1. SUHSD Teachers New to ELD
August 8, 2015
PDC 8AM-3PM
Lisa Burgess,
ELD Curriculum, Instruction and Assessment
EL Programs Advocate and Resource Specialist TOSA

2. We will begin promptly at 12:00 pm
Agenda
8:00 – 8:30 a.m.
Welcome, Log-into Canvas and Googledrive and
Site Introductions
Navigate Canvas and Google-drive
8:30 – 9:00 a.m.
ELA/ELD Frameworks: An Overview
Rhea Faeldonea-Walker, ELA TOSA
9:00 – 10:00 a.m.
3. SUHSD ELD Program Changes under CCSS and LCAP:
Review ELD CCSS, SUHSD ELD Program and SUHSD ELD LCAP goals
10:00 – 10:10 a.m BREAK
(10 minutes)
10:10 – 11:10 a.m.
4. ELD Canvas Resources
LUNCH
We will begin promptly at 12:00 pm
12:00 – 1:00 p.m.
1:00—1:45 p.m.
1:45-2:45 p.m.
5. ELD CCSS Assessments: Backwards Mapping:
SUHSD ELD Internal Formative Assessments Draft
Chapter 8 “Assessments” of ELD/ELA Framework: guided reading and application
________________________________________________________
6. Milestones Overview: Online and in-text Review and ELD Interactive Notebook
Marisol Higareda, CVHS CIS and ELD Resource Teacher
____________________________________________________
7. ELD Lesson Planning: Overview of UbD and ELD District-Provided Strategies
and Scaffolding: grouped by MS and by HS.
Discussion Threads in Canvas and Collaboration in Google-docs
2: 45 – 3:00 p.m
8. Closure: Next Steps and Evaluation (please complete upon finishing PD day)

3. Norms
Please Be Present: we will agree to listen to understand, contribute and clarify, and to maintain focus on today’s agenda items
Please Be Active Participants: if technology isn’t cooperating, partner up with someone who has access
Please attend to personal needs with minimal disruption: silence/place on vibrate personal devices: should you need to attend to an important call, please do so outside; restrooms are available south end of PDC as is water; your sub shouldn’t be on Facebook, so please check media/ s at the breaks or during lunch

4. ELD CCSS Pre-Quiz
(Links to an external site.)
Please take this 10 question quiz as a pre-assessment of your ELD CCSS knowledge

5. ELD/ELA Framework Rhea Faeldonea-Walker
ELA Instructional Specialist TOSA
Bilingual, EL Learner herself
Has been SUHSD Teacher of the Year
Did you know that ?
Rhea has sang the National Anthem at a home Padre Game?

7. English Language Development Standards
Common Core State Standards
CA Content Standards
Academic Language

8. Content Specifications – ELA/Literacy: Major Claims Can Our ELD Newcomers to Bridging students address these claims ?
Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Claim #2 – Students can produce effective and well-grounded writing for a range of purposes and audiences.
Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim #4 – Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

9. Pass out ELD CCSS for 7th (MS)and ELD CCSS for 9/10(HS)Table Talk
What do you notice about the features of the ELD CCSS?
how it is sequenced
literacy and content demands

10. Copies of 7th(MS) and 9/10(HS) ELD CCSS
Peruse Hard-copies/You may also view online
Your task: Create a one-page poster to teach the main points of the ELD CCSS standards to a colleague in another content area at your school:
What would they need to know?
What are the form and function of the ELD CCSS?
What is the purpose/s of the ELD CCSS?

11. Begin with the END in Mind:
Our ELD Plan
Our EL LCAP Goals
Our ELD Canvas Resources
After Lunch
Our ELD SUHSD Assessment Matrix
Our ELD Text: Milestones
Our ELD UbDs, lessons, and strategies

12. Lunch
On your own
You may stay here/someone will be here if you leave laptops, etc.
Please be back no later than______ so we can start at ______ on the dot.
Please leave questions/comments on Parking Lot as you walk out.

13. CCSS Performance Assessments
Written and/or Oral
ELA Focus: Opinion (K-5); Argumentative (6-12)
Informative/Explanatory
Narrative
Authentic, and measure complex thinking: analysis, synthesis, critical thinking
Require student use of research, multimedia & informational text across content areas
Often involve collaboration
35 minutes – 2 hours in length—can/will be online

14. Structure of a Performance Task

15. UBD: Student Products

16. Instructional Strategies by Quadrant

17. Rigor and Relevance: Example

18. Gallery Walk You will visit 3 tables.
You have 3 minutes to look at the organization of the student products in the quadrants at those tables.
Once everyone is back in your team, discuss the similarities and/or differences that you noticed from the other 3 tables (groups).
Share Out

19. Milestones Marisol Higareda CVHS CIS and EL Resource Teacher
Did you know that ?
Marisol has taught both ELD and Spanish!
Marisol has shared her slides, work, etc. with us in Googledrive

20. Common Understandings
We understand that . . .
Our next steps are . . .
I am willing to . . .
I know someone who can . . .
One next step for us is . . .
Another next step for us is