Millions of students in U.S. schools are English Language Learners (ELL), and that number continues to grow. These students require specialized assistance to help them become proficient English speakers, and therefore improve their academic achievement and performance.
CORE’s English Language Development personalized workshop for elementary educators teaches high-leverage instructional practices for developing students’ oral language and building academic language and vocabulary.
This two-session workshop will support participants in understanding English Language Development (ELD). Throughout the training, ELD practices are presented along with the magnitude or effect size of the practice. Teachers may already be familiar with many of the practices, which is strategic. Participants will learn how they can use these general education practices and make them intentional for ELD instruction.
Day 1 Summary
Block 1 begins by setting the tone for collaboration. Collaborative norms are introduced along with how to use anchor charts. Research about why ELD instruction should occur is presented and the importance of how to group English Language Learners (ELLs).
Block 2 is about characteristics of ELLs. Participants will learn about language proficiency levels, understanding the different backgrounds of ELLs, and content and language outcomes.
Block 3 is dedicated to how to use visual supports (pictures, manipulatives, videos, and real-life objects) and graphic supports (charts, tables, timelines, graphic organizers, and number lines) within ELD instruction.
Block 4 looks at discussion supports for pairs, triads, small groups/table groups, whole group, and cooperative learning structures. Academic and conversational registers are introduced and the need for instruction, modeling and structured formats. Participants will create discussion behaviors and how to use discussion starters to contribute ideas, confirm ideas, extend or build on ideas of others, offer different viewpoints, and ask questions. Discussion Web, Save the Last Word, Favorite Sentence/Key Sentence are discussion formats that are introduced and practiced. The block concludes with a Geometric Review and participants reflecting on a new direction with an action plan.
Day 2 Summary
Block 1 begins by reviewing day one content and moves into learning about linguistic supports (vocabulary instruction, word level scaffolds, morphology, and types of context clues) and a brief presentation on text complexity. The linguistic supports are presented to support ELLs accessing to complex text.
Block 2 is continuing with linguistic supports specific to grammar and syntax and grammar. Participants will learn how to deconstruct complex sentences. Next, instructional supports are presented. Instructional supports include close reading combined with collaborative conversation stems, direct instruction, study skills, and taking class notes.
Block 3 is dedicated to learning the what, why, and how to backwards planning. Participants are guided through the process of planning a unit using all three phases: defining desired results, determining evidence of learning and designing instruction.
Block 4 has the entire time dedicated to planning a unit using backwards planning, reviewing outcomes and using Geometric Review as a way to synthesize learning and share next steps.