1. Generate a list of current challenges you face as an ESL Resource teacher in your building. (Bring the list to our book study session please.) Time Students spread out into many classes ESL students who are also receiving many other services - how do we coordinate services to ensure they complement each other?
2. What needs to happen in your school in order to implement a collaborative ESL service delivery model and include co-teaching?
I think creating sheltered English classes in which all ESL students in a particular grade are in the same class would help to create a more collaborative delivery of ESL services. There are several benefits to this: Fewer classes/teachers with whom to plan More time available to be in the classroom co-teaching and to provide focused support for the neediest students Greater opportunity to get to know ESL students and their needs Students would be with an ESL endorsed teacher full time and would benefit from receiving those supports all day and not just for ~30 minutes a day.
Why is collaboration essential in the pursuit of academic success of English language learners?
The sentences that struck me the most in the chapter were, “No longer can ESL teachers sit back and deliver isolated skill lessons to their ELLs in vocabulary, grammar, reading, and writing. Programs for English language learners must be comprehensive and long-term to accomplish language and content-area objectives” (p. 29). I feel like, of all the reasons why we should coteach, continuity of services is key. As a classroom teacher, I loved that students who were pulled got the individual attention they needed, but I rarely felt like what they were doing in their pull-out groups translated to their classwork. I feel like the same would be true for students being pulled out for ESL groups. Unless the co-teachers are very well coordinated, the students are likely missing some of their core instruction and what they’re doing during that time may or may not translate into success during the rest of the day. Collaboration and co-teaching allow teachers to maximize the instruction for ELLs so there is continuity in their instruction and minimal instruction time missed. I also found the discussion of how collaboration can impact the school culture to be beneficial as I feel as though the two go hand-in-hand. A positive school culture increases the amount of collaboration among teachers and the more teachers collaborate I believe the more positive the culture will be. The attitude that WE can help OUR students becomes pervasive and there is less isolation on teachers’ parts, leading to greater student achievement.
Chapter 5
Table 5.1 on page 100. Look over table 5.2 pages 106 and 107 in the book. How could you maximize every minute of collaboration?
I think the key to maximizing every minute is planning. I found Table 5.2 to be especially helpful in providing different ways we can support our ELL students in a co-taught setting. If, as we plan together with our classroom teachers, we think about how to best use these different teacher activities, we can ensure that both the ESL and classroom teacher are utilizing their talents effectively to ensure that all students are successful.
A question that really resonated with me: "How can complex thought be attained through the use of simplified language?" (p. 26) This is asked in reference to designing tasks that call for critical thinking tasks and lessons for ELLs. We can certainly work to provide teachers strategies that will be of great benefit to ELLs. The key comes in the consistency of their implementation during content instruction.
I am excited to begin reading this new book and becoming a member of this book study from afar. I believe this book study is going to greatly improve my practice as an ESL teacher. Thanks for the invite, Piedad!!
Since I will not be physically present at your book study, here are my contributions and thoughts.
Table 5.1 on pg 100 gives me some good things to keep in mind but I must say the first one, "Focus on all aspects of ELLs' development: academic, linguistic, social, cultural, and emotional" can seem daunting. As an experienced ESL teacher, I feel like I am just beginning to do all those things and it has impacted the way I deliver instruction and informs my comments when I am collaborating with regular education teachers too. It takes time and practice to keep all of this in mind but it is effective.
Table 5.2 is a great illustration of the 'dance' we ESL teachers do with a willing partner. I like how this can be used as suggestions for making the most of the instructional time we have with students. It seems we never have enough time and this illustrates how to find moments and how to use them to the best of our ability.
A few of the current challenges I face as an ESL resource teacher is trying to reach as many students that need language support as I can. There always seems to be more need than time to address the need. A new challenge that I am now facing is finding leveled high interest books for students in 3rd and 4th grade that ELLs can read independently. These books need to have visual support, glossaries for unknown vocabulary and themes that speak to their experiences.
I currently work between 2 schools and in order to implement a collaborative ESL service delivery model that includes co-teaching, students first and foremost need to be clustered. I realized that before reading this book, and administrators were asked to do so, but I was disappointed when that did not happen. Therefore, an understanding as to why this needs to be done is a first step. My school also needs value what ESL teachers and regular education teachers are trying to accomplish on their own. Teaching ELLs is a team effort and that needs to be recognized and time allotted for team members to collaborate is essential. Providing working smart boards, document cameras, projectors, access to technology for the visuals is also something that needs to take precedence. In my dreams, I would love to have access to a color printer for realia too! There are many more things that need to happen in my school(s) but right now, I feel those are the most pressing.
Collaboration is essential in the pursuit of academic success of English language learners because it validates the expertise of both the Language teacher and the content teacher. When more information is shared, the students benefit. When lesson planning is collaborative, the focus becomes clearer as collaborators keep each other in check, so to speak. Honigsfeld states that "diverse, experiences, ideas, and points of view are respected rather than negated, marginalized, or trivialized" and I find that to be a powerful point. If we want to impact others, we have to know them, whether they are our colleagues or students, and in knowing them, we have to hear their point of view.
This has become a long post, but I wanted to participate as much as I could. I look forward to hearing what was discussed at the actual book study meeting. I really respect Andrea Honigfeld, as I feel she knows me and my struggles and she is here to collaborate with me through this wonderful, resourceful book.
Do you think that clustering as you and Danielle mentioned in your discussions may begin in one of your schools? Danielle's school, Roy E.S. asked if teachers would be willing to "cluster" ELLs in their classrooms. Danielle will share how this has worked out for her as far as scheduling and providing support for ELLs. Andrea really emphasized your point regarding collaboration as being essential in the pursuit of academic success.
By the way, these are the dates we will be meeting for our book study: Dates: October 20, November 10, December 22, January 26, February 23 and March 9. Questions will be posted ahead of time.
Chapter 4 Please read the chapter and answer the following:
Review formal collaborative practices included in the chapter and note several reasons why formal structures and procedures should be developed.
Please share a structure that you have established with your teams and that has proved to be very productive.
Look over table 4.1 and think how it would help you map curriculum for the year. What additional supports do you need at the building level in order to accomplish curriculum mapping for ELL students you support?
How can collaborative assessment of representative work by ELLs lead to inclusion of rubrics that help identify patterns of learning?
--------------------------------------------
Chapter 5
Please read the chapter and answer the following:
In planning effective instruction for English language learners, why are coordinated planning, instruction, and assessment integral parts of a successful collaborative program?
2. In reviewing the framework for effective collaborative instruction, share the frameworks that currently work best for you. Please share the ones that are challenging and possible ways to resolve the challenge?
3. Look at page 110 and review the online resources. Visit a couple of the resources and share your findings. The goal of this activity is to share resources that you found valuable. Please feel free to post resources you reviewed.
Chapter 4 question 2: Having a set weekly time to plan with each teacher I co-teach with is very productive. In the event that there isn't school or one of us has another meeting at that set time, we plan via email or find another time we're both free. Chapter 5 question 3: Good review about SIOP https://www.pearsonhighered.com/mediaproducts/siop/
Chapter 4 1.Review formal collaborative practices included in the chapter and note several reasons why formal structures and procedures should be developed. Continuity/consistency Long term planning Opportunities for focused, authentic assessment Maximize time and instruction
2. Please share a structure that you have established with your teams and that has proved to be very productive. One structure that has been particularly beneficial with some of my teachers is joint planning time and creating a calendar of lessons/activities that also identifies who is taking the lead as the teacher that day. It helps to make sure the teaching is balanced with continuity and it makes it harder to stray from the lessons, keeping us on pace.
3. Look over table 4.1 and think how it would help you map curriculum for the year. What additional supports do you need at the building level in order to accomplish curriculum mapping for ELL students you support? As I look at this table, my first question is, can we, as a whole district, create a common model of ESL delivery (e.g. At all schools, could all ELs be placed into one or two sheltered classes at each grade level to intensify the level of support? Can we create/find common district wide progress monitoring tools to help measure our students’ progress?)? Then, as a school, I feel as though we are moving in the right direction with our training on sheltered strategies for many teachers of both ELs and exited students. As far as grade level curriculum goes, I feel that continuing with the quarterly planning days is an effective way to create a focused plan for how to meet our students’ needs while collaborating in the classroom. I like the idea of using Figure 4.1 as a tool for that planning time, too. I think that, in order to use it, we need classroom/sheltered teachers to have a solid understanding of language and content objectives and we would need a solid chunk of time to work on a long-term map. I feel like Figure 4.1 could be the overall map, but that we may need something more specific/practical for the day-to-day co-teaching.
4. How can collaborative assessment of representative work by ELLs lead to inclusion of rubrics that help identify patterns of learning?
Assessing ELs requires looking at multiple factors in order to get a more accurate picture of students’ strengths and weaknesses. Rubrics are a logical assessment tool, as, by nature, they look at what students can do and then offer the opportunity to look at the “next level.” When using rubrics collaboratively, it leads to far more conversation than a traditional grade may. If I see that a student got a 75% on a test, that means much less to me that if I can look at a rubric to see specific strengths and weaknesses. Looking at those rubrics with colleagues can guide conversations and planning in order to best support our students.
*Collaboration helps teachers to plan curriculum decisions to meet all types of learners. *Collaboration provides and opportunity for teacher to evaluate student progress on a regular basis, and discuss appropriate strategies to help students improve academically.
In assessing students, have you been using the model described in the book? One teacher assesses while the other teaches? The video will showcase this.
Meeting on a weekly basis planning with my teachers is very beneficial . We look into the lesson of the week, and decide what strategies will help all students comprehend what we're teaching. Close to the end of the week we reflect on the lessons we taught, and take in consideration of how our students performed. When necessary we pull students in a small groups and reteach them what they lack understanding.
I agree with the book when it mentions that there needs to be finite collaboration: there needs to be a defined beginning and end. Establish a shared mission or vision for ELLs to develop a common understanding of general information about ELs or to decide future goals for particular content curriculum, grade levels, program models, or school resources. Often times lack of time is cited as a reason that co-teaching is not working. However, if these things are laid out, it won't take much time to coplan because you are building on the plans and goals you have established already.
First of all, I truly enjoyed reading all the comments above. I feel that we share many of the same thoughts of how an ideal collaboration of an ESL teacher and monolingual teacher should and should not be. Next, I want to reiterate how important collaboration time is. I was able to complete my first ESL planning day with 3 of the teachers that I co-teach with and it was amazingly helpful for all. Also, this chapter touched on the topic of student clustering. I really wish that this was more of a priority amongst administrators. Not only to help with scheduling but it would allow for more ESL time for students!
Attending Supporting ELLs through the Collaborative Instructional Cycle, Andrea Honigsfeld presenting. WIDA 2016
ReplyDeleteBook Study - Oct. 20, 2016
ReplyDeleteReview the following tables and take notes on something that resonates with you; bring your notes to our book study or share on this blog.
Chapter 5
Table 5.1 on page 100. Look over table 5.2 pages 106 and 107 in the book. How could you maximize every minute of collaboration?
Chapter 2
Before you read the chapter:
1. Generate a list of current challenges you face as an ESL Resource teacher in
your building. (Bring the list to our book study session please.)
2. What needs to happen in your school in order to implement a collaborative
ESL service delivery model and include co-teaching?
Read chapter 2 and answer the following question:
Why is collaboration essential in the pursuit of academic success of English language learners?
Chapter 2
Delete1. Generate a list of current challenges you face as an ESL Resource teacher in
your building. (Bring the list to our book study session please.)
Time
Students spread out into many classes
ESL students who are also receiving many other services - how do we coordinate services to ensure they complement each other?
2. What needs to happen in your school in order to implement a collaborative
ESL service delivery model and include co-teaching?
I think creating sheltered English classes in which all ESL students in a particular grade are in the same class would help to create a more collaborative delivery of ESL services. There are several benefits to this:
Fewer classes/teachers with whom to plan
More time available to be in the classroom co-teaching and to provide focused support for the neediest students
Greater opportunity to get to know ESL students and their needs
Students would be with an ESL endorsed teacher full time and would benefit from receiving those supports all day and not just for ~30 minutes a day.
Why is collaboration essential in the pursuit of academic success of English language learners?
The sentences that struck me the most in the chapter were, “No longer can ESL teachers sit back and deliver isolated skill lessons to their ELLs in vocabulary, grammar, reading, and writing. Programs for English language learners must be comprehensive and long-term to accomplish language and content-area objectives” (p. 29). I feel like, of all the reasons why we should coteach, continuity of services is key. As a classroom teacher, I loved that students who were pulled got the individual attention they needed, but I rarely felt like what they were doing in their pull-out groups translated to their classwork. I feel like the same would be true for students being pulled out for ESL groups. Unless the co-teachers are very well coordinated, the students are likely missing some of their core instruction and what they’re doing during that time may or may not translate into success during the rest of the day. Collaboration and co-teaching allow teachers to maximize the instruction for ELLs so there is continuity in their instruction and minimal instruction time missed.
I also found the discussion of how collaboration can impact the school culture to be beneficial as I feel as though the two go hand-in-hand. A positive school culture increases the amount of collaboration among teachers and the more teachers collaborate I believe the more positive the culture will be. The attitude that WE can help OUR students becomes pervasive and there is less isolation on teachers’ parts, leading to greater student achievement.
Chapter 5
Table 5.1 on page 100. Look over table 5.2 pages 106 and 107 in the book. How could you maximize every minute of collaboration?
I think the key to maximizing every minute is planning. I found Table 5.2 to be especially helpful in providing different ways we can support our ELL students in a co-taught setting. If, as we plan together with our classroom teachers, we think about how to best use these different teacher activities, we can ensure that both the ESL and classroom teacher are utilizing their talents effectively to ensure that all students are successful.
A question that really resonated with me: "How can complex thought be attained through the use of simplified language?" (p. 26) This is asked in reference to designing tasks that call for critical thinking tasks and lessons for ELLs.
DeleteWe can certainly work to provide teachers strategies that will be of great benefit to ELLs. The key comes in the consistency of their implementation during content instruction.
Honigsfeld rocks! This is what effective instruction looks like.
ReplyDeleteAgree! So glad we got to attend this all-day workshop together. Great discussions!
DeleteI am excited to begin reading this new book and becoming a member of this book study from afar. I believe this book study is going to greatly improve my practice as an ESL teacher. Thanks for the invite, Piedad!!
ReplyDeleteSince I will not be physically present at your book study, here are my contributions and thoughts.
ReplyDeleteTable 5.1 on pg 100 gives me some good things to keep in mind but I must say the first one, "Focus on all aspects of ELLs' development: academic, linguistic, social, cultural, and emotional" can seem daunting. As an experienced ESL teacher, I feel like I am just beginning to do all those things and it has impacted the way I deliver instruction and informs my comments when I am collaborating with regular education teachers too. It takes time and practice to keep all of this in mind but it is effective.
Table 5.2 is a great illustration of the 'dance' we ESL teachers do with a willing partner. I like how this can be used as suggestions for making the most of the instructional time we have with students. It seems we never have enough time and this illustrates how to find moments and how to use them to the best of our ability.
A few of the current challenges I face as an ESL resource teacher is trying to reach as many students that need language support as I can. There always seems to be more need than time to address the need. A new challenge that I am now facing is finding leveled high interest books for students in 3rd and 4th grade that ELLs can read independently. These books need to have visual support, glossaries for unknown vocabulary and themes that speak to their experiences.
I currently work between 2 schools and in order to implement a collaborative
ESL service delivery model that includes co-teaching, students first and foremost need to be clustered. I realized that before reading this book, and administrators were asked to do so, but I was disappointed when that did not happen. Therefore, an understanding as to why this needs to be done is a first step. My school also needs value what ESL teachers and regular education teachers are trying to accomplish on their own. Teaching ELLs is a team effort and that needs to be recognized and time allotted for team members to collaborate is essential. Providing working smart boards, document cameras, projectors, access to technology for the visuals is also something that needs to take precedence. In my dreams, I would love to have access to a color printer for realia too! There are many more things that need to happen in my school(s) but right now, I feel those are the most pressing.
Collaboration is essential in the pursuit of academic success of English language learners because it validates the expertise of both the Language teacher and the content teacher. When more information is shared, the students benefit. When lesson planning is collaborative, the focus becomes clearer as collaborators keep each other in check, so to speak. Honigsfeld states that "diverse, experiences, ideas, and points of view are respected rather than negated, marginalized, or trivialized" and I find that to be a powerful point. If we want to impact others, we have to know them, whether they are our colleagues or students, and in knowing them, we have to hear their point of view.
This has become a long post, but I wanted to participate as much as I could. I look forward to hearing what was discussed at the actual book study meeting. I really respect Andrea Honigfeld, as I feel she knows me and my struggles and she is here to collaborate with me through this wonderful, resourceful book.
Do you think that clustering as you and Danielle mentioned in your discussions may begin in one of your schools? Danielle's school, Roy E.S. asked if teachers would be willing to "cluster" ELLs in their classrooms. Danielle will share how this has worked out for her as far as scheduling and providing support for ELLs.
DeleteAndrea really emphasized your point regarding collaboration as being essential in the pursuit of academic success.
By the way, these are the dates we will be meeting for our book study: Dates: October 20, November 10, December 22, January 26, February 23 and March 9. Questions will be posted ahead of time.
Great to have you join our discussions!
Our book study dates: October 20, November 10, December 22, January 26, February 23 and March 9.
ReplyDeleteNovember 10 book study, chapters 4 and 5.
ReplyDeleteChapter 4
Please read the chapter and answer the following:
Review formal collaborative practices included in the chapter and note several reasons why formal structures and procedures should be developed.
Please share a structure that you have established with your teams and that has proved to be very productive.
Look over table 4.1 and think how it would help you map curriculum for the year. What additional supports do you need at the building level in order to accomplish curriculum mapping for ELL students you support?
How can collaborative assessment of representative work by ELLs lead to inclusion of rubrics that help identify patterns of learning?
--------------------------------------------
Chapter 5
Please read the chapter and answer the following:
In planning effective instruction for English language learners, why are coordinated planning, instruction, and assessment integral parts of a successful collaborative program?
2. In reviewing the framework for effective collaborative instruction, share the
frameworks that currently work best for you. Please share the ones that are challenging and possible ways to resolve the challenge?
3. Look at page 110 and review the online resources. Visit a couple of the resources
and share your findings. The goal of this activity is to share resources that you
found valuable. Please feel free to post resources you reviewed.
Chapter 4 question 2: Having a set weekly time to plan with each teacher I co-teach with is very productive. In the event that there isn't school or one of us has another meeting at that set time, we plan via email or find another time we're both free.
DeleteChapter 5 question 3: Good review about SIOP
https://www.pearsonhighered.com/mediaproducts/siop/
Chapter 4
Delete1.Review formal collaborative practices included in the chapter and note several reasons why formal structures and procedures should be developed.
Continuity/consistency
Long term planning
Opportunities for focused, authentic assessment
Maximize time and instruction
2. Please share a structure that you have established with your teams and that has proved to be very productive.
One structure that has been particularly beneficial with some of my teachers is joint planning time and creating a calendar of lessons/activities that also identifies who is taking the lead as the teacher that day. It helps to make sure the teaching is balanced with continuity and it makes it harder to stray from the lessons, keeping us on pace.
3. Look over table 4.1 and think how it would help you map curriculum for the year. What additional supports do you need at the building level in order to accomplish curriculum mapping for ELL students you support?
As I look at this table, my first question is, can we, as a whole district, create a common model of ESL delivery (e.g. At all schools, could all ELs be placed into one or two sheltered classes at each grade level to intensify the level of support? Can we create/find common district wide progress monitoring tools to help measure our students’ progress?)? Then, as a school, I feel as though we are moving in the right direction with our training on sheltered strategies for many teachers of both ELs and exited students. As far as grade level curriculum goes, I feel that continuing with the quarterly planning days is an effective way to create a focused plan for how to meet our students’ needs while collaborating in the classroom. I like the idea of using Figure 4.1 as a tool for that planning time, too. I think that, in order to use it, we need classroom/sheltered teachers to have a solid understanding of language and content objectives and we would need a solid chunk of time to work on a long-term map. I feel like Figure 4.1 could be the overall map, but that we may need something more specific/practical for the day-to-day co-teaching.
4. How can collaborative assessment of representative work by ELLs lead to inclusion of rubrics that help identify patterns of learning?
Assessing ELs requires looking at multiple factors in order to get a more accurate picture of students’ strengths and weaknesses. Rubrics are a logical assessment tool, as, by nature, they look at what students can do and then offer the opportunity to look at the “next level.” When using rubrics collaboratively, it leads to far more conversation than a traditional grade may. If I see that a student got a 75% on a test, that means much less to me that if I can look at a rubric to see specific strengths and weaknesses. Looking at those rubrics with colleagues can guide conversations and planning in order to best support our students.
Andrea Honigsfeld will Skype with us on December 22 at 8:15 a.m.
ReplyDeleteWhat chapters do we read for Dec 22?
Delete*Collaboration helps teachers to plan curriculum decisions to meet all types of learners.
ReplyDelete*Collaboration provides and opportunity for teacher to evaluate student progress on a regular basis, and discuss appropriate strategies to help students improve academically.
In assessing students, have you been using the model described in the book? One teacher assesses while the other teaches? The video will showcase this.
DeleteI posted about an hour ago but I don't see my comments now!?! I didn't save them.
DeleteMeeting on a weekly basis planning with my teachers is very beneficial . We look into the lesson of the week, and decide what strategies will help all students comprehend what we're teaching. Close to the end of the week we reflect on the lessons we taught, and take in consideration of how our students performed. When necessary we pull students in a small groups and reteach them what they lack understanding.
ReplyDeleteLet's discuss the models you have been using to teach as shared in the book.
DeletePat, I look forward to my weekly plan time with my teachers too!
DeleteI agree with the book when it mentions that there needs to be finite collaboration: there needs to be a defined beginning and end.
ReplyDeleteEstablish a shared mission or vision for ELLs to develop a common understanding of general information about ELs or to decide future goals for particular content curriculum, grade levels, program models, or school resources. Often times lack of time is cited as a reason that co-teaching is not working. However, if these things are laid out, it won't take much time to coplan because you are building on the plans and goals you have established already.
This was Christine P at Scott
DeleteFirst of all, I truly enjoyed reading all the comments above. I feel that we share many of the same thoughts of how an ideal collaboration of an ESL teacher and monolingual teacher should and should not be. Next, I want to reiterate how important collaboration time is. I was able to complete my first ESL planning day with 3 of the teachers that I co-teach with and it was amazingly helpful for all. Also, this chapter touched on the topic of student clustering. I really wish that this was more of a priority amongst administrators. Not only to help with scheduling but it would allow for more ESL time for students!
ReplyDelete