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Instructional Playbook: Engaging MLs in the Classroom

sites.google.com/graniteschools.org/ml-instructional-playbook

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Who We Are:

Kirsten Federico

klfederico�@graniteschools.org

Ashley Janssen

ajjanssen�@graniteschools.org

Dr. Tara Moore

tsmoore�@graniteschools.org

Melanie Nicholes

mjnicholes�@graniteschools.org

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tinyurl.com/GSDML�Playbook23

Participant Note Catcher

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Let’s agree to some norms.

Stay Engaged

Minimize Distractions and Side Conversations

Be an Active Participant

Listen for Understanding

Respect the Safe Space

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Let’s Get Started!

What are some of the most common student-focused issues, goals, or concerns teachers share with you when it comes to MLs?

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Talking Points

As a coach, think about:

What keeps the teachers you work with up at night? What do they worry about when it comes to student learning? What are the problems teachers share with you?

Activity - Suggested Time 15 minutes

Pass out one sticky note to each participant and have them respond to the question above. “What are some of the most common student-focused issues, goals, or concerns teachers share with you when it comes to MLs?”

Sticky notes will be placed in the “parking lot” box labeled on the whiteboard. If a whiteboard is not available, place sticky notes on the wall or poster paper. Participants can also jot down their questions and others’ ideas on their Note Catcher.
Invite at least 3 participants to share out their responses.
Have participants keep these questions for the final activity.

Examples: Student engagement, Writing a complete sentence, Fewer disruptive behaviors, Write a 5 paragraph essay, Increased participation during whole class instruction

Instructional Coaching Webinar: The Instructional Playbook. YouTube, 27 Mar. 2020, youtube.com/watch?v=Ti2JRk4k0ig

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Objectives

Participants will understand what an instructional playbook is and how to use it.

Participants will develop their understanding of high impact ML teaching strategies.

Participants will create next steps to share engaging ML strategies with teachers.

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Agenda

Introduction to the Playbook

What is an instructional playbook and how do I use it in my coaching?

Review Strategies and Checklists

How might I use these One-Pagers and Checklists in my coaching? Which strategies do I need to understand better to use with my coachees?

Using the Playbook within the Granite Coaching Model

How does this align with the Granite Coaching Model?

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“The reason our playbook is so thorough is because I feel it’s the best way to teach a complex game.”

― Al Saunders, Offensive Coordinator

In the NFL, it’s all about the

PLAYBOOK

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In school, every day is GAME DAY

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Video: Watch video from 5:14-6:36

Activity: Turn and Talk - What stood out to you in this video clip?

Talking Points

“Think about what goes into a sports playbook. They have plays in their playbook because they want to win. They don’t want to dally on the field and know what to do in different situations. Do their plays ALWAYS work? Not necessarily.” Just like with coaching and teaching. We need to have our strategies and checklists at hand to support teachers. Sometimes they work, sometimes we have to try a different “play” or strategy.

“Every day is game day in schools” - we want to get it right as often and as quickly as possible. We want our strategies from the top drawer of our filing cabinet - have them organized in a way that is most efficient.

Instructional Coaching Webinar: The Instructional Playbook. YouTube, 27 Mar. 2020, youtube.com/watch?v=Ti2JRk4k0ig

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The PLAYBOOK

is a tool

FOR coaches.

The playbook will make coaching clearer, more focused and more explicit.

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The Instructional Playbook

Table of Contents

One-Pager

Checklists

Table of Contents (TOC) is a one-page iist of high-impact strategies for MLs

One-page descriptions for each strategy

The WHAT

Checklists help coaches describe each strategy

The HOW

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“Strategy”

Do NOT get hung up on this word!

A strategy is

“the action the teacher takes…”

The practice the teacher uses to reach the target.

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Strategies

TOC

Building Background

Scaffolding

Academic Vocabulary

Active Student Engagement

Community Building

Cooperative Learning

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Considerations for Planning

TOC

ELLevation + WIDA Can Do’s

Teacher Clarity

Assessing MLs

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People

get focused through one page tools.

Bill Jensen

Simplicity: The New Competitive Advantage

One Pager

the WHAT

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Building Background

In One Sentence: Teachers make explicit and direct links between past learning and new concepts that are tied to the students personal, cultural, and academic background experiences.

Checklists

Building Background

Be a Detective

Insert Method

Examples of Ways to Build Background:

Be a Detective - Students discuss images related to the lesson �content to identify commonalities and themes among images. They �will make predictions with peers about the topic.
Word Wall - Key vocabulary with images are posted and revisited �through a lesson or unit.
Read a story, article, poem, play, or picture book about the topic being taught.
Realia, Photos, Illustrations, Videos
KWL Chart
Insert Method (text annotation)- students will mark the text for things they already know, are confused about, are surprised about, or new information.

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Scaffolding

In One Sentence: Teachers provide temporary levels of support that are incrementally removed when they are no longer needed, gradually shifting the responsibility of learning to the student.

Checklist

Scaffolding

Verbal Scaffolds

How information is verbally presented or explained to the students during instruction. Here are ways to provide verbal scaffolds:

Model the “think-aloud”
Slow your speech and enunciate
Reinforce contextual definitions
Simplify questions
Engage in read-alouds in which you model correct pronunciation and prosody

Procedural Scaffolds

Tools and resources to support the students as they gain access to the learning. Here are ways to provide procedural scaffolds:

Provide explicit modeling through visuals, gestures, and realia
Allow for visual tools (organizers) as students manipulate information
Use wait-time when asking questions to give all students an opportunity to respond
Provide discussion prompts (sentence frames) to support discussions
Allow students to collaborate �with other students often �as they discuss the learning

Granite Scaffolding Handout

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Suggested Time 5 Minutes

Talking Points - Feel free to jot down any questions or possible applications on your Note Catcher

In Scaffolding, teachers provide temporary levels of support that are removed as students build the skills needed. MLs will need a lot of scaffolding especially as newcomers as they are supporting content and language acquisition simultaneously, which is no easy task..

Here are some benefits of scaffolded instruction:

Students experience a supportive learning environment
Students feel free to ask questions, provide feedback, and support their peers
Teachers become facilitators of knowledge rather than content “experts”
Students take a more active role in learning
Students are able to take ownership of the learning and their classroom as a community of learners

When planning to meet the needs of ELL students we might consider incorporating two overarching types of scaffolds: Verbal Scaffolds and Procedural Scaffolds.

Vasquez. V. (2023, June 6). Collaborative Classroom. Scaffolding Techniques For English Language Learners: Part 1 https://www.collaborativeclassroom.org/blog/ scaffolding-techniques-english-language-learners-part-1/

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Academic Vocabulary

In One Sentence: If students have knowledge of specific terms and build their academic language, they are able to discuss and debate their thinking.

Checklists

Marzano’s 6-Step Explicit Vocab

Frayer Model Vocab

Hattie, Visible Learning (2008): Vocabulary programs (d= .62)

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Suggested Time 5 Minutes

Talking Points

Students receiving explicit, engaging vocabulary instruction experience growth in vocabulary(Tomesen & Aarnoutse, 1998; White, Graves, & Slater, 1990).
When students receive intentional teaching of target words, their comprehension of text containing the target words improve (McKeown, Beck, Omanson, & Pople, 1985; Stahl & Fairbanks, 1986).
Explicit vocabulary instruction is particularly critical for struggling readers, who do not read extensively and have more difficulty using contextual cues to determine word meanings (Beck, McKeown, & Kucan, 2002).
Vocabulary is a strong predictor of understanding across content areas.
Students' comprehension will increase by 33 percentile points when vocabulary instruction focuses on specific words important to the content they are reading as opposed to words from a high frequency list.

Feel free to jot down any questions or possible applications on your Note Catcher

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Active Student Engagement

In One Sentence: Active engagement is the process of involving all students in opportunities that encourage them to develop understanding of content by working with and reflecting upon the material being presented.

Checklists

Turn and Talk

Jigsaw

Reciprocal Teaching

Examples of ways to use active student engagement:

Turn and Talk
Hands on Science
Inside/Outside Circle
Opportunities to Respond
Choral Response
Small Groups
Precision Partnering
DYAD Reading
Jigsaw Method
Reciprocal Teaching
Student/Teacher Hand Signals

Hands on Science:

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Suggested Time 7 Minutes

Talking Points

Feel free to jot down any questions or possible applications on your Note Catcher

Active student engagement involves all students in opportunities to learn and have a clearer understanding of the content. It also gives students multiple ways of learning content as students are able to work through activities and assignments with other students.

Great teachers get students busily engaged in important and challenging work. When students are engaged, they become more vested in their learning and can see the benefits for their engagement as their learning increases.

Specific examples of active student engagement:

Turn and talk: When students are given a signal from the teacher, they turn to their table or partner and are able to share their responses.
Hands on science. (The image has a link on the screen and can be used for an activity.)

Play the first few minutes of the hands-on science video. While watching the video, have participants notice two things that the students are doing to demonstrate engagement in the experiment. Video- https://www.youtube.com/watch?v=wg83S9OoX4o
Then have participants partner up and when given a “signal”, they turn and talk to their partner and share their two observations.

Inside/Outside circle. Click the active link to walk through the ELLevation website for how to use the inside/outside circle strategy. There is also a video sample available through the link..
DYAD reading sample provided on the next slide.

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Active Student Engagement

DYAD Reading.

“Dyad reading is like a weight-lifting workout. Your child is lifting the weights and you are spotting them.” -Daisy Reyes, 3rd Grade teacher, Gifted Spanish Dual Immersion

Share one story, sit side by side.
Partners read along together out loud. One partner tracks the words with their finger.

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Positive Classroom Culture

In One Sentence: A positive classroom culture is a community of shared trust between teachers and students where students are allowed to take risks and feel safe.

Checklists

Classroom Norms Procedures

Creating Learner-Friendly Cultures

3 tips to make any lesson more culturally responsive

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Cooperative Learning

In One Sentence: Cooperative learning is learning that is mediated by students whereby students work in groups of various sizes and control their very own learning.

Checklists

Success Factors

Turn to your Neighbor

Think, Pair, Share

Value Line

Round Table

Turn-To-Your-Neighbor: Teacher organizes students into pairs and then, at various points throughout the class, prompts students to turn to their partner and have a conversation about what they are learning.
Think, Pair, Share: Students write down their thoughts in response to a prompt, share with another student what they have written, and then �share some of their conversation with the larger class.
Value Line: Teacher presents an issue, topic, or question and then assigns a value to each possible response and asks students to form a line based on how they have responded. After students line up, the teacher guides a discussion about the topic.
Round Table: In groups, students each write down a question on a piece of paper and then pass the paper to the student next to them and keep going so that every student gets a turn at answering the question.

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Suggested Time 5 Minutes

Talking Points

Cooperative learning is mediated by the students as they work in groups of different sizes. Students are responsible and in control of their learning. Classroom discussion has a 0.82 effect size and cooperative vs. individualistic learning has a 0.59 effect size. Johnson and Johnson reviewed 150+ research articles and reported a high effect size for time on task comparing individualistic learning to cooperative learning (1.17) and achievement (0.67).

Cooperative learning allows for students to practice speaking and communication skills, while also preparing students for working in teams when they join the workforce.

The Checklists provided for this strategy are Success Factors Turn to your Neighbor, Think, Pair, Share, Value Line, Round Table

Feel free to jot down any questions or possible applications on your Note Catcher

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Cooperative Learning

Round Table

Round Table: In groups, students each write down a question on a piece of paper and then pass the paper to the student next to them and keep going so that every student gets a turn at answering the question.

On the group paper at your table, write down a response to the explanation below. Then pass to the next person at the table.

Explain one activity that you love to have your students participate in on the first day of school.

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ELLevation + WIDA Can Do

In One Sentence: Get ML student data including what each individual student Can Do and explore activities to support them in the classroom.

Checklist

Using Content Standards & WIDA Can Do Descriptors to Support Students

Data Platform
SIOP-based Activities and content Collections can be used in lesson planning.

Who are the MLs in my classroom?

What are their WIDA ACCESS scores?

Educators can use the Can Do Descriptors to:

Better understand what students at different levels of language proficiency can do with language
Expand their understanding of what the process of language development can look like
Collaborate about scaffolding students need to engage in content-area learning and develop language at the same time
Differentiate instruction and classroom assessment for language

Granite’s ELLevation �Handout for Teachers

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Suggested Time 5 Minutes

Talking Points

Feel free to jot down any questions or possible applications on your Note Catcher

ELLevation is a powerful tool for teachers who have MLs in their classroom, which is pretty much all of us. ELLevation is a data platform - you can access which students in your classroom are MLs, their test scores, their WIDA Can Do descriptors.

There is also an amazing Activities and Collections to use in lesson planning - including editable downloads, suggested low, medium, and high supports for specific students, examples for all grade levels and subjects, success criteria and more. If you have questions or don’t think you have access to ELLevation, contact any Ed Equity Teacher Specialist/Coach!

The WIDA Can Do Descriptors can be used by teachers and coaches to better understand what students at different levels of language proficiency can do with language, expand their understanding of what the process of language development can look like, collaborate about scaffolding students need to engage in content-area learning and develop language at the same time, Differentiate instruction and classroom assessment for language.

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Teacher Clarity

In One Sentence: Teacher clarity provides evidence of learning’s relevance to the student and that the learning is meaningful.

Checklist

Checking Your Objectives

What do teachers do?

Teachers determine concepts and skills according to the standards.
Teachers build learning intentions and progressions to meet the standards.
Teachers craft learning targets and success criteria for student success.
Teachers communicate the learning targets, success criteria and the relevance to students.
Teachers repeatedly refer to learning targets and success criteria �throughout the lesson.

What are students doing?

Students are aware of the lesson learning targets and success criteria.
Students are able to recall success criteria throughout the lesson.

PBL Library: Access through Portal

Find Proficiency Scales Here!

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Assessing MLs

In One Sentence: Assessment should be used as three complementary approaches — assessment as learning, assessment for learning, and assessment of learning, where teachers use of appropriate supports and scaffolding during instruction and assessment do NOT negatively impact a student’s opportunity to earn a level 3 or 4 proficiency grade.

Checklists

Assessing Multilingual Learners

Informal Assessment

Using Assessments Effectively

Revisiting & Refining Assessments

Multiple Modalities �for Assessment

Key Considerations for Equity in Assessments for ELs

Instructional Practices

Utilize appropriate accommodations.

Formatting Assessments for Accessibility

Ensure assessments are fair.

Grading

Grade content understanding, �not language proficiency.

Adapting Classroom Assessments for English Learners

Mississippi Department of Education

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Suggested Time 5 Minutes

Talking Points

Feel free to jot down any questions or possible applications on your Note Catcher

Key Considerations for Equity in Assessments for MLs:

Instructional Practices

Provide students with quality instruction including creating a classroom environment that supports student collaboration, dialogue, and group activities.
Utilize appropriate accommodations such as allowing the student to use a word-to-word glossary/dictionary, allowing for extra time to complete tasks, providing the information to students in multiple ways (such as auditory, written, visual supports, etc.), and allowing students to use translations from their first language into English.

Formatting

Provide clear and easy to understand directions

Provide clear places for students to mark responses.

Add images and icons to the assessment to make text more comprehensible.

Add synonyms behind academic vocabulary (not the targeted content vocabulary).

Label diagrams for clarity.

Provide sentence frames or sentence starters to help students communicate their ideas without giving away the answer.

Simplify multipart questions by separating them into separate questions or questions parts.

Ensure that assessments are fair – separate language skills from content skills. Language skills include vocabulary, comprehension, phonology, syntax (grammar), and semantics (meaning). Students should not be penalized for language errors outside of English Language Arts.
Again, utilize appropriate accommodations - these should be used for formative and summative assessments based on individual student needs.

Grading

Grade content understanding, not the language proficiency of the student
Grading should be a collection of different activities in all four domains of listening, speaking, reading, and writing.
Allow choice in assessment activities so that students can exercise personal passions and interests

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Checklists

It isn’t a recipe for how to…It’s a REMINDER of the KEY THINGS that get forgotten

or missed if they aren’t checked.

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Why Checklists?

Checklists seem simple and lowly, but they help fill in the gaps in our brains and between our brains.

Checklists remind us of the minimum necessary steps and make them explicit. They instill a kind of discipline of higher performance.

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Adjusting Checklists - Clarifying Understanding

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Checklists

in this

playbook

Building Background

Building Background
Be a Detective
Insert Method

Academic Vocabulary

Marzano’s 6-Step Explicit Vocab
Frayer Model Vocab

Positive Classroom Culture

Classroom Norms Procedures
Creating Learner-Friendly Cultures

Active Student Engagement

Turn and Talk
Jigsaw
Reciprocal Teaching

Not an evaluation of anyone’s knowledge, �but a time to clarify understanding.

Scaffolding

Scaffolding

Cooperative Learning

Success Factors
Turn to your Neighbor
Think, Pair, Share
Value Line
Round Table

ELLevation + WIDA Can Do

Using Content Standards & WIDA Can Do Descriptors to Support Students

Teacher Clarity

Checking your Objectives

Assessing MLs

Assessing Multilingual Learners
Informal Assessment
Using Assessments Effectively
Revisiting & Refining Assessments

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Why Are Checklists Helpful?

Complexity

Ways to Check Understanding

Curse of Knowledge

Too Much to Remember

“As you get better and better at what you do, your ability to communicate your understanding or to help others learn that skill often gets worse and worse.”

Psychologist Sian Beilock

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Talking Points

Why are Checklists helpful?

Complexity of the classroom and complexity of trying something new. It is easy to get overwhelmed by the details when it’s new. Sometimes when we explain things, we as coaches are not as organized as clear as we should be and the checklist helps provide clarity in our explanation and discussion with coachees.
Often times we go through the checklist and we ASSUME that people understand or “get it,” but find out later that they didn’t really get what we thought we were communicating. The checklist provides a way for coaches to check the understanding of their coachee and the coachee adds in things that they want to remember.
Coaches have the “curse of knowledge.” We can never take ourselves back to when we didn’t know how to implement something - “As you get better and better at what you do, your ability to communicate your understanding or to help others learn that skill often gets worse and worse.” Psychologist Sian Beilock
There is too much to remember as educators - the checklist “frees up space in your brain.” It makes it a little easier to remember everything as a coach and makes it doable for teachers.

Instructional Coaching Webinar: The Instructional Playbook. YouTube, 27 Mar. 2020, youtube.com/watch?v=Ti2JRk4k0ig

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How does the PLAYBOOK work with Granite School District’s Coaching Plan?

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How does the PLAYBOOK work with Granite School District’s Coaching Plan?

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A few questions…

Do teachers get a copy of the Playbook?

Should we use a digital or hard copy of the Playbook?

We recommend being familiar and having both digital and hard copy at hand.
You can choose digital or hard copy based on your coachee’s learning style.

We don’t just “hand out” the playbook as a whole to teachers.
We pull from the Playbook and share with the teacher one-pagers for them to take a look at and see if they want to try it or pull out a checklist to help support the implementation of a strategy and walk through it together.

tinyurl.com/GSDMLPlaybook23

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Exit

Ticket

How could you use the instructional playbook to support teachers and students in the classroom?

Look at the questions you wrote down at the beginning of this PD - How could you use the playbook in helping coachees answer those questions?

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References

Department of Educational Equity, Granite School District. (2022). Understanding Multilingual Learners (MLs) & Proficiency-Based Learning (PBL) A guide for parents, teachers, administrators, Alternative Language Program (ALP) Leads, school teams, and Professional Learning Communities (PLCs).

Echevarria, J., Vogt, M., & Short, D. (2010). Making content comprehensible for elementary English learners. The SIOP Model. Boston ua: Pearson.

Fisher, D., Frey, N., Amador, O., & Assof, J. (2018). The Teacher Clarity Playbook: A Hands-On Guide to Creating Learning Intentions and Success Criteria for Organized, Effective Instruction. Corwin Literacy.

Group, Instructional Coaching. (27 Mar. 2020). Instructional Coaching Webinar: The Instructional Playbook. [Video]. YouTube, , youtube.com/watch?v=Ti2JRk4k0ig.

Instructional Coaches | Teacher Support. In Granite Teacher Support Retrieved June 9, 2022, from graniteteachersupport.com/copy-of-instructional-coaches

Knight, J. (2013). High-Impact Instruction. Corwin Press,

Knight, J. (2022). The Definitive Guide To Instructional Coaching Seven Factors For Success.

Knight, J., Hoffman, A., Harris, M., & Thomas, S. (2020). The Instructional Playbook. ASCD.

Vasquez. V. (2023, June 6). Collaborative Classroom. Scaffolding Techniques For English

Language Learners: Part 1 https://www.collaborativeclassroom.org/blog/ scaffolding-techniques-english-language-learners-part-1/

Vogt, MaryEllen, and Jana Echevarria (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Pearson,

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Synchronous

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Asynchronous

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