Incorporating State ELD Standards into Curriculum and Instruction

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

2. Why Are You Here? • Build background on incorporating ELD standards into the curriculum • Build the foundation for capacity as you go back to your buildings

3. Table 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

4. Building Background

5. Idaho 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)

6. US Enrollment Numbers 1996-2006

7. Mapping English Learners

8. Discussion: At your table, discuss trends in your district’s demographics through personal stories. Timer: 1-2 minutes per person.

9. LEP Accountability: AMAOs

11. 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

13. BICS and CALP BICS • Carries a social conversation easily • Follows simple, single & multiple stage directions • Answers direct questions orally • Appears fluent in English CALP • Reads & understands grade level text expository test • Conducts research • Writes an essay • Answers abstract questions in writing • Is fluent in English

14. The WHATof teaching Content area standards With the HOW of teaching ELD standards How Do I Teach Content & Develop Language?

15. Creating Language Objectives ELD Standards: • are correlated to State Language Arts standards; • include Reading, Writing, Speaking, and Listening; • are divided into K-2, 3-5, 6-8, and 9-12; and • are grouped by language acquisition levels (Handout).

18. http://www.sde.idaho.gov/LEP/guidance.asp

19. Activity: With a partner, find and discuss 5 ELD standards that could be added to your content objectives. Share your ideas with your table.

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

21. Activity Use the Math & Science Guidebook to complete the scavenger hunt on the following slide. Work with a partner.

23. Why are objectives important for all students?

24. Objectives should include specific knowledge statements And result in behaviors that demonstrate proficiency Tyler, 1949

25. Wise & Okey, 1983 • Up to 41 percentile gain, if objectives are stated: • Intentionally • Consistently • In the right way

26. Kendall & Marzano (2007) When objectives are written and articulated, there is a strong correlation to student learning Up to 23 percentile gain

27. Althoff et al. (2007) Posting objectives reduces miscommunication Up to 28 percentile gain

28. Students can tell others what they are learning and why. • Students read C/O and L/O before and after each lesson Teacher Student • Students know where to find objectives in my classroom. • I have posted the agenda and assignments on the board • I know where to find objectives in the curriculum guides and textbooks

29. Why Objectives?Students/Teachers • Objectives are critical for all grade levels & content areas • Students must know why if they are going to engage in learning • Students need to know what expectations are for mastery of the objective and how they will demonstrate their mastery.

30. Why Objectives?Assessment • Curriculum delivery (English) • Written, Taught, Tested • Backward design • Criteria for mastery? (Redding) • Formative • Diagnostic-Prescriptive: Pre/Post- clear, specific and aligned with criteria (checking on Bloom’s level) • Embedded: Within assignments and activities • Summative • Periodic: Mastery at several points through the year • Annual: Criterion and norm-referenced

31. Activity Brainstorm the assessments that are available for informing instruction. Record on chart paper . . . A for accurate H for helpful E for experimental M for missing What are the implications for your school/district?

32. Questions/Clarificationso far??

33. What are the differences between content objectives and language objectives?

34. Objectives Content Objective Language Objective • The “What” we’re going to learn today • Comes from district/State content standards • The “How” we’re going to learn our content today • Comes from ELD standards

35. Examples

36. Science Objectives Content Objective • Know the characteristics of the 6 terrestrial biomes Language Objectives • Summarize notes on chart paper • Read Chapter 6 • Discussand write biome characteristics using a Stay and Stray

37. Content Objective (What are we learning) Define emotional, social and physical health Language Objectives (How are we learning) Lookat pictures Say and Write a sentence about each picture Orally defend the 3 categories you created Newcomer Health Objectives

38. Math Objectives Content Objective • Use variables (the unknown) in algebraic expressions Language Objectives • Read word sentences • Rewrite words into algebraic expressions • Collaborate in small groups

39. Reading Objectives Content Objective • Identify and analyze story elements as story develops Language Objectives • Read Chapter 8 • Write/draw definitions of vocabulary words • Discuss developing story elements in 4 corners • Analyze connections/observations whole group and in journal

40. Social Studies Objective Content Objective Debate the causesof the Civil War and evaluate the importance of slavery as a principal cause of the conflict. Language Objectives Discuss the causes of the Civil War with your group. List the causes of the Civil War by order of importance. • Social Studies Performance Objective U.S. History 9 1305.19.03 / ELD 2.1.2

41. Science Objectives Content Objective Identify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle). Language Objectives Examine pictures of simple machines and listen to descriptions Read and discuss the main function of a simple machine Grade 3 Performance Objective 4.01 - There are six simple machines.

42. Activity

43. Sing a song about the function of each organ in the digestive system. Perform the song in your “family”. • Demonstrate emotional, physical and social health. • Analyze the functions carried out in the digestive system. • Know the parts of plant and animal cells and the functions of each cell part. • Discuss the differences and label the organelles of an animal and plant cell in a Venn diagram. • Write a complete sentence about each kind of health. Read your sentence to your partner. • Use adjectives to describe people. • Write a role-play using adjectives to describe people. • Identify the motives of the English colonists in America. • Use unit vocabulary in speaking and in writing to describe historical events.

44. Language Objectives Must include 1 or more of the following domains: • Writing • Reading • Speaking • Listening

45. Examples from the Field

49. Then and Now Content Objective • List the parts of a cell • Define the functions of each part. Language Objective • Take Cornell notes of video • Readand follow the directions on how to build a model of a cell • Label the organelles

50. How do we incorporate language objectives into our curriculum?