March ELA Professional Learning

English Language Learners

100

There are five - Silent Receptive, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency

What are Krashen's stages of language acquisition

200

Which of the eight factors that affect second language learners do we have the most control over?

What is quality of instruction

300

What is the purpose of NDE Rule 15 for English Language Learners?

--- Guide to establish, review, and improve services for limited English proficient students --- Ensure consistency among school districts in identifying, serving, and exiting limited English proficient students from high-quality language instruction educational programs

400

What is the purpose of the English Language Development Assessment (ELDA)?

To measure annual progress in the acquisition of English language proficiency skills among non-native English speaking students in grades K-12

500

What is the exit criteria for formally exiting students from the ELA program?

Proficient composite score on the ELDA OR Meet or exceed standards on NeSA-Reading

Practice and Application

100

Why is it important for SIOP teachers to provide ELLs with hands-on experiences, guidance, and practice?

--- Mastery of the target --- Leads to higher levels of language proficiency --- Ideal place to differentiate instruction

200

Why provide students opportunities to practice with hands-on materials and/or manipulatives?

--- Practice is enhanced --- Helps connect abstract concepts with concrete experiences --- Reduces the language load for students --- Students at any proficiency level can still participate and demonstrate their learning

300

For English learners, application must also include opportunities for them to practice knowledge in the classroom. What are some examples of ways students can apply what they are learning?

--- discussions --- reporting out information orally and in writing --- explain a process --- explain the steps in their solution using key terms --- describing results of an experiment --- retell a story with a different ending --- listing the steps in a process

400

Why should SIOP teachers provide varied experiences that incorporate reading, writing, speaking, and listening processes?

--- complex cognitive language processes that are interrelated and integrated --- mutually supportive --- different learning styles --- process learning through multiple language processes --- better chance of meeting all students' needs --- to further both their language and content development

500

What considerations do you need to keep in mind when planning hands on practice for students prior to independent application?

--- short, meaningful amount --- short time (intense effort and intent to learn) --- practice sessions planned close together --- specific feedback

Lesson Delivery

100

How do you make sure that the content and language targets are clearly supported by lesson delivery?

--- clear communication (written, student friendly) --- orally review before, during and after lesson --- targets are observable, measurable, and assessed --- evaluation of mastery by student and teacher --- informs lesson planning --- direct instruction, practice and application, assessments are tied to the targets that are aligned to state standards

200

How does a SIOP teacher plan for high level of student engagement?

--- minimize off task behaviors and maximize time spent actively engaged in instruction --- fidelity of classroom management skills --- monitors unnecessary time on managerial tasks --- balance between direct instruction and student interaction --- explicitly teach and model expectations --- materials and activities are specifically related to the targets

300

Why is it important to maximize the way we use time (pacing) when we have ELLs in the classroom?

--- limited amount of ELL time with ELL teacher --- utilize time in class to practice and apply all language processes --- to meet content and language targets --- support all ability levels

400

How do you determine that a SIOP lesson is effective?

--- met the content and language targets --- use of formative and summative assessments aligned to the targets --- students advance to a higher proficiency level --- effective use of time --- met the language and learning needs of their students

500

What causes student disengagement?

--- information presented too quickly, too slowly (pacing) --- lack of focus (unclear and/or no targets for the lesson) --- poor classroom management --- bird walks, sharing of personal experiences, unproductive/ unfocused conversations

Review and Assessment

100

What is the importance of on-going assessments of a lesson’s content and language targets?

--- assess throughout the lesson to know whether students are making progress towards targets --- review lesson concepts and vocabulary --- provide feedback --- make instructional decisions based on student responses --- need multiple indicators to show student learning

200

How can a strong SIOP lesson help develop academic language and key vocabulary with students?

--- multiple exposures (build familiarity, confidence, and English proficiency) --- reviewed systematically --- reinforced through multiple modalities --- incorporated within a lesson --- repetition --- includes use of analogies, multiple meanings, synonyms, antonyms, context, word parts --- use nonprint ways to engage and support vocabulary development

300

Give examples of ways to provide constructive, specific academic feedback to ELL students.

--- determine how to give feedback (one-on-one, small group, whole class) --- facilitate peer evaluation with teacher support --- based on student proficiency levels (written, oral, non-verbal communication) --- focused on both content and language targets --- includes modeling, paraphrasing, facial expressions, body language

400

Why is it important to provide students with regular feedback on their evidence of learning?

--- supports and validates student learning --- clarifies misconceptions and misunderstandings --- model correct usage --- assess students knowledge of a particular concept --- develop student’s proficiency in English

500

How do you develop assessments that meet the language proficiency needs of students but hold them to high academic expectations?

--- scaffold --- adapt the number amount of items, skill level, or the type of problem or task --- provide processing time and break tasks into manageable chunks --- adapt the type of response the ELL is allowed to provide and provide student choice in the final product --- explicitly teach the rubric or scoring criteria

Wild Card

100

How many total ELA teachers within our district?

50

200

What is the name of Jaqueline Guerrero's newborn son?

Mateo

300

Which four elementary schools are fully SIOP trained?

Lincoln, Starr, West Lawn, and Howard

400

Grand Island Senior High, Barr, Walnut, Dodge, Knickrehm, Lincoln, Wasmer

What are the buildings that held ELA summer school last summer?

500

Who are the three authors of the SIOP model?

Jana Echevarria, MaryEllen Vogt, and Deborah Short