initial -presentation for teachers

8/4/2019 Initial -Presentation for Teachers

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Content Standards and

Grade Level Expectations

COMMONWEALTH OF PUERTO RICO

DEPARTMENT OF EDUCATION

ENGLISH PROGRAM


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2010-2011

Nydia Lugo Duprey

English Zone Supervisor

Bayamon School District


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Reflection

Meditate.

Live purely. Be quiet.

Do your work with mastery.Like the moon, come out

from behind the clouds!

Shine.

Buddha


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Mission of the English Program

To achieve effective studentcommunication in the English language.It is acknowledged that strong mastery

of the vernacular language isfundamental to the effectivedevelopment of a second langauge.

Therefore, collaboration between theEnglish and Spanish programs is crucialand necessary.


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Mission of the English Program

To encourage the student to be a criticaland creative thinker, able to communicateverbally and in writing; able to interactwith the high expectations and demands

of a society immersed in global interactionand collaboration. The program will offera curriculum of subject matter integration,challenging and enriching, that takes intoconsideration the social, economical,cultural, and personal background of thestudent, including his/her knowledge and

skills.


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English Program Vision

To achieve student communication in the Englishlanguage in a creative, reflexive, and critical

manner; that the student feels committed to thevernacular language, Spanish, and to his/her

hispanic culture while simultaneously developinga high sense of solidarity, respect, and

appreciation to other people and other cultures.


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Carta Circular #4-2007-2008POLITICA PBLICA SOBRE EL CONTENIDO CURRICULAR DEL PROGRAMA DE INGLSPARA TODAS LAS ESCUELAS PBLICAS ELEMENTALES, INTERMEDIAS Y SUPERIORES

El Programa de Ingles del Departamento de Educacion recomienda que la enseanza delingles se desarrolle utilizando los siguientes enfoques:

Balanced Literacy Approach: Las destrezas de observar, escuchar, hablar, leer,

escribir y pensar se desarrollan simultaneamente, segun el estudiante desarrolla lacapacidad para leer y escribir.

Natural Approach: El estudiante asocia y asimila conceptos, en el segundo , elestudiante puede comunicarse a traves del uso de una o dos palabras, el estudiantepuede utilizar estructuras linguisticas simples para comunicarse o el estudiante adquiere

suficiente dominio del lenguaje para poder expresarse con fluides y correccion.


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Oral Approach: El oral approach es reforzado por la lectura y la escritura;es una manera practica para ensear un segundo idioma a traves de lafonetica

Communicative Approach: Este enfoque consta de tres etapas.

Etapa precomunicativa-utiliza las formas gramaticales

Etapa cuasicomiunicativa- presenta una situacion menos controladay el enfasis recae en la forma linguistica estructurads

Etapa comunicativa presenta una situacion espontanea y fluyelibremente


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Learning Focused Goals

Standard Driven Student Centered Literacy Focused Relationship, Relevance, Rigor

Achievement


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Timeline

The

Teaching of

English as a

Second

Language

1st Standards

Document

2ndStandards

Document

Norman

Webb

Study

Concept of

Expectations

New

Document

1948-49 1996 2000 2005 2006 2007


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Legal Basis

Ley 149: Ley Orgnica del Departamento de Educacin Ley 107-110: No Child Left Behind Act CC-9-02-03: Evidencia del Proceso de Planificacin en la Sala de

Clases Marco Currricular, 2003 CC-1-06-07: Normas y Procedimientos para la Evaluacin del

Aprovechamiento Acadmico y la Promocin de losEstudiantes del Sistema Escolar Pblico Puertorriqueo

CC-4-07-08: Poltica Pblica Sobre El Contenido Curricular delPrograma de Ingls Para Todas las Escuelas Pblicas Elementales,Intermedias y Superiores

CC (In Progress): Estndares de Contenido y Expectativas de Grado Grade Level Expectations, 2007


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Standards vs. ExpectationsStandards

Parameters forexcellence.

A standard remainsthe same across thegrades.

Represent generalaspirations, thus theyare not measurable.

Expectations

State performance bygrade.

Specific for each grade.

They are measurable

because they establishthe skills studentsshould be able toperform by grade.


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Using Content Standards andGrade Level Expectations Effectively

Administrators Teachers Students Community


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Arrow It!

Vertical Alignment


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Content Standard #1Listening/Speaking

The student uses the English language to interpret

oral input, construct meaning, interact withconfidence both verbally and nonverbally, andexpress ideas effectively in a variety of personal,

social, and academic contexts.


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Content Standard #1: Listening /Speaking

Description Communication as a process Listening Speaking

Focus

Elementary: Phonemic Awareness / Aural Discrimination Intermediate: Comprehension / Vocabulary Development

Understanding High School: Transfer Learned Concepts


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Seventh Grade Eight Grade Ninth GradeThe student:

L/S.7.1 Listens and responds during aread aloud from a variety of fictionand nonfiction to comprehend,generalize, relate to character andsetting, and make connections to text.

L/S.7.2 Listens, responds to, andanalyzes complex instructions andstatements; applies and clarifiesinstructions and directions; answersand formulates closed and open-ended questions.

L/S.7.3 Uses appropriate languagestructure to problem solve and toexplain a process; interacts indiscussions and presentations.

The student:

L/S.8.1 Listens and responds during aread aloud from a variety of fictionand nonfiction to comprehend,generalize, relate to character andsetting, identify tone, voice, andmood; makes connections to text.

L/S.8.2 Listens, responds to, analyzes,gives, and discusses complexinstructions, statements, anddirections; answers and formulatesclosed and open-ended questions.

L/S.8.3 Uses appropriate languagestructure to interact in discussions andpresentations, to problem solve,explain a process, and expressopinions integrating comparison andcontrast statements to interact indiscussions and presentations.

The student:

L/S.9.1 Listens and responds to a readaloud from a variety of fiction andnonfiction to analyze characterdevelopment and setting, todetermine tone, voice, and mood, andto make connections to the text.

L/S.9.2 Listens and responds to,analyzes, gives, and discussescomplex instructions; constructscomplex sentences and statements toexplain, describe, support, and discussinformation; answers and formulates

closed and open-ended questions.

L/S.9.3 Uses appropriate languagestructures to problem solve, explain aprocess, and express opinionsintegrating comparison and contraststatements; analyzes presentations.

Listening/Speaking


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L/S.7.4 Applies correct languagepatterns to organize events in avariety of narrative texts and identifiesproblem and solution within presentedliterature.

L/S.7.5 Explains the main idea ortopic; identifies important details fromlearned concepts or read aloud in avariety of expository texts; appliessequence of events to summarize..

The student:

L/S.8.4 Applies a variety of languagepatterns and structures to explaintexts, discuss topics and themes,express thought on plot development,identify problem and solution, as wellas make predictions, inferences, anddraw conclusions from listening to avariety of texts and multimedia

sources.

L/S.8.5 Explains the main idea or topicand important details from learnedconcepts or read alouds of a variety ofexpository texts, and applies sequenceof events to clarify, discuss, andsummarize a topic from a variety oftexts.

The student:

L/S.9.4 Uses a variety of languagepatterns and structures to explaintext, discuss topics and themes;expresses thoughts and opinions toanalyze plot, problem and solution, aswell as make predictions andinferences, and draw conclusions fromlistening to a variety of texts andmultimedia sources.

L/S.9.5 Explains the main idea or topicand important details from learnedconcepts or readings of a variety of

expository texts; applies sequence ofevents to discuss and summarize text;compares and contrasts topics from avariety of texts.


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Content Standard #2Reading

The student uses reading strategies, literary

analysis, and critical thinking skills toconstruct meaning and develop an

understanding as well as an appreciation of

a variety of genres of both fiction andnonfiction.


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Content Standard #2: Reading

Description Relationship between reader and text Literal Comprehension Inferential Comprehension Critical Comprehension

Focus Elementary: Reading Readiness

Narrative - Informational - Expository Intermediate: Exposition to a variety of genres

Persuasive textThinking, comparing, and interpreting

High School: Interpretation, analysis, and appreciation


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R.7.1 Analyzes the text, establishespurpose, recognizes authors purpose,and distinguishes text features toenhance comprehension.

R.7.2 Applies context clues, referencesources, and other vocabulary

expansion strategies to assessword meaning using prior knowledgeto relate to new meaning; usesprefixes, suffixes, and root words todetermine the meaning of unfamiliar,multiple-meaning, and compoundwords.

R.7.3 Distinguishes main characterfrom supporting characters, comparesand contrasts characters traits,describes and explains setting infiction.

The student:

R.8.1 Analyzes the text, establishespurpose, identifies authors purpose,and distinguishes text features toenhance comprehension.

R.8.2 Applies context clues, referencesources, and other vocabulary

expansion strategies to assessword meaning using prior knowledgeto relate to new meaning; usesprefixes, suffixes, and root words todetermine the meaning of unfamiliar,multiple-meaning, and compoundwords.

R.8.3 Distinguishes main fromsupporting characters, compares andcontrasts characters traits, andexplains setting in fiction andnonfiction; distinguishes between firstand second person point of view.

The student:

R.9.1 Analyzes the text, establishespurpose, states authors purpose, anddistinguishes between text features.

R.9.2 Analyzes context clues,reference sources, and othervocabulary expansion strategies toassess word meaning using priorknowledge to relate to new meaning;uses prefixes, suffixes, and root wordsto determine the meaning ofunfamiliar, multiple-meaning, andcompound words.

R.9.3 Analyzes characters and traits;explains setting in fiction andnonfiction; distinguishes between firstperson, third person, and omniscientpoint of view.

Reading


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Seventh Grade Eight Grade Ninth Grade

The student:

R.7.4 Sorts and organizes relevantevents, states cause and effect,makes connections, predictions andinferences; draws conclusions; statesthe problem and solution in fiction andnonfiction.

R.7.5 Identifies and states fact andopinion, paraphrases and states mainidea or topic, and determinesimportant details in narrative andexpository texts.

R.7.6 Identifies imagery and theelements of poetry.

The student:

R.8.4 Sorts and organizes relevantevents, states cause and effect,makes connections, predictions, andinferences, determines problem andsolution, and draws conclusions innarrative, expository, and persuasivetexts.

R.8.5 Distinguishes between fact andopinion in narrative and expositorytexts; states and paraphrases mainidea or topic, and determinesimportant details.

R.8.6 Uses elements of poetry toidentify and interpret genre, imagery,and symbolism.

The student:

R.9.4 Organizes plot; establishescause and effect relationships; makesconnections, predictions, inferences,draws conclusions, and classifiesconflicts in narrative, expository, andpersuasive texts.

R.9.5 Distinguishes between fact andopinion in narrative and expositorytexts; states and paraphrases mainidea and selects important details.

R.9.6 Uses elements of poetry andplays to analyze, interpret, andidentify genre, imagery, and figurativelanguage.


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Content Standard #3

Writing

The student effectively communicates to avariety of audiences in all forms of writing

through the use of the writing process, proper

grammar, and age-appropriate expressive

vocabulary.


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Content Standard #3: Writing

Description

Writing as a process

For learning, personal expression, and professionalsuccess

Focus

From receptive to expressive vocabulary Direct correlation to Listening/Speakingand Reading


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W.7.1 Combines sentences and ideasby using simple transitional phrases;applies commas to correctly punctuateand construct sentences; distinguishescomplete sentences from fragmentsand run-on sentences.

W.7.2 Applies the parts of speech;identifies the subjects and objects insentences; uses correct subject-verbagreement.

W.7.3 Identifies elements indescriptive, narrative, expository andpersuasive forms of writing; uses avariety of sentence types to constructa paragraph; applies organizationalpatterns to construct narrative,descriptive, and expository paragraphs

The student:

W.8.1 Combines sentences and ideasusing simple transitional phrases;applies commas and colons tocorrectly punctuate sentences;identifies phrases and clauses; appliesphrases in writing to constructcomplex sentences.

W.8.2 Classifies and applies the partsof speech; uses vocabulary, accuratespelling, appropriate grammar andsyntax in writing.

W.8.3Applies organizational patterns

and the elements of descriptive,narrative, and expository forms toconstruct a three-paragraphcomposition.

The student:

W.9.1 Uses transitional words,phrases, and clauses to connect ideaswhen constructing complex sentences.

W.9.2 Distinguishes appropriate andincorrect grammar structure; applies avariety of syntactic styles to write.

W.9.3 Applies organizational patternsand the elements of descriptive,narrative, expository, and persuasiveforms of writing to construct acomposition.

Writing


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W.7.4 Uses poetry and sensoryelements to develop simple poems.

W.7.5 Uses the writing process;

applies prewriting strategies togenerate ideas; uses the dictionaryand thesaurus as an aid in the writingprocess; revises

writing; proofreads to identifyerrors in spelling, capitalization, andending punctuation when prewriting,drafting, revising, editing, and writes afinal draft.

The student:

W.8.4 Uses poetry elements andimagery to develop and write differentstyles of poems.

W.8.5 Uses basic editing marks andreference sources to revise writing;verifies information; writes a finaldraft using the writing process.

The student:

W.9.4 Uses figurative language; writesdifferent styles of poems.

W.9.5 Uses basic editing marks and

revising techniques; uses referencesources to verify information; writes afinal draft using the writing process.


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CIRCULAR LETTER #2-2010-2011

LESSON PLANNING

Lesson Plans should have:

Theme Objectives:

Grade Conceptual

Date Procedural

General Strategy Attitudinal

Integration

Standard

Expectations

Depth of Knowledge (DOK) Norman Webb


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READING STRATEGIES

READ ALOUD

THINK ALOUD

SHARED READING

GUIDED READING

ROLE PLAYING


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Whether you think you can

or think you cant

you are right.

Henry Ford


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initial -presentation for teachers

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