6th Annual Academic Success - Castle Park Middle School

One-Day InstituteApril 12, 2008

Conference Theme:

Developing Academic English for English Learners

for

English Learners and Migrant Students: Using Research-Based Practices

6th Annual Academic Success

Academic Success Institute 2008 Santa Clara County Office of Education

Acknowledgements

This Institute has been made possible through the assistance and support of a number of individuals and organizations. We gratefully acknowledge their efforts.

Sponsors: Instructional Services Branch, Santa Clara County Office of Education

Migrant Education, Region I

National Hispanic University

Regional System of District and School Support (RSDSS), Region V

Planning Committee: Deborah Abello, Migrant Education, Region I, Student Services Branch

Peter Doering, Learning Multimedia Center, Instructional Services Branch

Kathy Hess, Ed.D., National Hispanic University

Neva Hofemann, National Hispanic University

Gerry Lopez, Migrant Education, Region I, Student Services Branch

Louise Persson, School Improvement Services, Instructional Services Branch

Carol Tanton, Consultant

Yee Wan, Ed.D., School Improvement Services, Instructional Services Branch

Graphic Designer: Ernie Pacleb, Instructional Services Branch

Staff Members: Patricia Ho, Amy Hui, Ruby Parra, Diane Perry, Laura Aguilar, and Brenda Mariano-Paz

Exhibitors: Ballard&TighePublishers•ConnieWilliams•(650)324-0706•[email protected]

CTB/McGraw-Hill•MitchellSmith•(510)222-7602•[email protected]

CurriculumAssociates•CynthiaGasparovic•(978)667-8000•[email protected]

DevelopmentalStudiesCenter•DianeFerris/ElaineFarge•510.749.8334•[email protected]

Hampton-Brown•ElaineFarge•510.749.8334•[email protected]

LakeshoreLearningMaterials•DougGross•(559)325-7962•[email protected]

MillmarkEducation•ConnieBates/ElaineFarge•510.749.8334•[email protected]

OptionsPublishing•CaytieBagatelos•(650)888-7294•[email protected]

RosettaStone•LindaLarsen•(800)788-0822ext.3784•[email protected]

SantillanaPublishing•AnneBagatelos•(650)888-7294•[email protected]

Special thanks to Elaine Farge, Developmental Studies Center and Millmark Education for contributing the conference tote bags.

Santa Clara County Office of Education Academic Success Institute 2008

Table of Contents

PageAcknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Welcome Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Conference Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Session Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Map of Conference Rooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Session Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Presenters’ Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Directions for Obtaining Continuing Education Unit(s) (CEU) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Continuing Education Unit (CEU) Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

One Unit TwoUnits

Handouts (Handouts for workshop sessions can be accessed at http://www .sccoe .org/depts/ell/6thacademicsuccess .asp) . . . . . . 23Keynote . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Keynote Title: Bolstering Language Proficiency for English Learners Through Structured Academic InteractionSpeaker: Dr. Kate Kinsella

Session IFeaturedSession:DevelopingAcademicDiscourseSkillsThroughMediatedDiscussionandWritinginGrades4-12(SessionAOnly)Presenter: Dr. Kate Kinsella

Session IIFeaturedSession:AResearch-InformedandClassroom-TestedInstructionalRoutineforDevelopingExpressiveWordKnowledgeinGrades3-12(Session B Only)Presenter: Dr. Kate Kinsella

Session IIIFeaturedSession:TeachingtheAcademicEssentialsinGrades6-12(SessionAOnly)Presenter: Jim Burke, Author

Session IVTechniquesforStorytellingandReadingtoStudents(GradesK-3)Presenter: Peter Doering, Santa Clara County Office of Education

Session VScaffoldingCompare/ContrastWriting(GradesK-3)Presenter: Tammy J. Harris, WRITE Institute, San Diego County Office of Education

Session VIOneStep,TwoSteps:LanguageandCreativeMovement(GradesK-3)Presenters: Lilia Agüero and Aimée Ipson Pflederer, Santa Clara County Office of Education

Session VIIHelpingEnglishLearnersFindandLoveTheirVoiceThroughWriting(GradesK-5)(SessionBOnly)Presenters:LinoRodriguez,Principal,CentralFlorida;SueWilder,LiteracyCoach,NationalConsultantDevelopmentalStudiesCenter

Session VIIIMotivatingOurStudentstoLearnwithArt(Grades3-12)Presenter:SimónSilva,World-renownedArtist

Session IXReading/WritingWorkshopDifferentiatedforEnglishLearners(Grades3-6)Presenters: Denise Williams and Tonya Trim, Evergreen School District

Session XImprovingLiteracyThroughScience(Grades4-12)Presenter: Sandra Yellenberg, Santa Clara County Office of Education

Session XIIntegratingLanguageandScienceContentKnowledgeforAcademicSuccess(Grades3-8)Presenter:EmmaVioland-Sanchez,AdjunctProfessoratGeorgetownUniversity

Session XIIUsingOnlineToolsandResourcestoBoostAcademicAchievementforEnglishLearners(Grades4-12)Presenters: Martin Cisneros and Kristi Jud, California Technology Assistance Project (CTAP) Region V

Session XIIIWeareallLanguageTeachers:DevelopingAcademicLanguageinEveryLesson(Grades5-12)Presenter:Dr.JeffZwiers,AuthorandAdjunctFacultyatStanfordUniversity

Session XIVVoicesfromtheFields(GradesK-12)(SessionAOnly)Presenter: Gerry Lopez, Migrant Education Program, Region I

Session XVAllLearningFloatsinaSeaofTalk:EnglishLearnersinMathematics(Grades4-12)Presenters: Jane Escobedo and Joni Easterday, Sonoma County Office of Education


April 12, 2008

Welcome to the 6th Annual Academic Success for English Learners and Migrant Students ‘Using Research-Based Practices’. We thank you for joining us for this very important one day institute.

The evidence is clear, our achievement gap continues. The evidence is also clear, development of students’ academic language skills has a dramatic impact on their overall academic success and increases the probability of closing the achievement gap. With a laser-like focus on research-based practices and programs, this institute will reinforce and build your knowledge and skill on how to bolster English language proficiency.

We are pleased to present Dr. Kate Kinsella as our keynote speaker, who will address the moving of English learners from passive observers to active participants. She will provide participants with specific student strategies to “flex their academic language muscles”. The breakout sessions will focus on active engagement, differentiated writing, and concrete language strategies for integrating and developing academic vocabulary in the core content areas.

This institute will surely energize and rejuvenate participants with hands-on examples to support English Learners and Migrant students in developing academic English. We challenge you to take this opportunity to network with your colleagues, celebrate your successes, and apply your learning into your daily practice!

Together in Education,

Linda Aceves Assistant Superintendent Instructional Services Branch

Joe FimianiInterim Superintendent


Dear Institute Participants:

On behalf of the Region 1 – Migrant Education Program, welcome to our 6th Annual Academic Success for English Learners and Migrant Students Using Research-based Practices. Once again, it is our pleasure to co-sponsor this event. As we continue to work together to close the achievement gap, I believe that one of our highest priorities must be to provide excellent professional development for all educators who work with special populations. Historically, this institute has provided that kind of high quality training. It is our hope that your participation this year will again inform the practice in your districts, especially relating to the needs of migrant students in your classrooms.

Among the many talented professionals participating in the conference will be Dr. Kate Kinsella. She will share her expertise on how to encourage English Learners to be active participants in their own learning. Also, presenting a break-out session, will be the renowned artist Simon Silva, who will talk about inspiring kids through art, especially looking through the lens of the migrant experience.

Thank you for your participation in this important institute. We hope that you find the time beneficial, and that you take back many strategies to enhance your work with migrant students. If we can be of assistance to you as you return to your districts and classrooms, please do not hesitate to contact the Region 1 office at (408) 453-6770 or [email protected].

Best Regards,

Deborah Abello Director, Region 1 Migrant Education Program Santa Clara County Office of Education

Joe FimianiInterim Superintendent


Session Overview

Conference Schedule

Time Activities Location

7:45 a.m. - 8:30 a.m. Registration San José/East Side Room

7:45 a.m. - 8:30 a.m. Breakfast Cafeteria

8:30 a.m. - 10:00 a.m. Keynote Address San José/East Side Room

10:00 a.m. - 10:30 a.m. Publishers’ Exhibits Cafeteria

10:30 a.m. - 12:00 noon Workshop Session A See Session Overview

12:00 noon - 12:45 p.m. Lunch Cafeteria

12:45 p.m. - 1:00 p.m. Raffle Prizes Cafeteria

1:00 p.m. - 2:30 p.m. Workshop Session B See Session Overview

Keynote Address 8:30 - 10:00 a .m .Bolstering Language Proficiency for English Learners Through Structured Academic Interaction

Keynote Speaker: Dr. Kate Kinsella Academic oral language is vital for both reading comprehension and writing proficiency, but ELstudent performance indicates that it is routinely overlooked in K-12 curricula and instruction ateverygrade level.Further,English learnersare frequentlypassiveobserversduringcritical lessondiscussionsandrarelyflextheiracademiclanguagemuscles.Usingcompellinglessonfootageandhands-on demonstration, Dr. Kinsella illustrates the critical features of structured academic discussion necessary for an English learner or striving reader to fully engage in demanding lesson interactions. Sheprovidesamodellessonandexplicitguidelinesin:1)designingappropriatetasks;2)analyzingthevocabularyandsyntaxdemandsofdiscussiontasks;3)providingandmodelingrelevantresponseframes;4)assigningfocused,accountablelisteningtasks;and5)effectivelypartneringstudentstomaximizeinteraction.Sheguidesparticipantsincritiquingtapedlessonsusingafocusedobservation

and feedback instrument and closes by sharing practical resources for colleagues to effectively implement structured academic discussions and skillfully adapt published curricula.

Kate Kinsella


Session Overview

Session Title - Location Grade Level Session A

Session B

Session I – San José/East Side RoomFeatured Session: Developing Academic Discourse Skills Through Mediated Discussion and Writing in Grades 4-12Presenter: Dr. Kate Kinsella

4-1210:30a.m.- 12:00Noon

Not offered

Session II - San José/East Side Room Featured Session: A Research-Informed and Classroom-Tested Instructional Routine for Developing Expressive Word Knowledge in Grades 3-12 Presenter: Dr. Kate Kinsella

3-12 Not offered1:00p.m.- 2:30p.m.

Session III - Gilroy RoomFeatured Session: Teaching the Academic Essentials in Grades 6-12Presenter: Jim Burke, Author

6-1210:30a.m.-12:00noon

Not offered

Session IV - LibraryTechniques for Storytelling and Reading to StudentsPresenter: Peter Doering, Santa Clara County Office of Education

K-310:30a.m.-12:00noon

1:00p.m.-2:30p.m.

Session V - Oak Grove Room Scaffolding Compare/Contrast Writing Presenter: Tammy J. Harris, WRITE Institute, San Diego County Office of Education

K-310:30a.m.-12:00noon

1:00p.m.-2:30p.m

Session VI - Cupertino Room One Step, Two Steps: Language and Creative Movement Presenters: Lilia Agüero and Aimée Ipson Pflederer, Santa Clara County Office of Education

K-310:30a.m.-12:00noon

1:00p.m.-2:30p.m.

Session VII - Gilroy Room Helping English Learners Find and Love Their Voice Through Writing Presenters: Lino Rodriguez, Principal, Central Florida; Sue Wilder, Literacy Coach, National Consultant Developmental Studies Center

K-5 Not offered 1:00p.m.-2:30p.m.

Session VIII - Milpitas Room Motivating Our Students to Learn with ArtPresenter: Simón Silva, World-renowned Artist

3-1210:30a.m.-12:00noon

1:00p.m.-2:30p.m.

Session IX - Board Room Reading/Writing Workshop Differentiated for English LearnersPresenters: Denise Williams and Tonya Trim, Evergreen School District

3-610:30a.m.-12:00noon

1:00p.m.-2:30p.m.

Session X - Franklin-McKinley Room Improving Literacy Through Science Presenter: Sandra Yellenberg, Santa Clara County Office of Education

4-1210:30a.m.-12:00noon

1:00p.m.-2:30p.m.

Session XI - Guadalupe Room Integrating Language and Science Content Knowledge for Academic SuccessPresenter: Emma Violand-Sanchez, Adjunct Professor at Georgetown University

3-810:30a.m.-12:00noon

1:00p.m.-2:30p.m.

Session XII - Sunnyvale Room Using Online Tools and Resources to Boost Academic Achievement for English Learners Presenters: Martin Cisneros and Kristi Jud, California Technology Assistance Project (CTAP) Region V

4-1210:30a.m.-12:00noon

1:00p.m.-2:30p.m.

Session XIII - Saratoga Room We Are All Language Teachers: Developing Academic Language in Every Lesson Presenter: Dr. Jeff Zwiers, Author and Adjunct Faculty at Stanford University

5-1210:30a.m.- 12:00noon

1:00p.m.-2:30p.m.

Session XIV - Santa Clara Room Voices from the FieldsPresenter: Gerry Lopez, Migrant Education Program, Region I

K-1210:30a.m.- 12:00noon

Not offered

Session XV - Morgan Hill Room All Learning Floats in a Sea of Talk: English Learners in Mathematics Presenters: Jane Escobedo and Joni Easterday, Sonoma County Office of Education

4-1210:30a.m.- 12:00noon

1:00p.m.-2:30p.m.


AVID

Laminating Center

Resource Center

CRC Shelving

Library Checkout

Television Studio

Educational Media Center

Control

AVEquip.

Tech Shop

Receptionist

GILROYROOM

LIBRARY

MAIN LOBBY

CAFETERIA

Professional Library

Mail Room

CREDENTIALS DESK

OAK GROVEROOM

COMMUNICATIONS SERVICES

ATRIUM

SUPERINTENDENT MorelandRoom #267

CENTER FOR EDUCATIONAL

PLANNINGINSTRUCTIONAL SERVICES

BRANCH

Whisman Room #242

UNION ROOM #226

ENTERPRISEACADEMY

Eligibility Specialist

Alternative School

Resource Center

Room #3227

Specialized Alternative

Schools

FAMILY SERVICES

HEAD START

Cambrian Room

Elevators

Elevators

ATRIUM

STUDENT SERVICES ADMIN.

ALTERNATIVE EDUCATION

SPECIAL EDUCATION

SOCIAL SERVICES HEALTH SERVICES

HEAD START

HEAD START

SPECIAL EDUCATION LOCAL PLAN AREA (SELPA)

Bridge to North Building

Bridge to North Building

Elevators

Second Floor

Third Floor

First Floor

SARATOGAROOM

MORGAN HILL

ROOM

GUADALUPE ROOM

Map of Conference Rooms - South Building


GENERAL SERVICESCONFERENCE ROOM

MAINTENANCE SHOP

REGIONAL TECHNOLOGY

CENTER

COMPUTER ROOM

GEDClass Room

GED

VIP ROOM SELPA III

AUDIO VISUAL

Elevators

Elevators

CISCO LAB

Walk to South Building

VAPA

EDUCATIONAL DEVELOPMENT

CENTER

REGIONAL TECHNOLOGY

CENTER

Thin Client Lab

(Alum Rock)

NEW TECHOLOGY GROUPMIGRANT EDUCATION

Reading Recovery

Room

LOS GATOS

Bridge to South Building

DISTRICT BUSINESS ADVISORY SERVICES

DISTRICT PAYROLL

INTERNAL BUSINESS SERVICES

Room #352

HEAD STARTBUSINESS SERVICES ADMIN

Campbell Room #362

Loma Prieta Room

Room #353

Bridge to South Building

Lakeside Joint Room

FREMONTROOM

CUPERTINO ROOM

MILPITASROOM

SAN JOSÉROOM

BOARDROOM

EASTSIDEROOM

Elevators

Second Floor

Third Floor

First Floor

SUNNYVALE ROOM

Palo AltoRoom

SANTA CLARA ROOM

Franklin McKinley

Room

EVERGREENROOM

Map of Conference Rooms - North Building


Session Descriptions

o Keynote

Bolstering Language Proficiency for English Learners Through Structured Academic Interaction

Speaker: Dr. Kate Kinsella

Academicorallanguageisvitalforbothreadingcomprehensionandwritingproficiency,butELstudentperformanceindicatesthatitisroutinelyoverlookedinK-12curriculaandinstructionateverygradelevel.Further,Englishlearnersarefrequentlypassiveobserversduringcriticallessondiscussionsandrarelyflextheiracademiclanguagemuscles.Usingcompellinglessonfootageandhands-on demonstration, Dr. Kinsella illustrates the critical features of structured academic discussion necessary for an English learnerorstrivingreadertofullyengageindemandinglessoninteractions.Sheprovidesamodellessonandexplicitguidelinesin:1)designingappropriatetasks;2)analyzingthevocabularyandsyntaxdemandsofdiscussiontasks;3)providingandmodelingrelevantresponseframes;4)assigningfocused,accountablelisteningtasks;and5)effectivelypartneringstudentstomaximizeinteraction. She guides participants in critiquing taped lessons using a focused observation and feedback instrument and closes by sharing practical resources for colleagues to effectively implement structured academic discussions and skillfully adapt published curricula.

o Session I

Featured Session: Developing Academic Discourse Skills Through Mediated Discussion and Writing in Grades 4-12 (Session A Only)

Presenter: Dr. Kate Kinsella

Thisworkshopprovidesparticipantswithadynamicinstructionalprocessforstructuringrigorousandaccountableacademicdiscussionasaspringboardtorelativelybrief,routinedosesofteacher-mediatedacademicwritingpractice.Usinghands-ondemonstration,Dr.Kinsellaillustratesthetransitionfromscaffolded“academictalk”tomediatedwritingof“five-minuteparagraphs” “ten-minute paragraphs” that serve as the building blocks for subsequent multiple-paragraph papers. Dr. Kinsella demonstratestheprocessofguidingstudentsinutilizingdiscussioncontenttowritecompetently,movingfrom“I’lldoit”to“We’lldoit”to“You’lldoit”to“Youdoit.”Participantsleavewithextensiveguidelines,modellessons,andreproducibleresourcestoimplementthispracticalacademicdiscoursestrategyschool-wide.

o Session II

Featured Session: A Research-Informed and Classroom-Tested Instructional Routine for Developing Expressive Word Knowledge in Grades 3-12 (Session B Only)

Presenter: Dr. Kate Kinsella

ManyinstructionalpracticesleaveEnglishlearnerswithenhancedunderstandingofacriticallessontermbutnolinguisticcompetenceinactuallyutilizingitin4-12academiccontexts.Thisworkshopprovidesparticipantswitharesearch-informedyethighlypracticalinstructionalroutinefordevelopingstudents’expressiveacademicwordknowledge--theabilitytoapplywordseffectivelyinspeakingandwriting.Thepresenterintroducesthisexplicitroutinethroughdemonstration,compellinglessonfootage,anddetailedguidelines.Participantsleavewithextensivepracticalresourcesandalessonobservationprotocoltoimplementthisdynamicroutineschool-wide.

o Session III

Featured Session: Teaching the Academic Essentials in Grades 6-12 (Session A Only)

Presenter: Jim Burke, Author

ParticipantswilllearnabouttheAcademicEssentials:eightkeyacademiccompetenciesthathelpallstudentsimprovetheirperformanceinclassandonstateexams.Participantswillusematerialstheycanadaptforimmediateuseintheirownclass.Participantswill:oLearnwhatthereadingprocessisandhowtouseittoimproveinstructionandstudentperformance

oUse“ToolsforThought”tohelpstudentsread,discuss,andwriteaboutarangeoftexts

oLearnaboutandapplythe“AcademicEssentials”totheirownclasses,especiallythoseessentialsrelatedtotakingnotesandtaking tests.



o Session IV

Techniques for Storytelling and Reading to Students (Grades K-3)

Presenter: Peter Doering, Santa Clara County Office of Education

Storytellingandreadingtochildrenisanartthatmustbelearnedandpracticed.ItisaneffectivewaytoengageEnglishlearnersand provide opportunities for them to develop their listening, speaking and reading skills as a foundation for building academic vocabulary.Inthissession,participantswilllearnaboutdifferenttechniquesandpropsthatcanbeusedtomakeanybookcomealive. Most importantly, strategies that include students at the beginning, early intermediate, intermediate, early advanced, and advancedEnglishproficiencylevelswillbediscussed.Participantswillreceiveresourcesonhowtocreatetheirownstorytellingpropsandkitsfortheirschools.Comejointhefunaswemakestoriescometolife!

o Session V

Scaffolding Compare/Contrast Writing (Grades K-3)

Presenter: Tammy J. Harris, WRITE Institute, San Diego County Office of Education

Thissessionwillprovideparticipantswithdifferentiatedwritingstrategiestosupportcompare/contrastwriting.ParticipantswillexperienceinteractivestrategiestohelpEnglishlearnersandstrugglingstudentsimprovetheiracademicwritingskillsandtheiron-demandwriting.

o Session VI

One Step, Two Steps: Language and Creative Movement (Grades K-3)

Presenters: Lilia Agüero and Aimée Ipson Pflederer, Santa Clara County Office of Education

Danceandcreativemovementoffercaptivating,differentiatedentrypointsthroughwhichlearnerscanstrengthenanddeveloptheirlinguisticproficiencyanddeepentheirunderstanding.Joinusforanarts-integratedworkshopthatfocusesonthepowerfulrolethatdanceandcreativemovementcanplayinpromotinglanguagedevelopment,aswellascreativeexpression.Participantswillengageinhands-on,interactivelearningwithaseasonededucator/teachingartistwithexpertiseinintegratedartsandELDcurriculum.Discussionwillincludeapproachesformanagingaclassroomsettingthatsupportsscaffoldedlearningindanceandlanguage development.

o Session VII

Helping English Learners Find and Love Their Voice Through Writing (Grades K-5) (Session B Only)

Presenters:LinoRodriguez,Principal,CentralFlorida;SueWilder,LiteracyCoach,NationalConsultantDevelopmentalStudiesCenter

Participantswillexplorearesearch-basedapproachtoteachingwritingthatisprovingsuccessfulwithEnglishlearners.Thisapproachusesliteraturetostudygenreandauthor’scraft,showstheimpactofdirectskillinstructiontoteachthestagesofthewritingprocess,andusesasequenceofmini-lessonstoteachmechanicsandconventions.Themostpowerfulintegrationthatmakesthisapproachsosuccessful,though,istheuseofpartnerworktobuildacommunityofwritersintheclassroom--developingthestudents’senseofbelonging,autonomy,competence,andpersonalresponsibilityfortheirownlearning.

o Session VIII

Motivating Our Students to Learn with Art (Grades 3-12)

Presenter:SimónSilva,World-renownedArtist

Throughtheuseofimagesandsampleworkofstudents,participantswillbeencouragedtouseartasameansofmotivatingstudentstolearnandtothink.ParticipantswillhearpersonalantidotesfromworldrenownedartistSimonSilvaandwillalsohaveanopportunitytodoacoupleofhandsonprojects.Adiscussionofmaterialspresentedwillbeencouragedaswell.

o Session IX

Reading/Writing Workshop Differentiated for English Learners (Grades 3-6)

Presenters: Denise Williams and Tonya Trim, Evergreen School District

ThissessionwillemphasizetheimportanceofEnglishlearnersparticipatingintheReadingandWritingWorkshopmodel.ItmodelsthebalancebetweenreadingandwritingandisstructuredforprovidingamorecomprehensibleformatforEnglishLearners.Italsowillfocusonexpositorytextandhowcriticalitistodevelopacademiclanguage.Participantswillreceiveawealthofresources.


o Session X

Improving Literacy Through Science (Grades 4-12)

Presenter: Sandra Yellenberg, Santa Clara County Office of Education

Learnhowtousetheenthusiasmandcuriositygeneratedbyhands-onsciencelessonstoprovideopportunitiesforstudentstopracticetheirreading,writing,andoralskills.YouwillleavewithmanytechniquesthatyoucanuseinyourclassonMonday.

o Session XI

Integrating Language and Science Content Knowledge for Academic Success (Grades 3-8)

Presenter:EmmaVioland-Sanchez,AdjunctProfessoratGeorgetownUniversity

Learnhowtointegratelanguagewithincontent-basedlessonsthatempowerEnglishlearnerstouseacademicvocabularyandlanguagewithconfidence.Thispresentationwillintroduceresearch-basedcontent-arealiteracypracticesthatengageEnglishlearners (ELs) at all language proficiency levels in order to communicate information, ideas, and concepts in science. The presenter willmodelactivitiesandlessonsthathelpELsdevelopacademicvocabulary,buildbackgroundknowledge,understandcriticalconcepts in science, and develop target language skills and strategies.

o Session XII

Using Online Tools and Resources to Boost Academic Achievement for English Learners (Grades 4-12)

Presenters: Martin Cisneros and Kristi Jud, California Technology Assistance Project (CTAP) Region V

Thisworkshopwillsharetechnologyresourcesandtoolsthatsupportteacherstoscaffoldcontent-areainstructionandbuildbackgroundknowledgeforEnglishlearners.Participantswillengageininteractive,hands-onactivitiesthatarereadytobeimplemented in the classrooms.

o Session XIII

We Are All Language Teachers: Developing Academic Language in Every Lesson (Grades 5-12)

Presenter:Dr.JeffZwiers,AuthorandAdjunctFacultyatStanfordUniversity

Thisworkshopprovidespracticalideasforequippingstudentswiththelinguistictoolstheyneedforthetasks,tests,andtextsofschool.Wewillbeginbyanalyzingthreekeyprinciplesoflanguageteachingandfiveimportantfeaturesofacademiclanguagethatsupportlearningindifferentcontentareas.The“body”oftheworkshopwillthenfocusonpracticalwaystointegratetheprinciplesandfeaturesintodailylessons.Examplesandlanguagesamplesfromscience,math,languagearts,andhistoryclasseswillbepresented.Wewill(a)discusstheimportantroleoforalacademiclanguagealongwithwaystoimprovewholeclassandsmallgroupdiscussions;(b)practicereadingandwritingactivitiesthatdevelopstudents’academicgrammar;(c)experiencewhatdiversestudentsexperienceinschool;(d)lookatwaystoformativelyassesslanguageasweweaveitsdevelopmentintotheteaching of content, thinking, and literacy.

o Session XIV

Voices from the Fields (Grades K-12) (Session A Only)

Presenter: Gerry Lopez, Migrant Education Program, Region I

Themigrantexperiencewillcomealiveasstudentstelltheirpersonalstories.ParticipantswilllearnsomebackgroundandhistoryoftheMigrantEducationProgram,andgetauniqueglimpseintothedailylifeofamigrantstudent.Intheprocess,participantswillbetter understand both the strengths and challenges inherent in the migrant lifestyle.

o Session XV

All Learning Floats in a Sea of Talk: English Learners in Mathematics (Grades 4-12)

Presenters: Jane Escobedo and Joni Easterday, Sonoma County Office of Education

ThisworkshopwillfocusonusingthelessonstudyprocesstoimprovestudentachievementinMathematics.ThepresenterswillreviewthelessonstudyprocessandsharelessonslearnedwhileworkingwithschooldistrictsinSonomaCountywithhigh populations of English learners. Strategies for discourse to engage students in representing, justifying and generalizing mathematicalconceptsacrosslinguisticproficiencieswillbedemonstrated.



Presenters’ Biographies

KEYNOTE SPEAKER:

Kate Kinsella, Ed.D. is an adjunct faculty member in Secondary Education at San Francisco State University and provides consultancy nationally regarding effective instruction of adolescent english learners. She has maintained active involvement in 4-12 classrooms by coaching extensively and teaching academic literacy

skills to high school English learners in SFSU’s Step to College Program. Dr. Kinsella is co-author of Scholastic’s (2006) Read 180 Literacy Intervention Program and is spearheading efforts nationally to develop more multi-faceted and explicit academic ELD curricula for secondary English learners. She was co-editor of the CATESOL Journal from 2000-2005 and serves on the editorial board for the California Reader. Dr. Kinsella led the development of the Longman Study Dictionary (2007) for English Learners in grades 4-9. A former Fulbright professor in teaching ESL, Dr. Kinsella has received numerous awards, including the prestigious Marcus Foster Memorial Reading Award, offered by the California Reading Association in 2002 to one California educator who has made a statewide impact on policy and pedagogy in the area of literacy. In 2005 she received the California Department of Education’s Award of Excellence for her contributions to improving the education of immigrant youth throughout the state.

Lilia Agüero is the Visual and Performing Arts Coordinator at the Santa Clara County Office of Education. Lilia has served in various administrative and leadership capacities in the San Jose nonprofit arts and cultural sector since 1997. In 2005-2006, as assistant director of the Creative Education Program of Cultural Initiatives Silicon Valley, she led a project in Ravenswood School District designed to identify, document, and disseminate arts-based teaching strategies that successfully support ELD among K-2 students. In her new role at SCCOE, Lilia continues to oversee the VAPA team’s technical assistance and planning with a new generation of school districts.

Jim Burke teaches English at Burlingame High School. He is the author of more than a dozen books, including The English Teacher’s Companion, 50 Essential Lessons for Teaching English Language Arts, Writing Reminders, Tools for Thought, and Reading Reminders, all of which are published by Heinemann. He is also the author of The Reader’s Handbook (Great

Source) and Academic Workout (First Choice Publishing). He is also a senior consultant for the McDougal Littell Literature program. He has received numerous awards, including the NCTE Intellectual Freedom Award, the NCTE Conference on English Leadership Award, and the California Reading Association Hall of Fame Award. He served on the National Board for Professional Teaching

Standards Committee on Adolescence and Young Adulthood English Language Arts Standards. Visit his website (www.englishcompanion.com) for more information.

Martin Cisneros is a Regional Staff Development Coordinator for CTAP (California Technology Assistance Project) Region 5 area. Prior to becoming Staff Development Coordinator for CTAP, Martin spent the last four years as a Professional Development Coordinator and Technology Integration Specialist for the Alisal Union School District (K-6) in Monterey County.

Over the past 12 years, Martin has had the opportunity to serve and implement a variety of programs within Southern California, San Joaquin Valley, and our Central Coast. Roles include: bilingual K-6 teacher, high school ELL instructor, K-6 bilingual resource teacher, special projects coordinator, after school curriculum coordinator, Director of the Coast Media Literacy Project with CSU Monterey Bay, BTSA mentor, and assistant principal for a K-6 elementary school.

As part of the CTAP Region 5 team, Martin will be serving districts and schools within the Monterey, San Benito, Santa Clara, and Santa Cruz COE area for educational technology.

Peter Doering has many years of experience building and developing library and media programs. He has been a Library Media Teacher at two high schools, a district librarian, and most currently the Coordinator of Learning Multimedia Services at the Santa Clara County Office of Education where he creates and conducts staff development training for school library staff; Peter also advises districts and implements office policies regarding school libraries and instructional materials and has supervised and trained library personnel and students as well as developed and implemented various school programs and projects throughout Santa Clara County. In addition to

Kate Kinsella Jim Burke



his work at the county office, Peter has been an active member of the American Library Association and has served as the Northern Region President for the California School Library Association.

Joan Easterday is the mathematics coordinator for Sonoma County Office of Education. The focus of her work has been using Lesson Study to implement best practices in mathematics and academic language. Her work includes videotaping lessons and reviewing and analyzing for student understanding of mathematics and use of language. She includes the use of iPods to support teacher learning about second language learners during mathematics.

Jane Escobedo is the Regional Director of the Sonoma Achievement Team at the Sonoma County Office of Education. She works through out Sonoma County to provide support to schools and districts in systemic reform that will improve all student achievement. Jane previously served as the regional director of ELL services for a seven county region in northern California. Jane has been in education for 25 years and has served as a teacher, program coordinator, principal and director. She is the author of a series of Aiming High Briefs focused on improving instruction for ELL students.

Tammy Harris is a National Board Certified Teacher in Literacy and is currently an elementary teacher and serves as a BTSA support provider in the Chula Vista School District. For the San Diego County Office of Education she has been responsible for writing instructional curriculum and leading training workshops for teachers offered through the WRITE Institute. Tammy holds a Masters of Arts degree with an emphasis in special education.

Kristi Jud brings a wealth of enthusiasm and expertise in education and technology to her role as a Staff Development Coordinator. For over a decade, Kristi has worked in numerous educational settings and served in leadership roles in the corporate world. Kristi began her career in education as a middle school teacher, moved into an elementary setting, and then into administration. Most recently, Kristi has served as a coach for a Reading and Math Intervention Program supporting Program Improvement (PI) schools within the Santa Cruz County area. Kristi holds a Masters Degree in Educational Leadership and plans to bring her passion and perspective within this leadership role, to serve the learning communities of CTAP Region 5.

Gerry Lopez started his educational career as a reading teacher. He has served as a Balanced Literacy instructor and parent trainer in various school districts in the Bay Area. He has presented to thousand of students, parents and educational staffs in over a hundred school training programs, college courses and conferences. He currently serves as Interim Director of the Migrant Education Program, Region I.

Lino Rodriguez has been an elementary school principal in the Central Florida area for sixteen years. His experience as a public educator also includes serving children as an assistant principal, as a classroom teacher and as a district level resource teacher for Language Arts. Through these various roles Lino has worked in urban, suburban, and rural school settings and with students from extremely diverse cultural and socio-economic backgrounds. He has presented at state and national conferences including the Florida Association for School Administrators and the International Reading Association. Lino has received several awards for his work and was recognized by the Florida Media Specialists’ Association as the 2006 Principal of the Year. As a Cuban immigrant, Lino places great value on the importance of public education.

Simón Silva was born in Mexicali, Mexico, emigrated to the United States with his family, and spent much of his young life as a migrant farm worker. This experience, says Silva, “instilled in me the value of an education,” as well as inspired much of his artwork. Simón Silva’s paintings depict stylized portraits of farm workers bending to harvest crops, suns radiating heat, and picturesque fields and valleys. He received his BFA in Illustration from the Art Center College of Design in Pasadena, California. He has lectured at many universities, high schools and grade schools about the importance of education and pride in one’s self and culture.

Tonya Trim• Evergreen School District Resource Teacher • Coordinator of Step Up to Writing Lead Teachers• Systematic ELD Professional Developer• Language Arts Professional Developer• ELD and Writing Coach

Emma Violand-Sanchez, English is an adjunct professor at Georgetown University. She retired from Arlington, Virginia public schools where she focused on English for Speakers of Other Languages, High Intensity Language Training Programs and was a Services Supervisor.



Sue Wilder is a National Education Consultant with Developmental Studies Center based in Oakland, CA. She presents workshops, presentations, and professional development for administrators, literacy coachers, and teachers across the country. Sue spent more than thirty years in Florida’s public schools as a classroom teacher, exceptional education teacher, intervention specialist, after-school coordinator and professional developer. She has also worked with pre-service teachers as a full time instructor at the university level. She has presented at local, state, and national conferences and worked with schools across the country as an independent consultant. Sue has authored articles and reviews for several publications including The Reading Teacher and The Florida Reading Quarterly.

Denise Williams is currently the Director of Categorical programs for the Evergreen School District. She has been in education for 32 years. She has enjoyed 24 of those years in the Evergreen School District as a classroom teacher, computer teacher, literacy coach, assistant principal and principal. Now her duties include coordinating the Title 1 and ELL programs ensuring that the best research-based practices and programs are provided for the Evergreen Schools and community. Denise is also a part time professor at S.J.S.U. She teaches “Language and Literacy For The Culturally Diverse Classroom” to interns at S.J.S.U. preparing new teachers for the RICA.

Sandra Yellenberg applies her twenty-one years of experience to her position of Science Coordinator at the Santa Clara County Office of Education. She has proven herself in the classroom and as a resource teacher, receiving her district’s Teacher of the Year award in 2004. She has presented at both national and state conferences. In addition to her work at the county office, she teaches credential candidates at National Hispanic University. Sandra received her master’s degree in education from Santa Clara University, and her bachelor’s degree from Washington University in St. Louis, Missouri.

Jeff Zwiers, Ed.D., teaches at Stanford University, mentors new teachers for the UCSC New Teacher Center, consults on international education projects, and has published books on literacy, cognition, and academic language development.


Directions for Continuing Education Unit(s)

April 12, 2008From: Dr. Yee Wan

To: 2008 Academic Success Conference Participants

Re: Directions for Obtaining One or Two Continuing Education Units (CEU) for the Institute, “Academic Success for English Learners and Migrant Students: Using Research-Based Practices”

Option 1 – 1 CEU1. Required Assignment: Please describe the ways you will implement the information you have learned from the keynote

speech. Your description should be clear and specific enough for the reader to know you have given the topic careful consideration.

2. Please do two additional writings, one for each of the sessions you attended. Please list the title of the session and describe the ways you will apply the information you have learned. The three (3) summaries may be neatly hand-written or typed.

3. The due date for submitting the assignment is April 22, 2008.

4. Complete the Continuing Education Application.

5. Write a check for $69 to NHU for the CEU and the transcript.

6. Mail the assignment, the Continuing Education Application, and the $69 check to.Laura Aguilar Seminar Assistant, English Language Learners Program Santa Clara County Office of Education 1290 Ridder Park Drive San Jose, CA 95131-2304 (408) 453-6690 – Fax (408)453-6905

7. For any questions regarding the CEU, please contact Laura Aguilar at [email protected] or (408) 453-6804.

Option 2 – 2 CEUs 1. Attend the follow-up meeting on Tuesday, April 22, 2008 from 4:00 – 8:00 p.m. at the Santa Clara County Office of

Education, Gilroy Room (first floor, south building).

2. Required Assignment:

a. Try one or two strategies that you learned from the workshop sessions in your classroom. b. Write a reflection to evaluate these strategies and the modifications that were needed in your classroom. c. Include an example of student work along with your reflection.d. Present your strategies and share your reflection at the April 22, 2008 follow-up meeting.

3. The due date for submitting the assignment is April 22, 2008 in person at the follow-up meeting.

4. Complete the Continuing Education Application.

5. Write a check for $134 to NHU for the 2 CEUs and the transcript.

6. Submit the assignment, the Continuing Education Application, and the $134 check to Laura Aguilar on April 22, 2008 at the follow-up meeting.

7. For any questions regarding the CEUs, please contact Laura Aguilar at [email protected] or (408) 453-6804.

Follow-Up Meeting Date: Tuesday, April 22, 2008Time: 4:00 – 8:00 p.m.Location: Santa Clara County Office of Education Gilroy Room 1290 Ridder Park Drive San Jose, CA 95131-2304Instructor: Margaret DouglasContact: Laura Aguilar, [email protected] or (408) 453-6804

The follow-up forum is designed for school or district team members who attended the institute to share what they have implemented. Participants are also encouraged to share how they plan to continue to work with their team members. This project requires that conference participants try one or two strategies in their classrooms. It promotes the implementation of ideas and strategies learned, and reflects on research-based practices.


The National Hispanic UniversityContinuing Education Application

Program: Sixth Annual Academic Success Institute for English Learners and Migrant Students 2008

Please print using a blue or black pen

Social Security Number #_________/_________/___________ Month: _______________ Year: ________________________

Name: _________________________________________________________________________________________________________

Last First Middle

Address: _______________________________________________________________________________________________________

City: ___________________________________________ State: ________________________ ZIP: ________________________

Telephone: Day: ______________________________________ Evening: _______________________________________________

E-mail: __________________________________________ Date of Birth: ________ _______ ________ q Male q Female

HIGHEST CLASS LEVEL ACHIEVED OR DEGREE OBTAINEDq 0. No prior college q 2. Sophomore (30·59 units) q 4. Senior (90+ units) q 6. Master’s Degree

q 1. Freshman (1·29 units) q 3. Junior (60-89 units) q 5. Bachelor’s Degree q 7. Doctoral Degree

PLEASE CHECK, IF APPLICABLE

q A. I am clearing a preliminary credential

q B. I am currently matriculated in a credential program

q C. I am not yet admitted to a credential program

ETHNIC ORIGINq 1. American Indian or Alaskan Native q 4. Other Hispanic q 7. White Non·Hispanic

q 2. Black Non·Hispanic q 5. Asian q 8. No response

q 3. Chicano, Mexican-American q 6. Pacific Islander q 9. Filipino

CLASS REQUEST

Add Drop Dates Days Instructor’s Name Course Title # of Units Fee

X 4/12/2008 - 8:30AM -

2:30PM

SAT TBA Academic Success for ELs & Migrant Students: Using Research-Based Practices

1.0 CEU $65.00

Official NHU Transcripts $4/ regular order $4.00

Total $69.00

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

PAYMENT:q Check (Print students name, address, and SSN

on front of check.)NOTE: Make check payable to NHU..

Business Office: Office of the Registrar: Processed

Amount Paid: ______________________________

Initial: ____________________ Initial: ___________________

Date: _____________________ Date: _____________________

TRANSCRIPT REQUEST*Students who desire an official transcript of their academic record must submit, in compliance with Family Educational Rights and Privacy Act (FERPA) of 1974, a written request to the NHU Registrar. I AGREE TO ABIDE BY THE ACADEMIC, PAYMENT AND REFUND POLICIES GOVERNING THESE COURSES.

_________________________________________________________ _____________________________________ Signature Date


The National Hispanic UniversityContinuing Education Application

Program: Sixth Annual Academic Success Institute for English Learners and Migrant Students 2008

Please print using a blue or black pen

Social Security Number #_________/_________/___________ Month: _______________ Year: ________________________

Name: _________________________________________________________________________________________________________ Last First Middle

Address: _______________________________________________________________________________________________________

City: ___________________________________________ State: ________________________ ZIP: ________________________

Telephone: Day: ______________________________________ Evening: _______________________________________________

E-mail: __________________________________________ Date of Birth: ________ _______ ________ q Male q Female

HIGHEST CLASS LEVEL ACHIEVED OR DEGREE OBTAINEDq 0. No prior college q 2. Sophomore (30·59 units) q 4. Senior (90+ units) q 6. Master’s Degree

q 1. Freshman (1·29 units) q 3. Junior (60-89 units) q 5. Bachelor’s Degree q 7. Doctoral Degree

PLEASE CHECK, IF APPLICABLE

q A. I am clearing a preliminary credential q B. I am currently matriculated in a credential program

q C. I am not yet admitted to a credential program

ETHNIC ORIGINq 1. American Indian or Alaskan Native q 4. Other Hispanic q 7. White Non·Hispanic

q 2. Black Non·Hispanic q 5. Asian q 8. No response

q 3. Chicano, Mexican-American q 6. Pacific Islander q 9. Filipino

CLASS REQUEST

Add Drop Dates Days Instructor’s Name Course Title # of Units Fee

X 4/12/08to4/12/08 SAT TBA Academic Success for ELs & Migrant Students: Using Research-Based Practices

1.0CEU $65.00

X 4/22/08to4/22//08 TUE TBA Academic Success for ELs & Migrant StudentsFollow-Up

1.0CEU $65.00

Official NHU Transcripts $4/ regular order $4.00

Total $134.00

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

PAYMENT:q Check (Print students name, address, and SSN

on front of check.)NOTE: Make check payable to NHU..

Business Office: Office of the Registrar: Processed

Amount Paid: _______________________________

Initial: _____________________ Initial: ____________________

Date: ______________________ Date: _____________________

TRANSCRIPT REQUEST*Students who desire an official transcript of their academic record must submit, in compliance with Family Educational Rights and Privacy Act (FERPA) of 1974, a written request to the NHU Registrar. I AGREE TO ABIDE BY THE ACADEMIC, PAYMENT AND REFUND POLICIES GOVERNING THESE COURSES.

_________________________________________________________ _____________________________________ Signature Date


Handouts from Workshop Sessions

Handoutsforworkshopsessionscanbeaccessedathttp://www.sccoe.org/depts/ell/6thacademicsuccess.asp

Keynote Keynote Title: Bolstering Language Proficiency for English Learners Through Structured Academic InteractionSpeaker: Dr. Kate Kinsella

http://www.cascd.org/kinsella/

DuplicationPermission:Anyoriginalmaterialsonthewebsitethatincludetheauthor,Dr.Kinsella’snameandaffiliationmaybeduplicatedforclassroominstructionalpurposesorschoolinservicetrainings(withcredittoDr.Kinsella).Thesematerialsmaynotbeduplicatedforotherprofessionalpurposessuchaswebsites,conferencepresentations,coursereadersorscholarlypublicationswithoutthewrittenpermissionoftheauthor,bestobtainedviae-mail.

Dr. Kinsella has made available documents and guidelines pursuant to her presentation and intended for educator reference and for use intheclassroom.Thesedocumentsareorganizedbytopicandworkingwithaserver-basedmenusystemissimilartoworkingwithfilesonyourowncomputerandshouldseemfamiliar.Clickingthetopicareawillopenthemenutotheindividualdocumentlevel.Clickingthespecificdocumentwillopenitonyourowncomputer.Mostofthefilesareeditableandareintendedtobetailoredbytheindividualeducatortofithisorherspecificneeds.Downloadtimemayseemalittleslowerthanyoumightexpect.Pleasebepatient.Thankyou.

SessionI FeaturedSession:DevelopingAcademicDiscourseSkillsThroughMediatedDiscussionandWritinginGrades4-12(Session A Only)Presenter: Dr. Kate Kinsella

SessionII FeaturedSession:AResearch-InformedandClassroom-TestedInstructionalRoutineforDevelopingExpressiveWordKnowledgeinGrades3-12(SessionBOnly)Presenter: Dr. Kate Kinsella

SessionIII FeaturedSession:TeachingtheAcademicEssentialsinGrades6-12(SessionAOnly)Presenter: Jim Burke, Author

SessionIV TechniquesforStorytellingandReadingtoStudents(GradesK-3)Presenter: Peter Doering, Santa Clara County Office of Education

SessionV ScaffoldingCompare/ContrastWriting(GradesK-3)Presenter: Tammy J. Harris, WRITE Institute, San Diego County Office of Education

SessionVI OneStep,TwoSteps:LanguageandCreativeMovement(GradesK-3)Presenters: Lilia Agüero and Aimée Ipson Pflederer, Santa Clara County Office of Education

SessionVII HelpingEnglishLearnersFindandLoveTheirVoiceThroughWriting(GradesK-5)(SessionBOnly)Presenters:LinoRodriguez,Principal,CentralFlorida;SueWilder,LiteracyCoach,NationalConsultantDevelopmentalStudies Center

SessionVIII MotivatingOurStudentstoLearnwithArt(Grades3-12)Presenter:SimonSilva,World-renownedArtist

SessionIX Reading/WritingWorkshopDifferentiatedforEnglishLearners(Grades3-6)Presenters: Denise Williams and Tonya Trim, Evergreen School District

SessionX ImprovingLiteracyThroughScience(Grades4-12)Presenter: Sandra Yellenberg, Santa Clara County Office of Education

SessionXI IntegratingLanguageandScienceContentKnowledgeforAcademicSuccess(Grades3-8)Presenter:EmmaVioland-Sanchez,AdjunctProfessoratGeorgetownUniversity

SessionXII UsingOnlineToolsandResourcestoBoostAcademicAchievementforEnglishLearners(Grades4-12)Presenters: Martin Cisneros and Kristi Jud, California Technology Assistance Project (CTAP) Region V

SessionXIII WeAreAllLanguageTeachers:DevelopingAcademicLanguageinEveryLesson(Grades5-12)Presenter:Dr.JeffZwiers,AuthorandAdjunctFacultyatStanfordUniversity

SessionXIV VoicesfromtheFields(GradesK-12)(SessionAOnly)Presenter: Gerry Lopez, Migrant Education Program, Region I

SessionXV AllLearningFloatsinaSeaofTalk:EnglishLearnersinMathematics(Grades4-12)Presenters: Jane Escobedo and Joni Easterday, Sonoma County Office of Education

6th Annual Academic Success forEnglish Learners and Migrant Students:

Using Research-Based Practices


KeynoteBolstering Language Proficiency and

Lesson Engagement for English Learners Through

Structured Academic Interaction

Presenter

Dr. Kate Kinsella


Lesson Observation and Reflection Tool - Structured Academic Discussion

Date __________ Observer ________________________ Teacher _______________________ Class _____________

The teacher: The students: Comments

Preparation for Discussion

o Writes the task and directs students’ attention to task

o Establishes the task purpose

o Clarifies task components

o Models an appropriate response

o verbally and in writing

o Provides a response starter

o Explains target vocabulary

o Explains target grammar

o Leads choral repetition

o Checks for task understanding

o Specifies writing time frame

o Assigns follow-up task if done

o Monitors students’ writing

o Provides assistance if needed

o Nominates initial participants

Preparation for Discussion

o Listen attentively during task set up

o Focus on instructional visuals during set up

o Repeat when prompted

o Write when prompted

o Seem to understand task

o Focus on task, not idle, chatting, bothering

Facilitation of Discussion

o Partners students to share

o Reviews discussion rules

o Assigns active listening tasks

o Specifies language function: acknowledging, citing, etc.

o Calls on a range of students before soliciting volunteers

o Validates students’ responses

o Synthesizes contributions and connects to lesson objectives

Discussion Participation

o Share with partners

o Use the sentence starter

o Use their “public voice”

o Listen attentively

o Show respect for others

o Take notes on new ideas

o Use the target language: reporting, agreeing, etc.


INFORMAL CLASSROOM VISIT – Structured Learner Lesson Engagement

Teacher _________________ Room _____Observer _________________ Date ______ Time ______

Subject Covered ____________________________________________________________________________________

Learning Goal(s) ____________________________________________________________________________________

While I visited your classroom, I observed the following:

______ Specific content and language learning objectives

______ Partnering tasks

______ Structured responses to instruction: note-taking, sharing with a partner, etc.

______ Actively engaged students

______ Effectively set up tasks

______ Modeled responses

______ Clearly articulated expectations

______ Explicit academic language instruction

______ Structured use of academic language

______ Calling on a range of students to respond

______ Checking for comprehension

______ Monitoring of student work

Two highly effective instructional practices I observed:

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Two instructional practices I would like to observe during my next visit:

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Signed __________________________________


Structured Academic Discussion Strategy: Instructional Steps

Clarify the task:

1. Write the discussion task/question and sentence starter(s) on the board before beginning the structured discussion. Pose a clearly focused yet relatively open-ended task (e.g., List 3 challenges faced by immigrants during the Great Waves that are still faced by recent U.S. immigrants).

2. Model an appropriate answer. Provide students with a few (1-2) minutes of quiet time to jot down ideas in preparation for the subsequent structured discussion. At this stage, students are brainstorming so it is premature to require use of a sentence starter.

Structure Competent Participation:

3. After students have jotted down a few ideas, provide the structured sentence starter(s) to frame their academic responses. Direct them to select one idea and rewrite it using the sentence starter. Share with them your modeled response and clarify the meaning of any target lesson vocabulary. Point out the correct grammatical completion of the sentence (e.g., … This policy is necessary in order to __ + verb: base form = assist, construct, etc.)

4. As students write, walk around to offer support where needed and monitor responses. Nominate one or two students to “jump-start” the discussion at your signal by stating “I am nominating you to share this response at the beginning of our discussion.”

5. Tell students to read their answer a few times in preparation for sharing with a partner. Direct students to share their favorite idea with their partner as a means of receiving feedback and preparing for the subsequent unified class discussion. Build in accountability for listening by asking them to add their partner’s idea to their own brainstorming list.

Structure Active Listening:

6. “Jump-start” the discussion with one or two “nominated volunteer” responses, then randomly call on a few more students before opening the discussion up to authentic volunteers. Let students know that at the end of the formal structured debriefing of ideas, you will invite voluntary contributions from individuals who had not already shared.

7. Require that students respond using a public voice more suitable to sharing ideas in a public forum, rather than a private voice more appropriate for a personal conversation.

8. Assign an active listening and note-taking task (e.g., jotting down 2 interesting examples).

9. Require that students acknowledge similarities/differences in their responses using appropriate language for classroom discussion (e.g., My idea builds upon __’s idea). Pre-teach one or two phrases and remind students to listen actively to others’ ideas and acknowledge when necessary.

Synthesize Contributions and Establish Lesson Connections:

10. Record these ideas on the board for subsequent review, and/or have students jot down two of the more interesting contributions they heard during the discussion.

11. Complete the structured discussion process by validating participation, synthesizing ideas and establishing a clear connection to the subsequent lesson task or stage.


Structured Academic Discussion Task: Preparation and Implementation

Before the lesson:

Determine appropriate lesson phases for integrating a structured discussion task.

Write a task that relates to the lesson content and invites a range of responses.

Prepare written instructions and a model response (handout, board, overhead, etc.).

Include high-use academic words and topic-specific terms in the task instructions and response starter(s) that will engage students in more formal discussion of the topic.

Analyze the vocabulary and grammar demands of the listening and speaking tasks and prepare to clarify word meanings, grammar, and target language strategies.

During the lesson:

Clarify the purpose of the discussion task and how it relates to the lesson objectives.

Direct students’ attention to the written instructions. Clarify the task components and your expectations for completion and time frame.

Explain any potentially challenging vocabulary in the instructions.

Model an appropriate response using a sentence starter, both verbally and in writing. Assign two starters if there is a range of ability and regular “fast finishers.”

Point out any grammar necessary for effectively writing a sentence using the starter.

Tell students to write quietly and read over their responses in preparation for the discussion. Remind students to write a second idea if they have finished the first.

Monitor students’ writing and nominate one or two students to launch the discussion.

Partner students to share responses in preparation for the unified class discussion.

Assign an active listening and note-taking task for the unified class discussion.

Call on an array of students to respond before eliciting volunteers.

Synthesize discussion contributions and establish connections to the lesson content.


Guidelines for Writing Effective Response Starters

Identify the various tasks you will have students engage in during the lesson/unit that warrant a competent verbal response.

Example Lesson Tasks:

Brainstorming prior knowledge about a topic

Identifying main ideas and details in a non-fiction text

Analyzing character traits in a short story

Justifying perspectives on a historical issue/event

Drawing conclusions from evidence

Interpreting a graph

Generating examples of newly taught concepts/terms

Analyze the linguistic demands of your tasks and prepare academic response starters. Include target vocabulary, sentence structure and grammar, while taking into consideration the English language and literacy levels in your class. Begin by responding to the task yourself in a complete sentence, then extract a response base and determine how you could enhance or simplify this frame for your class. In a mixed-ability class, provide two starters that will appropriately stretch more and less proficient students. Assign the first starter to the entire class and require more proficient students (and/or fast finishers) to prepare an additional response using the second starter.

Chapter Pre-Reading Task: Brainstorm reasons people decide to immigrate to the U.S.

Response Starters for Different Proficiency Levels with Content and Language Goals

Beginning (Intensive)

Some people immigrate to the U.S. to have a better __ (noun: salary).

Some people immigrate to have a __ (adjective: safer) life.

Intermediate (Intensive)

Many people decide to immigrate because __ (independent clause – sentence)

Many immigrants come to the U.S. seeking __ (noun phrase: a better job)

Early Advanced (Strategic)

People from diverse countries choose to immigrate because __

(independent clause – sentence: they are victims of war in their homeland)

Some families apply for U.S. immigration in order to __ (verb phrase: escape war)

Advanced (Benchmark)

Families apply for U.S. immigration for various reasons, including __ (noun phrase)

Due to __ (noun phrase: poverty), many individuals elect to immigrate to the U.S.


Think-Write-Pair-Share: Kinds of Bullying at School

1. BRAINSTORM two additional kinds of bullying you have heard about or seen at school.

1. spreading gossip

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

2. REWRITE two ideas using the sentence starters.

A common form of verbal bullying I have observed at this school is __

(verb + ing: spreading gossip)

____________________________________________________________________________

______________________________________________________________________________

A prevalent form of physical bullying I have witnessed on this campus is __

(verb + ing: trash-canning)

____________________________________________________________________________

______________________________________________________________________________

3. DISCUSS your idea with your partner. Jot down your partner’s idea and two other ideas during the class discussion.

Ideas Names

spreading gossip Eric

____________________________________________________ _____________________

____________________________________________________ _____________________

____________________________________________________ _____________________

4. LISTEN ACTIVELY during the class discussion. Be sure to acknowledge similarities.

My idea is similar to __’s idea. A common form of verbal bullying is . . .

My idea builds upon __’s idea. A common form of physical bullying is . . .


Think-Write-Pair-Share: _________________________________

1. Task: ________________________________________________________

______________________________________________________________________________

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

2. REWRITE one idea using the sentence starter.

1. Starter: _____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Model Response: ______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

My Response: _________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. DISCUSS your idea with your partner. Jot down your partner’s idea and one other idea during the class discussion.

Ideas Names

____________________________________________________ _____________________

____________________________________________________ _____________________

____________________________________________________ _____________________

4. LISTEN ACTIVELY during the class discussion. Be sure to point out similarities.

My idea is similar to __________________’s idea.

My idea builds upon __________________’s idea.


Give One - Get One: Impacts of Chronic Sleep Loss

1. BRAINSTORM three potential impacts that chronic sleep loss can have upon an adolescent’s physical and mental health.

1. moody, irritable behavior

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

2. REWRITE two ideas using the response starters.

Insufficient sleep can definitely lead to (noun phrase: irritable behavior).

______________________________________________________________________________

______________________________________________________________________________

individuals who regularly fail to sleep adequately tend to (verb phrase: struggle…)

______________________________________________________________________________

______________________________________________________________________________

Chronic sleep loss commonly results in (noun phrase: poor attendance).

______________________________________________________________________________

______________________________________________________________________________

3. DISCUSS your idea with four classmates. Take notes on your partners’ ideas.

Ideas Names

moody, irritable behavior Kate

____________________________________________________ _____________________

____________________________________________________ _____________________

____________________________________________________ _____________________

4. REPORT one idea you heard to the whole group.

(Classmate’s Name) pointed out that . . . ________(Classmate’s Name) indicated that . . .

__ pointed out that insufficient sleep can lead to …

__ indicated that one potential impact of chronic sleep loss is …

______________________________________________________________________________

______________________________________________________________________________


Give One – Get One: __________________________________________________

1. BRAINSTORM

______________________________________________________________________________

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

2. REWRITE one idea using a response starter.

Starter 1:

______________________________________________________________________________

______________________________________________________________________________

Starter 2:

______________________________________________________________________________

______________________________________________________________________________

My Response:

______________________________________________________________________________

______________________________________________________________________________

3. DISCUSS your idea with four classmates. Take notes on your classmates’ ideas.

Ideas Names

____________________________________________________ _____________________

____________________________________________________ _____________________

____________________________________________________ _____________________

4. REPORT one idea you heard to the whole class.

(Classmate’s Name) pointed out that . . . ________ (Classmate’s Name) indicated that . .

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Today’s Discussion in…Science…Math…Social Studies…English Language Arts

Content/Topic: _______________________________________________________

Academic Vocabulary:_________________________________________________

Language Target: ____________________________________________________

Discussion task:

___________________________________________________________________

___________________________________________________________________

Brainstorming: Sample: ______________________________________________

1.) ________________________________________________________________

2.) ________________________________________________________________

3.) ________________________________________________________________

Sentence starter: Teacher converts discussion task into a sentence starter and adds language target.

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Teacher sample using the starter: _____________________________________

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My response: Sentence starter + my idea/observation/experience from brainstorming.

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___________________________________________________________________When directed by the teacher, share your response with your partner and then with the class.

Write down two new ideas you hear during the discussion:

1.) ________________________________________________________________

2.) ________________________________________________________________


Language Strategies for Active Classroom Participation

Expressing an Opinion

I think/believe that . . .

In my opinion . . .

Based on my experience, I think . . .

Predicting

I predict/imagine that . . .

Based on . . ., I infer that . . .

I hypothesize that . . .

Asking for Clarification

What do you mean?

Will you explain that again?

I have a question about that.

Paraphrasing

So you are saying that . . .

In other words, you think . . .

What I hear you saying is . . .

Soliciting a Response

What do you think?

We haven’t heard from you yet.

Do you agree?

What answer did you get?

Acknowledging Ideas

My idea is similar to/related to ____’s idea.

I agree with (a person) that . . .

My idea builds upon ____’s idea.

Reporting a Partner’s Idea

____ indicated that . . .

____ pointed out to me that . . .

____ emphasized that . . .

____ concluded that . . .

Reporting a Group’s Idea

We decided/agreed that . . .

We concluded that . . .

Our group sees it differently.

We had a different approach.

Disagreeing

I don’t agree with you because . . .

I got a different answer than you.

I see it another way.

Offering a Suggestion

Maybe we could . . .

We concluded that . . .

Here’s something we might try.

Affirming

That’s an interesting idea.

I hadn’t thought of that.

I see what you mean.

Holding the Floor

As I was saying, . . .

If I could finish my thought . . .

What I was trying to say was . . .


Pragmatics of Structured Partnering

Developing a Classroom Seating Arrangement Conducive to Structured Partnering

Develop a seating arrangement that is conducive to alternate partnering, one that allows students to easily partner with two different classmates. You might have students work with partner one for an entire week, then change to partner two the subsequent week. Here are some possible seating arrangements for regular structured partnering:

• rows – one partner to the left and one partner behind • tables - one partner across and one beside• chevron – one partner to the side and one behind

Assigning Appropriate Partners

Allow random partnering the first few weeks of the school term until you have had a chance to observe student behavior and social skills and analyze academic performance. Consider allowing students to submit a form to you identifying four students within the class with whom they would feel comfortable and productive working on partnering tasks. Tell students that you will do your best to accommodate their requests and that you will try to at least partner them with a few of their choices over the course of the school year. Assign partners but change at the beginning of a new school term so students can experience working with different individuals.

Consider the following variables when determining appropriate partners:• English communicative competence, including speaking and listening• English reading and writing proficiency (consider data from CELDT, CSTs, etc.)• subject matter knowledge’• performance on assigned tasks to date in the class• personality traits: reserved, insecure, extroverted, class clown, domineering, etc.

As a general partnering rule of thumb, don’t put high students with low students in terms of academic competence. High students can be placed with other high or mid-level students but not with low. Here is a process for assigning partners taking into consideration literacy and anguage skills. Rank your students numerically from highest (1, 2, 3) to lowest (28, 29, 30).

1. is paired with 16. 3. is paired with 18.

2. is paired with 17. 15. is paired with 30.

Observe how these partners work together and adjust as appropriate.

Designate two “floaters” or “pinch hitters” who are flexible, reliable, friendly and socially competent. If a student is absent, have one of the floaters go work with the student missing a partner. Have the other floater go work with a pair of students who could benefit from an extra contributor. The floater will be an additional number 2 in structured partnering tasks.

Instruct students early in the term to notify you immediately if their partner is absent. In that way, you can efficiently assign a floater before beginning instruction.


ReferencesArreaga-Mayer, C., & Perdomo-Rivera. (1996). Ecobehavioral analysis of instruction for at-risk language-minority

students. The Elementary School Journal, 96(3), 245-258.

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second language learners: Report of the national literacy panel on language-minority children and youth. Center for Applied Linguistics.

Bailey, A. (Ed.) (2007). The language demands of school: Putting academic English to the test. Yale University Press.

Dutro, S., & Moran, C. (2003). Rethinking English language instruction: An architectural approach. In G. G. Garcia, (Ed.), English learners: Reaching the highest level of English literacy. IRA.

Feldman, K., & Kinsella, K. (2005). Narrowing the language gap: The case for explicit vocabulary instruction. Research Monograph - Scholastic.

Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66(4), 454-470.

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Kinsella, K. (2002). Structures for active participation and learning during English language instruction Teaching guidebook for universal access. Prentice Hall.

Kinsella, K. (1996). Designing group work that supports and enables diverse classroom work styles. TESOL Journal, 6(1), 24-30.

Kinsella., K. (1997). Moving from comprehensible input to “learning to learn” in content-based instruction. In Brinton, D.M., & Snow, M.A. (Eds.). Expanding perspectives: Integrating language and content in ESL/EFL. Longman.

Kinsella, K., & Singer, T. (2008). The LBook (EL Companion Curricula for Read 180). Scholastic, Inc.

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Saville-Troike, M. What Really Matters in Second Language Learning for Academic Achievement? TESOL Journal, 18(2) June 1984.

Scarcella, R.C. (1996). Secondary education in California and second language research: Instructing ESL students in the 1990s. CATESOL Journal, 9(1), 120-151.

Scarcella, R.C. (2003). Accelerating academic English: A focus on the English learner. Regents of the University of California.

Schleppegrell, M. (2004). The language of schooling. Lawrence Erlbaum.

Serosy, P., & Sherak, K. (2002). Empowering students by teaching the language of the classroom. CATESOL Journal, 14(1), 271-282.

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Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners. Alliance for Excellent Education.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. & Madden, C. (Eds.). Input and second language acquisition.Newbury House.

Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 83(Autumn), 320-337.


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Santa Clara County Office of EducationCounty Board of Education

Leon F. BeauchmanT.N. Ho

Jane HowardCraig Mann

Gary RummelhoffAnna Song

Interim County Superintendent of SchoolsJoe Fimiani

Assistant SuperintendentInstructional Services Branch

Linda Aceves

© 2008, Santa Clara County Office of Education ISB,SAS 3/08 300

1290 Ridder Park Drive, MC 237, SASSan Jose, CA 95131-2304

www.sccoe.orghttp://www.sccoe.org/depts/isb

A Champion for Children, Schools and Community

6th Annual Academic Success - Castle Park Middle School

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