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Click Here for Higher-Level Thinking Question Stems

Click Here for Marzano's Amazing Word List!

Exit Slips

Exit Slips – To learn what students know and need to know, hand out index cards before students leave class. Ask each student to respond to an open-ended statement, such as: “Today I learned…….” “……….(new concept) means/is like…….” Student responses can be written (anonymously) on an overhead before the next day.
                             CLICK BELOW TO LOOK AT THE ELD STANDARDS FOR THAT GRADE LEVEL
                                         KINDERGARTEN
                                           FIRST GRADE
                                         SECOND GRADE
                                         THIRD GRADE
                                          FOURTH GRADE
                                          FIFTH GRADE
                                           SIXTH GRADE
                                   APPENDIX A: FOUNDATIONAL LITERACY SKILLS FOR ENGLISH LEARNERS
APPENDIX B: CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT STANDARDS PART 2; LEARNING ABOUT HOW ENGLISH WORKS
APPENDIX C : THEORETICAL FOUNDATIONS AND RESEARCH BASE FOR CALIFORNIA'S ENGLISH LANGUAGE DEVELOPMENT STANDARDS
APPENDIX D: CONTENT DEVELOPMENT AND VALIDATION OF THE CALIFORNIA ENGLISH DEVELOPMENT CONTENT STANDARDS
                                          GLOSSARY OF TERMS

 

Quality Teaching of English Learners Notes (July 18- July 22 2016)

* EL students benefit from peers who are at various levels.  They benefit from receiving assistance from more capable peers, interactions with peers who are at the same level, and interactions with less capable peers.  How can we design our groupings to meet these needs.  

* Adopt surface level arrangements and not just fundamental changes to instruction.  (i. e. sitting arrangement)

 

Think-Pair-Share

People have different ideas what this strategy looks like.  To maximize this strategy here are the steps.

(a) Think- Have students think carefully about the questions, and give students time to jot down ideas before they share with their partner.  

(b) Pair- Find a partner next to you or long distance

(c) Share- Your answers orally. Be ready to present what your partner said.  

 

Teachers then call on students randomly asking them to share what their partner shared.  This encourages students to share out.  

4 levels of questioning.png

Research shows that meta-cognitive strategies is a high-impact strategy.  As students read the text  tell them, "As you read the story with your partner read a paragraph and then ask your partner a question.  Tell your partner what kind of question you will be asking them.  Tell them that you will ask them a "think and search question" and then your partner needs to answer that question." Continue reading and taking turns.  After you read the next paragraph your partner can then ask you a question.  Begin by telling your partner what type of question you will be asking.

jigsaw.png

This JIGSAW activity is designed to get EL students to talk within a classroom.  If you are studying a unit find readings that are pertinent to the unit. For instance if you are discussing the Civil War with your class, then you may want to have articles on (a) Who was Abraham Lincoln? (b) The Gettysburg Address (C)  The Emancipation Proclamation  and (D) Battles of the Civil War.  

 

Base Group-

Students are seated in their groups each having a different article.  Students quietly read the article and take notes.  

 

Expert Group-

Students then move into an expert group.  That is that each member has the same article.  Students then look over their notes and share out the articles.  The teacher may have some higher-leveled questions to provide students.  Each member summarizes the article and builds on each other's responses.  The goal of this is for each member of the group to become an expert on their article as they will be sharing with their base group members.   

 

Base Group-

Students return to their base groups as experts on the selection.  They now can discuss their selection to their group members.  They can each take notes on each selection.  

 

Note: Look in the locker above for a sample worksheet of the Jigsaw Activity.  

 

 

Learning Resources Locker

PPT, Word, Excel Viewers [Go]
Acrobat Reader [Go]

Travel Journals (Meta-cognitive Strategies ES .69)

Creating Content to Deepen The Learning

Students create a variety of content types for their journals -- from written reflections to maps and diagrams -- in response to teacher prompts and open-ended ...more