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

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

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

Building Background

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)

US Enrollment Numbers 1996-2006

Mapping English Learners

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.

LEP Accountability: AMAOs

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

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.

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

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).

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.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]

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.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.

Describe Main Idea in Text 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 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. http://www.sde.idaho.gov/LEP/guidance.asp

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.

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

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

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

Why are objectives important for all students?

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

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

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

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

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

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.

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

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?

Questions/Clarification so far??

What are the differences between content objectives and language objectives?

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

Examples

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

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

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

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

Social Studies Objective Social Studies Performance Objective U.S. History 9 1305.19.03 / 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.

Science Objectives Language Objectives Grade 3 Performance Objective 4.01 - 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

Activity

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.

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

Examples from the Field

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

How do we incorporate language objectives into our curriculum?

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

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

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

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

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