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

Incorporating Incorporating State ELD Standards into State ELD Standards into Curriculum and InstructionCurriculum and Instruction

SDE Regional TrainingSDE Regional Training

Spring 2010Spring 2010

Why Are You Here?Why Are You Here?

Build background on incorporating Build background on incorporating ELD standards into the curriculumELD standards into the curriculum

Build the foundation for capacity Build the foundation for capacity as you go back to your buildingsas you go back to your buildings

Table RolesTable 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 BackgroundBuilding Background

Idaho StatisticsIdaho 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 US Enrollment Numbers 1996-20061996-2006

Mapping English LearnersMapping English Learners

Discussion:Discussion:

At your table, At your table,

discuss trends in your district’s discuss trends in your district’s demographics through personal stories.demographics through personal stories.

Timer: 1-2 minutes per person.Timer: 1-2 minutes per person.

LEP Accountability: AMAOs

#2Annual increases inthe percent ornumber of LEPstudents attainingEnglish languageproficiency by theend of the schoolyear, as determinedby an Englishlanguage proficiencyassessment.

#3Making AYP (adequateyearly progress) on thespring ISAT for the LEPsubgroup identified(section 1111(b)(2)(B)).

#1Annual increases in thepercent or number ofLEP students makingprogress in acquiringEnglish languageproficiency.

Title III Accountabilityfor LEP Student

Achievement

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 CALPBICS and CALP

BICSBICS Carries a social Carries a social

conversation easilyconversation easily

Follows simple, single & Follows simple, single & multiple stage directionsmultiple stage directions

Answers direct questions Answers direct questions orallyorally

AppearsAppears fluent in fluent in EnglishEnglish

CALPCALP Reads & understands Reads & understands

grade level text grade level text expository testexpository test

Conducts researchConducts research

Writes an essayWrites an essay

Answers abstract Answers abstract questions in writingquestions in writing

IsIs fluent in English fluent in English

How Do I Teach Content How Do I Teach Content & Develop Language?& Develop Language?

The WHAT of teaching

Content area standards

With the With the HOW of teaching of teaching

ELD standards

Creating Language ObjectivesCreating 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).

ELD Standard 3: ReadingELD 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.1.2.2Name 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]

ELD Standard 3: ReadingELD Goal 3.1: Reading Process

Grade 6 Grade 7 Grade 8

ELD 3.1.1 Use Text Features to Understand Information 6.LA.1.2.1Apply the structural features of popular media.

6.LA.1.2.2Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text.

7.LA.1.2.1Apply knowledge of organizational structures to understand information in text.

7.LA.1.2.2Apply specific features of text to understand a selection including preface and appendix.

8.LA.1.2.1Analyze the organizational structure of printed material and electronic sources to access information.

8.LA.1.2.2Analyze 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.

ELD 3.2.2 Describe Main Idea in Text9.LA.2.2.1 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.2.2.1 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.2.2.1 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.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.2.3.3Evaluate 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

Activity:Activity:

With a partner, find and discuss 5 ELD standards With a partner, find and discuss 5 ELD standards that could be added to your content objectives. that could be added to your content objectives.

Share your ideas with your table. Share your ideas with your table.

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

ActivityActivity

Use the Math & Science Guidebook to complete the Use the Math & Science Guidebook to complete the scavenger hunt on the following slide.scavenger hunt on the following slide.

Work with a partner.Work with a partner.

Math & Science GuidebookMath & Science Guidebook

Scavenger HuntScavenger Hunt

What to FindWhat to FindPage Page

NumberNumberI could use this in my I could use this in my

classroom ….classroom ….

Name 3 scaffolding Name 3 scaffolding strategiesstrategies

Find 4 steps for Find 4 steps for teaching vocabularyteaching vocabulary

Locate the function Locate the function word listword list

Find the academic Find the academic language skills chart language skills chart for your grade levelfor your grade level

Locate the discussion Locate the discussion sentence starters tablesentence starters table

Why are objectives important Why are objectives important for for allall students? students?

Tyler, 1949Tyler, 1949

● Objectives should Objectives should include specific include specific knowledge statementsknowledge statements

● And result in behaviors And result in behaviors that demonstrate that demonstrate proficiencyproficiency

Wise & Okey, 1983Wise & Okey, 1983

Up to 41 percentile Up to 41 percentile gain, if objectives are gain, if objectives are stated:stated:

• IntentionallyIntentionally

• ConsistentlyConsistently

• In the right wayIn the right way

Kendall & Marzano (2007)Kendall & Marzano (2007)

When objectives are When objectives are writtenwritten and and

articulatedarticulated, there is a strong , there is a strong

correlation to student learningcorrelation to student learning

Up to 23 percentile gain Up to 23 percentile gain

Althoff et al. (2007)Althoff et al. (2007)

PostingPosting objectives objectives

reduces reduces

miscommunication miscommunication

Up to 28 percentile Up to 28 percentile

gaingain

• 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

Teac

her

S

tude

nt

Why Objectives?Why Objectives?Students/TeachersStudents/Teachers

Objectives are critical for Objectives are critical for allall grade levels grade levels & content areas& content areas

Students must know Students must know whywhy if they are going if they are going to engage in learningto engage in learning

Students need to know Students need to know whatwhat expectations expectations are for mastery of the objective and are for mastery of the objective and howhow they will demonstrate their mastery.they will demonstrate their mastery.

Why Objectives?Why Objectives?AssessmentAssessment

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 Diagnostic-Prescriptive: Pre/Post- clear, specific and aligned with criteria (checking on Bloom’s level)aligned with criteria (checking on Bloom’s level)

Embedded: Within assignments and activitiesEmbedded: Within assignments and activities• SummativeSummative

Periodic: Mastery at several points through the yearPeriodic: Mastery at several points through the year Annual: Criterion and norm-referencedAnnual: Criterion and norm-referenced

ActivityActivity

Brainstorm the assessments that are available Brainstorm the assessments that are available for informing instruction.for informing instruction.

Record on chart paper . . .Record on chart paper . . .A for accurateA for accurateH for helpfulH for helpfulE for experimentalE for experimentalM for missingM for missing

What are the implications for your school/district?What are the implications for your school/district?

Questions/ClarificationQuestions/Clarificationso far??so far??

What are the differences What are the differences between content objectives between content objectives

and language objectives?and language objectives?

ObjectivesObjectives

Content ObjectiveContent Objective Language ObjectiveLanguage Objective

The The “What”“What” we’re we’re going to learn todaygoing to learn today

• Comes from Comes from district/State district/State content standardscontent standards

The The “How”“How” we’re we’re going to learn our going to learn our content todaycontent today

• Comes from ELD Comes from ELD standardsstandards

ExamplesExamples

Science ObjectivesScience Objectives

Content ObjectiveContent Objective• Know the Know the characteristicscharacteristics of the 6 of the 6

terrestrial biomesterrestrial biomes

Language ObjectivesLanguage Objectives• Summarize notes on chart paper notes on chart paper• Read Chapter 6 Chapter 6• Discuss and and write biome characteristics biome characteristics

using a Stay and Strayusing a Stay and Stray

Content Objective Content Objective (What are we learning)(What are we learning)

• Define Define emotionalemotional, , socialsocial and and physical healthphysical health

Language Objectives Language Objectives (How are we learning)(How are we learning)• LookLook at picturesat pictures

• SaySay and and WriteWrite a sentence about each a sentence about each picturepicture

• Orally defendOrally defend the 3 categories you the 3 categories you createdcreated

Newcomer Health ObjectivesNewcomer Health Objectives

Math ObjectivesMath Objectives

Content ObjectiveContent Objective• Use Use variables (the unknown) in (the unknown) in algebraic

expressions

Language ObjectivesLanguage Objectives• Read word sentences word sentences• Rewrite words into algebraic expressions words into algebraic expressions• Collaborate in small groups in small groups

Reading ObjectivesReading Objectives

Content ObjectiveContent Objective• Identify and analyze Identify and analyze story elements as as

story developsstory develops

Language ObjectivesLanguage Objectives• Read Chapter 8 Chapter 8• Write/draw definitions of vocabulary definitions of vocabulary

wordswords• Discuss developing story elements in 4 developing story elements in 4

cornerscorners• Analyze connections/observations whole connections/observations whole

group and in journalgroup and in journal

Social Studies ObjectiveSocial Studies Objective

Content ObjectiveContent Objective

• Debate the Debate the causescauses of the Civil Warof the Civil War and evaluate the and evaluate the importance of importance of slavery as a slavery as a principal causeprincipal cause of of the conflict.the conflict.

Language ObjectivesLanguage Objectives

• DiscussDiscuss the causes of the causes of the Civil War with the Civil War with your group.your group.

• ListList the causes of the the causes of the Civil War by order of Civil War by order of importance.importance.

Social Studies Performance Objective U.S. History 9 1305.19.03 / ELD 2.1.2

Science ObjectivesScience Objectives

Content ObjectiveContent Objective

•Identify the Identify the six simple six simple machinesmachines and how each and how each works (wedge, screw, works (wedge, screw, inclined plane, pulley, lever, inclined plane, pulley, lever, wheel & axle).wheel & axle).

Language ObjectivesLanguage Objectives

• Examine pictures of Examine pictures of simple machines and simple machines and listenlisten to descriptions to descriptions

• ReadRead and and discussdiscuss the the main function of a main function of a simple machinesimple machine

Grade 3 Performance Objective 4.01 - There are six simple

machines.

ActivityActivity

Sing a song about the Sing a song about the function of each organ in function of each organ in the digestive system. the digestive system. Perform the song in your Perform the song in your “family”.“family”.

Demonstrate emotional, Demonstrate emotional, physical and social health.physical and social health.

Analyze the functions Analyze the functions carried out in the digestive carried out in the digestive system.system.

Know the parts of plant Know the parts of plant and animal cells and the and animal cells and the functions of each cell part.functions of each cell part.

Discuss the differences Discuss the differences and label the organelles of and label the organelles of an animal and plant cell in an animal and plant cell in a Venn diagram. a Venn diagram.

Write a complete sentence Write a complete sentence about each kind of health. about each kind of health. Read your sentence to Read your sentence to your partner. your partner.

Use adjectives to describe Use adjectives to describe people.people.

Write a role-play using Write a role-play using adjectives to describe adjectives to describe people.people.

Identify the motives of the Identify the motives of the English colonists in English colonists in America.America.

Use unit vocabulary in Use unit vocabulary in speaking and in writing to speaking and in writing to describe historical events.describe historical events.

Language Objectives

Must include 1 or more of the following domains:

•WWritingriting

•RReadingeading

•SSpeakingpeaking

•LListeningistening

Examples from the Examples from the FieldField

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 How do we incorporate language objectives into our language objectives into our

curriculum?curriculum?

As a group examine a curriculum guide.As a group examine a curriculum guide.Select one content objective.Select one content objective.

On chart paper, write the content objective in student-On chart paper, write the content objective in student-friendly language.friendly language.

Using the ELD standards, write a language objective.Using the ELD standards, write a language objective.

Stay and StrayStay and Stray

ActivityActivity

On Your OwnOn Your Own

Choose 3 content objectives from Choose 3 content objectives from your curriculum.your curriculum.

Rewrite the content objective, if Rewrite the content objective, if needed. needed.

Add a language objective.Add a language objective.

Discuss process.Discuss process.

So what???So what???

Classroom LevelClassroom Level

Team Level Team Level

School / District LevelSchool / District Level

Contact UsContact Us

Jolene Lincoln at Jolene Lincoln at [email protected]@boiseschools.org

Cindy Daly at [email protected] Daly at [email protected] Molly Jo de Fuentealba at Molly Jo de Fuentealba at

[email protected]@boiseschools.org Dr. Ann Farris at Dr. Ann Farris at

[email protected]@boiseschools.org Dr. Fernanda Brendefur at Dr. Fernanda Brendefur at

[email protected]@sde.idaho.gov

Why Are You Here?Why Are You Here?

Build background on incorporating Build background on incorporating ELD standards into the curriculumELD standards into the curriculum

Build the foundation for capacity Build the foundation for capacity as you go back to your buildingsas you go back to your buildings