Welcome and Opening

Ronna Spacone, Education Program Specialist, Office of Career, Technical, and Adult Education; Susan Pimentel, SIA 2.0 Project Director

After welcomes and brief introductions, this session will review some key considerations when designing instruction for ELs. This session will end with a preview of the three weeks of virtual training and a focus on the weekly agenda.

Introduction to the Model ELA/Literacy Lesson for ELs: Lincoln’s Gettysburg Address

Lydia Stack, National Expert

This session introduces a model literacy lesson developed for ELs by Understanding Language of Stanford University. The lesson is designed to provide students full access to the meaning and import of the Gettysburg Address.

Model Lesson, Part 1: Preparing the Learner

Lydia Stack and Jane Roy, SIA 2.0 Leadership Team

Through a mix of large and small group instructional activities, this session will build understanding of the time, place, and political context of the Gettysburg Address through videos, visuals, and a jigsaw reading activity. We will reflect on how these activities  build ELs’ content knowledge and language proficiency.

Break

Model Lesson, Part 2: Interacting with the Text

Lydia Stack and Jane Roy

Part 2 requires the reading of the Gettysburg Address multiple times — with a new purpose each time to deepen understanding of the text. Through a mix of large and small group instructional activities, this session will examine vocabulary in the speech and engaging in close reads. We will reflect on how these activities build ELs’ content knowledge and language proficiency.

Wrap-Up and Preview of Day Two

Lydia Stack, Jane Roy, and Susan Pimentel

This is an opportunity for you to ask questions and share reflections. We will also preview Thursday’s work.

Adjourn

Welcome and Daily Overview

Susan Pimentel

Model Lesson, Part 2: Interacting with the Text, continued

Lydia Stack and Jane Roy

Through a mix of large and small group work, this session will focus on metacognitive reading strategies, reading fluency, and the different uses of language within the Gettysburg Address. We will reflect on how these activities build ELs’ content knowledge and language proficiency.

Break

Model Lesson, Part 3: Extending the Understanding

Lydia Stack and Jane Roy

Through a mix of large and small group instructional activities, this session will concentrate on understanding vocabulary within the Gettyburg Address and restating the speech through a collaborative process. We will reflect on how these activities build ELs’ content knowledge and language proficiency.

Wrap-Up and Evaluations

Ronna Spacone and Susan Pimentel

The final session of the week is an opportunity for you to ask questions and share any final reflections. We will also ask you to provide feedback on the week’s virtual trainings with your reflections on what went well and what we could do better.

Adjourn for the Week

Welcome and Daily Overview

Lead Coach

Introduction to the Day’s Activities

Lead Coach

• Recap lessons learned in Week 1.
• Review directions and participant materials.
• Scan sample annotated lessons.

Small Group Work: Examine, Then Strengthen the Selected Lesson

Small Groups and Coaches

Teams and coaches work to:

• Identify the strategies or supports included in the lesson that provide ELs access to academic content and language development.
• Add strategies and supports to fill identified gaps and further develop the lesson to better support ELs’ learning.

Break

Small Group Work, continued

Small Groups with Coaches

Review, Then Provide Feedback on Enhanced Lessons

Small Groups with Coaches

Small groups will study each other’s enhanced lesson for 40 minutes to develop comments and questions to share with the other group. Then each small group will have 15 minutes to share their comments and questions.

Wrap-Up and Evaluations

Lead Coach

Adjourn for the Week

Welcome and Daily Overview

Susan Pimentel

Introduction to the Model Mathematics Lesson for ELs: Ratios and Proportional Relationships

Harold Asturias, National Expert

This session introduces a model lesson focused on critical math concepts required by challenging academic content standards. The lesson addresses standards related to ratios and proportional reasoning within a real-world context. Throughout, attention will be given to building mathematical content knowledge and language proficiency.

Model Lesson, Phases 1 and 2

Harold Asturias and Chonda Long, SIA 2.0 Leadership Team

Through a mix of large and small group work, we will launch the lesson. on rate and ratio reasoning by viewing a video, co-crafting mathematical questions, and engaging in a range of discussions about the situation. Throughout, we will focus on the interconnectedness of building mathematical content knowledge while developing language proficiency.

Break

Model Lesson, Phases 3 Through 5

Harold Asturias and Chonda Long

Phases 3–5 of the model lesson will concentrate on ways to express mathematical ways of thinking so they are understandable to others. Through a mix of large and small group work, we will focus on the interconnectedness of building mathematical content knowledge while developing language proficiency.

Wrap-Up and Preview of Day 2

Harold Asturias and Chonda Long

The session is an opportunity for you to ask questions and share reflections. We will also preview the next day’s work.

Adjourn

Welcome and Daily Overview

Susan Pimentel

Model Lesson, Phase 6

Harold Asturias and Chonda Long

Phase 6 of the model lesson challenges participants to use the ratio reasoning developed in “The Intensity of Chocolate Milk” to solve a four-part ratio problem. Through a mix of large and small group work, we will check our understanding of rates and ratios.

Debriefing the Model Math Lesson and Its Design

Harold Asturias and Chonda Long

Through a mix of large and small group work, this session will focus on the language supports, pedagogical structures, and connections between language and content present in the model lesson’s six phases.

Break

Debriefing the Model Math Lesson and Its Design, continued

Harold Asturias and Chonda Long

Implications for Your Practice

Harold Asturias and Chonda Long

In the final session, we will reflect on key ideas that you want to remember and use in teaching. What pedagogies and routines can you implement “back home,” and what do you need to apply what you’ve learned?

Wrap-Up and Evaluations

Ronna Spacone and Susan Pimentel

You will have the opportunity to ask any final questions and share any final reflections before we adjourn. We will ask you to provide feedback on the EL virtual trainings with reflections on what went well and what we could do better.

Adjourn