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

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Presentation on theme: "Incorporating State ELD Standards into Curriculum and Instruction SDE Regional Training Spring 2010."— Presentation transcript:

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 background on incorporating ELD standards into the curriculum Build the foundation for capacity as you go back to your buildings Build the foundation for capacity as you go back to your buildings

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

9 LEP Accountability: AMAOs

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11 Adequate Yearly Progress Scores Total student population Disaggregated subgroups N = 34 Racial/ethnic group Economically disadvantaged Students with disabilities LEP 3 rd Indicator- basis for Safe Harbor

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13 BICS and CALP BICS Carries a social conversation easily Carries a social conversation easily Follows simple, single & multiple stage directions Follows simple, single & multiple stage directions Answers direct questions orally Answers direct questions orally Appears fluent in English Appears fluent in EnglishCALP Reads & understands grade level text expository test Reads & understands grade level text expository test Conducts research Conducts research Writes an essay Writes an essay Answers abstract questions in writing Answers abstract questions in writing Is fluent in English Is fluent in English

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

15 Creating 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).

16 ELD Standard 3: Reading ELD Goal 3.1: Reading Process Grade KGrade 1Grade 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.1.2.2 Name 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]

17 ELD Standard 3: Reading ELD Goal 3.1: Reading Process Grade 6Grade 7Grade 8 ELD 3.1.1Use Text Features to Understand Information6.LA.1.2.1 Apply the structural features of popular media. 6.LA.1.2.2 Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text. 7.LA.1.2.1 Apply knowledge of organizational structures to understand information in text. 7.LA.1.2.2 Apply specific features of text to understand a selection including preface and appendix. 8.LA.1.2.1 Analyze the organizational structure of printed material and electronic sources to access information. 8.LA.1.2.2 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 ELD 3.2.2 Describe Main Idea in Text 9.LA.2.2.1 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.2.2.1 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.2.2.1 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.2.2.1 Analyze the relationships among theses and arguments to evaluate claims made in informationa l 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. http://www.sde.idaho.gov/LEP/guidance.asp

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

20 http://www.sde.idaho.gov/site/lep/eldStandards.htm

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 PageNumber 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 Objectives should include specific knowledge statements And result in behaviors that demonstrate proficiency And result in behaviors that demonstrate proficiency

25 Wise & Okey, 1983 Up to 41 percentile gain, if objectives are stated: Up to 41 percentile gain, if objectives are stated: IntentionallyIntentionally ConsistentlyConsistently In the right wayIn the right way

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

27 Althoff et al. (2007) Posting objectives reduces miscommunication Posting objectives reduces miscommunication Up to 28 percentile gain Up to 28 percentile gain

28 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 Teacher Student

29 Why Objectives? Students/Teachers Objectives are critical for all grade levels & content areas Objectives are critical for all grade levels & content areas Students must know why if they are going to engage in learning 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. 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) 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 aligned with criteria (checking on Blooms level) Diagnostic-Prescriptive: Pre/Post- clear, specific and aligned with criteria (checking on Blooms level) Embedded: Within assignments and activities Embedded: Within assignments and activities SummativeSummative Periodic: Mastery at several points through the year Periodic: Mastery at several points through the year Annual: Criterion and norm-referenced Annual: Criterion and norm-referenced

31 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 were going to learn today The What were going to learn today Comes from district/State content standardsComes from district/State content standards The How were going to learn our content today The How were going to learn our content today Comes from ELD standardsComes from ELD standards

35 Examples

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

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

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

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

40 Social Studies Objective Content Objective Debate the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict.Debate the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict. Language Objectives Discuss the causes of the Civil War with your group.Discuss the causes of the Civil War with your group. List the causes of the Civil War by order of importance.List the causes of the Civil War by order of importance. Social Studies Performance Objective U.S. History 9 1305.19.03 / ELD 2.1.2

41 Science Objectives Content Objective Identify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle).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 descriptionsExamine pictures of simple machines and listen to descriptions Read and discuss the main function of a simple machineRead and discuss the main function of a simple machine Grade 3 Performance Objective 4.01 - There are six simple machines.

42 Activity

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

44 Language Objectives Must include 1 or more of the following domains: W ritingW riting R eadingR eading S peakingS peaking L isteningL istening

45 Examples from the Field Examples from the Field

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49 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 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 Activity

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

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

54 Contact Us Jolene Lincoln at jolene.lincoln@boiseschools.org Jolene Lincoln at jolene.lincoln@boiseschools.org jolene.lincoln@boiseschools.org Cindy Daly at cindy.daly@boiseschools.org Cindy Daly at cindy.daly@boiseschools.orgcindy.daly@boiseschools.org Molly Jo de Fuentealba at molly.fuentealba@boiseschools.org Molly Jo de Fuentealba at molly.fuentealba@boiseschools.org molly.fuentealba@boiseschools.org Dr. Ann Farris at ann.farris@boiseschools.org Dr. Ann Farris at ann.farris@boiseschools.org ann.farris@boiseschools.org Dr. Fernanda Brendefur at fmbrendefur@sde.idaho.gov Dr. Fernanda Brendefur at fmbrendefur@sde.idaho.gov

55 Why Are You Here? Build background on incorporating ELD standards into the curriculum Build background on incorporating ELD standards into the curriculum Build the foundation for capacity as you go back to your buildings Build the foundation for capacity as you go back to your buildings


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