Presentation on theme: "Incorporating State ELD Standards into Curriculum and Instruction"— Presentation transcript:
1Incorporating State ELD Standards into Curriculum and Instruction SDE Regional TrainingSpring 2010
2Why Are You Here?Build background on incorporating ELD standards into the curriculumBuild the foundation for capacity as you go back to your buildingsDo 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
3Table Roles Manager: Keeps team on task, ensures that all share Scribe: Takes notes, creates chartsReporter: Summarizes for larger groupSupply Soldier: Acquires needed materials
5Idaho StatisticsSize of the foreign-born population, 2008:39 out of 51Percent foreign born in the total population, 2008:26 out of 51Percent change in the foreign-born population, 2000 to 2008:14 out of 5147.4 percent of foreign-born workers earned less than $25,000 per yearThe immigrant population in Idaho living below the federal poverty threshold changed by 26.3 percent between 2000 and 2007(Migration Policy Institute)
13BICS and CALP BICS CALP Carries a social conversation easily Follows simple, single & multiple stage directionsAnswers direct questions orallyAppears fluent in EnglishCALPReads & understands grade level text expository testConducts researchWrites an essayAnswers abstract questions in writingIs fluent in EnglishCummins 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.
14How Do I Teach Content & Develop Language? The WHAT of teachingContent area standardsWith the HOW of teachingELD standards
15Creating 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; andare grouped by language acquisition levels (Handout).
16B AB I EF/F ELD Standard 3: Reading ELD Goal 3.1: Reading Process Grade KGrade 1Grade 2ELD 3.1.1Use Text Features to Locate InformationK.LA.1.1.1Hold 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.BIdentify cover and title of a book; hold book right side up and turn pages in the correct direction.ABIdentify words, sentences, and parts of a book (e.g., cover, title).IUse the title and illustrations to aid comprehension of information in a book or reading selection.EF/FUse grade-level text features to locate information in a book or reading selection. [N/A for K]
17B AB I EF F ELD Standard 3: Reading ELD Goal 3.1: Reading Process Grade 6Grade 7Grade 8ELD 3.1.1Use Text Features to Understand Information6.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.BIdentify a few basic text features (e.g., title, author, headings, illustrations) in informational text.ABUse a few basic text features in informational texts to locate a few key points.IUse text features and basic organizational structures in informational text at independent reading level to locate and describe key points.EFUse text features and organizational structures in informational text near grade level to locate and describe key points.FAnalyze text features and organizational structures in informational text at grade level to locate and explain key points.
18Describe Main Idea in Text ELD 3.2.2Describe Main Idea in Text9.LA 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 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 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 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.BIdentify orally the main idea in brief, simple text with visuals.ABIdentify the main idea and some supporting details in brief text with visuals using expanded sentences.IIdentify a theme or thesis and supporting evidence in text at independent reading level.EFCritique a universal theme or a thesis in near grade-level texts and provide supporting evidence from each work.FAnalyze a universal theme or a thesis and arguments in grade-level texts.
19Share 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.
21ActivityUse the Math & Science Guidebook to complete the scavenger hunt on the following slide.Work with a partner.
22Math & Science Guidebook Scavenger Hunt What to FindPageNumberI could use this in my classroom ….Name 3 scaffolding strategiesFind 4 steps for teaching vocabularyLocate the function word listFind the academic language skills chart for your grade levelLocate the discussion sentence starters table
24Tyler, 1949 Objectives should include specific knowledge statements And result in behaviors that demonstrate proficiencyRalph Tyler is the father of objectives24
25Wise & Okey, 1983 Up to 41 percentile gain, if objectives are stated: IntentionallyConsistentlyIn the right wayRalph Tyler is the father of objectives25
26Kendall & Marzano (2007)When objectives are written and articulated, there is a strong correlation to student learningUp to 23 percentile gainRalph Tyler is the father of objectives26
27Althoff et al. (2007) Posting objectives reduces miscommunication Up to 28 percentile gainRalph Tyler is the father of objectives27
28Students can tell others what they are learning and why. Students read C/O and L/O before and after each lessonTeacher StudentStudents know where to find objectives in my classroom.Make arrow more transparentMake balance between itemsBox Key words from continuumOn Toolbox – write out complete directionsWelcome 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 boardI know where to find objectives in the curriculum guides and textbooks28
29Why Objectives? Students/Teachers Objectives are critical for all grade levels & content areasStudents must know why if they are going to engage in learningStudents need to know what expectations are for mastery of the objective and how they will demonstrate their mastery.
30Why Objectives? Assessment Curriculum delivery (English)Written, Taught, TestedBackward designCriteria for mastery? (Redding)FormativeDiagnostic-Prescriptive: Pre/Post- clear, specific and aligned with criteria (checking on Bloom’s level)Embedded: Within assignments and activitiesSummativePeriodic: Mastery at several points through the yearAnnual: Criterion and norm-referenced
31What are the implications for your school/district? ActivityBrainstorm the assessments that are available for informing instruction.Record on chart paper . . .A for accurateH for helpfulE for experimentalM for missingWhat are the implications for your school/district?
33What are the differences between content objectives and language objectives?
34Objectives Content Objective Language Objective The “What” we’re going to learn todayComes from district/State content standardsThe “How” we’re going to learn our content todayComes from ELD standardsRemember 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 objectives34
36Science Objectives Content Objective Know the characteristics of the 6 terrestrial biomesLanguage ObjectivesSummarize notes on chart paperRead Chapter 6Discuss and write biome characteristics using a Stay and Stray
37Newcomer Health Objectives Content Objective (What are we learning)Define emotional, social and physical healthLanguage Objectives (How are we learning)Look at picturesSay and Write a sentence about each pictureOrally defend the 3 categories you created
38Math Objectives Content Objective Use variables (the unknown) in algebraic expressionsLanguage ObjectivesRead word sentencesRewrite words into algebraic expressionsCollaborate in small groups
39Reading Objectives Content Objective Identify and analyze story elements as story developsLanguage ObjectivesRead Chapter 8Write/draw definitions of vocabulary wordsDiscuss developing story elements in 4 cornersAnalyze connections/observations whole group and in journal
40Social Studies Objective Social Studies Performance Objective U.S. History / ELD 2.1.2Language ObjectivesDiscuss the causes of the Civil War with your group.List the causes of the Civil War by order of importance.Content ObjectiveDebate the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict.
41Science Objectives Language Objectives Grade 3 Performance Objective There are six simple machines.Content ObjectiveIdentify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle).Language ObjectivesExamine pictures of simple machines and listen to descriptionsRead and discuss the main function of a simple machine
43Sing 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.
44Language Objectives Must include 1 or more of the following domains: WritingReadingSpeakingListeningAdd icons to this slide44
49Then and Now Content Objective List the parts of a cell Define the functions of each part.Language ObjectiveTake Cornell notes of videoRead and follow the directions on how to build a model of a cellLabel the organelles
50How do we incorporate language objectives into our curriculum?
51Activity 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
52On Your Own Choose 3 content objectives from your curriculum. Rewrite the content objective, if needed.Add a language objective.Discuss process.
53Classroom Level Team Level School / District Level So what???Classroom LevelTeam LevelSchool / District Level
54Contact Us Jolene Lincoln at email@example.com Cindy Daly atMolly Jo de Fuentealba atDr. Ann Farris atDr. Fernanda Brendefur at
55Why Are You Here?Build background on incorporating ELD standards into the curriculumBuild the foundation for capacity as you go back to your buildingsDo 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