1. HLA Program Implementation Miami-Dade County Public Schools Division of Bilingual Education and World Languages June 10, 2014

2. Agenda Integrating Florida Standards in Home Language Arts-Haitian-Creole Division of Bilingual Education and World Languages Hubert O. Sibley K-8 255 NW 115 Street Miami, FL 33168 305-953-3737 Tuesday June 10, 2014 8:15 am - 9:00 am Sign-in Welcome/Introduction Participation Guidelines Deland Innocent Emma Francois 9:00 am –9:45 am HLA Program Implementation HLA Strategies to Facilitate Transfer of Skills to English Deland Innocent 9:45 am – 10:00 amUse of Discovery Education to supplement HLA lessonsDeland Innocent 10:00 am – 10:15 amBreak 10:15 am – 12:00 amNew Florida State Standards Deland Innocent Emma Francois 12:00 am – 1:00 pmLunch 1:00 pm – 2:45 pm Modeling of a Lesson  Intermediate: Expository text Emma Francois 2:45 pm – 3:15 pm  Group assignments  Distribution of stories for lesson planning and presentation  Distribution of instructional materials Emma Francois Deland Innocent 3:15 pm – 3:30 pm.  Participants’ Reflection  Dismissal Deland Innocent Emma Francois Workshop participants

3. Agenda Integrating Florida Standards in Home Language Arts-Haitian-Creole Division of Bilingual Education and World Languages Hubert O. Sibley K-8 255 NW 115 Street Miami, FL 33168 305-953-3737 Wednesday June 11, 2014 8:15 am - 8:30 amSign in Deland Innocent Emma Francois 8:30 am –10:15 am McGraw-Hill: Overview of online resources in Haitian-Creole  How to use the resources to support the core in English Emma Francois Deland Innocent 10:15 am – 10:30 amBreak 10:30 am – 12:00 pm Application: Work in small group on assigned instructional stories to develop lessons to present to the whole group Workshop participants 12:00 pm – 1:00 pmLunch 1:00 pm – 3:00 pm Group Presentations Workshop participants 3:00 pm – 3:30 pm.Conclusion Participants’ Reflection Dismissal Deland Innocent Emma Francois Workshop participants

4. Entèvansyon Pou Elèv K ap Aprann Pale Angle Briefing 15779

5. Entèvansyon Pou Elèv k ap aprann Angle

8. Assessment of Basic Skills in Haitian- Creole (ABASH-C)

10. Liv elèv

11. Bi evalyasyon konesans an Kreyòl Pou mezire pwogrè akademik elèv yo. Pou demontre si yon elèv gen konesans debaz ou non nan lang li pale lakay li. Pou planifye enstriksyon endividyèl pou amelyore konesans elèv. Pou ede detèmine si yon elèv nan klas jaden danfan – dezyèm ane (ki gen mwens ke dezan nan pwogram Angle) dwe refè klas oubyen avanse. Pou rekòmandasyon pou entèvansyon ousnon pou mande gwoup SST a asistans. Pou RtI

12. Language Arts Florida Standards Grade K-5) (LAFS) Nouvo Estanda yo Pou Eta Florid

13. LACC Language Arts Common Core LAFS Language Arts Florida Standards College Readiness Standards (CCR) K-12 Standards (K-12)

14. What is NEW? Reading Writing Listening & Speaking Language Grade Level LiteratureInformational Text Found. Skills KLAFS.K.RL 2.4 LAFS.K.RL.2.6 LAFS.K.RI.2.6 1 2LAFS.2.RI.3.8LAFS.2.1.L.1.1a 3LAFS.3.SL.2.5LAFS.3.1.L.1a LAFS.3.L.3.6 4LAFS.4.1.L.1a LAFS.4.L.3.6 5LAFS.5.1.L.1a LAFS.5.L.3.6

15. K - 5 Highlighting = Amended Standard by the state Underlying within the highlighting= specific change in wording Italics= Increase in expectation within the standard from grade level to grade level ADD DISTRIBUTE AND EXPLAIN LAFS

16. Six Strands Reading Standards for Literature Reading Standards: Foundational Skills Reading Standards for Informational Text Writing Standards Standards for Speaking and Listening Language Standards

17. Strand #1: Reading Standards for Literature Cluster 1: Key ideas and details Cluster 2: Craft and Structure Cluster 3: Integration of Knowledge and Ideas Cluster 4: Range of Reading and Level of Text Complexity

18. Strand #2: Reading Standards Foundational Skills (K-5) Cluster #1: Print Concepts Cluster # 2: Phonological Awareness Cluster # 3: Phonics and Word Recognition Cluster # 4: Fluency

19. Strand # 3: Reading Standards for Informational Text Cluster #1: Key Ideas and Details Cluster #2: Craft and Structure Cluster #3: Integration of Knowledge and Ideas Cluster #4: Range of Reading and Level of Text Complexity

20. Strand # 4: Writing Standards Cluster #1: Text Types and Purposes Cluster #2: Production and Distribution of Writing Cluster #3: Research to Build and Present Knowledge Cluster #4: Range of Writing

21. Strand # 5: Standards for Speaking and Listening Cluster #1: Comprehension and Collaboration Cluster #2: Presentation of Knowledge and Ideas Cluster #3: Research to Build and present Knowledge Cluster #4: Presentation of Knowledge

22. Strand # 6: Language Standards Cluster #1: Conventions of Standard English Cluster #2: Knowledge of Language Cluster #3: Vocabulary acquisition and Use

23. Understanding the Standard Code LAFS.3.RI.4.10 LAFS3RI410 Language Arts Florida Standards GradeReading Informational ClusterStandard

24. Levels of Depth of Knowledge for English Language Arts: Reading (K-5) Level 1Level 2Level 3Level 4 RecallBasic Application of Concept Strategic Thinking and Complex Reasoning Extended Thinking and Complex Reasoning

25. HTTP://WWW.FLDOE.ORG/BII/CUR RICULUM/SSS/ Link to Find Language Arts Florida Standards (LAFS)

26. The American Institutes for Research (AIR) will develop, administer, score and report assessments that are aligned to Florida’s standards in English language arts/literacy in 2014-15

27. On March 17, 2014, an announcement was made on the selection of the American Institutes for Research (AIR) to develop, administer, score and report assessments that are aligned to Florida’s standards in English language arts/literacy in 2014-15. This table describes resources and related information, as well as the current timeline for the release of each resource. Sample test questions and the test item specifications, identified as “DRAFT,” will be released as preliminary documents and will be expanded and updated at a later date following the initial release.

28. HLA Strategies to Facilitate Transfer of Skills to English

29. Wòl Lang Natif Natal Strong literacy skills in native language transfer to second language – The level of reading skills in native language is an important predictor of successful second language reading acquisition “The effects of primary language instruction are modest, but they are real and reliable.” — Claude Goldenberg

30. Konesans Ki Ka Transfere – Konprann relasyon ki genyen ant senbòl yo - mo enprime - fonolojik - separasyon ant lèt ak silab – Devlope estrateji pou konpreyansyon - konsèp - kòz ak efè - sekans

31. Depth of Knowledge (DOK) Applied to Instruction and Assessment

32. Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level 3 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer. Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem. 32 Depth of Knowledge (1997)

33. Nivo 1 Raple Raple yon fè, enfòmasyon, ousnon pwosedi Nivo 2 Konpetans/Konsèp Sèvi ak enfòmasyon ousnon konesans konsèp, ousnon pi plis etap Nivo 3 Rezonman estratejik Mande pou panse, devlope plan ousnon yon sekans ki gen plizyè etap, gen kèk konpleksite, gen plis pase yon repons posib Nivo 4 Agrandi fason panse Mande pou yon ankèt, tan pou panse ak travay sou plizyè kondisyon sou pwoblèm nan 33 Pwofondè Etap Konesans (1997)

34. 34

36. 36 SubjectDepth of Knowledge Level 1Level 2Level 3Level 4 English Language Arts Requires students to recall or observe facts, definitions, or terms. Involves simple one-step procedures. Involves computing simple algorithms (e.g., sum, quotient). Requires students to recall, observe, question or represent facts or simple skills or abilities. Requires only surface understanding of text often verbatim recall. Examples:  Support ideas by reference to details in text  Use dictionary to find meaning  Identify figurative language in passage  Identify correct spelling or meaning of words Requires processing beyond recall and observation. Requires both comprehension and subsequent processing of text. Involves ordering, classifying text as well as identifying patterns, relationships and main points. Examples:  Use context to identify unfamiliar words  Predict logical outcome  Identify and summarize main points  Apply knowledge of conventions of standard American English  Compose accurate summaries Requires students to go beyond text. Requires students to explain, generalize and connect ideas. Involves inferencing, prediction, elaboration and summary. Requires students to support positions using prior knowledge and to manipulate themes across passages. Examples:  Determine effect of author’s purpose on text elements  Summarize information from multiple sources  Critically analyze literature Requires extended higher order processing. Typically requires extended time to complete task, but time spent not on repetitive tasks. Involves taking information from one text/passage and applying this information to a new task. May require generating hypotheses and performing complex analyses and connections among texts. Examples:  Analyze and synthesize information from multiple sources  Examine and explain alternative perspectives across sources  Describe and illustrate common themes across a variety of texts  Create compositions that synthesize, analyze, and evaluate

37. Sample Pacing Guides

38. Kesyon Pou Ankouraje Elèv la Panse nan Diferan Pwofondè Etap Konsesans  DOK 1: Kouman ou ka jwenn siyifikasyon de_________? Èske w raple w______________?  DOK 2: Kouman ou ta klasifye tip de _________? Kisa w ka di de______________? Kouman ou ta rezime _____________?  DOK 3: Ki konklizyon ou ka tire nan twa tèks sa yo _________? Ki entèpretasyon ou nan tèks sa yo? Sipòte rezon ou bay la.

39. Aktivite

40.  Kilès nan mo sa yo ki siyifi menm ak mo kalibre? a. balanse b. mezire c. chwazi d. ranje

41. Which statement best describes the central idea of the text? a)Miyax is far from home and in need of help. * b)Miyax misses her father and has forgotten the lessons he taught her. c)Miyax is cold and lacks appropriate clothing. d)Miyax is surrounded by a pack of unfriendly wolves.

42. Which sentence best helps develop the central idea? a) “Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.” b) “Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.”* c) “The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.” d) He had ignored her since she first came upon them, two sleeps ago.”

43. What is the purpose of this sentence in paragraph 1: “No roads cross it; ponds and lakes freckle its immensity”? a) It illustrates the theme that human beings should keep the natural world pure and unpolluted. b) It shows how beautiful the setting seems to Miyax. c) It helps develop the theme that nature connects all living things together. d) It emphasizes how the setting of the story creates great challenges for Miyax.*

44. Sample Item 2-Part B Which other sentence from the story serves a similar purpose? a) “Quietly she put down her cooking pot and crept to the top of a dome-shaped frost heave, one of the many earth buckles that rise and fall in the crackling cold of the Arctic winter.” b) “They were wagging their tails as they awoke and saw each other.” c) “Winds scream across it, and the view in every direction is exactly the same.”* d) “Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.”

45. Sample Item 3-Part A What does the word regal mean as it is used in the passage? a) generous b) threatening c) kingly* d) uninterested

46. Sample Item 3-Part B 46 Which of the phrases from the passage best helps the reader understand the meaning of regal? a) “wagging their tails as they awoke” b) “the wolves, who were shy” c) “their sounds and movements expressed goodwill” d) “with his head high and his chest out”*

47. Sample Item 4-Part A 47 Based on the passage from Julie of the Wolves, how does Miyax feel about her father? a) She is angry that he left her alone. b) She blames him for her difficult childhood. c) She appreciates his thorough knowledge of nature.* d) She is grateful that he planned out her future.

48. Grade 6 Sample Item 4-Part B EBSR 48 Which sentence from the passage best shows Miyax’s feelings for her father?” a) “She had been lost without food for many sleeps on the North Slope of Alaska.” b) “This could be done she knew, for her father, an Eskimo hunter, had done so.”* c) “Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.” d) “And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.”

49. Grade 6 Sample Item 5-Part A TECR 49 Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. a) reckless b) lively c) imaginative* d) observant* e) impatient f) confident

50. Estrateji Pou Anseye Vokabilè  Konsantre so mou kle yo  Anseye vokabilè ak yon bi detèmine Definisyon ki klè (itilize foto, estrateji TPR) Sèvi ak “cognates” lè li posib Sèvi ak definisyon ki fasil pou yon timoun konprann Itilize aktivite alekri Fè timoun yo kolabore pou travay ansanm Sèvi ak kontèks yo pou anseye mo ki gen plizyè siyifikasyon

51. Estrateji Pou Anseye Vokabilè “Cognates” ( A word that is closely related to another word in another language) Sinonim/antonim Foto/desen Lòt konsèp ki ka ede etabli relasyon ak mo a Gen ladan yo: Ede elèv yo “posede” mo yo Manipile mo yo ede elèv yo konprann mo yo epi yo konnen yo pa bezwen memorize mo yo. Pandan y ap kreye pwòp definisyon pa yo, elèv yo gen opòtinite pou: analize kontèsk la itilize konesans ak esperyans pa yo Kreye resous pa yo

52. Fè prediksyon Baze sou foto ak desen Tablo/graf Ilistrasyon

53. Estrateji Pou Devlope Konpreyansyon Poze kesyon – Poze ak reponn kesyon sou lekti a Rezime istwa a Itilize “graphic organizers” Siveye konpreyansyon elėv la pandan lekti a Sèvi avèk karakteristik nan tèks la pou ede devlope konpreyansyon Tit istwa a, mo fonse yo, foto Pran nòt Pandan lekti

54. Fasilite Konpreyansyon Pwofesè yo ta dwe pase sou tèks la avan pou: -Souliyen/kolore mo nan istwa a -Idantifye mo elèv yo ka gen difikilte pou konprann -Definisyon otè a bay nan istwa a -Li enpòtan pou montre elèv yo kouman pou yo jwenn li

55. Lòt Estrateji Montre elèv yo kouman pou yo “kòmanse” yon repons Kòmanse ak yon fraz pou elèv yo fini pou demontre langaj akademik ki apwopriye kòm: Mwen kwè chat la kouri paske______________ Lè mwen li de__________ sa raple m de __________ paske______________ Dapre _________________________

56. Estrateji Pou Siveye Konpreyansyon Panse, Jimle, Pataje (Think, Pair, Share) – Pou kisa w panse.… ? – Jimle epi pataje sa w panse ak patnè ou, diskite osijè diferans yo – Pataje ak klas la Pa poze kesyon “wi” ousnon “non” sèlman – Ankouraje elèv yo pou elabore sou repons yo bay la Verifye repons ak patnè ou

57. Ankouraje Patisipasyon Elèv Ede elèv yo konprann nou li pou jwenn enfòmasyon Poze elèv yo kesyon – Chache repons yo pandan y ap li Ankouraje elèv yo pou poze kesyon – Fè prediksyon – Konpare prediksyon ak sa ki rive tout bon nan istwa a

58. “ The Great civil rights battles were not fought so that urban children could have access to mediocrity; they were fought over access to excellence and the resources to provide it. Our job is to create excellence.” Michael Casserly, 2010