literacy classroom structure literacy work stations...

Literacy Classroom Structure Literacy Work Stations (LWS)

Bell Work Integrating ELLS

With a partner, discuss ways that you are currently integrating ELLS with non-ELLs beyond the integrated time allocations for the 4 hour ELD block.

On a post-it note, list additional ways to integrate ELL students outside of the 4- hour ELD block.

Place your post-it note on the large Parking Lot

poster.

Set aside preconceived notions

Make application to your own work with

second language learners

Ask questions and use the “Parking Lot”

Respect others’ viewpoint and expertise

Take time to share and be ready to actively

participate in all sessions

Take a break from cell phones

In January 2017, TUSD participants will

be required to arrive on time and check into the time clock portal in order to receive compensation.

Late arrival or missing any part of a session will forfeit a portion of your compensation.

After the end of the training,

participants must clock out on the time clock.

Welcome

ADE Requirements in an ELD Classroom

Literacy Classroom Structure Visit Literacy Work Stations

Environment Grammar Word Walls

Anchor Charts

Print Rich

Given the TUSD Literacy Continuum for an ELD Program the learner will participate in this session to gain:

an in-depth understanding of an ideal literacy classroom structure for an ELD program.

knowledge of Literacy Work Stations (LWS) for the development of literacy.

creating a classroom environment that scaffolds instruction and promotes learning.

Where does this session fit into the

big picture?


big picture?


big picture?

Teacher driven

Less time spent

reading

“Busy work”

Artificial reading &

writing

Round Robin Reading

Student driven

Majority of time spent

reading & writing

Meaningful, authentic

reading & writing

Basal Centers Workshop LWS

It used to be that we would teach 80% of the time

and practice 20% of the time….

Now we know it needs to be us teaching 20% of the

time and students practicing 80% of the time.

It is the same as sports, you have to physically

practice to get better!

* read to be better readers * write to be better writers

A literacy structure that allows differentiation in the classroom and provides consistency.

It integrates literacy instruction and a management system.

It is a system of literacy tasks that teaches students independence.

The Classroom structure DOES NOT hold content, it is a structure so that you can work with students.

Content comes from your ELD curriculum and ELP standards.

Differentiate instruction in your classroom using focus/targeted lessons? Teach children in whole and small groups? Read and write with students individually? Do all of this while the rest of your class is fully engaged in independent reading and writing activities?

The Teacher addresses the entire class at the same time

checks for understanding throughout the lesson

may reteach/clarify concepts in smaller groups

uses read alouds and focus lessons

designs mini-lessons that support whole group instruction,

which help in acquiring new skills or build on previous ones

Note: Minimal differentiation occurs during

whole group instruction.

What Avenues materials would you

use during Whole Group instruction?

10-20 Minutes Whole Group with Teacher –

Avenues Focus Lesson

Avenues Teacher’s Guide

Anthologies

Leveled Readers

Journals

Student Practice Books 20-30 minutes Independent –

Avenues related activities

10-20 minutes Whole Group with Teacher –

All students will participate in a

phonics focus lesson.

Phonics Street

Big book

Decodable Books

Cd’s

Independent

Heterogeneous

Small Groups

50-80 minutes

15-20 minute rotations

Read to Self Avenues Leveled Readers

Windows on Literacy Books

Scholastic Book Room Books

Reading A-Z Texts

Phonics Street Skills Practice

Teachers Pay Teachers and

Pinterest Activities

Picture Card Activities

Avenues CD’s and Activities

Read to Someone

Listen to Reading

Work on Writing

Word Work

Guided Reading:

Students will be

pulled in leveled

groups.

allows for differentiation

provides teacher with time for guided

reading and flexible grouping builds meaningful independence on

previously taught literacy objectives

allows for 2– 4 focused lessons and more intentional teaching

substantial time to read and write

highly engages learners to monitor

and practice using their literacy skills

Independent Student Work While teacher meets with individuals or small groups, students will: Read to self Read to someone Listen to reading Work on Writing Word Work

Mrs. Delarosa’s Kinder Class Manzo Elementary

What Time Allocations would I document during

my Literacy Workstations?

Time Allocations and ELP Standa rds Alignment for the Refined Model

Note Time allocations must be aligned with AZ ELP standards documentation and implementation

Time Allocations AZ ELP Standards

Reading & Oral English Conversation and Vocabulary

Reading Domain

Listening and Speaking Domain

Language Strand standard 2 (only)

Writing & Grammar

Writing Domain

Language Strand standard 1 (only)

or 90 min. blocks each for Intermediate level students who qualify

All Literacy Workstations must match time allocation

and ELP standards and schedule.

Types of assessment:

AZELLA

Avenues Assessments

Pre-test, Unit tests

Phonics Component Placement Test

Running records from Avenues Leveled Book Finder

DRA/Rigby/ Fountas and Pinnell

NSGRA

• Mrs. De La Rosa Kinder ELD rm. 5 • Ms. Lizeth Quijada-Grijalva 1st , 2nd Grade Combo ELD rm. 11 • Ms. Anna Contreras 3rd, 4th Grade Combo ELD rm. 14

ACTIVITY Literacy Workstation Checklist Please take a look at the Literacy Workstation. Keep in mind the time allocations that correlate to each center.

“The typical teacher has children doing a lot of ‘stuff’. How is what I am having children do creating readers and writers?”

- Reggie Routman

The established

purpose

focuses on student

learning, rather than an

activity, task, or assignment.

Handout

Teaches a skill/strategy they will be practicing during the 5 components

Average 13 minutes

Is congruent to the objective (ELP Standard), includes active participation, and taps into students’ prior knowledge.

Lessons are explicit and effective

Focus Lessons can be from any of the Avenues components

Trusting students

Providing choice

Nurturing community

Creating a sense of urgency

Building stamina

Staying out of students way

once routines are established

Literacy Word Work Stations Ideas from Ms. Bennett’s Kinder Class

Handout

“Repetition is the key to success in helping students develop good literacy habits

and independence.”

Step 1: Identify what is to be taught

Today we are going to….

Step 2: Setting Purpose: Sense of Urgency

Tell the students why…

Handout

Step 3: Brainstorm desired behaviors using an I-Chart

What does it look like, sound like, feel like during literacy time?

Large and created based on what children have to say

A way to make thinking permanent and visible in the classroom

Allow for students to build on earlier learning or remember a specific lesson, and to revisit prior learnings

I-Charts aren’t meant to be wall paper but to anchor students thinking and learning.

Mrs. Anjelina Tautimer Lynn Urquides

As each component is introduced, the class comes together to make an I-Chart. •The I-Chart allows children’s thinking about student and teacher behaviors to be recorded on a chart and displayed.

Step 4: Model correct behaviors

Step 5: Model incorrect behaviors first then model the correct behaviors when it is first being taught

Step 6: Place all students around the room

Student choice

Teacher choice

Combination

Step 7: Everyone practices and builds stamina

Start with 3 minutes

Don’t set timer, look for body clues.

As soon as one child is off task during practice time, a signal should be given to stop and return to the gathering place to review how it went.

We never want children to continue with off-task behavior because they will train their muscle memory the wrong way.

When all children are successful with 3 minutes, one minute is then added to each practice.

Lays the foundation for success as it gives children the support they need.

Teaching children how to actively engage in the reading process and to read on their own for extended periods of time each day builds the stamina needed to become independent readers and learners.

What do you do with an

ELL who is a pre-

emergent student and is not able to read or

write?

Kinder: 7-8 minutes Primary: 1st-2nd Grade: 8-12 minutes Intermediate: 3rd-5th Grade: 12-16 minutes Remember to keep in mind your students’ proficiency levels.

Step 8: Stay out of the Way Use the magical power of a “teacher’s eye”

Watch for “The Barometer Child”

Step 9: Quiet Signal: Come Back to Group

When stamina is broken use signal

Step 10: Group Check In:

“How Did You Do”?

Self-reflection, celebrations and sharing.

◦ Explain the signal and its purpose.

◦ Teach children to quickly respond to a signal so they know it is time to gather, move, and check back in.

◦ Attention getting but will not break the tone of a

class ◦ I-Chart: What it would look like and sound like

in the room when the signal goes off.

◦ Then practice, practice, practice!

◦ Revisit the I -Chart in-between

Teaches children to be self-reflective.

Thumbs up, by heart, if they know in their hearts they were independent and successful.

Thumbs to the side if they were somewhat independent and successful but could do better.

NO Thumbs down: This only gives negative

attention to those who thrive on it.

Establishing Key Materials, Routines, and Concepts

Organizing for Success

Student Work

Effective Transitions

Classroom Behaviors

Supplies and Materials

Displays

Routines

Ms. Quijada-Grijalva’s 2nd Grade ELD Manzo Elementary

Ms. Delarosa’s Kinder ELD Manzo Elementary

Mrs. Ballesteros 3rd Grade Robins Elementary

Individual book box for each student Use small plastic tubs, plastic bags, cereal

boxes, or ask parents to send one. 5 – 10 books, varies depending on reading level Initially, the teacher fills book boxes Self-selection of books depends on age

Journal and pencil

Book box is kept in the same spot

Book boxes

Mrs. Quijada-Grijalva 2nd grade- Manzo Elementary

Brainstorm:

Where do you get materials for browsing boxes?

◦ Avenues Leveled Books

◦ NGSP Windows on Literacy Books

◦ Leveled Readers from Avenues

◦ Classroom library

◦ Scholastic Bookroom

◦ Weekly Readers/Scholastic News

◦ Reading A-Z

◦ Ask families or the

community

◦ Articles from web

◦ Magazines

◦ Bear Essential News

Anchor charts are large charts created based on what children have to say. They make thinking more permanent and create a visual that can be referred to.

Each part of the LWS needs to be modeled with an anchor chart.

Treasure Trove of activities for Picture Cards that match the Avenues Themes

Check out the resources for ELD Teachers on the wiki at the address above

For Additional Questions contact:

“The best classrooms don’t just encourage student learning; they’re designed for it.”

Great Habits, Great Readers

By Paul Bambrick-Santiago, Aja Settles, and Juliana Warrell

literacy classroom structure literacy work stations...

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