1. Incorporating State ELD Standards into Curriculum and Instruction
SDE Regional Training
Spring 2010

2. Why Are You Here?
Build background on incorporating ELD standards into the curriculum
Build the foundation for capacity as you go back to your buildings
Do we want to say a variety of thinking levels?
As ISS objective group lets develop the language objective… this is hard, and we work smarter together!!! Yeah our group!!! 2

3. Table 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

4. Building Background

5. Idaho 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)

6. US Enrollment Numbers 1996-2006

7. Mapping English Learners

8. Timer: 1-2 minutes per person.
Discussion:
At your table,
discuss trends in your district’s demographics through personal stories.
Timer: 1-2 minutes per person.

9. LEP Accountability: AMAOs

11. 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

13. BICS and CALP BICS CALP Carries a social conversation easily
Follows simple, single & multiple stage directions
Answers direct questions orally
Appears fluent in English
CALP
Reads & understands grade level text expository test
Conducts research
Writes an essay
Answers abstract questions in writing
Is fluent in English
Cummins named the playground speech Basic Interpersonal Communication Skills or BICS. He found in his study of students who were literate in their own language or came from a home with cultural capital that it took between 2-3 years to gain social fluency. Of course there are students who learn playground speech quickly and others who take more time. Students who have BICS appear to be fluent.
1. Say: The academic language, what you might need for Algebra let’s say, Cummins calls Cognitive Academic Language Proficiency Skills or CALPS. Now for students who have literacy skills in their first language developing fluency can take anywhere from 5-7 years. The difference between CALPS and BICS is that when students have fully developed CALPS they are fluent.. it isn’t that they just appear fluent as with BICS.

14. How Do I Teach Content & Develop Language?
The WHAT of teaching
Content area standards
With the HOW of teaching
ELD standards

15. Creating Language Objectives
ELD Standards:
are correlated to State Language Arts standards;
include Reading, Writing, Speaking, and Listening;
are divided into K-2, 3-5, 6-8, and 9-12; and
are grouped by language acquisition levels (Handout).

16. B AB I EF/F ELD Standard 3: Reading ELD 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 Name the parts of a book, including front cover, back cover, and title.
1.LA Match oral words to printed words (e.g., pointing to print as one reads).
1.LA Locate and identify the title, author, and illustrator and table of contents of a book or reading selection.
2.LA 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]

17. B AB I EF F ELD Standard 3: Reading ELD Goal 3.1: Reading Process
Grade 6
Grade 7
Grade 8
ELD 3.1.1
Use Text Features to Understand Information
6.LA Apply the structural features of popular media.
6.LA Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text.
7.LA Apply knowledge of organizational structures to understand information in text.
7.LA Apply specific features of text to understand a selection including preface and appendix.
8.LA Analyze the organizational structure of printed material and electronic sources to access information.
8.LA Analyze 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.

18. Describe Main Idea in Text
ELD 3.2.2
Describe Main Idea in Text
9.LA Identify the thesis, evidence, and argument in informational texts (e.g., newspaper editorials and campaign speeches).
9.LA.2.3.5
Compare and contrast themes across works of prose, poetry, and drama.
10.LA Critique the logic of informational texts by examining the sequence of information and procedures.
10.LA.2.3.4
Compare works that express a universal theme and provide evidence to support the views expressed in each work.
11.LA Analyze the relationships among theses and arguments in informational texts (e.g., newspaper editorials, promotional literature).
11.LA.2.3.3
Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the claim.
12.LA Analyze the relationships among theses and arguments to evaluate claims made in informational texts (e.g., policy statements, campaign speeches).
12.LA.2.3.3
Evaluate 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.

19. Share your ideas with your table.
Activity:
With a partner, find and discuss 5 ELD standards that could be added to your content objectives.
Share your ideas with your table.

21. Activity
Use the Math & Science Guidebook to complete the scavenger hunt on the following slide.
Work with a partner.

22. Math & Science Guidebook Scavenger Hunt
What to Find
Page
Number
I could use this in my classroom ….
Name 3 scaffolding strategies
Find 4 steps for teaching vocabulary
Locate the function word list
Find the academic language skills chart for your grade level
Locate the discussion sentence starters table

23. Why are objectives important for all students?

24. Tyler, 1949 Objectives should include specific knowledge statements
And result in behaviors that demonstrate proficiency
Ralph Tyler is the father of objectives 24

25. Wise & Okey, 1983 Up to 41 percentile gain, if objectives are stated:
Intentionally
Consistently
In the right way
Ralph Tyler is the father of objectives 25

26. Kendall & Marzano (2007)
When objectives are written and articulated, there is a strong correlation to student learning
Up to 23 percentile gain
Ralph Tyler is the father of objectives 26

27. Althoff et al. (2007) Posting objectives reduces miscommunication
Up to 28 percentile gain
Ralph Tyler is the father of objectives 27

28. Students can tell others what they are learning and why.
Students read C/O and L/O before and after each lesson
Teacher Student
Students know where to find objectives in my classroom.
Make arrow more transparent
Make balance between items
Box Key words from continuum
On Toolbox – write out complete directions
Welcome group.
Say aloud, before we start take a few moments to mark where you are with relation to objectives both in your toolbox (handout) and on the large chart poster.
Place where the majority of your staff are…
I have posted the agenda and assignments on the board
I know where to find objectives in the curriculum guides and textbooks 28

29. Why Objectives? Students/Teachers
Objectives are critical for all grade levels & content areas
Students must know why if they are going to engage in learning
Students need to know what expectations are for mastery of the objective and how they will demonstrate their mastery.

30. Why Objectives? Assessment
Curriculum delivery (English)
Written, Taught, Tested
Backward design
Criteria for mastery? (Redding)
Formative
Diagnostic-Prescriptive: Pre/Post- clear, specific and aligned with criteria (checking on Bloom’s level)
Embedded: Within assignments and activities
Summative
Periodic: Mastery at several points through the year
Annual: Criterion and norm-referenced

31. What are the implications for your school/district?
Activity
Brainstorm the assessments that are available for informing instruction.
Record on chart paper . . .
A for accurate
H for helpful
E for experimental
M for missing
What are the implications for your school/district?

32. Questions/Clarification so far??

33. What are the differences between content objectives and language objectives?

34. Objectives Content Objective Language Objective
The “What” we’re going to learn today
Comes from district/State content standards
The “How” we’re going to learn our content today
Comes from ELD standards
Remember we’re having a practice to think through and learn.
What you just did was to differentiate between a content objective and those items that are not a content objective but something else all together.
Ways to write objectives 34

35. Examples

36. Science Objectives Content Objective
Know the characteristics of the 6 terrestrial biomes
Language Objectives
Summarize notes on chart paper
Read Chapter 6
Discuss and write biome characteristics using a Stay and Stray

37. Newcomer Health Objectives
Content Objective (What are we learning)
Define emotional, social and physical health
Language Objectives (How are we learning)
Look at pictures
Say and Write a sentence about each picture
Orally defend the 3 categories you created

38. Math Objectives Content Objective
Use variables (the unknown) in algebraic expressions
Language Objectives
Read word sentences
Rewrite words into algebraic expressions
Collaborate in small groups

39. Reading Objectives Content Objective
Identify and analyze story elements as story develops
Language Objectives
Read Chapter 8
Write/draw definitions of vocabulary words
Discuss developing story elements in 4 corners
Analyze connections/observations whole group and in journal

40. Social Studies Objective
Social Studies Performance Objective U.S. History / ELD 2.1.2
Language Objectives
Discuss the causes of the Civil War with your group.
List the causes of the Civil War by order of importance.
Content Objective
Debate the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict.

41. Science Objectives Language Objectives Grade 3
Performance Objective There are six simple machines.
Content Objective
Identify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle).
Language Objectives
Examine pictures of simple machines and listen to descriptions
Read and discuss the main function of a simple machine

42. Activity

43. Sing a song about the function of each organ in the digestive system
Sing a song about the function of each organ in the digestive system. Perform the song in your “family”.
Demonstrate emotional, physical and social health.
Analyze the functions carried out in the digestive system.
Know the parts of plant and animal cells and the functions of each cell part.
Discuss the differences and label the organelles of an animal and plant cell in a Venn diagram.
Write a complete sentence about each kind of health. Read your sentence to your partner.
Use adjectives to describe people.
Write a role-play using adjectives to describe people.
Identify the motives of the English colonists in America.
Use unit vocabulary in speaking and in writing to describe historical events.

44. Language Objectives Must include 1 or more of the following domains:
Writing
Reading
Speaking
Listening
Add icons to this slide 44

45. Examples from the Field

49. Then and Now 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

50. How do we incorporate language objectives into our curriculum?

51. Activity As a group examine a curriculum guide.
Select one content objective.
On chart paper, write the content objective in student-friendly language.
Using the ELD standards, write a language objective.
Stay and Stray

52. On Your Own Choose 3 content objectives from your curriculum.
Rewrite the content objective, if needed.
Add a language objective.
Discuss process.

53. Classroom Level Team Level School / District Level
So what???
Classroom Level
Team Level
School / District Level

54. Contact Us Jolene Lincoln at jolene.lincoln@boiseschools.org
Cindy Daly at
Molly Jo de Fuentealba at
Dr. Ann Farris at
Dr. Fernanda Brendefur at

55. Why Are You Here?
Build background on incorporating ELD standards into the curriculum
Build the foundation for capacity as you go back to your buildings
Do we want to say a variety of thinking levels?
As ISS objective group lets develop the language objective… this is hard, and we work smarter together!!! Yeah our group!!! 55