Transcript Project CORE PPT

Internet Access
Network: SDCOE_Guests
User: SDCOE
Password: Cupid214
Today’s Institute Resources:
http://tinyurl.com/COREvalentine
AGENDA
● Welcome and Introductions
● Review of Institute #3
● Rubric for ELD Instruction
● Vignette Lessons Analysis
● Lesson Development
● Evaluation
● Speaking from the Heart
Speaking from the Heart
California ELD Standards
Project CORE: December 5, 2014
Success Criteria - Institute #3
❏ I can use the Proficiency Level Descriptors to
determine and describe my proficiency level
in English and Spanish
❏ I can recommend appropriate ELD
standards for instruction to assist an EL
students in a particular context
Applying Proficiency Level
Descriptors on Yourself
1. Find a copy of the Proficiency Level Descriptors
2. Select a partner
3. Consider your proficiency level in English and Spanish
4. Rate yourself as Emerging, Expanding, Bridging, or
Fluent for each of the modes of communication &
language knowledge English and in Spanish
5. Describe your self-rating with your partner
Recommending ELD Standards per
an English Learner’s Needs
1. You are about to watch a 30 second video of
an English Learner’s response to a prompt.
2. Note she is a 7th grader at the Emerging
Level
3. Record some annotations about her
strengths and her needs
4. Refer to the transcript as needed
Question
(prompt):
When you
read, why
is it better
to read
with others
than by
yourself?
Assisting Hong
Select a Part I and Part II standard that could
teach her to develop that proficiency.
Click here to link to gr. 7 ELD Standards.
Success Criteria - Institute #4
❏ I can explain why and how both Part I and Part
II of the ELD standards are used for planning
instruction
❏ I can evaluate integrated/designated ELD
lessons using an observational rubric
❏ I can identify an instructional practice /
approach/ strategy I deem useful for ELs.
❏ I can write an integrated ELD lessons
Rubric for Analysis of
English Language
Development
Instruction
Understanding the ELD Rubric
● Read the rubric individually.
● Mark any terms/concepts that need
clarification or elaboration.
● Discuss any terms that you have identified
with your tablemates.
Instructions:
A.Choose a vignette
grade level
B.Find a partner who is
reading the same
grade level.
C.Sit with him or her.
K
1
2
3
4
5
6
7
8
10
11
Identifying Vignettes
Elementary:
Read both designated
and integrated
vignettes for your
grade level
Secondary:
Select either a
designated or
integrated vignette for
your grade level
ELD Vignettes: Primary
Elementary
GRADE K - Chapter 3
● Vignette 3.3 (integrated ELD)* pp]
● Vignette 3.4 (designated ELD) pp]
GRADE 1 - Chapter 3
● Vignette 3.5 (integrated ELD)* pp]
● Vignette 3.6 (designated ELD) pp]
GRADE 2 - Chapter 4
● Vignette 4.1 (integrated ELD)* -
Page 123 of 185
[3.75
Page 127 of 185
[3.25
Page 165 of 185
[4.5
Page 170 of 185
[3.75
Page 74 of 131
[3.75
ELD Vignettes: Upper Elementary
GRADE 3 - Chapter 4
● Vignette 4.3 (integrated ELD) pp]
● Vignette 4.4 (designated ELD)* pp]
GRADE 4 - Chapter 5
● Vignette 5.1 (integrated ELD) pp]
● Vignette 5.2 (designated ELD)* pp]
GRADE 5 - Chapter 5
● Vignette 5.3 (integrated ELD) -
Page 118 of 131
[3.75
Page 122 of 131
[3.5
Page 80 of 137
[4.25
Page 85 of 137
[3.25
Page 122 of 137
[4.25
ELD Vignettes: Middle School
GRADE 6 - Chapter 6
● Vignette 6.1 (integrated ELD)* pp]
● Vignette 6.2 (designated ELD) pp]
GRADE 7 - Chapter 6
● Vignette 6.4 (designated ELD) pp]
GRADE 8 - Chapter 6
● Vignette 6.5 (integrated ELD)* pp]
● Vignette 6.6 (designated ELD -
Page 87 of 180
[5.75
Page 93 of 180
[3.75
Page 125 of 180
[5.5
Page 158 of 180
[6.5
Page 166 of 180
[5.5
ELD Vignettes: High School
GRADE 10 - Chapter 7
● Vignette 7.1 (integrated ELD)* pp]
● Vignette 7.2 (designated ELD) GRADE 11 - Chapter 7
● Vignette 7.3 (integrated ELD)* pp]
● Vignette 7.4 (designated ELD) pp]
Page 106 of 180
[9.5
Page 116 of 180
[7 pp]
Page 155 of 180
[8.75
Page 164 of 180
[6.25
Where to Find the Vignettes
California ELA/ELD Language Arts Framework
http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrks
beadopted.asp
Vignette - Task 1
● Highlight examples in the vignette which
exemplify the use of Part I and Part II of the
ELD Standards
o
o
Are standards from Part I and Part II identified?
If so, how are they exemplified in the vignette(s)?
● Share with your partner why it is critical to
have a Part I and a Part II standard in every
ELD lesson.
Vignette - Task 2
● Reread the vignette.
● Use the ELD rubric to rate the elements in
the vignette with your partner.
Vignette - Task 3
● List strengths of the lesson on chart paper
● Highlight any instructional practices /
approaches/ strategies that that you deem
useful to use with students.
Vignette - Task 4
● Form a group of four: Each pair finds
another pair at least 4 grade levels higher or
lower than your grade level
● Share your flip chart with the other pair.
Model Unit & Sample I-ELD
Lesson
Download a copy of the Sample Unit overview:
or
http://tinyurl.com/COREunit
Follow along as the unit is described
Ask any questions about the larger context.
Model Unit & Sample I-ELD
Lesson
Download a copy of the Model I-ELD Lesson:
or
http://tinyurl.com/COREiELD
Follow along as the lesson is explored
Use post-its to record questions and notes on
the paper copied version.
Creating Your Own Sample
Integrated ELD Lesson
1. Find a partner to work with over the next two hours.
2. Download a copy of the Google docs version of the sample
integrated ELD lesson.
http://tinyurl.com/COREcopy
1. Read over Chapter 2 of the “Children of the Dust Days” book.
2. Produce your own lesson using THE SAME LANGUAGE
ARTS STANDARDS and the same framework.
3. Select your own ELD standards, or use the same if warranted.
4. Assume you have all three levels of ELs in the classroom
Sharing Highlights of Your Sample
Integrated ELD Lesson
1. Form a group of 4 by pairing with another set of partners.
2. Use chart packs and markers as needed to expedite.
3. Share electronic access to your sample integrated ELD lesson
with the other partners.
4. While one set of partners presents their ideas and highlights
portions of their lesson, the other set should use the ELD
rubric to provide feedback on strengths of the lesson.
5. One the presentation is done by the first pair, indicate
examples of rubric features mentioned during the debrief.
6. Repeat process by trading roles.
Stand Up, Hand Up, Pair Up
• When the music starts, stand up, walk
around the room and mingle.
• When the music stops, hand up, “high five”
or fist-bump partner.
With your partner discuss...
From today’s institute...
what information was “near to
your heart” (aligned with your
belief /values)?
when the music
plays again -mingle
Speak from the Heart
From today’s institute…
what information made your
“heart miss a beat” (was an
“aha” moment or something
you learned) ?
NEXT TIME:
Expand your knowledge at the
CABE conference: March 4-7
Consider the Spanish Language Development
Standards Institute presented on:
Thurs., March 5th 3:15-6:00 pm San Diego
Room @ the CABE Conference
See you here for Project Core, Friday, April 17