Kaleidoscope
ESL Newsletter - May 2022
WE ARE ALL PART OF THIS WORLD!
TOPICS
- Asian-American & Pacific-Islander Heritage Month
- Ellevation Strategies
- Progress Monitoring Forms for May
- Friendly Reminders
- Light's Retention Scale
- NCDPI Updates
- Great Opportunity - Project STELLAR with NCSU
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Asian-American & Pacific-Islander Heritage Month
Annyeonghaseyo
Ni hao
Konnichiwa
It includes cultures from the Asian Continent like: East, Southeast and South Asia—and the Pacific Islands of Melanesia, Micronesia and Polynesia.
AAPI Heritage Month 2022 will take place from Sunday, May 1 to Tuesday, May 31.
Get Lessons Ready!
Famous Asian-Americans
Eric S. Yuan
Kristi Yamagushi
Bruno Mars
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LEARNING TARGETS
Students will:- Listen to a prompt
- Respond in writing on a whiteboard
- Discuss responses as a class
- Identify areas of learning or confusion
HOW-TO
Before Activity
- Prepare a handful of key checkpoints for understanding.
- Write down question prompts to ensure consistency and clear language and gauge student understanding at critical moments during instruction.
During Activity
- Distribute whiteboards or digital canvas format and explain that students will be able to show their learning by quickly answering a question.
- Proceed with content and language lesson. Pause at each checkpoint, posing prompts to students and having them write the answer on whiteboards.
- Students demonstrate understanding by writing a word, sentence, problem, or answer or sketching a graphic on a whiteboard.
- Discuss the responses to the prompt and clarify any misconceptions.
Evidence of Success
- Students respond to prompts during instruction, applying new knowledge and skills to demonstrate understanding.
- Students who miss the mark during a Whiteboard Checkpoint revise their responses in real time, ensuring that student understanding is optimized during the lesson input.
Quick Tips
- The first time doing this quick check activity, do it collaboratively as a whole group or with students in small groups to build competency with the expectations.
- Highlight and celebrate different student responses, including less complex responses that are still on track. This is a powerful opportunity to build the confidence of quiet and struggling students.
- Try using a class roster as a checklist to track students’ mastery. This will make it easier to pull flexible groups or reteach whole class.
Watch Out For
- Many language learners will need to hear each question more than once.
- If students are unable to produce or demonstrate for most checkpoints, this is a clear indication that the lesson input may not be comprehensible for them. Reflect on lesson supports and provide students more differentiation.
- A struggling student may peek at a peer’s whiteboard. Rather than draw negative attention to the student, quietly use this information as formative assessment. Reach out to support them while writing on the whiteboard, then later meet with student to reteach.
SUPPORTS
High Level
- Ask Who, What, When, Where questions rather than How and Why.
- Provide students with a word bank related to the content topic.
- Pair students to work collaboratively and use oral language before writing.
Moderate Level
- Repeat the question and make quick visits to students who may need support.
Light Level
- Encourage students to provide additional answers or examples.
- Use scaffolded prompts using How or Why questions.
LEARNING TARGETS
Students will:- Read a text and choose a graphic organizer aligned to its text structure.
- Complete the graphic organizer with details from the text.
HOW-TO's
Before Activity
- Select three texts, each using a different text structure (e.g., description, sequence, problem-solution, cause-effect, compare-contrast).
- Select three graphic organizers that match the three text structures and make copies for each pair of students.
During Activity
- Review the three text structures using anchor charts or examples.
- Pair students to read the texts and discuss the structures.
- Student pairs match the texts to their graphic organizers and explain why they match.
- Student pairs select one text to re-read and then write notes in the corresponding graphic organizer.
- Students write a summary of the text.
Evidence of Success
- Students are able to accurately match graphic organizers to texts, demonstrating knowledge of text structure.
- Students are able to explain to one another why a text fits a certain graphic organizer.
- Students are able to summarize the text using a graphic organizer as a support.
Quick Tips
- This activity is intended to follow instruction of text types. Ensure that you teach the text types before releasing students to complete this activity.
- Explain to students that this activity helps them see the patterns in a text, understand how a text is organized, and increase their reading comprehension.
- Consider providing mini-lessons on the various text structures prior to completing this activity.
Watch Out For
- Avoid two-sided copying for this activity. Allow students to spread texts and organizers out and be able to match them up more easily.
SUPPORTS
High
- Have students complete this activity with content that is already familiar to them from a prior lesson so that they can focus on identifying text structure.
- Ensure that students are carefully paired. Support beginning language learners by pairing them with more advanced peers who can assist.
Moderate
- Read and discuss the signal words on each graphic organizer to help students match the text to the organizer.
Light
- Students could work alone first, then work with a partner, challenging more advanced students to initially draw conclusions independently.
- Have students use their graphic organizers to write. At the end of the activity, prompt them to author a summary of each text.
New Progress Monitoring Forms_May 2022
Please, complete these forms as soon as you receive the email from Ellevation. This is a Federal Program requirement. We need a 100% participation for audit purposes.
Do not hesitate to contact Ivelisse at marini@gcs.k12.nc.us if you have any questions. I am here to help!
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Referrals of Multilingual Learners
- MTSS meetings
- IEP's
- Speech Referrals
- AIG Referrals
- Retention Meetings
As NCDPI has indicated many times, the ESL teacher's feedback is an important component in the decision making of a child who is still developing the English language. Please, be mindful of the times when the ESL teacher could be available to participate in person on the meeting. They are itinerant teachers and they have to provide instruction for their students. The ESL teachers are extremely important stakeholders of each team to consider for the child's academic future. This is not an option.
ESL Teachers and School Assignments
César Orozco Garavito
- Email: orozcoc@gcs.k12.nc.us
- Schools: J.F. Webb HS; C.G. Credle Elementary; West Oxford Elementary
- Email: owenj@gcs.k12.nc.us
- Schools: Creedmoor Elementary; Stovall-Shaw Elementary; Wilton Elementary
Natalie Protz
- Email: protzn@gcs.k12.nc.us
- Schools: Granville Central High; South Granville High
Stacy Splees
- Email: spleess@gcs.k12.nc.us
- Schools: Butner-Stem Elementary; Mount Energy Elementary; Tar River Elementary
Ivelisse Rosario de Marín (District)
- Email: marini@gcs.k12.nc.us
- Schools: Instruction at: Butner-Stem Middle; G.C. Hawley Middle; Northern Granville Middle; Phoenix Academy
Light's Retention Scale and Analysis
Topic: Promotion or Retention
The first step to make any decisions for a ML is to invite the ESL teacher to Promotion and Retention Meetings to get a level of understanding of your multilingual learners. Reach out to the ESL teacher first to gather all the English language levels and what it means in regards to a ML academic progress. Consider the time and dates of the meetings since the ESL teachers are itinerant.
The most recent WIDA ACCESS for ELs 2.0 scores will be available at the end of May or beginning of June. Any final decision should consider the most recent ACCESS scores to determine if the student is still in the early stages of English language acquisition and the impact on his or her academics.
If you have any questions, do not hesitate to contact your ESL teacher or Ivelisse.
Here is the link to the Light's Retention Scale Form and Analysis Chart to use for each child considered for retention.
Ivelisse would need:
- a list of any multilingual learner considered for retention
- a copy of the Light's Retention Scale Form per child
- the reason why the child is considered for retention
This is documentation that will be entered permanently in Ellevation.
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New Resources Available!
NC ELD Standards Resource Hub Updated
The NCDPI ESL/Title III Team has created the NC ELD Standards Resource Hub. This repository will house all the resources for supporting school administrators, all teachers of English learners, and EL families/caregivers during the implementation of the adopted Standard Course of Study. The range of resources offers users an opportunity to determine their own specific needs and find materials that suit them.
*ALL DOCUMENTS AVAILABLE*
- a NC-Specific ELD Standards Framework Document
- a Glossary defining acronyms and terms related to the NC ELD Standard Course of Study and the NCDPI ESL/Title III Program
- a Crosswalk illustrating the variance between the 2012 NC ELD Standard Course of Study and the adopted 2020 NC ELD Standard Course of Study *NEW*
- an Unpacking Document with clarifications and explanations for the NC ELD Standards, Key Language Uses, and Language Expectations *NEW*
- a Mapping Document connecting the NC ELD Standard Course of Study to other content areas' Standard Course of Study *NEW*
- Parent/Caregiver Guide to assist caregivers in supporting their students' learning outside of school *NEW*
The ELD Standards Resource Hub has been designed in Canvas Learning Management System (LMS) and can be accessed with or without a Canvas account.
To access the Resource Hub, please use the short URL bit.ly/ELDStandardsHub or the direct link https://ncdpi.instructure.com/courses/6424
NCDPI PD Opportunity
Navigating La Corriente - Online Workshop
The NCDPI ESL/Title III Team and WIDA are thrilled to offer you the opportunity to participate in this professional learning designed for educators of multilingual learners.
Navigating la corriente | Webinar Series | 40 Participants Maximum | Webinar: May 12th & 19th, 3:30-5:00pm EST
Audience: This eWorkshop is designed to support educators of bi/multilingual students in K-12 bilingual settings. This eWorkshop will be delivered bilingually in Spanish and English.
Description: This Facilitated eWorkshop provides a virtual space for critical dialogue among educators on the topic of integrating a variety of linguistic resources in the teaching and learning of bi/multilingual learners. It leverages two synchronous facilitated webinars as well as self-paced learning. At the core of this eWorkshop, participants identify considerations and examples for translanguaging spaces to understand how bi/multilingual students use their full linguistic repertoire strategically for learning.
Through interactive activities in a self-directed virtual learning environment, educators navigate "La corriente" through examples and considerations in translanguaging pedagogy and its practice in bilingual education—with possibilities of implementation regardless of educational policies or programming.
Upon completion of this eWorkshop, participants will:
- Recognize translanguaging as a bi/multilingual practice to nurture bi/multilingual students’ cultural and linguistic contribution in learning spaces.
- Clarify the concept of translanguaging practices in terms of time, collaboration, and space.
- Compare the characteristics of the pedagogical moves to what participants already do in their learning environments.
Format: Participants will engage with a self-paced module, self-directed content, and two live webinars - 90 minutes each.
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English as a Second Language Program (ESL)
Granville County Public Schools
District ESL Program Instructional Facilitator
Email: marini@gcs.k12.nc.us
Location: Creedmoor Elementary School, East Wilton Avenue, Creedmoor, NC, USA
Phone: 919-528-2313