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Students have access to the Google Read&Write feature, which has many features for students. They can have texts read to them, they can use the text-to-speech feature, have access to a picture dictionary, a regular dictionary, highlighting tools, and more. This allows students who are non-readers or those below grade level to access text independently.

They have access to iReady reading and math, both of which provide personalized instruction based on skills that have not been mastered. This was a really big help last year and continues to help students fill in gaps that we cannot cover in class (such as counting on from 5).

In writing, there are lots of anchor charts and note pages that students use daily to help construct paragraphs and remind them of grammar rules we have covered so far this year.

In math we use a lot of drawings for place value, multiplication, addition, subtraction, and division. This allows students to manipulate and create the numbers, and more recently, see how the numbers break apart to create new groups when subtracting.

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To differentiate for my class, I use multiple pieces of evidence to inform my instruction. As mentioned last week, spelling instruction is based on the Words Their Way assessment (picture 1). This allows students to work on specific skills they are still mastering rather than memorizing the words that come with the district-provided curriculum. In years past, it has been especially helpful with ML students learning English as it breaks the patterns of English into smaller, more manageable parts that they can practice with. For reading and math, I look at the instruction groupings based on the iReady data (picture 2). The iReady assessments are adaptive, so they are pretty accurate in identifying the areas of need for students. I can also click on each individual student and get a more in-depth breakdown of what they know and what they are still working on, and this also helps to differentiate lessons and small groups. In math, I also use daily observations in math and quick quizzes to inform who needs additional support on a topic. In reading, I also use their running record to help inform my teaching and to find materials/supports to use with these students so they can access grade level content. Picture 3 is the district-provided set of protected texts used for running records.

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To differentiate instruction for my primary learners, I use Estrellita, an acceleration Spanish reading remediation program  that helps build Spanish reading proficiency.
- Reading A-Z that has the same book with differing reading levels as well as on a multitude of content books at differing levels. This helps me to have a variety of books on the same topic.
-Specific graphic organizers for the writing genres so that students become familiar with the components needed for each genre.
-Concept attainment ppt presentation as a visual aid to introduce a content concept
-Vocabulary lists with visual to aid in comprehension
-High frequency words rings of words the students will encounter in the reading (not to be confused with sight words).

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To plan, differentiate and use materials for multiple language proficiencies I draft my plans by lessons rather than days. This way students can learn at their own pace with materials that I selected based on the capabilities and reading levels. My language lessons are integrated in this case with Social studies and correlate with what the student is doing in their classroom so that instead of adding to their cognitive load, I am facilitating and making content comprehensible and accessible to all.

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To differentiate instruction I use language proficiencies to guide my ability guided reading groups. Included is an example of my ELP groups during our reading time.
There other pictures show how I used our Senderos online resources to help with my RTI time with my varied groups. On the top right I have highlighted what language level the extra practice is and how I use these to help scaffold instruction.

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This competency requires students to express their feeling and emotions about the topics we teach. They have a range of options and several opportunities to share their voice. In my classroom we use a variety of strategies and methods. Some are the I Can Statements, Goal Setting Binders where they chose their own goals in reading or math. I also use the assignments strategy where if they finish their work they can reach into the bins and pick something fun or challenging to do. My students also get to choose how they provide service to each other and the school.

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Here are a few examples of the visual aids and internet resources I use with my students. The top picture is of a story map of one of the read alouds we did. Our focus was characters, but then I extended the lesson to also teach story elements. The other example are the books I use provided by senderos to provide language building support that goes with our curriculum. In the picture with the student we were working on pronouns. We were replacing he noun with pronouns using sentence frames.

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Leveled books and deliberate word work works wonders. The visual pictures, beginning sounds, repetition, and continuous text cement new learning and understanding.

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Depending on students language and reading level, I teach skill by skill in a deliberate progression.  The helps me to be more aware of students language and reading strengths and areas that need more focused teaching.

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1. Skills based grading leading to changing groups of students

2. ex. list of phase change skills

At the beginning of each unit students are given a list of skills that they need to know. To earn a 4 (an A) they need to be able to teach it to others. To meet standard, they just need to complete the assignment.  Students are given assignments to practice the skills and then grouped based on the feedback. They work with other students that are already at standard to get to standard. The groups are constantly changing and dynamic.

ex. Bohr model

Marcos is a level 2 EL student. He had the skills list in Engilsh and in Spanish. We practiced modeling atoms as a whole group several times. Then they practiced on their own and then they had a skills assessment. Marcos first earned a 2 as he had too many electrons in the inner shell but then was paired with another student who had met standard in that skill (that student is also an EL learner with an IEP) who taught Marcos and brought him up to standard.

3.  Language objectives for all. We write them down, say them aloud, say them at the beginning of class and sometimes use them to end class and check our progress towards the skills. Language objectives help focus out learning our learning and my teaching by

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1. All documents are translated or translatable and all students are taught and retaught how to translate documents into different languages.

ex. picture showing phase change assignment in Portuguese

ex. picture show water cycle in 35 different language
2. All learners are cued to interact with the language in whole body ways.

ex. Show me illustrated vocabulary cards and paper ‘molecule’ modeling

When we were learning about molecular arrangement we did an interactive slideshow. Students had to show and say the word solid, liquid or gas based on the description that was in slideshow and then model out the phase or phase change. We also modeled them out as a whole class
3. Hands-on experiments

ex. along with being translated and modeled, each week, each student does a hands-on demonstration or learning of the skill

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-Think Central has the ability to read texts to the students. I use this for re-reads in addition to letting them have partners to read.
-Teams has a text to speech feature.
-Anchor charts with color and pictures - either drawn or pasted - are always on my walls for every skill.
-SOAR to Success is a math program our curriculum provides with interactive lessons.
-Khan academy is another math program that I use to aid students at varying levels with both videos and math problems online.
-YouTube is great for various explanations. I use the speed feature to slow down the audio for my students!
-IXL is another program that can be very helpful, but I’m still learning this as I only used it a few years ago and am now relearning!
-Any hands-on manipulatives are great, but I love to physically give pictures, sentence stems, etc. to various students to be able to interact with the content and support their learning.
-Another way to scaffold could be a conversation with a few students about a lesson to come. This allows them think-time before it comes to be more prepared to interact and respond.

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The first three pictures are situation cards, and any number of real-life situations that would be accessible to students would do. With those situations, students in groups or partners would name the people first, tell their partner what they think they are doing, then finally imagine and write dialogue for what they are saying. The partner can help scaffold for language learners. In addition, the dialogue is open ended enough to allow simple and complex language patterns to be used and written. Sentence frames in an anchor chart also can support different levels of learning.

The final two graphic organizers are examples of how to support language learners at their varying levels through sentence stems. If this is too easy or a student is more creative, they could use a separate paper to use their own words. These would be starters for descriptive paragraphs.

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Competency Evaluation 4.E 4.I Resource Ideas

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I use Raz kids to provide students with leveled books. They have access to English and Spanish books. Raz kids allows students to listen, read, and then demonstrate their understanding through a quiz. During our intervention time, students are grouped by level and are assigned leveled readers to work with a para on fluency and the essential standard being covered in core instruction. I also work with another group while the other students are working on raz kids. Students who are struggling with phonemic awareness use IXL kinder and 1st grade skills to reinforce initial sounds, blends, and rhyming. Predictable books, sight word practice through quizlet.com. Prior to any book I provide background knowledge through videos or other resources like google maps.

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For core instruction I use the anchor text in Journey’s curriculum. Students have access to the digital version of the text. The digital version allows students to have the text read to them. I take the vocabulary in Journey’s and use it as my signal of attention, combined with pictures and gestures to further aid students in remember the vocabulary. They are exposed the to the vocab in the text and the fluency passage. Graphic organizers allow students to organize their ideas when trying to accomplish the essential standards. Currently we are finding the main idea of the text. Students also have access to the Spanish version of the text to further help in comprehension if needed. Some students have difficulty in writing so accomplishing the essential standard may be difficult. I will assist these students in getting their ideas on paper.

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Competency 4.E: Candidates plan, differentiate, and use materials, for multiple language proficiency levels ensuring meaningful access to grade-level content for each student.

The images above are a glimpse on how I plan, differentiate and use materials for students at different language proficiency levels. Students are assessed in summative and formative ways. I use centers for writing, reading and math to meet the needs of all learners. Students meet with me or my paraeducators in small conference and engage in independent or small group activities with their peers. The goals for each student changes as the weeks go on. All concepts are taught whole class so that students have access to grade level content, but then small group allows for differentiation for students at different proficiency levels in the language and content. Some of the materials include different leveled books, writing scaffolding strategies, supplemental activities, online learning resources.

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For Competency 4.E: I differentiate my instruction for multiple language proficiency levels for each student by grouping them with other students who are in similar levels. Before assigning a student their group I star test them then ELA in both English and Spanish, then based on their scores I group them. My school has set a goal to have all students improve by 2 reading levels. Therefore, I also differentiate instruction by having a Paraeducator read leveled books with 2 bubble groups. And I work with my lowest groups and highest on a rotation. Additionally, during class I may have students work in partners and intentionally partner a student preforming well in that subject and a student who needs more help so that they both help each other. The student who is preforming well practices the skill by supporting the other student and the student who needs more help is learning from their peer.

Materials I use to differentiate instruction are leveled books, RAZ Kidz, IXL, STAR testing, and Senderos

I also use bilingual books, videos and resources online and use visual aids so students have more than one way to reference something.

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Competency 4.1 Candidates employ a variety of materials for language learning including books, visual aids, props, realia, software, internet resources, native 

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One resource I use in my classroom to enhance language and content-area learning is an interactive reading journal. This is a journal where students get to identify the standard they will be learning and how to use it. I try to do an interactive journal once a week or every time I introduce a new standard. The students are able to practice their "I can" statements as well as learn how to take notes on the standard being targeted. Another resources I use a lot are anchor charts. I love using anchor charts and having them up on the classroom all year long. This way students can make connections throughout the school year. I also try to connect my anchor charts to their interactive journals. The more connections they can make the better. The last resource I am sharing is an internet resources. Its called Generation Genius. It is a science based resource that includes kid friendly videos, pictures, experiments, vocabulary, and so many more things. I love this resource because it provides my students with sufficient scaffold in English to understand the lesson. Science can be hard to understand in a second language but this resource makes it so much easier.

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Competency 4.I: Candidates employ a variety of materials for language learning including books, visual aids, props, realia, software, internet resources, native language resources and technological resources to enhance language and content-area knowledge.

To enhance language and content knowledge I use a lot of native language resources and technology resources. Depending on the language proficiency level and content proficiency students have access to reading material at the level that meets their needs. Their learning is enhanced with additional books in Kids A-Z. Students can listen to the story, read it, and or/ answer comprehension questions. I use digital visual props and anchor charts created with student input. Students can develop their language using sentence frames and through coral repeat. Other resources include BOOMCARDS. BOOMCARDS is a resource I pay for and created specifically for my students. The activities are created by me based on the needs of my students. I can also purchase pre-made activities that help enhance their learning in the language and content objectives at hand. Other resources include Quizlet, Dreambox (math) and iStation (ELA).

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4.E Candidates plan, differentiate, and use materials, for multiple language proficiency levels ensuring meaningful access to grade-level content for each stude

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Once I know my students reading levels, I start my guided reading groups. During my guided reading groups I'm able to provide each kid with appropriate books according to their reading proficiency level. I also like to use the app Reading A-Z. It has digital books according to reading levels. They provide students with the opportunity to listen to the story before they have to read it independently. It also allows them to record themselves reading so they can practice fluency. At the end of each book it will have a quiz to test their comprehension of the text. It is a great tool to use on days I don't meet with them during guided reading. A great resource for math is IXL. It allows you to access math practice problems K-12. The students are able to work at the level that is appropriate for them and on a specific standard.

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Alma Marines-1st bilingual Competency 4.E

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Alma Marines-1st bilingual Competency 4.E

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As a first grade bilingual teacher who teacher various profiency levels, differntiation is a must. For literacy, I use my guided reading time to teach important skills and concepts and meet the needs of all my learners. I use literacy centers as a management tool and these activities(centers) allow students to practice important concepts, while I work in small groups. I usually teach whole group, tier 1 and then breakout into literacy groups to differentiate.

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Based on the 4.E- I demonstrate different levels of language proficient by providing differentiate material to my students during math. This year I started to use personal math trainer that is through the math expression on think central. What I like about it is that students are learning based on what they know. As a teacher I’m able to assign work and the percentage the student needs to continue on the next level. Also, personal math trainers has many other great resources to use as a whole or small group. I used fluency check for addition and multiplication now. For the above students I used challenge lessons that can be done independently. I use the differentiate instructional cards for all my math interventions groups. In addition, the tank cards for a whole class review activity. When doing math rotations, I used a power point/ math activity center book that helps student know what they will be working on during those 12 minutes. Also, I have provided resources for the student to used during the rotations as a multiplication table and multiplication spinners to help them practice their multiplication facts.

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For this competency I use educational apps that will differentiate student learning levels in math and ELA. For example, Istation is great for students that are learning letter sounds or are ready to begin reading words etc. Since I have a range of learning needs it is really helpful when it comes to looking a student data to see where students are having difficulty, whether it be letter id or phonics, or other literacy skills.

Dreambox is also a great program because I can assign based on the standards we are working on and see what students need more support. I also use a lot of English and Spanish learning videos in my class. I use these because I have students that are more fluent in English and others that are more fluent in Spanish or both.

One more thing that I have for each student is a white binder where I differentiate activities based on their academic needs.

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For this competency to differentiate my lessons I use different strategies to meet my students' needs. I use a lot of visuals, GLAD strategies, leveled reader books, a bilingual library, sentence frames for them to use while practicing their writing and speaking and Imagine Learning program where they have personalized lessons based on their skills and levels of language proficiency.

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To meet competency 4.E, I differentiate materials in order for students to access grade level content. Image 1a displays a book from Reading A-Z titled, “El Ceninciento” level J and image 1B shows the same story but in level O. This story is one of the two stories that will be used to meet the standard RL 2.9 in which students compare and contrast 2 or more versions of the same story. I am differentiating the content by using reading materials at varying readability levels, but the targeted reading standard remains the same.

The images in the second series demonstrate how I differentiate the process of creating a narrative writing. Image 2a shows a graphic organizer to help struggling learners brainstorm and create a draft of their narrative writing. The boxes on the left allow students to draw their events before they get started on writing. On the right, students are provided with transitional words they will used to write their narrative writing in sequential order. Image 2b is a second graphic organizer that includes transition words but does not provide the picture scaffold to plan out their writing. The last image in the series is a list of transitional words and phrases students can use that will just use the writing book with no scaffolds.

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One example is that in science, students are posed a question and there are visuals to aid in student comprehension. The first picture is a scenario in which students are by a pond and are asked to observe plants that surround the pond and the lily pads that sit on top of the water. The text is in English so as a class we label the picture to differentiate for students who need that extra support and vocabulary. The next picture zooms in closer to the plants and now students are comparing the the plants and the lily pads. These visuals help differentiate and support students in their English language acquisition as we observe and discuss the pictures.

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Mis estudiantes tienen la facilidad de hacer inmediatas conexiones audio visuales en los dos idiomas. Especialmente estamos enfocados en la construccion de vocabulario para hacer y responder preguntas de un texto literario. Los estudiantes hacen facil relacion de contenido al escuchar canciones y juegos de palabras en ambos idiomas. De hecho, es simpatico que yo les ensenio mis canciones "infantiles" de juegos y ellos transfieren la letra de las canciones a sus juegos similares en ingles. Los estudiantes tambien hacen uso de la aplicacion del curriculum REACH cuando en MyApps usan los juegos de construccion de palabras en ingles y eso les gusta porque, nuevamente, hacen la conexion de la construcion de palabras en espaniol en la aplicacion ISTATION donde estamos trabajando igualmente la conciencia fonematica y vocabulario de los mismos temas sociales en ambos curriculums.

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Me gusta usar el curriculum de REACH combinado con el curiculum de SENDEROS y ESTUDIOS SOCIALES. Eso da facilidad y mas sentido de relacionar y hacer conexiones de ideas para los estudiantes. Una vez que los estudiantes tienen conocimiento de los temas y objetivos especificos de cada leccion en espaniol, entonces los estudiantes lo transfieren al ingles. Como lo he mencionado anteriormente, mis estudiantes tienen ya una conciencia fonematica del ingles, ahora solo es darle estructura al escribir y leer. Ahora los estudiantes estan aprendiendo a escribir oraciones completas usando sujeto y predicado. En lectura estan aprendiendo a hacer y contestar preguntas de textos literarios y el tema de los estudios sociales son La familia y La Comunidad. Entonces los estudiantes comienzan a darle sentido a la estructura de una oracion con sujeto y predicado en ingles. Dadas las circunstancias sociales (pademicas), estoy diferenciando instruccion en usar materiales de apoyo del curriculum. Trabajamos lectoescritura bilingue asi como hojas de trabajo para la gramatica fundacional.

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For my thrid graders, as a team we descided to implement engage ny and zearn as a curriculum. The program zearn is a math program that fallows engage ny math curriculum. After I am done teaching a lesson my students go onto zearn and hear and learn the same lesson in an egaging platform. Then zearn allows me to print out spanish boletos de salidad to make sure students are understanding the content of each lesson.

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In my classroom I differentiate reading and math by using online programs that will give me data on each students progress. For example, for ELA I use Istation or Raz-kids to different students reading levels. Raz-kids allows me to give each students book in spanish at their EDL reading levels. Also, for math I use dream box because it allows me to assign assignments on the standard that we are working on.

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In math, we are learning about equivalent fractions, adding fractions, and mixed numbers. One example in the picture is of a digital math board to help students visualize and compare how two different fractions are equivalent. They are able to use software tools to draw on this math board. We then discuss with sentence frames how to say and compare the fractions such as "one half is equivalent to four eighths." Students have been struggling with the names of fractions and want to say things like "un dos" "uno de dos" so this math board helps reinforce how to pronounce the fraction and how to visualize that they are equivalent, greater than, less than.
The next two picture are of a simulation of plant factors. The factors are the sun, water, and nutrients. Students can scroll on these factors to add and abundance of sun light, water, or nutrients. What they will discover is that neither extremes are beneficial for plant life. These resources help students visualize what can happen if you give a plant too much or too little water, sunlight, and nutrients. This aids in our discussion as students can talk about "When there is too much sunlight a plant..." "When there is too little sunlight, a plant"

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In my classroom, I use of variety of language learning materials. I use digital books, videos, digital anchor charts, and realia. Most recently, I used realia to do a lesson on sensory words. I invited students to get a fruit or snack from their kitchen. We used our 5 senses to come up with sensory words to put on our anchor chart and at the end of the lesson students ate their fruit. Another activity was when we did a sustantivo (noun) scavenger hunt. I have found that using a variety of materials and strategies enhance student learning in language and content areas.

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Competency 4.I: Candidates employ a variety of materials for language learning including books, visual aids, props, realia, software, internet resources, native language resources and technological resources to enhance language and content-area knowledge.

The 1st image is an Inuit vs. Seminole comparative input chart (GLAD strategy). There are multiple scaffolds embedded that make the academic language and content for this unit accessible for students. To start, the teacher fills in the chart including key talking points, pictures, and comparative language (on the diagonal line). Additionally, teacher also integrates 10/2 lecture in which the teacher gives 10 instruction for 10 minutes, and afterwards gives students 2 minutes to process the information with a partner.

The 2nd image is an example of the Tlingit expert group text. This in an activity in which the teacher brings in a member of each group that become a Tlingit expert. They will read over the text underlining important information. The box is available for students to take notes and draw their understanding of the information.

The 3rd image is a mind map with ELD support embedded (includes sentence frames). Students use the information they took from the expert group text to fill in this mind map. They will work together with their expert group to fill in the information in the mind map. The end goal is for students to take this mind map and share with their team the information they learned from their tribe.

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When teaching the butterfly science unit, the students are able to see the habitat.  They experience the life cycle from larvae, chrysalis and butterfly.  I use many of the GLAD strategies such as observation charts, inquiry charts, cognitive content dictionary and  sentence frames for speaking and writing in English.  My teaching partner, takes it a step further and teaches her students to do internet research on an assigned butterfly.  The final outcome is a report on a lapbook format.

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Israel Garcia Duran 1st Grade Bilingual 

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Israel Garcia Duran 1st Grade Bilingual 

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Competency: 4.E Candidates plan, differentiate, and use materials, for multiple language proficiency levels ensuring meaningful access to grade-level content for each student. The students are divided into different groups and also already have access to use different centers; of course they must be three feet apart using the labels on the carpet. I also use books from the Literacy library that are according to their reading levels; they can take home those books or read it in the class. They also have access to work on science projects that are one of the things he likes the most. The students have access to all the areas and to the different books that are in the class but I have to assign some of them because they will be able to read them without help from anyone.

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4.I Candidates employ a variety of materials for language learning including books, visual aids, props, realia, software, internet resources, native language resources and technological resources to enhance language and content-area knowledge.
In my class we still use many books that some are of their levels and some are more advanced. But I like that the studies have access to them. Around the class we have visual things so that the students can support themselves in case they need it; we have writing materials, math, reading, science. Also students can use things in class like magnetic letters, blackboards, cubes, wooden shapes. This school year we are also using technology and there are three programs that they can use. Dreambox, iStation and Reading A-Z.

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4.I competency- I’m demonstrating the use of a variety of resources for my language learners by providing the following resources during science. The first resource I like to use is “Near Pod” that I like to use to engage the students in what they will be learning in science. The activities are in English/Spanish most of the time. I also use the Smithsonian curriculum to guide me with ELL strategies and sentence starters to engage the students. As well providing the student with science notebooks that are either in blue or yellow to write down the focus question of the day and the academic vocabulary. An awesome resource that has helped me developed a more activity discussion with the students is using the “Academic Talk Language Frames” that are supportive in low to higher level language. Another supplemental resource that includes visuals, internet activities, and in many languages is Mysteryscience.com. This resource has real visuals and interactive activities that can be printed out or use online.

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Competency 4. e.Candidates plan, and differentiate, and use materials, for multiple language proficiency level ensuring meaningful access to grade-level content for each student

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Competency 4. e.Candidates plan, and differentiate, and use materials, for multiple language proficiency level ensuring meaningful access to grade-level content for each student

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As a bilingual teacher I use several strategies to differentiate my instruction. You can see in my examples that I try to reach out to those that are below level by using the Words to Syllables worksheet based on the high frequency words from the text. I also use a Reading and Writing differentiation form to assign students from different reading and writing skills and support their learning from their skill levels. I also blowup the text vocabulary and place on the Whiteboard for all to see. This is our introduction to our vocabulary comprehension and accuracy and fluency part of the lesson.

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Competency 4. I. Candidates employ a variety of materials for language learning including books, visuals, props, realia, software, internet resources and  technological resources to enhance language and content-area knowledge. In my classroom we use many resources from the Think Central Teacher Center to manipulatives ion the classroom. SOme that I use more frequently are Blow up Vocabulary Charts, bilingual books, NearPod, Teams Assignment and Pumarosa.com. As I use the STAR Data as a means of identifying wjhere my students and how to address theire needs, I will assign them what I think will support their learning. I also use data from Imagine earning and Imagine Math as technology resources to support their learning.

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Competency 4. I. Candidates employ a variety of materials for language learning including books, visuals, props, realia, software, internet resources and  technological resources to enhance language and content-area knowledge. In my classroom we use many resources from the Think Central Teacher Center to manipulatives ion the classroom. SOme that I use more frequently are Blow up Vocabulary Charts, bilingual books, NearPod, Teams Assignment and Pumarosa.com. As I use the STAR Data as a means of identifying wjhere my students and how to address theire needs, I will assign them what I think will support their learning. I also use data from Imagine earning and Imagine Math as technology resources to support their learning.

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I

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With Guided Reading I am able to plan small group instruction.  I continually assess the students' reading abilities.  I am very lucky to have a wide range of materials to use and am careful to choose materials according to their interests and ways of learning.  Once the students have learned the routines, they become collaborators in their learning and my planning.  I am able to teach the same content, for example non-fiction text features, at different levels.

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I submitted this information on Thursday but I am not sure where it went. I posted some screen shots of the materials I use to meet this competency. I have my students divided into groups based on their Reading Level and as such I have assignments that correlate to their academic skills and needs. I also work one on one with my students that need additional Intervention. I have students that are below level and some are on level so my lessons are differentiated daily.

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Again I submitted my post on Padlet on Thursday but I a am not sure what happened to once I clicked on Publish. I use a variety of resources as you can see with my screenshot of my resources. We have used Near Pod, Think Central as an internet resource, TEAMS for classroom assignments. My visuals are blown up and I put them on the Whiteboard, as you can see. For reading books, I shared an example of a biography of Sotomayor and I use these bilingual books for small groups and one on one.

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Alma Marines-1st bilingual Competency 4.I

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Alma Marines-1st bilingual Competency 4.I

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Here is an example of how I typically do my read alouds to help teach the crosswalk standard of focus. In this case, the standard in focus is RL1.2(retelling). Senderos has some good read alouds, but I find that the students tune out if it isn't interactive, especially this group of students that I have. I use the GLAD narrative input chart to make it more engaging and relevant for the students. I get a lot more engagement and I feel that the students learn more when given a varitey of prompts, realia and visual aids. A lot of the activities show enhance speaking and listening skills, vocabulary development, aids comprehension and helps students meet the standrad.

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For this competency, I use learning apps for students, which helps build the early literacy skills needed in kinder. I also use Dreambox for math to continue helping them practice counting and number Id. During my phonics time I use letter sound anchor charts where I first play a video of the letter we are learning and some objects that begin with that sound and then complete the anchor chart throughout the week with students. I also show them objects that they might not be familiar with so they can understand and begin building vocabulary through visuals and tactile things. Again, I use a lot of learning videos in both languages.

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Israel Garcia Duran 1st Grade Bilingual 

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Israel Garcia Duran 1st Grade Bilingual 

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For this competency I use different subjects, students use books from the classroom library, the school library, and also use literacy books. They use many realia such as cubes, wooden geometric figures, magnetic letters, and modeling clay. For writing we use many visual things such as the writing posters that are around the class, the alphabet wall with letters and syllables, they use magnetic letters and a sheet with the alphabet that is in their writing folders. They use this every day during writing time. Also during science we use technology and watch videos related to the unit we are working on. Students also use Dreambox, istation, and Reading A-Z on their computers.

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As a Dual Language Teacher I use different strategies to support my students' learning needs. I use Glad Strategies, a lot of visuals, realia, videos related to the subject we are learning, TPR, hands on activities, sentence frames, Imagine Learning program and more. I will start having a group that will receive extra support in Math this coming week. I will have differentiated lessons and activities to help them improve their skills.

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Competency 4.E: Candidates plan, differentiate, and use materials, for multiple language proficiency levels ensuring meaningful access to grade-level content for each student. For this standard, I have intervention groups for my students. Each week, or bi-weekly depending on acquisition of skills, I assess students on different literacy components. Some weeks it will be for intensive writing interventions and some weeks it will be for reading interventions. After assessing my students, I group them according to skill. Then, once in the groups, the students are working on my differentiated lessons. I work very closely with my lower level students; my para supports me with my mid-range students, and my on/above level students will work independently on either Journey's curriculum work or on the IXL program on their computers. When working with my groups, I use a variety of methods. I will teach mini-lessons using the whiteboard, or using worksheets such as those seen in my example. Moving forward into my reading interventions, each grouping of students will be doing a book study on a book at their reading level, or slightly above their reading level. As they are reading their books, they will be working on different skills such as main idea and detail identification, theme, and summarization.

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Competency 4.I: Candidates employ a variety of materials for language learning including books, visual aids, props, realia, software, internet resources, native language resources and technological resources to enhance language and content-area knowledge. For this competency, I make sure to use a lot of anchor charts in my room. I also make sure that my students have access to the notes in their own personal spiral notebooks. Additionally, my students have access to tons of books in my personal classroom library as well as the school library. Students are engaged with realia with our science units (this unit deals with plants, mealworms, and potatoes!). Students are often engaged with the computer software IXL which has lessons for every subject as well as Spanish. Students are also encouraged to use the online resource WordReference for translation of words, either from Spanish to English or visa versa.

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Lee Delamora, District Mentor -Competency 4.E

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Lee Delamora, District Mentor -Competency 4.E

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Differentiation is balancing student's individual needs and academic content so all students are receiving equal access as they are learning the same thing albeit in different ways. Some examples that I selected were as follows:
Support Resources - Either leveled books from the literacy library, RAZ-Kids, Tumblebooks, videos, anchor charts, etc. Students are able to access materials in their native language and/or reading level that relate to the content of study to help provide additional aid in comprehension of the content to be studied.

Stages of Second Language Acquisition & Tiered Sentence Frames - Understanding the stages of lang. acquisition is important to be able to assess and know where students fall and grow through progress monitoring. Tiered sentence frames are important to use and in combination when using the varying proficiency levels increases students cognitive load and builds their capacity. The QSSSA strategy will be discussed and accompanies the use of tiered frames.

Heterogenous Grouping & "Ask A Friend" Strategy- Grouping students so that every student has a counterpart that can provide language support is a good practice along with adding that both partners are to "Ask" one another for support if they don't understand what the teacher is saying in the language of instruction that is being utilized.

Additional examples include the use of gestures, wait time, accountable talk (with sentence frames), and the importance of having a classroom that encourages and provides many opportunities for oral discourse. This is especially important for multilingual learners.

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WSU 2021 Comp 4E differentiation for varied prof levels

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The examples gathered were from a TWDL Kindergarten and 1st grade classrooms.  The examples gathered that enhance language and content-area knowledge are as follows:

Visual Aids- The teacher and students have class size and individual versions of:  Lista de Sonidos, Lista de Silabas, Palabras de Alta Frecuencia.  A student example is included and demonstrates how this resource was used as a support during writing.
Native Language Support examples are the Bilingual books and dictionaries that are found in classrooms.
Tech resource examples given are the use of internet resources. For example, Mono Silabas from You Tube and Raz Kids.  *** The Preview, VIew & Review Strategy will be shared during my video that lends itself to providing native language supports.
A book example that I used was a GLAD Big Book that was broken down and stapled to the wall for students to read as a whole group and independently highlighting HFWs.
A prop example that was used in the Kindergarten class by the teacher only when she speaks in English during the designated ELD time are the Minnie Mouse ears. Students think that they are "magical" and only with them on she is able to speak English. Her students' language acquisition success is 100% attributed to her fidelity to speaking in Spanish and providing supports mentioned in 4E & 4I.

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WSU FALL 2021 Competency 4I Variety of Mtrls to enhance lang lrng