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Incorporating Incorporating State ELD Standards into State ELD Standards into Curriculum and InstructionCurriculum and Instruction
SDE Regional TrainingSDE Regional Training
Spring 2010Spring 2010
Why Are You Here?Why Are You Here?
Build background on incorporating Build background on incorporating ELD standards into the curriculumELD standards into the curriculum
Build the foundation for capacity Build the foundation for capacity as you go back to your buildingsas you go back to your buildings
Table RolesTable Roles
Manager: Keeps team on task, ensures that all share
Scribe: Takes notes, creates charts
Reporter: Summarizes for larger group
Supply Soldier: Acquires needed materials
Building BackgroundBuilding Background
Idaho StatisticsIdaho Statistics
Size of the foreign-born population, 2008:39 out of 51 Percent foreign born in the total population, 2008:26 out of
51 Percent change in the foreign-born population, 2000 to
2008:14 out of 51 47.4 percent of foreign-born workers earned less than
$25,000 per year The immigrant population in Idaho living below the federal
poverty threshold changed by 26.3 percent between 2000 and 2007
(Migration Policy Institute)
US Enrollment Numbers US Enrollment Numbers 1996-20061996-2006
Mapping English LearnersMapping English Learners
Discussion:Discussion:
At your table, At your table,
discuss trends in your district’s discuss trends in your district’s demographics through personal stories.demographics through personal stories.
Timer: 1-2 minutes per person.Timer: 1-2 minutes per person.
LEP Accountability: AMAOs
#2Annual increases inthe percent ornumber of LEPstudents attainingEnglish languageproficiency by theend of the schoolyear, as determinedby an Englishlanguage proficiencyassessment.
#3Making AYP (adequateyearly progress) on thespring ISAT for the LEPsubgroup identified(section 1111(b)(2)(B)).
#1Annual increases in thepercent or number ofLEP students makingprogress in acquiringEnglish languageproficiency.
Title III Accountabilityfor LEP Student
Achievement
Adequate Yearly Progress
• Scores
•Total student population
•Disaggregated subgroups N = 34
• Racial/ethnic group
• Economically disadvantaged
• Students with disabilities
• LEP
• 3rd Indicator- basis for Safe Harbor
BICS and CALPBICS and CALP
BICSBICS Carries a social Carries a social
conversation easilyconversation easily
Follows simple, single & Follows simple, single & multiple stage directionsmultiple stage directions
Answers direct questions Answers direct questions orallyorally
AppearsAppears fluent in fluent in EnglishEnglish
CALPCALP Reads & understands Reads & understands
grade level text grade level text expository testexpository test
Conducts researchConducts research
Writes an essayWrites an essay
Answers abstract Answers abstract questions in writingquestions in writing
IsIs fluent in English fluent in English
How Do I Teach Content How Do I Teach Content & Develop Language?& Develop Language?
The WHAT of teaching
Content area standards
With the With the HOW of teaching of teaching
ELD standards
Creating Language ObjectivesCreating Language Objectives
ELD Standards:ELD Standards:
• are correlated to State Language Arts standards;are correlated to State Language Arts standards;
• include Reading, Writing, Speaking, and Listening;include Reading, Writing, Speaking, and Listening;
• are divided into K-2, 3-5, 6-8, and 9-12; andare divided into K-2, 3-5, 6-8, and 9-12; and
• are grouped by language acquisition levels (Handout).are grouped by language acquisition levels (Handout).
ELD Standard 3: ReadingELD Goal 3.1: Reading Process Grade K Grade 1 Grade 2
ELD 3.1.1
Use Text Features to Locate Information
K.LA.1.1.1 Hold a book right side up and turn pages in the correct direction.
K.LA.1.2.2Name the parts of a book, including front cover, back cover, and title.
1.LA.1.1.1 Match oral words to printed words (e.g., pointing to print as one reads).
1.LA.1.2.2 Locate and identify the title, author, and illustrator and table of contents of a book or reading selection.
2.LA.1.2.2 Identify titles, tables of contents, and chapter headings to locate information.
B Identify cover and title of a book; hold book right side up and turn pages in the correct direction.
AB Identify words, sentences, and parts of a book (e.g., cover, title).
I Use the title and illustrations to aid comprehension of information in a book or reading selection.
EF/F Use grade-level text features to locate information in a book or reading selection. [N/A for K]
ELD Standard 3: ReadingELD Goal 3.1: Reading Process
Grade 6 Grade 7 Grade 8
ELD 3.1.1 Use Text Features to Understand Information 6.LA.1.2.1Apply the structural features of popular media.
6.LA.1.2.2Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text.
7.LA.1.2.1Apply knowledge of organizational structures to understand information in text.
7.LA.1.2.2Apply specific features of text to understand a selection including preface and appendix.
8.LA.1.2.1Analyze the organizational structure of printed material and electronic sources to access information.
8.LA.1.2.2Analyze specific features of text, including the preface and appendix, to understand a selection.
B Identify a few basic text features (e.g., title, author, headings, illustrations) in informational text.
AB Use a few basic text features in informational texts to locate a few key points.
I Use text features and basic organizational structures in informational text at independent reading level to locate and describe key points.
EF Use text features and organizational structures in informational text near grade level to locate and describe key points.
F Analyze text features and organizational structures in informational text at grade level to locate and explain key points.
ELD 3.2.2 Describe Main Idea in Text9.LA.2.2.1 Identify the thesis, evidence, and argument in informational texts (e.g., newspaper editorials and campaign speeches).
9.LA.2.3.5Compare and contrast themes across works of prose, poetry, and drama.
10.LA.2.2.1 Critique the logic of informational texts by examining the sequence of information and procedures.
10.LA.2.3.4Compare works that express a universal theme and provide evidence to support the views expressed in each work.
11.LA.2.2.1 Analyze the relationships among theses and arguments in informational texts (e.g., newspaper editorials, promotional literature).
11.LA.2.3.3Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the claim.
12.LA.2.2.1 Analyze the relationships among theses and arguments to evaluate claims made in informational texts (e.g., policy statements, campaign speeches).
12.LA.2.3.3Evaluate the ways in which the theme represents a view or comment on life, using textual evidence to support the claim.
B Identify orally the main idea in brief, simple text with visuals.
AB Identify the main idea and some supporting details in brief text with visuals using expanded sentences.
I Identify a theme or thesis and supporting evidence in text at independent reading level.
EF Critique a universal theme or a thesis in near grade-level texts and provide supporting evidence from each work.
F Analyze a universal theme or a thesis and arguments in grade-level texts.
http://www.sde.idaho.gov/LEP/guidance.asp
Activity:Activity:
With a partner, find and discuss 5 ELD standards With a partner, find and discuss 5 ELD standards that could be added to your content objectives. that could be added to your content objectives.
Share your ideas with your table. Share your ideas with your table.
http://www.sde.idaho.gov/site/lep/eldStandards.htm
ActivityActivity
Use the Math & Science Guidebook to complete the Use the Math & Science Guidebook to complete the scavenger hunt on the following slide.scavenger hunt on the following slide.
Work with a partner.Work with a partner.
Math & Science GuidebookMath & Science Guidebook
Scavenger HuntScavenger Hunt
What to FindWhat to FindPage Page
NumberNumberI could use this in my I could use this in my
classroom ….classroom ….
Name 3 scaffolding Name 3 scaffolding strategiesstrategies
Find 4 steps for Find 4 steps for teaching vocabularyteaching vocabulary
Locate the function Locate the function word listword list
Find the academic Find the academic language skills chart language skills chart for your grade levelfor your grade level
Locate the discussion Locate the discussion sentence starters tablesentence starters table
Why are objectives important Why are objectives important for for allall students? students?
Tyler, 1949Tyler, 1949
● Objectives should Objectives should include specific include specific knowledge statementsknowledge statements
● And result in behaviors And result in behaviors that demonstrate that demonstrate proficiencyproficiency
Wise & Okey, 1983Wise & Okey, 1983
Up to 41 percentile Up to 41 percentile gain, if objectives are gain, if objectives are stated:stated:
• IntentionallyIntentionally
• ConsistentlyConsistently
• In the right wayIn the right way
Kendall & Marzano (2007)Kendall & Marzano (2007)
When objectives are When objectives are writtenwritten and and
articulatedarticulated, there is a strong , there is a strong
correlation to student learningcorrelation to student learning
Up to 23 percentile gain Up to 23 percentile gain
Althoff et al. (2007)Althoff et al. (2007)
PostingPosting objectives objectives
reduces reduces
miscommunication miscommunication
Up to 28 percentile Up to 28 percentile
gaingain
• I know where to find objectives in the curriculum guides and textbooks
• Students can tell others what they are learning and why.
• Students know where to find objectives in my classroom.
• Students read C/O and L/O before and after each lesson
• I have posted the agenda and assignments on the board
Teac
her
S
tude
nt
Why Objectives?Why Objectives?Students/TeachersStudents/Teachers
Objectives are critical for Objectives are critical for allall grade levels grade levels & content areas& content areas
Students must know Students must know whywhy if they are going if they are going to engage in learningto engage in learning
Students need to know Students need to know whatwhat expectations expectations are for mastery of the objective and are for mastery of the objective and howhow they will demonstrate their mastery.they will demonstrate their mastery.
Why Objectives?Why Objectives?AssessmentAssessment
Curriculum delivery (English)Curriculum delivery (English)• Written, Taught, TestedWritten, Taught, Tested• Backward designBackward design
Criteria for mastery? (Redding)Criteria for mastery? (Redding)• FormativeFormative
Diagnostic-Prescriptive: Pre/Post- clear, specific and Diagnostic-Prescriptive: Pre/Post- clear, specific and aligned with criteria (checking on Bloom’s level)aligned with criteria (checking on Bloom’s level)
Embedded: Within assignments and activitiesEmbedded: Within assignments and activities• SummativeSummative
Periodic: Mastery at several points through the yearPeriodic: Mastery at several points through the year Annual: Criterion and norm-referencedAnnual: Criterion and norm-referenced
ActivityActivity
Brainstorm the assessments that are available Brainstorm the assessments that are available for informing instruction.for informing instruction.
Record on chart paper . . .Record on chart paper . . .A for accurateA for accurateH for helpfulH for helpfulE for experimentalE for experimentalM for missingM for missing
What are the implications for your school/district?What are the implications for your school/district?
Questions/ClarificationQuestions/Clarificationso far??so far??
What are the differences What are the differences between content objectives between content objectives
and language objectives?and language objectives?
ObjectivesObjectives
Content ObjectiveContent Objective Language ObjectiveLanguage Objective
The The “What”“What” we’re we’re going to learn todaygoing to learn today
• Comes from Comes from district/State district/State content standardscontent standards
The The “How”“How” we’re we’re going to learn our going to learn our content todaycontent today
• Comes from ELD Comes from ELD standardsstandards
ExamplesExamples
Science ObjectivesScience Objectives
Content ObjectiveContent Objective• Know the Know the characteristicscharacteristics of the 6 of the 6
terrestrial biomesterrestrial biomes
Language ObjectivesLanguage Objectives• Summarize notes on chart paper notes on chart paper• Read Chapter 6 Chapter 6• Discuss and and write biome characteristics biome characteristics
using a Stay and Strayusing a Stay and Stray
Content Objective Content Objective (What are we learning)(What are we learning)
• Define Define emotionalemotional, , socialsocial and and physical healthphysical health
Language Objectives Language Objectives (How are we learning)(How are we learning)• LookLook at picturesat pictures
• SaySay and and WriteWrite a sentence about each a sentence about each picturepicture
• Orally defendOrally defend the 3 categories you the 3 categories you createdcreated
Newcomer Health ObjectivesNewcomer Health Objectives
Math ObjectivesMath Objectives
Content ObjectiveContent Objective• Use Use variables (the unknown) in (the unknown) in algebraic
expressions
Language ObjectivesLanguage Objectives• Read word sentences word sentences• Rewrite words into algebraic expressions words into algebraic expressions• Collaborate in small groups in small groups
Reading ObjectivesReading Objectives
Content ObjectiveContent Objective• Identify and analyze Identify and analyze story elements as as
story developsstory develops
Language ObjectivesLanguage Objectives• Read Chapter 8 Chapter 8• Write/draw definitions of vocabulary definitions of vocabulary
wordswords• Discuss developing story elements in 4 developing story elements in 4
cornerscorners• Analyze connections/observations whole connections/observations whole
group and in journalgroup and in journal
Social Studies ObjectiveSocial Studies Objective
Content ObjectiveContent Objective
• Debate the Debate the causescauses of the Civil Warof the Civil War and evaluate the and evaluate the importance of importance of slavery as a slavery as a principal causeprincipal cause of of the conflict.the conflict.
Language ObjectivesLanguage Objectives
• DiscussDiscuss the causes of the causes of the Civil War with the Civil War with your group.your group.
• ListList the causes of the the causes of the Civil War by order of Civil War by order of importance.importance.
Social Studies Performance Objective U.S. History 9 1305.19.03 / ELD 2.1.2
Science ObjectivesScience Objectives
Content ObjectiveContent Objective
•Identify the Identify the six simple six simple machinesmachines and how each and how each works (wedge, screw, works (wedge, screw, inclined plane, pulley, lever, inclined plane, pulley, lever, wheel & axle).wheel & axle).
Language ObjectivesLanguage Objectives
• Examine pictures of Examine pictures of simple machines and simple machines and listenlisten to descriptions to descriptions
• ReadRead and and discussdiscuss the the main function of a main function of a simple machinesimple machine
Grade 3 Performance Objective 4.01 - There are six simple
machines.
ActivityActivity
Sing a song about the Sing a song about the function of each organ in function of each organ in the digestive system. the digestive system. Perform the song in your Perform the song in your “family”.“family”.
Demonstrate emotional, Demonstrate emotional, physical and social health.physical and social health.
Analyze the functions Analyze the functions carried out in the digestive carried out in the digestive system.system.
Know the parts of plant Know the parts of plant and animal cells and the and animal cells and the functions of each cell part.functions of each cell part.
Discuss the differences Discuss the differences and label the organelles of and label the organelles of an animal and plant cell in an animal and plant cell in a Venn diagram. a Venn diagram.
Write a complete sentence Write a complete sentence about each kind of health. about each kind of health. Read your sentence to Read your sentence to your partner. your partner.
Use adjectives to describe Use adjectives to describe people.people.
Write a role-play using Write a role-play using adjectives to describe adjectives to describe people.people.
Identify the motives of the Identify the motives of the English colonists in English colonists in America.America.
Use unit vocabulary in Use unit vocabulary in speaking and in writing to speaking and in writing to describe historical events.describe historical events.
Language Objectives
Must include 1 or more of the following domains:
•WWritingriting
•RReadingeading
•SSpeakingpeaking
•LListeningistening
Examples from the Examples from the FieldField
Content Objective• List the parts of a
cell• Define the functions
of each part.
Language Objective• Take Cornell notes of
video• Read and follow the
directions on how to build a model of a cell
• Label the organelles
How do we incorporate How do we incorporate language objectives into our language objectives into our
curriculum?curriculum?
As a group examine a curriculum guide.As a group examine a curriculum guide.Select one content objective.Select one content objective.
On chart paper, write the content objective in student-On chart paper, write the content objective in student-friendly language.friendly language.
Using the ELD standards, write a language objective.Using the ELD standards, write a language objective.
Stay and StrayStay and Stray
ActivityActivity
On Your OwnOn Your Own
Choose 3 content objectives from Choose 3 content objectives from your curriculum.your curriculum.
Rewrite the content objective, if Rewrite the content objective, if needed. needed.
Add a language objective.Add a language objective.
Discuss process.Discuss process.
So what???So what???
Classroom LevelClassroom Level
Team Level Team Level
School / District LevelSchool / District Level
Contact UsContact Us
Jolene Lincoln at Jolene Lincoln at [email protected]@boiseschools.org
Cindy Daly at [email protected] Daly at [email protected] Molly Jo de Fuentealba at Molly Jo de Fuentealba at
[email protected]@boiseschools.org Dr. Ann Farris at Dr. Ann Farris at
[email protected]@boiseschools.org Dr. Fernanda Brendefur at Dr. Fernanda Brendefur at
[email protected]@sde.idaho.gov
Why Are You Here?Why Are You Here?
Build background on incorporating Build background on incorporating ELD standards into the curriculumELD standards into the curriculum
Build the foundation for capacity Build the foundation for capacity as you go back to your buildingsas you go back to your buildings