GHS Late Start �ELA Professional Development�Part II

Learning Goal

• Teachers will be able to maintain rigor by adding language supports to their instruction and assessments.

Success Criteria

• Teachers will be successful if they can share ideas to implement supports to maintain rigor in their classrooms.

Agenda

• Finish looking at Support Options
• Marty’s Example
• SLP Discussion
• Jill’s Example
• SLP Discussion
• Add Supports to your work
• Model Performance Indicators

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Sensory Supports

Sensory Supports – Gestures and TPR

Sensory Supports - Videos

Sensory Supports – Models

Graphic Supports

Graphic Supports - Charts

Graphic Supports – Graphic Organizers

Graphic Supports – Labeling

Graphic Supports - Sentence Frames & Starters

Graphic Supports – Word Banks

Interactive Supports

Interactive Supports – Pairs or Partners

Interactive Supports – Small Groups

Interactive Supports – Whole Group / Cooperative Group Structure

Interactive Supports – Online Groups / Forums

Interactive Supports – Use of L1

Interactive Supports – Less teacher talk, More student talk

Interactive Supports – Speak slowly and Articulately

Interactive Supports – Choral Repetition

What is one support that you already have in place in your lessons?

• One support that I already have in place in my lessons is ___________________.
• I feel comfortable with it because ____________.

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• SLP: Character Partners

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What is one support that would like to try on in your lessons?

• One support that I would like to try to add to my lessons is ___________________.
• I think it would be supportive to my students because ____________.

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• SLP: Color Partners

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Marty’s Example

Here is how I added supports to maintain rigor in my sheltered geography class.

Jill’s Example

Here is how I added supports to maintain rigor in my sheltered US history class.

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世界には約７３億人の人々がいます。

しかし、（　　　　　　）％の（　　　　　）が全く食料がなく、（　　　　　　　）％の（　　　　　　）が少しだけ、 (　　　　　　　 ）％の(　　　　　 　）がたくさんの食料があるそうです。

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What do you remember about comprehensible input?

• One thing I remember about comprehensible input is____________.

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• SLP: Table Partners

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Can Do Descriptors

Can Do Descriptors

Support

• Language learners should receive appropriate support during instruction, practice, and assessment.

Support

• Instructional Support – instructional strategies or tools used to assist students in accessing content necessary for classroom understanding or communication and to help construct meaning from oral or written language.

Three categories of instructional supports include sensory, graphic and interactive supports.

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Types of supports

Types of supports

Sensory Supports - Realia

Sensory Supports - Manipulatives

Sensory Supports – Photos / Pictures (Personal)

• Switch the object and the subject + be verb + participle
• Mr. Gates cooked the turkey roulade in the oven.
• The turkey roulade was cooked in the oven(by Mr. Gates).

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Sensory Supports – Photos / Pictures (Shocking / Memorable)

• Johnny cleaned the toilet.
• The toilet was cleaned by Johnny.

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Sensory Supports - Diagrams

Sensory Supports – Newspapers and Magazines

www.newsforyouonline.com password: 8F6C2F

How were Marty and Jill able to maintain rigor while supporting their ELLs?

Row One

• I think Marty and Jill were able to maintain rigor while supporting their ELLs by _________________

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• SLP: Lines of Communication

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Row Two

• I think what they did in their lessons would / wouldn’t work in my classroom because _________________

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Exit Ticket

• Commit to trying at least one new support that you have never implemented in your classroom.

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• One support I would like to try in my classroom / lessons is ___________. I think this will be supportive for my students because ___________________________.

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Thank you!

• Now, let’s go make our students feel like they can accomplish anything!

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