Training of Trainers: Planning with ESL Curriculum Documents for the ESL Component of the Bilingual

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Training of TrainersPlanning with ESL
Curriculum Documentsfor theESL Component of the
Bilingual ProgramSecond 9 Week Cycle

• Presented by Annette M. LaPrise Carmen
  Alabarce-Calatayud
• alaprise_at_houstonisd.org calabarc_at_houstonisd.org
• Language Arts Specialists/Curriculum Writers
• Wednesday, October 8, 2008
• North Region Office

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Norms

• Place all phones pagers on vibrate.
• Take care of personal needs as they occur.
• Participate fully in all activities.
• Direct all conversation to the whole group.
• Focus all comments on the topic at hand.
• Write down any off-topic comments pertaining to
  general ESL issues and add them to parking lot so
  they can be addressed by the appropriate party.

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Todays GoalsThe teacher will

• locate and describe features of the ESL
  curriculum documents
• become familiar with concepts developed in cycle
  2 ESL HAPGs and support documents and how they
  build on prior concept development in Spanish
  Language Arts and content area instruction
• understand the different types and uses of
  formative assessment
• participate in modeling of instructional
  strategies
• engage in the Backward Design planning process
• prepare to train colleagues at his/her campus

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AGENDA

• Overview of documents
• Modeling of strategies
• Backward Design process
• Collaborative planning
• Next steps

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Review Where can I find what I need?

• ESL HAPGs can be accessed from the shortcut at
  the portal splash page or directly at the
  following URL http//dept.houstonisd.org/curriculu
  m/CLEAR/ESL.html
• Support documents can be accessed by clicking on
  the hyperlinked document name in the Resource
  column of the HAPG, then looking for the document
  under the appropriate category
• Powerpoint presentations for training of cycles 1
  2 are also on the support documents page under
  the category Training
• Lesson Planning Worksheet can be accessed by
  clicking on the hyperlinked document name in the
  Resource column of page 1 of the HAPG, and then
  looking for the document under Background

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Review Topics covered in cycle 1 training
materials (accessible on support documents page
under Training)

• Which ESL document should I use?
• What are ELPS CSLEKS, and how are they used in
  the ESL HAPGs?
• How does the ESL HAPG assist me in planning for
  content reinforcement in English for math,
  science and social studies?
• What are the instructional implications of the
  three tier model of vocabulary instruction?
• How do the ESL HAPGs build on knowledge, skills
  and concepts previously developed in Spanish?
• How can shared writing be used to support various
  skills across the content areas?
• How can I use minimal pairs to develop
  phonological awareness?
• What is the Backward Design process and how is it
  important to my PLC work?

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Features of 2nd 9 weeks documents

• Implementation October 27-December 19, 37 days
• Content reinforcement, focus 2.0
• Themes/Genres building on prior learning in
  Spanish Language Arts, foci 2.1-2.3
• New support documents

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Formative Assessment

• Allows the teacher to monitor student progress in
  order to improve instruction.
• Provides feedback to the student in order to set
  learning goals.
• Can be embedded in the learning activity.
• Is ongoing and allows immediate response.
• Table discussion What types of formative
  assessment do I currently use in my classroom?
• Reflection How can I improve in my use of
  formative assessment?

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TPRI Correlations

• Objectives correlated to TPRI tasks
• TPRI is not a required assessment for ESL
  students in the bilingual program. However, a
  teacher may wish to view a copy of the TPRI to
  model classroom activities or academic language.
  A teacher may also copy a specific subtask to use
  as a formative assessment of their students
  progress on a specific skill. A teacher could
  administer this short task to the entire class or
  to a sample (such as one student each from the
  high, medium and low reading group) for the
  purposes of planning further instruction and
  enrichment. Each task is also correlated to
  activities in the intervention guide which the
  teacher may also use to plan instruction.

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Strategy Jazz Chants

• Jazz Chants are call-and-response activities that
  require students to manipulate grammatical
  structures to participate (originated by Carolyn
  Graham).
• TASKS
• Participate in modeling of strategy.
• Notice how strategy is used in HAPG.
• Work with table group to develop Jazz Chant
  related to your grade level objectives.
• Present chants to whole group modeling how you
  would teach the chant to your students.
• Think-Pair-Share How can I incorporate Jazz
  Chants into my instructional routines?

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5E Lesson Design

• Engage- Teacher creates interest in activity and
  facilitates students in making a connection.
• Explore- Teacher guides students in interactive
  activity to construct new knowledge.
• Explain- Students organize information into
  evidence-based statements.
• Elaborate- Teacher facilitates as students make
  predictions or generalizations in applying
  knowledge to new (real-life) situations.
• Evaluate- Teacher monitors and students
  self-assess learning as they complete a
  performance task.

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Backward DesignStarting with the end in mind

• Select partners from the same grade level to work
  with.
• Read through the Lesson Planning Worksheet.
• Listen carefully to the following process you
  will engage in with your partners
• 1. Read silently through the objective
  column of focus 2.1 of your HAPG, highlighting
  and making notes.
• 2. Discuss the questions on the planning
  grid with your table PLC and work to complete
  grid.
• 3. If time permits, use the planning
  calendar to plot learning activities for specific
  days.
• 4. Check that daily lessons reflect the
  5E approach and that each day includes listening,
  speaking, reading and writing.
• Any questions?

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Planning a lesson is like creating a meal

• Look at the main ideas (clusters) listed on your
  Lesson Planning Worksheet as if they were
  categories on an a la carte menu.
• Your main course every day will be the
  read-aloud, so select some before, during and
  after reading strategies to plot on each day of
  your calendar.
• Look at the other categories of skills listed as
  appetizers, side dishes and deserts. You may not
  always have each of these in a meal, but you will
  always have a main course and something else. In
  the same way, your daily lesson will always
  include the read-aloud and two or more of the
  other clusters of the learning focus, so that all
  of the clusters of objectives have occurred one
  or more times within the week.
• Some clusters will complete a 5E cycle daily.
  Some clusters will complete a 5E cycle over the
  course of a week, and a few over the course of a
  learning focus.
• Review your lessons to verify that listening,
  speaking, reading and writing are occurring daily.

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Collaborative Planning

• Use the next 25-35 minutes to plan with your
  table group using your ESL HAPG and the Lesson
  Planning Worksheet.
• Please raise your hand if your group needs any
  clarification or assistance.
• Be prepared to share a product with another group.

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Next Steps

• Questions or Concerns
• Preparation to share this information with your
  campus
• Upcoming trainings
• ESL cycle 3 TOT- December 10, 2008 -
  North Region Office
• ESL cycle 4 TOT- February 11, 2009 -
  Central Region Office