This workshop will present digital pathways to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These innovative resources are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance education across the K-12 grade span. We will also address workflow solutions, to make the review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking.
46. Interpretive
Productive
Collaborative
Part I:
Interacting in Meaningful Ways
Part II:
Learning About How English Works
Connecting &âš
Condensing Ideas
Expanding & âš
Enriching Ideas
Structuringâš
Cohesive Text
Part III:
Using Foundational Literacy
Nativeâš
Language
Emerging Expanding Bridging
California ELD Standards
47. How is it Different Than What
We did Before?
47
48. The Big Shift
FROM
Separate , self contained
Sequential, set of rules, grammar based
Grade span
SimpliïŹed text - content after English
Integrated with academic content: both
integrated & designated
Spiraling, social, meaning and context
based
Grade level
Complex text - content doesnât wait for
English
TO
49. Three Components of what ELLs Need
Access to Content
Visuals
TPR Total Physical
Response
Relia
Labeling
Repetition, review
SDAIE - Specially Design
Academic Instruction in
English
Language to Participate &
Process
How English Works
Language Functions
Graphic Organizers
Differentiated Sentence
Frames
Designated ELD
Oral Practice
Explicit Instruction
Contrastive analysis
Unpacking
50. Math Social Studies
Langage Arts Science
ELD
Separate
Self - contained
Program deïŹned
Minutes deïŹned
ELD/ESL
Sequential
Grammar & âš
Rules Based
How we were doing ELD & Content
Teach
English
Access to
Curriculum
AMâš
RUâš
TSâš
Iâš
C
51. Language
Science
2010 Common Core ELA Adopted
Math Social Studies
Langage Arts
Language is central to all academic areas
AMâš
RUâš
TSâš
Iâš
C
53. What are the language demands for accessing
and participating in this content?
Integrated ELD is provided to ELâs
throughout the school day and
across all subjects by all teachers
of ELs. The CA ELD Standards are
use in tandem with the CA CCSS for
ELA/Literacy and other current
standards to ensure students
strengthen their abilities to use
English as they simultaneously learn
content through English.
57. BEGIN WITH
What are we teaching?
What analytic task are we asking students to do?
What is the CONTEXT for using language?
What is the NEED & PURPOSE for using language?
58. For All Students
Task Subject
Language
Resources
What do you want
your students
to do?
What is the
Content they are
engaging with?
What language
resources do they
need in order to
do the task with this
content?
59. âąStudents will deliver an oral
presentation on how force effects the
motion of an object using the language
of cause and effect and academic
vocabulary.
60. ScaïŹolding
âąâScaffolding does not change the
intellectual challenge of the task, but
instead allows the learners to
successfully participate in or complete
the task in order to build the knowledge
and skills to be able to perform similar
tasks independently in the future.â
61. Task Subject
Language
Resources
What do you want
your students
to do?
What is the
Content they are
engaging with?
What is the
What language
Resources do they
Need in order to
do the task with this
content?
ELD Standards Part 1
Interacting in
meaningful ways
Content standards
& language
functions
ELD Standards Part 2
How English
works
63. Look in the ELD standards Part I
(âInteracting in Meaningful
Ways") to ïŹnd the type of
INTERACTION this task requires
writing, listening actively,
exchanging ideas and
information, interacting with
others, offering opinions,
reading closely, presenting,
selecting and applying
precise vocabulary and
language structures
Find the ELD
Standards
64. Look in the ELD Standards Part II
(âHow English Worksâ) to locate
the aspects of language students
will need to carry out this task
Understanding text structure
and cohesion, using verbs and
verb phrases, using nouns and
noun phrases, modifying to
add details, connecting ideas
and condensing ideas
* Note the suggested
scaffolds and modiïŹcations by
English proïŹciency level
Find the ELD
Standards
65. Example
âąStudents will deliver
an oral presentation
on how force effects the
motion of an object using
the language of cause
and effect and academic
vocabulary.
âąELD Standard Part 1.C.9 Interacting in
Meaningful Ways, Productive Language,
Presenting
âą** ELD Standards Part II, B 3, 4 and 5
Learning about how English works,
expanding and enriching ideas, verbs,
nouns and modifying to add
details.
Example
66. Add the ELD standards then delineate how to
differentiate by ELL Levels
Task Subject
Language
Resources
Scaffolds
+ + +
Scaffolds might include: using visuals or
manipulative, charts and graphic organizers,
sentence frames and supports and sentence
starters, working in pairs or small groups, with
teacher support and prompting, gestures nd
drawing, briefness or extendedness of product
The ELD stadnards provide a
continuum of supports and
scaffolds that will help with this!
67. Example of differentiated language
objective with scaffolds speciïŹed
âą* My Emerging Level ELL
students..... will deliver a brief
oral presentation as part of a
small group using a
collaboratively developed
poster on how force effects the
motion of an object using a basic
â_____because_____ â cause
and effect frame and academic
vocabulary.
68. Example of differentiated language
objective with scaffolds speciïŹed
âąStudents will deliver an oral
presentation on how force effects
the motion of an object using the
language of cause and effect and
academic vocabulary.
âą* My Emerging Level ELL students.....
will deliver a brief oral
presentation as part of a small
group using a collaboratively
developed poster on how force
effects the motion of an object using a
basic â_____because_____ â cause
and effect frame and academic
vocabulary.
All Students Ell Students
69. Draw and Label (pictorials) Shared research projects
Graphic organizers Cooperative writing and editing
Structured oral interaction &
collaborative conversations
Interactive dialogic read alouds
Narrative retell Structured team tasks
Content based chants Barrier Games
Vocabulary in Context Researcher centers with hands-on materials
Visuals Total Physical Response And more
@
TheTechProfe
71. Draw and Label (pictorials) Shared research projects
Graphic organizers Cooperative writing and editing
Structured oral interaction &
collaborative conversations
Interactive dialogic read alouds
Narrative retell Structured team tasks
Content based chants Barrier Games
Vocabulary in Context Researcher centers with hands-on materials
Visuals Total Physical Response And more
@
TheTechProfe
82. 82
HELPFUL
Showing visual and real
objects that give clues
about instruction
Providing short,
targeted instruction
followed by active
responses
Using small group
sharing to rehearse
answers before raising
hands to address the
entire class
BEGINNING ELLS
90. Augment Your Sc hool
Environment
Practical Ways to Transform Your Physical Library
Space with an Overlay of the Digital World
Martin Cisneros
Academic Technology Specialist@TheTechProfe
Get The Preso
bit.ly/arlc2015
@TheTechProfe
93. 93
UNHELPFUL
Calling for a one word
choral responses to
questions
Neglecting writing
opportunities because
students struggle with
spelling grammar and
punctuation
Accepting only error
free writing
94. 94
HELPFUL
Beginning lessons on
any topic with
meaningful vocabulary
instruction
Providing opportunities
to develop total ïŹuency
with language games
Providing response
boards for students to
write answers
95. GRAMMARLY
Check your grammar right from
your browser or OfïŹce suite.
Improve your writing in emails,
documents, social media posts,
messages, and more.
www.grammarly.com
95
97. DUBSMASH
Dubsmash is a mobile app to
create short selïŹe videos
dubbed with famous sounds.
www.dubsmash.com
97
@TheTechProfe
98. MSQRD
Record video selïŹe animations,
change the way you look and
send it to friends via your
favorite messengers and social
networks. msqrd.me
98
@TheTechProfe
99.
100. 100
UNHELPFUL
Failing to allow wait
time for ELLs to think
about their answers
before responding
Assigning copying of
deïŹnitions from word
lists
Excluding parents and
family members from
actively participating in
childrenâs learning
101. 101
HELPFUL
Providing literary
development in all
subject areas
Providing a purpose for
reading assigned
passages
Demonstrating how to
take notes & making
what to write down
explicit during class
lectures & discussions
103. 103
Newsela
âą Unlimited access to
hundreds of leveled news
articles and Common Coreâ
aligned quizzes, with new
articles every day.
newsela.com
104. BeelineReader
âą BeeLine's color gradient
makes reading faster/
easier for over 90% of
people. How much will it
help you? goo.gl/uJIv0O
106. Easybib
âą Cite web sites with one click
using the EasyBib Toolbar
and receive advice on the
credibility of the web site
you're citing. goo.gl/
HBGszZ
107.
108. Unhelpful
Getting upset at
students who say they
donât understand
Teaching new material
without connecting
connects to prior
knowledge or
experiences
Making all assignments
individual and solitary,
neglecting social
interaction
109. 109
helpful
Asking student to
debate topics
Include frequent
checks for
understanding - asking
student to paraphrase
what was just discussed
Inviting students to
teach one another
about familiar topics as
a test review
110. 110
Awesome Screenshot ScreencastifyScreencast, record screen as
video. Screen capture for full
page, annoate, blur sensitive
info, and share with one-click
uploads. goo.gl/9EdO5h
Screencastify is a simple video
screen capture software for
Chrome. goo.gl/su66JK
112. 112
Formative
âą A platform for real-time
formative assessments + a
FREE next-generation
student response system.
goformative.com
112
113.
114. 114
Unhelpful
Lowering expectations
for ELLs
Reserving higher order
thinking skills, such as
researching only for the
best students in class.
Falsely assuming that
advanced ELLs no
longer need linguistic
Support
ADVANCED ELLS
115. 115
helpful
Placing a strong
emphasis on reïŹning
writing skills
Inviting humor in the
forms of jokes and plays
on words
Asking advanced ELLs
to synthesize what the
group is discussing
ADVANCED ELLS
117. 117
WRITTEN VS.
AUDIO VS. MOVIE
DIRECTIONS
Some of your ELLs may be
conversationally fluent in English but
struggle with reading in this language. In
addition to giving them written directions
in English, you can provide an activity
sheet or assignment that will link to a URL
where they can hear the directions read
aloud for them. You may decide to try
this strategy if your students are stronger
readers and you want them to practice
their listening skills. Another option is to
provide audio directions for students in
their native language so that they can
focus on the task at hand rather than
struggle with following written directions.
Source: goo.gl/m4nNQO
kaizena.com
SnagIt
ThingLink.com
118.
119.
120.
121.
122.
123.
124.
125. 125
WE ARE JUST BEGINNING
WE NEED TO GO FROM FISHING TO FLYING
135. # Martin Cisneros @TheTechProfe135
What do you want
to be when you
grow up?
136. # Martin Cisneros @TheTechProfe136
What problem do
you want to solve?
137.
138.
139.
140.
141.
142. Character: Inner Voice
Text: I know the voices in my head aren't real.....
but sometimes their ideas are just absolutely
awesome!
Step 1: Use Google Drawings to map out your story.
Step 2: Use Google Docs Story Builder to create your story.
Step 3: turn your work in here
146. Draw and Label (pictorials) Shared research projects
Graphic organizers Cooperative writing and editing
Structured oral interaction &
collaborative conversations
Interactive dialogic read alouds
Narrative retell Structured team tasks
Content based chants Barrier Games
Vocabulary in Context Researcher centers with hands-on materials
Visuals Total Physical Response And more
147. @
TheTechProfe
Provide literature
that is culturally
relevant
Use online writing
Allow students to
research topics of
interest
Have students
work together
professional
learning
opportunities
Honor the
resources they
bring
149. Provide literature that is culturally
relevant, age appropriate, and accessible
to ELs at their current level of English
acquisition
@
TheTechProfe
newsela.com
Google Advanced Search
crafty184.com
150. Use online writing to help students develop
relationships and practice English with other
students. Make it part of a language and cultural
exchange where English-speaking students -- who
often take foreign language classes -- also practice
the first language of the ESL student
@
TheTechProfe
docs.google.com
todaysmeet.com padlet.com
docsstorybuilder.appspot.com
151. Allow students to research topics of interest. If
students are truly interested in a topic, they will
probably learn more language
@
TheTechProfe
Google Search Education
Google App Search
agoogleaday.com
152. Provide a space where all languages have equal
power. Have students work together to
complete a service-learning task, interview each
other, or work on a project using both languages
@
TheTechProfe
awwapp.com
Google Drive
Google Translate Tools
edtechteacher.org
153. Take advantage of professional learning
opportunities specifically to benefit English
learners. For example, join a professional
organization such as TESOL or the National
Association for Bilingual Education (NABE)
@
TheTechProfe
TESOL.org
NABE.org twitter.com