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Teaching with Content Teaching with Content Standards and Grade Level Standards and Grade Level
Expectations Expectations
COMMONWEALTH OF PUERTO RICOCOMMONWEALTH OF PUERTO RICODEPARTMENT OF EDUCATIONDEPARTMENT OF EDUCATION
ENGLISH PROGRAMENGLISH PROGRAM
Constructing a LearnerConstructing a Learner What is your goal for the end of the school What is your goal for the end of the school
year for every student?year for every student?
What is your aspiration for every student?What is your aspiration for every student?
Why did you decide to become a teacher?Why did you decide to become a teacher?
What are the most important tools a What are the most important tools a teacher can use when teaching students?teacher can use when teaching students?
Training Training ObjectivesObjectives
Present the Content Standards and Grade Present the Content Standards and Grade Level Expectations of the English ProgramLevel Expectations of the English Program
Provide Professional DevelopmentProvide Professional Development Ensure Implementation of the DocumentEnsure Implementation of the Document Align PPAA 2009 Items to Content Align PPAA 2009 Items to Content
Standards and Grade Level ExpectationsStandards and Grade Level Expectations Guarantee academic Guarantee academic
achievement for every student achievement for every student
IntroductionIntroduction Standards and Grade Level Standards and Grade Level
ExpectationsExpectations Balanced LiteracyBalanced Literacy Lesson PlanningLesson Planning Academic AchievementAcademic Achievement Vertical and Horizontal AlignmentVertical and Horizontal Alignment
Your English Program’s Your English Program’s TimelineTimeline
The Teaching of English as a
Second Language
1st Standards Document
2nd Standards Document
Norman Webb Study
Concept of Expectations
New Document
1948-49 1996 2000 2005 2006 2007
Implementation
2008
Our VisionOur Vision
Creative, reflexive, and critical English Creative, reflexive, and critical English speakersspeakers
Committed to the first language and to Committed to the first language and to his/her culture his/her culture
Well-developed sense of solidarity, respect, Well-developed sense of solidarity, respect, and appreciation to other people and other and appreciation to other people and other culturescultures..
The MissionThe Mission To achieve effective student To achieve effective student
communication in the English communication in the English languagelanguage
To encourage the student to be a critical To encourage the student to be a critical and creative thinkerand creative thinker
To communicate both verbally and in To communicate both verbally and in writing writing
To interact with the high expectations To interact with the high expectations and demands of a society immersed in and demands of a society immersed in global interaction and collaboration. global interaction and collaboration.
Documents to KnowDocuments to Know Ley 149: Ley 149: Ley OrgLey Orgánica del Departamento de Educaciónánica del Departamento de Educación Ley 107-110: Ley 107-110: No Child Left Behind ActNo Child Left Behind Act CC-9-02-03: CC-9-02-03: Evidencia del Proceso de Planificación en la Sala de Evidencia del Proceso de Planificación en la Sala de ClasesClases Marco Currricular, 2003Marco Currricular, 2003 CC-1-06-07: CC-1-06-07: Normas y Procedimientos para la Evaluación delNormas y Procedimientos para la Evaluación del
Aprovechamiento Académico y la PromociAprovechamiento Académico y la Promoción ón de losde los Estudiantes del Estudiantes del Sistema Escolar Público Sistema Escolar Público PuertorriqueñoPuertorriqueño
CC-4-07-08: CC-4-07-08: Política Pública Sobre El Contenido Curricular delPolítica Pública Sobre El Contenido Curricular del Programa de Inglés Para Todas las Escuelas Públicas Programa de Inglés Para Todas las Escuelas Públicas Elementales, Elementales, Intermedias y SuperioresIntermedias y Superiores
CC (In Progress): Estándares de Contenido y Expectativas de GradoCC (In Progress): Estándares de Contenido y Expectativas de Grado Grade Level Expectations, 2007Grade Level Expectations, 2007
Resources & ContactsResources & Contacts www.de.gobierno.pr DE 787.759.2000 DE 787.759.2000 Prof. Mercedes RamosProf. Mercedes Ramos English Zone Supervisor San Juan IIIEnglish Zone Supervisor San Juan III 939-644-1710939-644-1710 787-756-5474 765-4405787-756-5474 765-4405 Fax: 787- 751-4771Fax: 787- 751-4771Email: Email: [email protected] [email protected] [email protected]
Learning Focused GoalsLearning Focused Goals Standard – DrivenStandard – Driven Student – CenteredStudent – Centered Literacy FocusedLiteracy Focused Relationship, Relevance, RigorRelationship, Relevance, Rigor AchievementAchievement
Arrow It!Arrow It!
Vertical and Horizontal Alignment
Content Standard #1 Content Standard #1 Listening/SpeakingListening/Speaking
The student uses the English language to The student uses the English language to interpret oral input, construct meaning, interpret oral input, construct meaning,
interact with confidence both verbally and interact with confidence both verbally and nonverbally, and express ideas effectively in nonverbally, and express ideas effectively in a variety of personal, social, and academic a variety of personal, social, and academic
contexts.contexts.
Content Standard #1: Listening / Content Standard #1: Listening / SpeakingSpeaking
DescriptionDescription Communication as a processCommunication as a process ListeningListening SpeakingSpeaking
FocusFocus Elementary: Phonemic Awareness / Aural Elementary: Phonemic Awareness / Aural
DiscriminationDiscrimination Intermediate: Comprehension / Vocabulary Intermediate: Comprehension / Vocabulary
DevelopmentDevelopment UnderstandingUnderstanding High School: Transfer Learned ConceptsHigh School: Transfer Learned Concepts
K.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement.
K.2 Demonstrates the development of early phonemic awareness and the alphabetic principle when participating in listening and speaking activities.
K.3 Uses basic vocabulary to identify familiar concepts related to self, family, and to interact with peers.
K.4 Offers and responds to greetings and farewells using appropriate courtesy expressions.
K.5 Uses both verbal and nonverbal forms of communication to express feelings and needs; reacts to pictures and simple language cues after listening to read alouds.
1.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement.
1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds.
1.3 Uses basic vocabulary and language patterns to identify and describe familiar concepts related to self, to family, and to interact with peers.
1.4 Offers and responds to greetings and farewells using the appropriate courtesy expressions.
1.5 Uses both verbal and nonverbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read alouds.
2.1 Listens and responds to simple commands, instructions, and statements, and is able to answer the 5-W Questions (who, what, when, where, and why) during story time using expressions to demonstrate engagement.
2.2 Applies phonemic awareness and auditory discrimination to identify distinctive sounds.
2.3 Uses appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self, family, and environment, and to interact with peers.
2.4 Demonstrates verbal and nonverbal forms of greetings, farewells, and introductions using the appropriate courtesy expressions in simple sentences.
2.5 Expresses feelings, needs, ideas, and experiences; discusses learned concepts from content area or class readings using acquired language.
Listening/Speaking
2.1 Listens and responds to simple commands, instructions, and statements, and is able to answer the 5-W Questions (who, what, when, where, and why) during story time using expressions to demonstrate engagement.
2.2 Applies phonemic awareness and auditory discrimination to identify distinctive sounds.
2.3 Uses appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self, family, and environment, and to interact with peers.
2.4 Demonstrates verbal and nonverbal forms of greetings, farewells, and introductions using the appropriate courtesy expressions in simple sentences.
2.5 Expresses feelings, needs, ideas, and experiences; discusses learned concepts from content area or class readings using acquired language.
3.1 Listens carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting.
3.2 Applies phonemic awareness and auditory discrimination and distinguishes between singular / plural forms as well as past /present tense of regular verbs.
3.3 Listens and responds to, gives commands, provides both instructions and directions; shares answers and formulates the 5-W Questions (who, what, when, where, and why).
3.4 Uses and applies appropriate language structure with formal and informal expressions to identify, describe, and classify familiar concepts in relation to personal experiences, preferences, interests, and environment.
3.5 Identifies and states the main idea or topic of an oral message or class reading from a variety of simple informational texts and uses transitions to tell and retell a story using acquired vocabulary and appropriate language structure to personal experiences.
4.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend and identify main character and setting.
4.2 Recognizes simple homophones and figurative language.
4.3 Listens and responds to complex instructions, complete statements, and answers and formulates the 5 W-Questions as well as how questions (who, what, when, where, why, and how) in formal and informal discussions.
4.4 Applies correct language patterns to organize events from read alouds of narrative texts.
4.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure.
Listening/Speaking
4.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend and identify main character and setting.
4.2 Recognizes simple homophones and figurative language.
4.3 Listens and responds to complex instructions, complete statements, and answers and formulates the 5 W-Questions as well as how questions (who, what, when, where, why, and how) in formal and informal discussions.
4.4 Applies correct language patterns to organize events from read alouds of narrative texts.
4.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure.
5.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend, identify, and describe characters and setting.
5.2 Identifies and uses homophones and recognizes figurative language.
5.3 Listens, responds to, and analyzes complex instructions; expresses self using complete sentences; answers and formulates both closed and open-ended questions in both formal and informal scenarios.
5.4 Applies correct language patterns to organize events from read alouds in a variety of narrative texts.
5.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure.
6.1 Listens and responds during a read aloud from a variety of fiction and text styles to comprehend, identify and relate to character and setting.
6.2 Distinguishes between homophones and identifies figurative language.
6.3 Listens, responds to, and analyzes complex instructions and statements; applies instructions and directions; answers and formulates both closed and open-ended questions in a variety of scenarios.
6.4 Applies correct language patterns to identify and organize events in a variety of narrative texts and text styles.
6.5 States the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts; applies understanding to summarize the text using acquired vocabulary and appropriate language structure.
Listening/Speaking
6.1 Listens and responds during a read aloud from a variety of fiction and text styles to comprehend, identify and relate to character and setting.
6.2 Distinguishes between homophones and identifies figurative language.
6.3 Listens, responds to, and analyzes complex instructions and statements; applies instructions and directions; answers and formulates both closed and open-ended questions in a variety of scenarios.
6.4 Applies correct language patterns to identify and organize events in a variety of narrative texts and text styles.
6.5 States the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts; applies understanding to summarize the text using acquired vocabulary and appropriate language structure.
7.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, and make connections to text.
7.2 Listens, responds to, and analyzes complex instructions and statements; applies and clarifies instructions and directions; answers and formulates closed and open-ended questions.
7.3 Uses appropriate language structure to problem solve and to explain a process; interacts in discussions and presentations.
7.4 Applies correct language patterns to organize events in a variety of narrative texts and identifies problem and solution within presented literature.
7.5 Explains the main idea or topic; identifies important details from learned concepts or read alouds in a variety of expository texts; applies sequence of events to summarize.
8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text.
8.2 Listens, responds to, analyzes, gives, and discusses complex instructions, statements, and directions; answers and formulates closed and open-ended questions.
8.3 Uses appropriate language structure to interact in discussions and presentations, to problem solve, explain a process, and express opinions integrating comparison and contrast statements to interact in discussions and presentations.
8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources.
8.5 Explains the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts, and applies sequence of events to clarify, discuss, and summarize a topic from a variety of texts.
Listening/Speaking
8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text.
8.2 Listens, responds to, analyzes, gives, and discusses complex instructions, statements, and directions; answers and formulates closed and open-ended questions.
8.3 Uses appropriate language structure to interact in discussions and presentations, to problem solve, explain a process, and express opinions integrating comparison and contrast statements to interact in discussions and presentations.
8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources.
8.5 Explains the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts, and applies sequence of events to clarify, discuss, and summarize a topic from a variety of texts.
9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text.
9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions.
9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations.
9.4 Uses a variety of language patterns and structures to explain text, discuss topics and themes; expresses thoughts and opinions to analyze plot, problem and solution, as well as make predictions and inferences, and draw conclusions from listening to a variety of texts and multimedia sources.
9.5 Explains the main idea or topic and important details from learned concepts or readings of a variety of expository texts; applies sequence of events to discuss and summarize text; compares and contrasts topics from a variety of texts.
Listening/Speaking
10.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development, setting, tone, voice, and mood; makes connections to the text.
10.2 Listens and responds to analyze, organize, explain, describe, support, and discuss information; answers and formulates closed and open-ended questions.
10.3 Uses appropriate language structure to state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements.
10.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict and resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources.
10.5 Explains the main idea or topic and important details from learned concepts or readings, and summarizes, analyzes, and compares and contrasts a topic from a variety of text using appropriate language structure.
9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text.
9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions.
9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations.
9.4 Uses a variety of language patterns and structures to explain text, discuss topics and themes; expresses thoughts and opinions to analyze plot, problem and solution, as well as make predictions and inferences, and draw conclusions from listening to a variety of texts and multimedia sources.
9.5 Explains the main idea or topic and important details from learned concepts or readings of a variety of expository texts; applies sequence of events to discuss and summarize text; compares and contrasts topics from a variety of texts.
Listening/Speaking
10.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development, setting, tone, voice, and mood; makes connections to the text.
10.2 Listens and responds to analyze, organize, explain, describe, support, and discuss information; answers and formulates closed and open-ended questions.
10.3 Uses appropriate language structure to state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements.
10.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict and resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources.
10.5 Explains the main idea or topic and important details from learned concepts or readings, and summarizes, analyzes, and compares and contrasts a topic from a variety of text using appropriate language structure.
11.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development and setting, and to distinguish the characteristics of tone, voice, and mood; makes connections to text.
11.2 Listens and responds to synthesize, explain, describe, support, and discuss information; answers and formulates closed and open-ended questions.
11.3 Uses appropriate language structure to analyze and state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements.
11.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information.
11.5 Analyzes the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, explains, clarifies, and discusses effectiveness of text, performance, speech, or literature.
Listening/Speaking
11.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development and setting, and to distinguish the characteristics of tone, voice, and mood; makes connections to text.
11.2 Listens and responds to synthesize, explain, describe, support, and discuss information; answers and formulates closed and open-ended questions.
11.3 Uses appropriate language structure to analyze and state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements.
11.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information.
11.5 Analyzes the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, explains, clarifies, and discusses effectiveness of text, performance, speech, or literature.
12.1 Listens carefully during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to interpret and analyze character development, dialogue, and setting; makes connections to text; evaluates tone, voice, and mood.
12.2 Listens and responds to synthesize, explain, describe, analyze, justify, and debate information; answers and formulates closed and open-ended questions.
12.3 Uses appropriate language structure to analyze and evaluate issues, to problem solve, to explain a process, and to express opinions integrating comparison and contrast statements.
12.4 Expresses thoughts and opinions to evaluate text, debate current events, concepts, and literary elements; makes predictions and inferences, as well as draw conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information.
12.5 Analyzes and explains the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, evaluates, and judges effectiveness of the text, performance, speech, or literature.
Listening/Speaking
Under Construction: Life-Long Under Construction: Life-Long LearnersLearners
Learning Focused ObjectivesLearning Focused Objectives
To practice reading expectations to To practice reading expectations to understand the horizontal alignment.understand the horizontal alignment.
To develop a mental model of rigor.To develop a mental model of rigor. To begin to practice using grade To begin to practice using grade
level expectations for standards-level expectations for standards-based planning and instruction.based planning and instruction.
Hard Hat AreaHard Hat Area1. Take a copy of the Content Standards and 1. Take a copy of the Content Standards and
Grade Level Expectations that apply to your Grade Level Expectations that apply to your current teaching assignment.current teaching assignment.
2. Go through and circle all of the verbs.2. Go through and circle all of the verbs.3. Consider whether the standards are 3. Consider whether the standards are
oriented primarily toward lower-level oriented primarily toward lower-level thinking skills and information retrieval or thinking skills and information retrieval or higher-level skillshigher-level skills
4. Now map the verbs you circled onto 4. Now map the verbs you circled onto Bloom’s taxonomy. What did you find?Bloom’s taxonomy. What did you find?
Content Standard #2Content Standard #2ReadingReading
The student uses reading strategies, The student uses reading strategies, literary analysis, and critical thinking literary analysis, and critical thinking skills to construct meaning and skills to construct meaning and develop an understanding as well as develop an understanding as well as an appreciation of a variety of genres an appreciation of a variety of genres of both fiction and nonfiction.of both fiction and nonfiction.
Content Standard #2: ReadingContent Standard #2: ReadingDescriptionDescription Relationship between reader and textRelationship between reader and text Literal ComprehensionLiteral Comprehension Inferential ComprehensionInferential Comprehension Critical ComprehensionCritical Comprehension
FocusFocus Elementary: Reading ReadinessElementary: Reading Readiness Narrative - Informational – Expository textNarrative - Informational – Expository text Intermediate: Reads a variety of genresIntermediate: Reads a variety of genres Introduction to Persuasive textIntroduction to Persuasive text
Thinking, Comparing, and InterpretingThinking, Comparing, and Interpreting High School: Interpretation, Analysis, and AppreciationHigh School: Interpretation, Analysis, and Appreciation
Content Standard #3: Writing
The student effectively communicates to a variety of audiences in all forms of writing
through the use of the writing process, proper grammar, and age-appropriate expressive
vocabulary.
Content Standard #3: WritingContent Standard #3: Writing
DescriptionDescription Writing as a processWriting as a process For learning, personal expression, and For learning, personal expression, and
professional successprofessional success
FocusFocus From receptive to expressive vocabularyFrom receptive to expressive vocabulary Direct correlation to Direct correlation to Listening/SpeakingListening/Speaking and and
ReadingReading
I Think I Can- I KNOW I Can: I Think I Can- I KNOW I Can: Teaching with Content Teaching with Content
Standards and Grade Level Standards and Grade Level ExpectationsExpectations
Planning with Expectations ActivityPlanning with Expectations Activity
Find an expectation.Find an expectation. Target a specific skill.Target a specific skill. Plan a daily focused lesson using Plan a daily focused lesson using
your core program.your core program.
Using Content Standards and Using Content Standards and Grade Level Expectations Grade Level Expectations
EffectivelyEffectively
AdministratorAdministratorss
TeachersTeachers StudentsStudents CommunityCommunity
Ticket OutTicket Out Grade Level Expectations will help me to ______________ Grade Level Expectations will help me to ______________
because they are ____________.because they are ____________.
One expectation that I am excited to find represented and One expectation that I am excited to find represented and even more excited to teach and model is even more excited to teach and model is ___________________ because ______________.___________________ because ______________.
Grade Level Expectations support/benefit teachers/students Grade Level Expectations support/benefit teachers/students because ______________________________________.because ______________________________________.
___________________ ___________________________________ ________________SignatureSignature DateDate
Our Target … Our StudentsOur Target … Our StudentsOur Arrows … The Our Arrows … The
ExpectationsExpectationsAIM … BULLS-EYE! … AIM … BULLS-EYE! …
ACHIEVEMENT!ACHIEVEMENT!
