Cindy SeafordKathryn Gilchrist

National Board Certified ESL TeachersAugust 19, 2011

Co-Teaching Content and Reading

PULL-OUT –

The CMS Model – most

frequently used

:)

But, my Principal says,

Co-Teach

NOCLEAR CUTANSWERS(Gray area)

Make your best professional judgment based on:

1) Substantiated research

2) Knowledge of students

3) Your school environment and

principal input

• Today’s Goals

1) Pose some questions

2) Present some findings

from research

3) Define Co-Teaching and what’s involved

4) Present some models of co-teaching with websites for your on-going research

5) Ask you to fill out a form to collect information which we will later distribute to you.

6) Discuss as we have time

7) Evaluate our training

How

CREATIVE are you in suggesting

/introducing new ideas into

your school?

How

PROACTIVE are you in ESL?

We must get out of our comfort zone.

• What is “Co-teaching?

A shared collaborative style that results in 2 co-equal teachers voluntarily implementing strategies to reach a common goal that integrates:

o Language acquisition o Literacy o Academic content

• No collaboration

Activities:

No response after repeated attempts to co-plan

• Minimal Collaboration

(Limited/Informal)

Activities:

Finding out the same day what the classroom teacher expects to do in class, then bringing in supplemental visual materials

Partial Collaboration

Activities

Identifying target vocabulary for a unit

Substantial Collaboration

Activities

Regularly pushing in to a classroom to teach whole

class vocabulary lessons on a certain day

Equal and Full Collaboraton

Extensive Collaboration

Activities:

Co-teaching

Co-planning a science ESL unit

• Create

• Collaborate

• Communicate

• Co-teaching

Is here to stay!

It fits the criteria for the 21st century!

QUESTIONS ABOUT CO-TEACHING

1) What are some models of co-teaching?

2) What are the advantages of co-teaching as compared to pull-out?

3) How do we implement?

5) What role does my principal have?

6) What strategies do I use?

7) Where can I get more information?

Team Teaching

Parallel Teaching Alternative Teaching 1 on 1 Teaching (Supportive)

Station Teaching Small group teaching

ESL Teacher as Assistant

Shared responsibilities.

Requires trust, communication, planning time, and coordination of effort.

Each teacher takes responsibility for all students: planning, teaching, assessing

One teacher may lead the discussion while the other models, demonstrates.

The other clarifies, paraphrases, simplifies, or records content.

ESL teacher focuses on providing scaffolding and addressing more basic skills.

ESL teacher provides ideas and materials for differentiating and scaffolding classroom teacher’s lessons.

ESL teacher is the expert on making the content area material accessible to all learners.

Both co- teachers are equally responsible for planning, instruction of content, assessment, and grade assignment.

Requires the greatest amount of planning time, trust, communication, and coordination of efforts

Difficult to implement for first-time co-teaching in a school

The class is divided in half, heterogeneous groups.

Both teachers plan instruction jointly and are teaching the same lesson at the same time

Differentiate as needed

Student/teacher ratio is lower.

One teacher works with a large group while the support teacher is working with a small group of students (to reteach: specific skill or

strategy) The classroom teacher and ESL teacher

alternate roles between support teacher and lead teacher

Classroom teacher teaches, ESL tutors 1 on 1

Sit with the students one-on-one to assist with reading and writing skills during independent reading time or independent work time.

Align to the classroom teacher’s curriculum or to your own long term plan based on ESL objectives

Teachers divide instructional content into several parts and present the content in

separate stations around the classroom.

The ESL teacher pulls a small group during the independent work time to reinforce or re-teach a skill. This can also be a time to teach more basic language skills or grammar points.

Align to the classroom teacher’s lesson if possible, but can also be aligned to a year-long plan that you create based on ESL objectives.

PULL-OUT

1)Use for newcomers

2)More teacher centered

3)One native English speaker

CO-TEACHING

1.ELL’S work with native English speakers.

2.ELL’s learn content.3.ESL teacher

presents strategies which classroom teacher continues to us.

4.More STUDENT-CENTERED.

Follow your school’s lesson plan format

Or, use SIOP lesson plan or develop your own.

ESL Teacher as a Reading Teacher during Readers Workshop

Work with classroom teachers to serve Newcomers (Novice Highs) in ImagineIt

Can be done in pull-out or co-teaching Use a variety of SIOP strategies Develop Powerpoints on lesson (4th grade, The

Constitution, Dust Bowl, etc.) Download Discovery ED Videos into the

Powerpoints Find AR level books with similar content Obtain ImagineIt materials from content

teacher for reading

Create Projects – posters, have students define vocabulary, create sentences with pictures or write a paragraph depending on proficiency level on Powerpoint/bulletin boards

Use vocabulary books – 4/Corners Make mini-books to illustrate Speaking – Have students give mini-

presentations Design your own multiple choice test Create report card for teacher – technology

grade, writing grade, reading, project, homework

Seaford Reading Workshop 4th Push In Watts 21st Week Feb 21– Feb 25

Time: 10:25-11:10 Feb 21 MON Watts; Feb. 22 TUES Westerholm

Focus of Whole Group Mini-lesson: Questions and Answers

Inquiry: money, economy NCSCOS 6.02, 6.05, 6.06

Valuable, money, goods, services, purchase, Content objective: history of money

Earn, deal, offer, barter, cost, sell, earned, Lang Obj:Write or dictate questions while reading

an article using an organizer and partner.

Text: Money, Avenues textbook, 4th grade Level: lexile 870 Available on Hampton Brown siteSkill: Read with questions in mind and read to find answersTeaching: You learned in the whole group workshop that good readers read with a question in their mind and this is what often keeps them reading because they’re trying to find the answers to their many questions. We will read the article “Money” that we skimmed last week. We will now ask questions that we have about the article. We already came up with some last week as we skimmed the article. I will write them down today. As we read we will try to find the answers.

I’ll model with the introduction to this economy unit. [p376, Avenues]. I’m already wondering: what is the “economic cycle’’. I know it has to do with money – how we make it and how we spend it. I will continue to read, and my simple question is answered by the visual features on the page: the photographs, captions, and arrows.

Practice: Start reading Money with your partner, and as you do, I will come and write down your questions for our chart and then you will read to find the answers. TW will put answers on group chart.

Share: Question and answer charts.

Align with common core (K – 2) or NCSCOS (3 -5)

Align with teacher’s unit of study: Content Objective

What will the students learn?

Choose appropriate reading level

Choose the reading strategy

Language objective: What will the students do?

skimming and scanning Take your posters

peruse with you

use picture clues

scan the headings

use background knowledge

keep reading till you find the answers

use a table of contents or index

You may have to combine what you know

Asking and Answering QuestionsName_____________________Date_______

DID YOU KNOW?! Good readers read with a question in mind. Good readers wonder about things and want to know more about topics that interest them or topics that they can make personal connections to. That’s what you should be doing every time you read! Asking good questions, also makes you a good inquirer! Try out this skill by asking questions you have in the organizer below.

Questions I Have Answers to My Questions(In My Own Words)

Track Your Thoughts Using Sticky Notes

Name-_______________________________Date-____________

Answers Questions

Ask Questions

Contact Sarah LangSarahm.lang@cms.k12.nc.us

Get principal support and suggestions

ESL students grouped in 1 or 2 classrooms

Establish times to co-teach

Group by proficiency levels

May need to pull students out of 1 class into another class to create a group

Establish planning times with teacher

Create groups to provide differentiated instruction for all students, based on data : AR levels, writing proficiency, Thinkgate

The groups provide more opportunities for students to interact.

View yourself as a support and resource for the classroom teacher.

President Woodrow Wilson stated:

“ I not only use all the brains I have but all I can borrow.”

Please fill out the QUESTIONAIRE

Turn it in before you leave.

We will deliver the results to you later to be shared with the ESL Department, your ESL team, and perhaps your Principal.

http://esl.ncwiseowl.org Go to LEP coordinators tab, then at the

bottom of the page type “co-teaching” in search bar

http://www.colorincolorado.org/ http://www.readinga-z.com/ add AR levels

to your supplemental books to insure the right level

www.arbookfind.com NEA website has a complete handbook (if a

member)

www.everythingesl.com – contains many ESL nuggets as well as information on co-teaching

The Comprehension Toolkit (3 – 6th) Language and Lessons for Active Literacy by S. Harvey and A. Goudvis

The Primary Toolkit (K – 2nd) Published by Heinemann

Cynthia.seaford@cms.k12.nc.us

Kathryn.gilchrist@cms.k12.nc.us