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Amplify.
Enhancing Planning & Instruction
for English Language Learners
K-5 Teachers and Instructional Leaders
Name: ______________________________________________________________________________
Session Overview
Agenda and Objectives
Today’s Agenda:
❏ Welcome
❏ CKLA Review
❏ Effective Practices for English Language Learners
❏ Building Students’ Language Proficiency and Content Knowledge
❏ Planning for ELLs
❏ Intervention Resources for ELLs
❏ Closing
Today’s Objectives:
❏
Articulate the rationale and alignment for strong EL instruction and models in the core
classroom
❏ Differentiate scaffolds versus modifications to access grade-level texts
❏ Identify embedded scaffolds in CKLA lessons and formative assessment opportunities to
accommodate English Learners at different levels of proficiency
❏ Utilize a lesson planning template to plan CKLA lessons that meet the needs of English
Language Learners
1
My Backpack
Directions: Create a list of ideas or questions during the training session.
Use this as your space to record thoughts throughout the session.
2
CKLA Review
CKLA: K-2 Skills Strand
Question 1: What skills are taught in the K-2 Skills Strand?
CKLA: K-2 Knowledge Strand
Question 2: What skills are taught in the K-2 Knowledge Strand?
CKLA: 3-5 Integrated Strand
Question 3: What skills are taught in the 3-5 Integrated Strand?
3
A Few Facts
Opportunity for Impact
Directions: Fill in the blanks.
• English Language Learners are the ________ growing student population.
• Many teachers have not been trained in __________________________________ for English
Language Learners.
• ______ % of teachers say they cannot meet the needs of English Learners in their classrooms.
• English Learners are more likely to ____________________and be
placed in ________________classes.
4
Language Proficiency Levels
STUDENTS WILL PROCESS
STUDENTS WILL PRODUCE
Entering
Single statements and questions
Ideas within words, phrases, and chunks of language Simple
grammatical construction
Forms and patterns of common everyday speech and academic
language
General domain-specific words and academic vocabulary
Everyday speech and familiar expressions
Single words used to represent ideas Words,
phrases, and chunks of language Simple
grammatical construction
Phrasal patterns associated with common speech and academic
language
General domain-specific words and academic vocabulary
Everyday speech and familiar expressions
EMERGING
Multiple related simple sentences An
idea with details
Compound grammatical constructions
Repetitive phrasal and sentence patterns across domains
General and some domain-specific content words and
expressions
Everyday speech and academic vocabulary across
domains
Phrases and short sentences Emerging
expression of ideas
Formulaic grammatical structure and variable use of conventions
Repetitive phrasal and sentence patterns across domains
General domain-related words and expressions
Everyday speech and academic vocabulary across
domains
TRANSITIONING
Discourse with a series of extended sentences Related
ideas
Compound, and some complex, grammatical constructions
Sentence patterns across domains
Specific domain-related content words and expressions
Domain-related content words and expressions with common
phrases and idioms
Short and some expanded sentences with increasing complexity
Expanded expression of one idea and evolving expression
of multiple related ideas
Repetitive grammatical structure with occasional variation
and emerging use of conventions
Sentence patterns across domains
Specific domain-related content words and expressions
Domain-related content words and expressions
EXPANDING
Connected discourse with a variety of sentences Expanded
related ideas
A variety of complex grammatical constructions
Sentence patterns characteristic of particular domains or texts
Specific and some technical domain-related language
Domain-specific content words, expressions with multiple
meanings, and common phrases and idioms
Short, expanded, and some complex sentences Organized
expression of ideas with emerging cohesion
A variety of grammatical structures and generally consistent use
of conventions
Sentence patterns characteristic of particular domains or texts
Specific and some technical domain-related language
Domain-specific content words, expressions with multiple
meanings, and common phrases and idioms
BRIDGING
Rich, descriptive discourse with complex sentences Cohesive,
organized related ideas
Compound, complex grammatical constructions
A broad range of sentence patterns characteristic of particular
domains and text types
Technical and abstract domain-related language
Domain-related content words and expressions with shades of
meaning
Multiple complex sentences
Cohesive, organized, and coherent expression of ideas
A variety of grammatical constructions matched to purpose and
consistent use of conventions
A broad range of sentence patterns characteristic of particular
domains and text types
Technical and abstract domain-related language
Content words and expressions with precise, domain- specific
meaning
5
Academic and Social Language
Academic language is learned…from teachers and from textbooks. It is learned through frequent
exposure and practice over a long period of time. The most reliable sources of academic language
are written texts. They serve, however, as the basis for language development only with instructional
help. Often explicit teaching of language structures and uses is the most effective way to help
ELL students.”
-Wong-Fillmore and Snow, 2000
What academic and social language have you used today?
Academic Language
Social Language
6
Language Domains
Four Language Domains
Directions: Fill in the chart with the four language domains and notes on each one.
Language Domains
7
CKLA and Language Domains
Find the Connection
Directions: Identify and fill in the language domain(s) in the K-2 Skills Strand.
K-2 Skills Strand
Language Domain(s)
Foundational Skills
● Print concepts
● Phonological awareness
● Systematic synthetic phonics
● Fluency
Language:
● Conventions
● Vocabulary
Writing:
● Writing Process
● Handwriting
● Text-based evidence
Directions: Identify and fill in the language domain(s) in the K-2 Knowledge Strand.
Knowledge Strand
Language Domain(s)
Background Knowledge
Academic and Domain Vocabulary
Oral Language Development (Speaking)
Listening and Written Communication
8
Directions: Identify and fill in the language domain(s) in the 3-5 Integrated Strand.
3-5 Integrated
Language Domain(s)
Background Knowledge
Reading
Speaking and Listening
Spelling
Fluency
Comprehension
Vocabulary
Grammar
Morphology
Writing
9
Circle It!
Directions: Identify and fill in the language domain(s) in the 3-5 Integrated Strand.
10
11
12
Mini Task
Grade 2: Knowledge 3- The Ancient Greek Civilization: Lesson 1
Directions:
1. What is the primary focus objective for the lesson segment?
2. How does the primary focus objective align with the instruction and/or assessment?
3. What language domain supported in the sidebar?
4. How does the sidebar support ELLs toward mastery of the primary focus objective?
5. How are the language proficiency levels scaffolded in the sidebar support?
13
14
Additional Scaffolding Options
Entering
Transitioning
Expanding
Bridging
Reading
-Preview text
content
-Teacher
read-alouds and
think alouds
-Use pictures &
charts
-Choral Reading
-Word bank
-Skim strategies
-Partner Reading
-Model the
beginning of a story
map
-Find details
-Partner Reading
-Create
graphic
organizers
Independent
Reading
Writing
- Vocabulary
notebook
-Sentence frame
-Learning Logs
-Cloze paragraph
-Rubrics and
outlines for essays
-Graphic organizer
and/or paragraph
outline
-Writing
conferences
-Teacher/peer
support
Speaking
-Yes- no
-Wh- questions
-Ask and answer
questions
-Think-Pair-Share
-Single sentence
response
Full sentence
response
-Collaborate
with teachers
and peers
Listening
-Yes/No signal
responses
-Follow one-step
directions
-Follows multi-step
directions
Require students to
paraphrase or
restate directions
-Draw
conclusions
constructs
models
Makes
connections
15
Mini Task
Grade 1: Skills 1: Lesson 30- “On the Bus”
Directions: Review one lesson segment and complete the following:
● Circle primary focus objective for the lesson segment.
● Circle the section in the lesson that aligns to the primary focus objective.
● Identify the language domain (reading, writing, speaking, and/or listening).
● Complete the template for Language Proficiency Support.
16
17
18
Language Proficiency Support
Within Lesson
Grade:
Primary Focus Objective:
Lesson segment that connects the Primary Focus Objective:
Language Domain:
Entering
Emerging
Transitioning
Expanding
Bridging
19
Classroom Support
What does additional support for English learners look
like in your classroom?
Type of
Support
All students need
support…
English Learners need
additional help with…
Word Level
Support
Understanding multiple
meaning words, unfamiliar
vocabulary and archaic
language
Sentence Level
Support
Interpreting figurative
language and non-standard
dialects
Text Level
Support
Comprehending distortion of
time (flashbacks, telling story
out of chronological order)
multiple levels of meaning,
text with little picture support,
NF text
20
Additional Scaffolding Strategies
Academic Language
Academic Language
Teach academic language in the context of the
content instruction
Word banks
Sentence frames
Word walls: Content words, academic words,
Syntax
Sentence Stems
The text is about….
The main idea is…
The most important details are…
First… Next… Last
Connecting people,
places, and things
Building prior knowledge
Background Knowledge
Background Knowledge Strategies
Link to past learning
Make Connections
Make comparisons
Brainstorm together
Use picture cards from home
Make word webs, pictures, and add concept wall
21
Informal Observation: Recording Sheet
Student Name: Domain:
Listening
Primary Focus:
Comments:
Reading
Primary Focus:
Comments:
Speaking
Primary Focus:
Comments:
Writing
Primary Focus:
Comments:
22
Listening: Recording Sheet
Student Name:
Activity
Proficiency
Level
Comments
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
23
Reading: Recording Sheet
Student Name:
Activity
Proficiency
Level
Comments
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
24
Writing: Recording Sheet
Student Name:
Activity
Proficiency
Level
Comments
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
25
Speaking and Listening: Recording Sheet
Student Name:
Activity
Proficiency
Level
Comments
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
Date:
❑ Entering
Unit/Lesson:
❑ Emerging
Activity Name:
❑ Transitioning
❑ Expanding
❑ Bridging
26
Mini Task
Grade 4: Lesson 6- Manors and Towns
Directions: Review one lesson assessment and complete the following:
● Circle the primary focus objective for the lesson segment.
● Circle the assessment that assesses the primary focus objective.
● Identify the language domain (reading, writing, speaking, and/or listening).
● Complete the Language Proficiency Support: Assessment table.
27
28
29
30
31
Language Proficiency Support
Assessment
Grade:
Primary Focus Objective:
Lesson segment that connects the Primary Focus Objective:
Language Domain:
Entering
Emerging
Transitioning
Expanding
Bridging
32
K-2 Knowledge
Planning and Instruction for English Language Learners
Directions:
• Choose the next Knowledge lesson you will be teaching.
• Read through the lesson and identify the Primary Focus Objective.
• Circle the supports in the lesson and create additional scaffolds, for the
language proficiency levels in your classroom, if necessary.
Lesson Segment
Language Proficiency Level and Scaffold(s)
Introducing the Read-Aloud
Presenting the Read-Aloud
Discussing the Read-Aloud
Word Work
Extensions
33
K-2 Skills
Planning and Instruction for English Language Learners
Directions:
• Choose the next Skills lesson you will be teaching.
• Read through the lesson and identify the Primary Focus Objective.
• Circle the supports in the lesson and create additional scaffolds, for the
language proficiency levels in your classroom, if necessary.
Lesson Segment
Language Proficiency Level and Scaffold(s)
Warm-up
Introducing the Sound/Spelling
Practice
Reading
Additional Support
34
3-5 Integrated
Planning and Instruction for English Language Learners
Directions:
• Choose the next 3-5 lesson you will be teaching.
• Read through the lesson and identify the Primary Focus Objective.
• Circle the supports in the lesson and create additional scaffolds, for the
language proficiency levels in your classroom, if necessary.
Lesson Segment
Language Proficiency Level and Scaffold(s)
Reading
Writing
Language
Spelling
Speaking and Listening
35
Assessment and Remediation Guide (ARG)
Note Catcher
Topic
Notes
Purpose of Guide
SkillsTaught
Location
Organization
Other
36
3, 2, 1 Reflection
3 things I learned today that I can
incorporate into my classroom
2 things I need to review before I can
incorporate it into my classroom
1 question I still have after the session
37
Session Survey Link:
Amplify Educational Support Team
Today’s Facilitator: _______________________________
Email:
Tech Support: help@amplify.com
Pedagogical Support:
edsupport@amplify.com
Phone:
Call toll-free at (800)
823-1969 Monday through
Friday
7:00 am to 7:00 pm EST
Additional ELD resources:
Contrastive analysis charts:
https://resources.learning.amplify.com/wp-content/uploads/2016/03/Contrastive_analysis_c
hartsCA-ELD.pdf
38
https://www.surveymonkey.com/r/CKLAStrengthening
Language Proficiency Support
Within Lesson Support
Grade:
Primary Focus Objective:
Lesson segment that connects the Primary Focus Objective:
Language Domain:
Entering
Emerging
Transitioning
Expanding
Bridging
39
Language Proficiency Support
Assessment Support
Grade:
Primary Focus Objective:
Lesson segment that connects the Primary Focus Objective:
Language Domain:
Entering
Emerging
Transitioning
Expanding
Bridging
40
Mini Task
Grade 2: Unit 3- Lesson 9
Directions:
1. What is the primary focus objective for the lesson segment?
2. How does the primary focus objective align with the instruction and/or assessment?
3. What language domain supported in the sidebar?
4. How does the sidebar support ELLs toward mastery of the primary focus objective?
5. How are the language proficiency levels scaffolded in the sidebar support?
41
42
43
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Completed 13 October 2021

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