Welcome Librarians a nd Tech Teachers!

1. Welcome Librarians and Tech Teachers!

3. Our District Values Integrity Students First Collaboration Equity Accountability Fun

4. Standards Institute Educational Technology and Library Services August 2012

5. Colorado Standards 21st Century Skills: Transformative Teaching

6. AASL Standards for the 21st Century Learner http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk

7. ISTE NETS http://www.iste.org/standards.aspx • Comparison Chart: http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/bldnglvl/skills_comparison_chart.pdf

8. Content/Language Objectives Presented by Helen Butts English Language Acquisition/Literacy Curriculum Coordinator

9. Outcomes • Identify the evolution of the DPS content/language objective • Identify the components of the DPS content/language objective • Write content/language objectives with differentiated supports

10. English Language Development (ELD) Standards (also known as “WIDA”)

11. Let’s Talk About The ELD Standards • What drives the content of the ELD standards? In other words, what will teachers teach English language learners?

12. SAMPLE Planning for Common Core Standards for Writing #5 and ELD Standard #2 Content (what students will learn) Supports (differentiated by language proficiency levels) Function(what students are doing with the language) Domain(that is targeted)

13. How can we ensure language (specifically academic language) is a part of the content teachers are teaching? • Remember the ELD Standard: • #2- • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts • The language of Language Arts

14. Sentence frames, stems or cues.. Forms (what the language looks like) Conventions (Grammar, Usage, Mechanics) Academic vocabulary or language

15. Where to Find the Sample Planning for CCSS and ELD Standards (Amplified Strands) http://www.wida.us/downloadLibrary.aspx

16. The resources only provide SAMPLES of the kind of planning teachers should engage in to make the content accessible to English learners. What other subjects do you see embedded in the samples? How do all teachers become teachers of language?

17. Rationale for DPS Content/Language Objective: In planning for all students to be able to access ambitious new core content, we recognized that teachers needed a structure to be deliberate about student access to content.

18. Teacher Effectiveness Framework LE.1 Demonstrates knowledge of, interest in, and respect for diverse students’ communities and cultures in a manner that increases equity LE.2 Fosters a motivational and respectful classroom environment LE.3 Implements high, clear expectations for student behavior and routines LE.4 Classroom resources and physical environment support students and their learning I.1 Clearly communicates the standards-based content/language objective(s) for the lesson, connecting to larger rationale(s) I.2 Provides rigorous tasks that require critical thinking with appropriate digital and other supports to ensure student success I.3 Intentionally uses instructional methods and pacing to teach the content/language objective(s) I.4 Ensures all students’ active and appropriate use of academic language I.5 Checks for understanding of content/language objective(s) I.6 Provides differentiation that addresses students’ instructional needs and supports mastery of content/language objective(s) I.7 Provides students with academically-focused descriptive feedback aligned to content/language objective(s) I.8 Promotes student communication and collaboration

19. Components of DPS Content/Language Objective • Content What are students learning? • Targeted Domain What domain will I specifically target in this lesson? • Language Function How will students use language in the lesson?

20. Language Form What grammatical structures of the language, syntax, and academic vocabulary will be used? • Supports • What graphic organizer will help all of my students complete the function and what forms (language) will help them communicate their ideas? 2) How can I differentiate supports so that my… a) 1-2 language proficiency level students understand the content? b) 3-4 language proficiency level students understand the content? c) 5-6 language proficiency level studentsunderstand the content?

21. Activity: Domains • #1 Strong Listening = Strong Speaking? • #2 Strong Reading = Strong Writing? • #3 Strong Speaking = Strong Reading? • #4 Strong Writing = Strong Speaking?

22. Strong Reading=Strong Speaking? Mrs. W is a 75-year-old female who first presented to Presbyterian/St. Luke's 3/12/10 with altered mental status and supraventricular tachycardia. She was easily converted with adenosine, but her workup revealed hypoxemia and pulmonary hypertension (PH). Since that time she has had a thorough evaluation to delineate the etiology of her PH. She had a CTA 3/12/10 showing no evidence of PE; a lower extremity US 3/14/10 showing no DVT; and normal labs including CBC, CMP, ANA profile, UA, T3, T4, and coagulation studies.

23. DPS Content/Language Objective Structure A language function articulated to a language domain,a language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

24. Tools for Writing Content/Language Objectives Functions by Language Domain

25. 5 High Yield Functions • Describe, Explain, Classify • Compare and Contrast • Sequence • Cause & Effect • Defend/Propose/Justify

27. “Seasons” on a Bubble Map How could this graphic organizer have more supports for a younger child or a student with less English proficiency? How could this be built up for students with more advanced language?

28. Venn Diagram, Level 2 & 3

29. Venn Diagram, Levels 3 & 4

30. Flow Map for Sequencing When do you ask students to sequence in your class? Is this language appropriate? Too easy? Are pictures needed?

31. Flow Map, Levels 3/4; Levels 5/6

32. Venn Diagram, Level 2 & 3

33. Sample Language Forms

34. Reason #1 Reason #2 My opinion/claim Reason #3 Defend a Problem/Propose/Justify What structured language belongs on this? I believe… I think… What language do your students need? Reason #4

35. Activity: Bonjour! • Listen to the lesson. • How do you feel? • Do you know what you are asked to do? • Are you able to do it?

36. Sample Language Supports: “The Magic Three”

37. Sensory Supports

38. Visual Supports

39. Group Supports

40. CAN DO Descriptors to Help with Differentiated Supports http://www.wida.us/downloadLibrary.aspx

43. Sample #1 Students will orallyexplain,using sequential words (first, second, …), how to solve a system of linear equations by graphing with their partners: a) using labeled cards b) using discussion cards (no common solutions, one common solution, etc.) c) using multiple pairs of linear equations

44. Let’s Write a Content/Language Objective

45. Essential Question—Evaluation Task 14: [Insert question] After reading _____________ (literature of informational texts) on _____________ (content), write a/an (essay or substitute) that describes _____________ (content) and addresses the question. Support your discussion with evidence from the text.

46. Essential Question—Evaluation Task 14: Why would a slave not feel a part of the Fourth of July celebration? After reading “What to the Slave Is the Fourth of July?” on the slave’s perspective on independence from England, write an essay that describes and addresses the question. Support your discussion with evidence from the text.

47. Structure of the DPSContent/Language Objective(CLO) A language function articulated to a language domain,a language form, content, and supports, including a whole group support (graphic organizer with language) that are differentiated according to proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

48. Summative CLO Explain in writing a language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

49. Summative CLO Explain in writing, why a slave would not feel a part of the Fourth of July celebration a language form and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

50. Summative CLO Explain in writing, why a slave would not feel a part of the Fourth of July celebration using varied transitions and syntax (because, yet due to, even though, there is little evidence, etc.) and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6