiar/easiest about administering the assessment?
What did you find strangest/most confusing about administering the assessment?
How can you see this tool being helpful in your practice (inc. student motivation, classroom teacher/parent communication, etc.)
What might be some challenges in using this tool? What could you do to mitigate those obstacles

Summary Discussion

3rd Grade
10 months in US
Sept 2012 Intro MODEL Test 1.6
F&P Level C
Progress Monitoring K - 1

Here’s an Example!

I can administer WIDA-Inspired CBM progress monitoring assessments of reading, speaking, and writing, in ten minutes or less.

I can interpret assessment data and determine growth toward language goals.

Learning Targets

Laura Byard
James Kindle
Kaitlin Lindsey
Deirdre Quinn

Thank you!

Please fill the evaluation and leave it with one of us.

Feel free to contact us with any questions

Any Questions?

7rd Grade
Arrival in US: Oct 2011
Feb 2012 WIDA 1.9
Progress Monitoring 3 - 1

Now it’s your turn!

Writing Rubric

Speaking Rubric

Slide by Rita Platt & John Wolfe

Student does a written retell

Student uses visual support

Teacher scores WIDA writing level using the adapted rubric

Can get 4 scores (CVC)

*MPS Website

School Population* School District
Native American 13% 4%
African American 67% 34%
Asian American 4% 7%
Hispanic American 7% 20%
White American 10% 34%
EL Students 50% 25%
Free & Reduced Lunch 93% 64%
SPED 17% 13%
WIDA Data becomes outdated quickly
Where are our students now?
Are the students learning?

Our Context

Kaitlin Lindsey
K-1st Grade
Collaborative Writers’ Workshop
Deirdre Quinn
3rd Grade
Level 1 & 2 Pull Out ELD
Level 3+ Collaborative Social Studies

Laura Byard
7-8th Grade
Level 1 & 2 Pull Out ELD
Level 3+ Collaborative Social Studies
James Kindle
4-5th Grade
Level 1 & 2 Pull Out ELD
Level 3+ Collaborative Social Studies/Science

Who We Are

On the paper on your chair, please answer the following question:
What data do you find most valuable to gather about your ELs’ language development?
How do you utilize your current data and share it with collaborating teachers?
If you could be any superhero, what would your superpower be?
Once you finish, share your responses with someone sitting close to you. Be prepared to share out something your partner said.

DO NOW – Write, Pair, Share

Minnesota ESL, Bilingual, & Migrant Education Conference
Friday, May 3, 2013

Progress monitoring tools for language development

Slide by Rita Platt & John Wolfe

Read the passage to the student and do a retell
Count number of words in retell
Phonemic Awareness Assessments
Check out the WIKI!

What About PreK-Kinder and PreLiterate?

• Get specific, set goals
• Frequent and motivating

• Common language with content teachers
• Student grouping

How We Use This Data

Aha Moments
In only 10 minutes, speaking, reading, writing, and fluency data is collect

Test is easy to administer (e.g. AmeriCorps, volunteers, EAs)

Data is easy to interpret / share (classroom teachers, EAs, admin)

EL Perspective
CBMs only give us a number, but a not a level
F&Ps give us their level, but what does that mean?
Therefore, we give the CBMs at their level

Finding Appropriate Visuals
WIDA Levels 1-4 need visual support

Reading Comprehension Rubric
Reading A-Z? U of M?
In the story, what does (important
word from text) mean?

How Did We Get Here… Video Debrief

Writing Sample

Reading Comp Rubric

Fluency Assessment

Slide by Rita Platt & John Wolfe

Track the data

Create student-centered goals

Slide by Rita Platt & John Wolfe

Comprehension Rubric could be any – we use Lori Helman from the U of M

Reading A-Z has Fiction / NonFiction

Slide by Rita Platt & John Wolfe

Pictures as visual supports up thru level 4

Student orally retells the story

Teacher scores comprehension rubric

Teacher scores speaking level

Slide by Rita Platt & John Wolfe

Choose a passage at the student’s actual reading level (NOT grade level)
Follow the directions and administer the assessment
Enjoy the chance to listen to your student!

How to Use WIDA-Inspired PM

Slide by Rita Platt & John Wolfe

It is free
It is EASY to use
It focuses attention on growth
It can help us learn to look at data productively
Similar to Running Records
It’s easy to document
It can be VERY motivating

Why Use a CBM

Slide by Rita Platt & John Wolfe

Analyze results
Set goals for student growth-plan interventions to meet goals
Teach for growth toward goals
Tweak plans

Repeat  Repeat  Repeat

Data-Based Decision Making




Slide by Rita Platt & John Wolfe

Slide by Rita Platt & John Wolfe

Student orally retells the story

Teacher scores speaking level using the WIDA speaking rubric

Can get 3 scores (CVC)

Slide by Rita Platt & John Wolfe

At actual reading level

One minute oral reading

Student finishes passage (silently or orally)

Teacher scores oral reading fluency (ORF) w/ correct words per minute (WPM)

Slide by Rita Platt & John Wolfe

Leveled timed-reading task

What is a CBM?

Slide by Rita Platt & John Wolfe

…until now!

ACCESS is not frequent enough
There are few tools for PM with ELs
The tools are expensive and/or take a LONG time to administer…

In ESL, this Has Been Hard


Goal for EL PLC: with a 6 teacher team, planned to create a common formative assessment
Rita Platt and John Wolfe MPS PD Work Sessions

http://www.mplsesl.wikispaces.com/ (Search CBM3D)

Why Progress Monitoring?

Slide by Rita Platt & John Wolfe

Easy CBM


Clear directions

Grades K-8

9 free passages

WIDA-Inspired CBMs

A CBM with WIDA prompts and rubrics!
Full transcript