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Paraprofessionals of English Language Learners PARATELL PETALLs A partnership between UMass Lowell and the Lawrence Public Schools

OVERVIEW OF PARATELL MODULES


This training consists of five 2 hour modules. 1. The Role of the Paraprofessional, Current State of Education for ELLs in Lawrence Public Schools (RETELL, WIDA, ACCESS, etc., TESOL proficiency Levels, scaffolding according to proficiency level) 2. Model of Second Language Acquisition, Comprehensible Input 3. Academic Language (Identifying academic languagevocabulary and structures and supporting ELLs understanding of academic language) 4. Vocabulary Strategies- practice, modeling, role play, use of grade level materials ( trainers and paras) 5. Assessment- understand ELLs proficiency levels and practice creating informal and formal assessments

Getting to Know You Ice Breaker


10 minutes

Paras please introduce yourselves at your tables. Write down the most important parts of your jobs. Please share out. We will continue this conversation and elaborate on your ideas in a few minutes.

Module 1 Objectives

10 minutes

Participants will be able to identify

The Role of the Paraprofessional The current state of education for ELLs in Lawrence Public Schools Become familiar with the following language support initiatives RETELL WIDA ACCESS TESOL proficiency Levels scaffolding according to proficiency level

Training Requirements
In order to receive a stipend and PDPs, participants must: attend all workshops all learned strategies

share and participate in presentations of

complete assignments and


complete strategy tracker reference sheet (strategy/ definition/ examples of implementation/ comments and reflections)

The Role Of the Paraprofessional


20 minutes

New Participants( on one color index card): Think about and discuss
What do paraprofessionals need? What works well? What doesnt? How would you describe your role in the classroom? Former Participants (on another color index card): How has your first training impacted your current work with

ELLs? What worked well? What hasnt worked? How would you describe your role now?

Gallery Walk

Please record your ideas on chart paper at your tables and post them on the wall. Walk around to see and comment on sticky notes. Quick share from each group.

The Role of the Paraprofessional


5-10 minutes

Key roles that paraprofessionals play in and out of the classroom. Colorin Colorado video http://bcove.me/xesm4ey7

Reinforce Importance of Role


5-10 minutes

Paraprofessionals are often the cultural brokers for ELLs and for ELL parents. They support instruction and support student learning by making materials comprehensible. They support students socio-emotionally by being sensitive and knowledgeable about their backgrounds. Time to show and share LPS paras segment

Break

5-10 minutes or as needed

What is happening in the ELL classroom today? Bling and Clunk or Acronym Match
10 minutes

WORD SPLASH BLING and CLUNK! Explain that This quick vocabulary review is a strategy that can be used with all students. DIRECTIONS for BLING and CLUNK Read the word Participants should respond by saying bling if they know the word. Participants should respond by saying clunk if they have no knowledge of the word. Those who say BLING share what you know about the term. Directions for Acronym Match Participants match the acronym to the definitions in pairs or small groups.

Review terms as necessary using handout reference sheet

Connecting to Practice
Bling and Clunk / Acronym Match strategies are easy vocabulary reviews can be done with all students. activate and build background knowledge and introduce vocabulary that will be used at different times throughout the workshop modules.

TESOL Indicators/ how they relate to WIDA

10 minutes

TESOL Standards are descriptors that are broad categories of representative behaviors that students exhibit when they meet a standard. These descriptors help curriculum developers and classroom teachers to identify curriculum objectives. The descriptors can be used for lesson plan preparation; alignment with school and state requirements; use by administrators in ESL/ELD grant proposal writing.

TESOL Indicators

THE FINAL WORD!

5- 8 mintes

Trainer will model this by thinking about and describing one of his/her own ELLs proficiency. In groups of 5, each person has one minute to describe one of their students language proficiency at one specific TESOL proficiency level. The first person h as an additional minute at the end to get the final word, responding to how this relates to their work.

CAN DO Descriptors

15 minutes

The descriptors highlight what students CAN DO at each proficiency level. They are aligned with the common core curriculum. Categorized by grade level and content area. The purpose is to help teachers differentiate instruction for English language learners (ELLs). They can also be used to plan lessons or observe students' progress. Can Do Match: Paras will work in small groups to match the 5 levels to their descriptor. Pass out the enlarged Can Do Hand-Out to check their answers.

CAN DO Descriptors

Homework Assignment
1.

5 minutes

2.

In Notebooks: What did you do with three ELLs who have different TESOL proficiency levels and which Can Do level and strategies did you use? Be ready to share out your responses. Reading: pages 14-19 in manual

Wrap Up

5 minutes

Did we accomplish our objectives? Ticket Out: Please write and give to me as you leave today: 1. an expectation for these classes- What do you want to explore or learn about? 2. any question or concern that you may have

See you for our next class on February 13.