final design of eld instructional seminar version approved for 05-25-11

8/6/2019 Final Design of ELD Instructional Seminar Version Approved for 05-25-11

1/36

On the cover or first page: Write your name Class / Topic of Study Date

On the top of second page write Table of Contents On the first line write:

Date Topic Page Number

Beginning with the Table of Contents number the first30 pages

Note: pages 2-6 will be set aside for the Table ofContents

1


2/36

Dale W. Vigil, Ed.D.

Superintendent

May 25, 2011June 1, 2011

2


3/36

Practical topics for instructional conversations Designed for timely application Packaged for your school site professional

development

Designed to calibrate our mutual understanding

3


4/36

How will this impact daily

schedules?

What are the generalimplications for your school?

How will you organize your

classes for ELD instruction?

How will this impact your

schools professionaldevelopment calendar and other

calendars?

How will you plan to observe and

monitor instruction ? 4


5/36

5


6/36

In your notebookyou may want to

record this topic in

the table of contents

as the 2011 RLA and

ELD adoption.

6


7/36

Two Programs!Reading Language Arts

Teacher Editions are seen

HereEnglish Language

Development

Teacher Editions are seen

Here

7


8/36

RLA and ELD each day, each week, and eachunit share the same:

Topics in their selections and unitsLanguage goals Instructional days Instructional routines

Day one in RLA is connected today one in ELD

8


9/36

The Reading Language Arts Program isdesigned to master the RLA standards.

The English Language DevelopmentProgram builds English proficiency as

defined by the ELD Standards.

9


10/36

10


11/36

Our Local District 4 focus Our data Our strengths Our challenges

Daily attention to differentiation Daily instruction within strands Daily scaffolding to access core Daily background in content

Building student resiliency ELD is designed for one hour

of instruction! 11


12/36

Dale W. Vigil, Ed.D.

Superintendent

May 25, 2011

June 1, 2011

12


13/36

Focus on English Language Learners Measurable outcomes Guiding principles for English Learners

Activate and build on prior knowledge Build knowledge and language to access complex

ideas and text

Model the use of academic language interactions Reflect on how language enables us to talk aboutabstract ideas in concise ways

Pauline Gibbons

13


14/36

Understand the programs design andorganization for English Language

Development

Identify differentiated instruction withinEnglish Language Development

Review how instructional routinessupport the purpose and outcome oflessons

School site implications14


15/36

Activate Prior Knowledge Build Background Key Terms

Oral Language Listening Comprehension Interactive Question Response ELD Differentiated Instruction

Monitor Progress

How does the program support studentsunderstanding of: Concepts Academic Language

15


16/36

With your table partner spend 5 minutesdiscussing these questions:

What is your personal background withAcademic Language in English?

What research or background frames yourapproach toward the acquisition of English?

With your table discuss how your personalbackground and experience influence your

perspective.

16


17/36

It is all about RELEVANT PRACTICERecognizing a need for conceptual and

linguistic knowledge

Bridge two approaches: Emphasis on content and comprehensible input

Diane August

Accelerating direct and sequential vocabularyAndrew Biellmiller

17


18/36

Our session today will assist us in learningkey terms such as:

Oral LanguageListening Comprehension Interactive Question ResponseELD Differentiated Instruction

18


19/36

The program does support these English Learner

principles of instruction:

Activate and build on prior knowledgeBuild knowledge and language to access

complex ideas and text

Model the use of academic languageinteractions

Reflect on how language enables us to talkabout abstract ideas in concise ways

Pauline Gibbons Chapter 4

19


20/36

Setting up our process Explore the Teacher's Edition for its unit,

weekly, and daily structure andinstructional goals

Explore the Teacher's Edition for wholegroup instruction

Explore the Teacher's Edition for specificLocal District 4 Guiding Principles

20


21/36

How many days will the unittake to instruct?

How many reading selections

will the student engage with, not

including decodable texts?

What types of selections will

they experience during the unit?

How do the skills and strategies

taught in the unit supportacademic language?

How can the ELD design assist

in grade level collaboration?

Collaborative Unit Exploration

21


22/36

As a table group, assign each person to any one ofthe first four questions from the previous slide.

Everybody finds an example of the last question.

Take 10 minutes to study the Teacher's Edition andrespond to the questions.

Take 20 minutes to present your findings to eachother, keeping notes in your Readers/WritersNotebook.

Take 5 minutes to discuss implications the structuremay have on your schools ELD instruction.

22


23/36

How is differentiation

presented in the white andyellow sections?

Are there any patterns in howthe selections are sequenced?

List any routines practiced

during the week.

What resources are there todifferentiate instruction duringthe week?

23


24/36

As a table group, assign each person to any one ofthe four questions.

Take 10 minutes to study the Teacher's Edition andrespond to your question.

Take 20 minutes to present your findings to eachother, keeping notes in your Readers/Writers

Notebook. Take 5 minutes to discuss implications the structure

may have on your schools ELD instruction.

24


25/36

25

See

A%end

Instr

uction

CALIFORNIA

STANDARDS

What is the factual, procedural, and/or conceptual knowledge youare attempting to teach? What opportunities developmetacognitive knowledge?

Establish the PURPOSE and RATIONALE of the lesson

SYNTAX - the method of your instruction

How do you explain and model the content of the lesson?How did you enable guided or independent practice for thestudent to internalize the content? How do you activate prior

knowledge throughout the lesson?

OUTCOME students demonstrate evidenceWhat evidence is there that demonstrates factual, procedural,and/or conceptual understanding of the lesson by the student?Can the students articulate how they acquired their

understanding of the knowledge?

G

uidingPrinciples

G

uidingPrinciples


26/36

ELD Listening & Speaking Standards:

Oral LanguageOral Vocabulary (K-Mid-1st)/Vocabulary

(End of 1st-6th)

Listening Comprehension

26


27/36

27


28/36

28


29/36

Jigsaw At each table, make three pairs. Each pair will choose one of the three main sections to

explore:

Oral Language Oral Vocabulary (K)/Vocabulary (1st-6th) Listening Comprehension

Choose a lesson from your section in the white pages ofthe Teacher's Edition. Use the graphic organizer to framehow you describe the lessons purpose, syntax (including

routines), and outcome. Examine how the purpose of yoursection changes over time (day 1 to day 4, week 1 to week6, unit 1 to unit 6).

Share out with your table.29


30/36

What are some of the key features of thewhite pages?

30


31/36

31


32/36

This part of the days

lessons are on the yellowpages.

32


33/36

ELD Reading & Writing Standards broken into these sections:

Phonemic Awareness Phonics

Morphology High-Frequency Words

Comprehension Critical Thinking

Fluency Grammar and Usage Writing/Spelling

33


34/36

Jigsaw In your same pairs, turn the page and choose a lesson from

the yellow pages.

Use the graphic organizer to describe the lessons purpose,syntax (including routines), and outcome for one group of

students. Examine how the purpose of your section

changes over time (day 1 to day 4, week 1 to week 6, unit 1

to unit 6).

Share out with your table.

34


35/36

What are some of the key features of theyellow pages?

35


36/36

How will this impact daily

schedules?

What are the generalimplications for your school?

How will you organize your

classes for ELD instruction?

How will this impact your

schools professionaldevelopment calendar and other

calendars?

How will you plan to observe and

monitor instruction ? 36

final design of eld instructional seminar version approved for 05-25-11

Documents