TeamLeadersName:KimberlyMcWilliams

TeamMembers:
AmandaPaulus,EmilyStolfus
Site:
Mixture

PartOne:CheckItOut!
TemplateA
VocabularyConceptMap

Visuals

GuardedVocabulary

1. BeyondVisuals
a. SpeakSlower
b. SpeakClearly
2. Gestures
3. Objects
4. Pictures
5. RolePlaying
6. Demos

1. Accesstocomplextextbyscaffolding
language
2. Extralinguisticinformation
3. Slowingtherateofspeech
4. Emphasizingwordenunciation
5. Simplifyingvocabulary
6. Choosingconsistentvocabulary
7. ShorterSentenceswithsimplersyntax
8. InsertPausesbetweenphrases
9. Thewaytheteacheruseslanguageto
makeinstructionmorecomprehensible
10. ScaffoldandusethroughouttheWHOLE
lesson,notjustthebeginning.

GroupingConfigurations
1. InstructionalConversations

2. CooperativeLearning
a. ShelteredInstruction
3. Studentsinterests
4. Startwithindividualandendwith
individualsothatthereispersonal
accountability
5. Utilizestudentsassourcesof
comprehensibleinputforoneanother
thisrequiresknowingwhowouldwork
wellwithwhomandwhy!
6. Usingstudentbiographiesisessentialto
challengestudentstowardssuccess.

HandsOnActivities

1. Challengingactivitiesthatconnectto
knownandunknown
2. Interactiveapplications
3. Manipulatives
4. Gobeyondjustdoinganactivityand
reallydigintohowyouremaking
meaningoftheexperience
5. Dontjustdothesamething
6. Usetheseactivitiesasawaytoconnect
withstudentspreviousknowledge
7. Givestudentsachancetomanipulateand
understandconcepts

Note:Typeanswersingrayspaces.Thisformwillexpandasyoutype.

TeamLeadersName:
KimberlyMcWilliams
TeamMembers:AmandaPaulus,EmilyStolfus
Site:
Mixture

PartOne:CheckItOut!

TemplateB
PracticalInventoryQuadrant

Visuals
Visuals
CurrentlyUsedin
Practice

UnitSchedule/
Calendar
WordWall
CoolWord
Vocabulary
Pictures

TeamStrategy
Implementation
Goal
1. Implementfor
eachunit

2. Havestudents
createposters
withimportant
termsand
definitionsfor
eachunitandpost
beforetestsand
quizzes
3. Incorporate
pictures
throughoutthe
entireweek,not
justonthefirst
daybringinto
multiplelessons
andgivestudents
achancetowork
withthepictures
ontheirown

GroupingConfigurations
Grouping
Configurations

TeamStrategy

GuardedVocabulary
GuardedVocabulary
CurrentlyUsedin
Practice

Affirmstudents
language
attemptswith
correction
Exp:Studentssays
dognobarkTeacher
smilesandsays
Thatsright!Thedog
doesnt
bark
Wordwallsthat
arereaddaily.

Makeverbal
instructionas
directas
possible.

TeamStrategy
Implementation
Goal
1.Ensurethestudent
repeatsthecorrected
phrasesothathe/she
canbeginrefining
his/herforthe
appropriatestyle
2.Experiencethe
vocabularysothatthe
vocabularyis
connectedtothereal
worldandrevisited
often.

3.Oftentimes
studentsgetlostin
theinstructional
phasebecausethe
teacherusestoo
manyexamples,askes
toomanyquestions,
orusestoomany
wordswhichare
unfamiliarto
students.Itisdifficult
forCLDstudentsto
keepupsuchhuge
sumsofinformation.
Weshouldstriveto
makesureour
vocabularyisdirect
andgetstothepoint
inashortamountof
time.Followu

HandsOnActivities
HandsOnActivities
CurrentlyUsedin

TeamStrategy

CurrentlyUsedin
Practice

Placestudentsin
groupsof
46

Havestudents
partnerreadand
teach

Implementation
Goal
1. Eachdayhave
studentseither
usepartnersor
practiceworking
ingroups

2. Teachspecific
strategiesso
students
understandHOW
toeffectively
teachtheir
peers

Practice

Implementation
Goal

InquiryLab

1. Begineachunit
withtheselabs
StoryBags
thatwillexpose
Feeliesto
studentsto
connectwiththe
vocabularyterms.
keywordforareal
Thiswaytheywill
wordconnection
havesome
tophonics
contexttocall
concept(applefor
fromandseethe
a,forkforor)
practicalityofthe
term.
2. Havestudentsuse
thestorybagsas
usualonthefirst
dayofinstruction
butcontinueto
revisitthem
throughoutthe
weektopractice
retellingthestory
andincorporating
vocabularyinto
othersubjects.
3. Makethefeeliesa
visualaswellthat
weinteractwith
oftentosolidify
theconcept.

Note:Typeanswersingrayspaces.Thisformwillexpandasyoutype.

TeamLeadersName:
KimberlyMcWilliams
TeamMembers:
AmandaPaulus,EmilyStolfus
Site:
Mixture

PartTwo:TalkItOut!Template
Individuallyorwithteammembers,pleaserespondtothefollowingquestionsbyreflecting
uponthelearningsfromthevideoandthereadings.

1. Whichcriticalconceptssparkedaconnectionforoneormoreteammembersandhowwill
thisinformationbeappliedinprofessionalpractice?
KimTeachingscienceislikelearninganewlanguage.Manyofthesetermsstudents
haveneverheardbeforeand,outsideofascienceclassroom,theymayneverneed
themagain.However,Ialwaysgivethemdefinitionsandthinkthatshouldbegood
enough.However,itwasgoodtoberemindedthatIneedtoscaffoldthoseterms.I
needtodoavarietyofexercisesandtohelpthemunderstandwhattheyreallymean
beforetheycanusethem.Alsoitisgoodtorepeatthemasmanytimesaspossibleas
wasdemonstratedatthebeginningofthevideo.
EmilyIlovedthestatementComprehensibleInputisaboutcheckingyourownhabits
ofdeliveryandaskingifyouredoingallthatyoucantoengagestudentsdeeply.So
oftenwefallintoroutinesandbecomecomfortablehandingstudentsaworksheet,
havingthempairshare,andsayingthattheyvebeenengaged.Thisvideochallengedus
tocriticallythinkabouthowdeeplyweactuallyengagestudents.Asateacher,Iwill
havetodomybesttodiligentlyselfmonitorandaskifIamtrulydoingallthatIcanfor
mystudents.Byholdingmyselftoahigherstandard,Iwillbeabletoteachmystudents
moreeffectivelyandhopefullyitwillbecomemorenaturaltoproducecomprehensible
inputforeachstudent.

AmandaAsaspecialeducationteacherwhohasacaseloadof100%ELL,Iappreciated
thediscussionontheaffectivefilterandhowitaffectsourstateofmind.AsDr.Herrera
comparedourstudentswhoaredivingintoacomplextexttooursimulationoflistening
toastoryinHindi,Iagreedwithheronhowwestartmotivatedtoaccomplishatask,or
inthiscasecomprehendapassage,butwithoutenoughscaffolding,itbecomeseasyto
giveupandgetweary.Ilikehowshephrasedthatitisimportantforthestudentsto
knowthatwhenadifficulttaskisassigned,thatweasteachersarenotgoingtoleave
themhanging,butwillprovidesupportforthemtobesuccessfulatthetask.Thiswill
improveclassroommanagementaswellandhelpstudentstofocusonwhattheyareto
belearningandstickwithus.

2. Givenyourcurrentprofessionalcontext,whatquestionsorchallengesdoesyourteamhave
inrelationtocomprehensibleinputandtheapplicationofitsfourkeycomponents(i.e.,
visuals,meaningfulactivities/handson,groupconfigurations/cooperativelearning,and/or
guardedvocabulary)inpractice?

 Howdoyougettothepointwhereyoureabletopredictwhichstudentswouldbeable
toprovidequalityi+1comprehensibleinputtooneanotherasisnecessaryfor
successfulgroupingconfigurations?
Whenyoudoareadaloudinageneraleducationclassroomandhaveonlyoneortwo
ELLsand15nativeEnglishspeakers,howdoyouprovidecomprehensiveinputforthe
ELLswithoutmakingthestorytooeasyorrepetitiveforotherstudents?

IntheSpecialEducationwhereIrarelyhavemorethan2students,Ihaveahardtime
usingcooperativelearningstrategies.Icanhavethemworktogetheroranswer
questions,butitsdifficulttousethestructures.

3. Inwhatwaysmightyourteamproactivelyaddressthequestionsorchallengesidentified?
Drawfromteamlearnings,pastexperiencesofteammembers,and/orcollaborativeconversationswithinyour
teaminordertorespondto
each
ofthequestionsorchallengesidentifiedbythegroup.

Observingandtakingnotesasstudentsworkbothtogetherandindependentlywillhelp
teachersbeabletogainanunderstandingofwhattheirstrongsuitsare,andwhatareas
theyareweakin.Creatingsuccessfulcollaborationgroupsrequiresstudentswhoare
capableofteachingeachothersaswellasrequiresateachertolookatpersonalitiesto
makesuretheyarentputting2leaderstogether,or2studentswhoarepassiveintheir
work.Creatinggroupsthatwillprovidequalityi+1comprehensibleinputtoone
anotherwilltakesometrialanderrorastheteacherfigurestheiracademicabilities,
personalitytraits,culturaldifferences,anddynamicsastheclassgrowstogetherasa
unit.Oncestronggroupsareestablished,studentgrowthwillimprovedramaticallyand
theaffectivefilterwillbelowered.
Inregardstoreadaloud,youcanuseadaptablegraphicorganizerstofittheneedsof
students.EveniftheclasshasonlyoneortwoELLstudents,SPED,orlowlevelstudents
wouldalsobenefitfromhavingagraphicorganizertofollowalong.Usingagraphic
organizerhelpsgivestudentsafocusandmakesiteasiertorecallimportantpiecesof
information.Forstudentswhomightneedmoreguidancethisisalsoeasytoadapt
withoutmakingitobvioustootherstudents.Alsowhencallingonstudentstoread
choosepassagesthatareshorterorattainableforthosestudents.
Onethingyoucouldconsiderisusingtechnologytohavestudentsworkcollaboratively
withstudentsinotherclassrooms.Idontknowtheextentofneedsyourstudentshave,
butyoumightbeabletohavethemskypeinconversationswithkidsindifferentcities,
countries,orevenclassesinthesamecityandworkonaproject.Youcouldalsohave
studentsdoanemailcorrespondencewithotherstudentsorpeopleinthecommunity
wheretheybrainstormideastosolveaproblemthataffectsbothgroups.Collaborative
learningjustmeanssharingideasinordertosolveaproblem,soanywayyoucanget
kidstocommunicatebeyondthefourwallsofyourclassroomwouldbegreat!

Team
Member
Name

Kimberly
McWilliams

Date

9/8/2016

City/Country

Haysville

Campus
HighSchool

School
Total#
Students

Topic
Grade
Level(s)
Content
Area(s)
NumberofCLD
Students
Numberof
IdentifiedELL

30

Energy
andMotion

Classroom
Environment/Setup
Rows
w/individualdesks

Groupsw/3to
5desks
Pairsw/2
desks

9th

Science

Other

#of
Stud
ents

ELLLanguages

StrategyImplemented

Active
Bookmarks

MiniNovela

MindMaps

AllintheBox

PicTacTell

MagicBook

Allonmy
Clipboard

Consequence
Wheel

PictureThis

WordDrop

Spanish

Chine
se

Other

TotalClass
Race/Ethnicity

Hispa
nic

Other:

#of
Stud
ents

DOTSChart

Relevance
Scale

Vocabulary
Quilt

StoryBag

Linking
Language

Extension
Wheel

Foldables

HeartActivity

IDEA

Pictures&Words ListenSketchLabel

ThreeFacts
&anOpinion
Thumb
Challenge
TriFold

UCME
Other

Opening[Activate]
(1paragraph

min.response)
Whatstepsdidyoutakeatthebeginning
ofthelessontomakeconnectionsto
yourstudentsbackgrounds/biographies
andpreviewkeyvocabulary?

WorkTime[Connect]
(1paragraph

min.response)
WhatactionsdidyoutakeDURINGthe
lessontopromotevocabulary
comprehension,TPSI,and
communicationthroughoutthelesson?

Closing[Affirm]
(1paragraphmin.

response)
Whatactionsdidyoutakeattheendof
thelessontoassessvocabulary
comprehensioninauthenticways(i.e.,
summative)?

First thing I did was to

have the students get out a
pieceof paperandthenItold
them step by step on howto
fold it so that it made eight
squares. Then on the board I
made eight boxes and put a
vocab word into each one. I
then had students writewhat
they knew abouteachword.I
also encouraged them to
draw pictures or come up
with metaphors. Anything
that helped them make a
connection. Some wordsthey
had previously been exposed
to otherwise the terms were
new.

Atfirstthestudents
werehesitanttowrite
anythingintheboxesforfear
theywouldgetitwrong.I
encouragedthemthatthere
werenowronganswersand
thatwewouldbeaddingtoit
sojusttowritesmall.ThenI
hadthestudentsusetheir
notes,phones,andtheirtable
partnersasresources.Ifthey
hadagoodideaorsomething
theydidnthaveIencouraged
themtowriteitdown.ThenI
assignedeachgroupaword
andmadethemtheexpert.
Theyfoundeverythingthey
couldaboutthatoneword
includingdefinitions,
formulas,andanexample.
ThenasaclassIaskedeach
tableoneatatimetotellme
whattheyhaddiscussed.This
allowedthestudentstofocus
ononewordanddoitwell
ratherthandoingallofthe
termsandnotdoingsogreat.
Wethendidahomework
assignmentthattheycould
usetheirquiltsasareference.

Thenextclasswedida
bellringerwheretherewasa
varietyoflowandhighlevel
questions.Thevocabulary
quiltwasthestudentsroad
mapandguidetohelp
answerthesequestions.I
noticedthatamajorityof
themincludingmyELL
learnersneededguidanceor
formetodirectlyshowthem
howtousethevocabulary
quilt.SeeingthisissueIwent
throughoneproblemand
identifiedkeywords.From
thosekeywordsIshowed
themhowwewantedtouse
eachsquare.Aftermodeling
thistheyallcaughtonquickly
andfounditanvaluable
asset.

TeamLeadersName:
KimberlyMcWilliams
TeamMembers:

AmandaPaulus,KimberlyMcWilliams,EmilyStolfus
Site:

Haysville,KS

PartThree:TryItOut!

1. Howdidyoufeeltheimplementationofyourlessonwent(i.e.,whatwentwell,whatwould
youchange,etc.)?Didyoufocusonthestatesofminds,affectivefiltersandcognitiveand
academicdevelopmentofyourstudents?
(1paragraphmin.response)

OverallIfeltlikethislessonwentreallywell.ForthislessonIhadalreadygoneoversomeofthe
vocabularyterms.NexttimeIwoulddoitasaninquirypreassessment.Askingstudentswhatthey
knewabouteachword.ThenIwouldlookattheirresponsestogageonhowtodirecttherestof
theunit.Studentsthoughtofthequiltjustasameaninglessdefinitionexerciseanddidntseethe
practicalityofitatfirst.However,afterIshowedthemhowtoutilizeitwhenitcametotheirwork
theyreallylikedit.Theycommentedthatitwaseasierthansearchfortheirnotesandlikeditalot.
Thistypeoflessonwouldbegoodtoimplementthroughouttheentireyearandbeginwitheach
newunit.

2. Whatinsightsdidyougainaboutyourstudentsneeds(i.e.,sociocultural,linguistic,
academicand/orcognitive)asaresultofthelessonyouimplemented?
(1paragraphmin.response)

Ilearnedthateachstudentretaineddifferentpartsofadefinition.Somestudentswerequickto
rememberthegivendefinitionwhileotherstudentscouldrelatethetermsbetterwhensolvingan
equation.Untilweputallofthedefinitions,examples,andpracticeproblemsinplacesome
studentshadnotunderstoodtermsuntilthatmoment.Thosewerethestudentswhostruggled
moreacademicallyinclass.Thislessonalsobenefitedhighachievingstudentsaswell.

3. Inwhatwaydoesyourartifactillustratehowyouhaveprovidedcomprehensibleinput
throughtheuseofoneormorekeycomponents(i.e.,visuals,meaningfulactivities/
handson,groupconfigurations/cooperativelearning,and/orguardedvocabulary)anddid
youusethecomponentsinwaythattheystretchyourCLDstudentstothei+1?
(1paragraph
min.response)

Thevocabularyquiltitselfisvisual.Ialsohadthemafterwardsgobackandhighlightwordsthatwenttogether.Each
stepoftheassignmentwasprogressivemovingfromindividuallytoagroupcollaboration.Thisallowedthemtocheck
themselveswiththeirpeersandforinformationtoberepeatedseveraltimes,strengtheningtheirunderstanding.
NexttimetotakeitastepfurtherIcouldhavestudentsmakewordwallposterstodisplayforthetestorforstudents
thefollowingyeartogivethemavisualwhilealsodoingahandsonactivity.

4.HowdoesthisartifactalignwithoneormoreofthefollowingBiographyDrivenRubric
(BDP)indicatorshighlightedinthissession:TPSI,AC,LSRW,and/orAF?
*Note,thecompleteBDPrubrichasbeenattachedbelow.ForthisCEC,weaskthatyou
pleasechooseatleasttwooftheindicatorsfromtheonesidentifiedabove
!
(1paragraphmin.response)

LBK:Enacting
Eachstudenthadbeenexposedtomostofthewordspreviously.Theythenafterthe
vocabularyquiltwepracticedusingthosewordsbyhavingthemwritetheirlabreports.During
thelessonmanystudentshadbitsandpiecesofpreviousinformationbutnotnecessarilythe
educationterminologytodiscusstopics.Thislessonallowedstudentslearnacademic
vocabularythemselves,fromoneanother,andfromme.

TeamLeadersName:
KimberlyMcWilliams
TeamMembers:

AmandaPaulus,KimberlyMcWilliams,EmilyStolfus
Site:

Haysville,KS

PartThree:TryItOut!

Pleaseincludescannedcopiesofpicturesofthestrategybeingimplementedand/orsamplesof
studentworkwithyourcompletedtemplate.

Description:Initialstepwheretheywrotetheir

Description:Thisisthembeginningthesecondstageusingtheirnotestohelpthemfillintheirpapers

Description:Thisisthemcompletingthesecondstepwheretheyfilledintheboxusingnotesandtablepartners.Ihadthemuse
anothercolortoshowtheirprogress.

Description:Finalstagewheretheywrotedownimportantpieceofinformationthateachexpertgroupsharedwiththeclass