ASES

Professional Development
April 8, 2016
Presented by: Laura Fisher,
EL TOSA

Who Am I?
Have worked in this district for 15 years
Teacher, 5 years
English Learner TOSA, 10 years
Individual school site
Multiple school sites
District level (6 years)

As a TOSA, I
Work with teachers on how to best meet the needs of
their English learners
Work with principals to help deliver professional
development to support English learners

Outcomes
Guiding Question: Who are English Learners?
I can explain some English Learners acronyms.
I can tell the levels of the CELDT and describe a
student at that level.
I can describe what ELD looks like in elementary
and middle school.
Guiding Question: How can I help my English
learners during the Writers Workshop process?
I can explain & use techniques (teacher moves)
and strategies (student moves) to help English
learners during the Writers Workshop process.

ENGLISH
LEARNERS
Guiding Question: Who are English learners?

Alphabet Soup
You will be given a list of acronyms.
With a small group (2-3 people), try to
make a prediction of what the acronym
stands for.
Ex: CDE California Department of Education

Choose 1-2 that you would like to know

more about.
Which ones would you like to know more
about?

Alphabet Soup Highlights

EL English learner
ELAC English Learner Advisory
Committee
DLT Daily Learning Targets
RFEP Redesigned Fluent English
Proficient
LCFF Local Control Funding Formula
SBAC Smarter Balanced Assessment
Consortium
MTSS Multi-Tiered System of Supports

CELDT
California English Language Development
Test
Initial vs. Annual
Listening, Speaking, Reading, Writing
5 Levels

Beginning (1)
Early Intermediate (2)
Intermediate (3)
Early Advanced (4)
Advanced (5)

Find Your Match

A & B group
Each of you has a card with a description of an
English learner level on it.
At the signal, you will have 1 minute to read your
card to others in your group.
At the next signal, you will find your matches by
describing (not reading) what is on your card.
When you find your matches (HINT: there are 5 total
per level), move to the level you & your matches
believe you are describing.
Be prepared to share out to the whole group.

Know Your English Learners

Use the graphic organizer to fill in your
students levels (orange paper)
How will this chart help you plan for
instruction?

English Language Development

(ELD)
Elementary
30-45 minutes per day
Materials On Our
Way to English by
Houghton Mifflin
Harcourt

Middle School
1 period a day
Materials Inside by
National Geographic

Also referred to as designated ELD

A time to explicitly teach what English
learners need to access other content areas

ENGLISH LEARNERS &

WRITERS WORKSHOP
Guiding Question: How can I
help my English learners during
the Writers Workshop process?

Writers Workshop
Prewriting/Brainstorming
What: gathering of ideas and
information that can be used for
upcoming writings
Ways teachers can support:
Mentor texts
Develop vocabulary list
Discussions

Prewriting/Brainstorming Activity
Read the article about recycling.
After you read, go back and choose 1-2
pros, and 1-2 cons
Write each one out on a post-it note

At the signal, read your post-it note to your

table group & place on the Pro/Con chart.
After your table has shared, use the graphic
organizer to independently choose your side
and your 3 reasons.
Ideas for mini-lessons:

Writers Workshop
Drafting
What: developing a rough draft from the
students brainstorming/prewriting
Ways teachers can support:
Modeling
Writing templates
Share aloud what they intend to write

Drafting Activity
Using your prewriting graphic organizer,
begin drafting your opinion essay using
the template provided (green paper).
Transfer your draft onto lined writing
paper.
REMEMBER to SKIP LINES

Ideas for mini-lessons:

Writers Workshop
Conferring/Reviewing
What: reading & reviewing the draft with
others (peers & teachers), and providing
helpful constructive feedback on drafts
Ways teachers can support:
Conferring regularly
Peer Review Process

Reviewing Activity
Peer Review Protocol
Form A/B Partnerships; trade papers
Read your partners paper & fill out the
Feedback Checklist (blue)
Give & receive feedback on the writing using
the Conversations About Writing (purple)
handout *write on post-it note first
A gives feedback; B responds
B gives feedback; A responds

Use the remaining time to make 1-2 revisions

based on your partners feedback

Ideas for mini-lessons:

Writers Workshop
Revising
What: students make changes to their
draft, usually based on feedback from
peers and/or teacher
NOTE: this is NOT the step to edit
Ways teachers can support:
Google Doc (slide, sheet, document)
Cut It Out
Add to the writing

Revising Activity
Using the strips of paper provided &
feedback from your peer(s), revise one
area of your opinion writing:
Introduction
Reasons
Conclusion

Ideas for mini-lessons:

Writers Workshop
Editing
What: work on correcting small errors
such as punctuation, capitalization, and
spelling mistakes
Ways teachers can support:
Color Editing
Find Whats Right Editing

Editing Activity
Color Editing

Red
Orange
Yellow
Green
Blue
Purple

Ideas for mini-lessons:

Writers Workshop
Publishing
What: writing is presented in a final form
and displayed
Ways teachers can support:
Student choice
Have a model

Ideas for mini-lessons:

Writers Workshop
Sharing
What: each student has the opportunity to
share the work they have created
Ways teachers can support:
Authors Chair
Provide an audience
Give positive feedback

Ideas for mini-lessons:

Remember
You adjust the resources based on the students in
front of you
Based on what has been explicitly taught

Modeling practices you can do with your students

try at least 1 out!

Outcomes Self-Reflection
Guiding Question: Who are English Learners?
I can explain some English Learners acronyms.
I can tell the levels of the CELDT and describe a
student at that level.
I can describe what ELD looks like in elementary
and middle school.
Guiding Question: How can I help my English
learners during the Writers Workshop process?
I can explain & use tools and strategies to help
English learners during the Writers Workshop
process.

Reflection/Evaluation
Progressive Inquiry Survey
Resources Weebly website
www.______.com

Laura Fisher
Lafisher@nlmusd.org
Ext. 2091