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HLA Program Implementation

HLA Program Implementation. Miami-Dade County Public Schools Division of Bilingual Education and World Languages June 10, 2014. Agenda. Agenda. Entèvansyon Pou Elèv K ap Aprann Pale Angle. Briefing 15779. Entèvansyon Pou Elèv k ap aprann Angle.

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HLA Program Implementation

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  1. HLA Program Implementation Miami-Dade County Public Schools Division of Bilingual Education and World Languages June 10, 2014

  2. Agenda

  3. Agenda

  4. EntèvansyonPouElèv K apAprann Pale Angle Briefing 15779

  5. EntèvansyonPouElèv k apaprann Angle

  6. Assessment of Basic Skills in Haitian-Creole (ABASH-C)

  7. Liv elèv

  8. Bi evalyasyonkonesans an Kreyòl • Poumezirepwogrèakademikelèvyo. • Poudemontresi yon elèv gen konesansdebazou non nan lang li pale lakay li. • Pouplanifyeenstriksyonendividyèlpouamelyorekonesanselèv. • Pouededetèminesi yon elèv nan klasjadendanfan – dezyèmane (ki gen mwenskedezan nan pwogram Angle) dwerefèklasoubyenavanse. • Pourekòmandasyonpouentèvansyonousnonpoumandegwoup SST a asistans. • PouRtI

  9. Language Arts Florida StandardsGrade K-5)(LAFS) NouvoEstandayo Pou Eta Florid

  10. LACC Language Arts Common CoreLAFSLanguage Arts Florida Standards College Readiness Standards (CCR) K-12 Standards (K-12)

  11. What is NEW?

  12. K - 5 • Highlighting = Amended Standard by the state • Underlying within the highlighting= specific change in wording • Italics= Increase in expectation within the standard from grade level to grade level ADD DISTRIBUTE AND EXPLAIN LAFS

  13. Six Strands • Reading Standards for Literature • Reading Standards: Foundational Skills • Reading Standards for Informational Text • Writing Standards • Standards for Speaking and Listening • Language Standards

  14. Strand #1: Reading Standards for Literature • Cluster 1: Key ideas and details • Cluster 2: Craft and Structure • Cluster 3: Integration of Knowledge and Ideas • Cluster 4: Range of Reading and Level of Text Complexity

  15. Strand #2: Reading StandardsFoundational Skills (K-5) • Cluster #1: Print Concepts • Cluster # 2: Phonological Awareness • Cluster # 3: Phonics and Word Recognition • Cluster # 4: Fluency

  16. Strand # 3: Reading Standards for Informational Text • Cluster #1: Key Ideas and Details • Cluster #2: Craft and Structure • Cluster #3: Integration of Knowledge and Ideas • Cluster #4: Range of Reading and Level of Text Complexity

  17. Strand # 4: Writing Standards • Cluster #1: Text Types and Purposes • Cluster #2: Production and Distribution of Writing • Cluster #3: Research to Build and Present Knowledge • Cluster #4: Range of Writing

  18. Strand # 5: Standards for Speaking and Listening • Cluster #1: Comprehension and Collaboration • Cluster #2: Presentation of Knowledge and Ideas • Cluster #3: Research to Build and present Knowledge • Cluster #4: Presentation of Knowledge

  19. Strand # 6: Language Standards • Cluster #1: Conventions of Standard English • Cluster #2: Knowledge of Language • Cluster #3: Vocabulary acquisition and Use

  20. Understanding the Standard CodeLAFS.3.RI.4.10

  21. Levels of Depth of Knowledge for English Language Arts: Reading (K-5)

  22. Link to Find Language Arts Florida Standards (LAFS) http://www.fldoe.org/bii/curriculum/sss/

  23. The American Institutes for Research (AIR) will develop, administer, score and report assessments that are aligned to Florida’s standards in English language arts/literacy in 2014-15

  24. On March 17, 2014, an announcement was made on the selection of the American Institutes for Research (AIR) to develop, administer, score and report assessments that are aligned to Florida’s standards in English language arts/literacy in 2014-15. This table describes resources and related information, as well as the current timeline for the release of each resource. Sample test questions and the test item specifications, identified as “DRAFT,” will be released as preliminary documents and will be expanded and updated at a later date following the initial release.

  25. HLA Strategiesto Facilitate Transfer of Skills to English

  26. Wòl Lang Natif Natal • “The effects of primary language instruction • are modest, but they are real and reliable.” • — Claude Goldenberg Strong literacy skills in native language transfer to second language • The level of reading skills in native language is an important predictor of successful second language reading acquisition

  27. KonesansKi KaTransfere • Konprannrelasyonkigenyen ant senbòlyo- moenprime- fonolojik- separasyon ant lèt aksilab • Devlopeestratejipoukonpreyansyon- konsèp- kòzakefè- sekans

  28. Depth of Knowledge (DOK) Applied to Instruction and Assessment

  29. Depth of Knowledge (1997) Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level 3 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer. Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem.

  30. PwofondèEtapKonesans (1997) Nivo 1 Raple Raple yon fè, enfòmasyon, ousnonpwosedi Nivo 2 Konpetans/Konsèp Sèviakenfòmasyonousnonkonesanskonsèp, ousnon pi plisetap Nivo 3 Rezonmanestratejik Mandepoupanse, devlope plan ousnon yon sekans ki gen plizyèetap, gen kèkkonpleksite, gen plispaseyon reponsposib Nivo 4 Agrandifasonpanse Mandepou yon ankèt, tan poupanseaktravaysouplizyè kondisyonsoupwoblèm nan

  31. Sample Pacing Guides

  32. KesyonPouAnkourajeElèv la Panse nan DiferanPwofondèEtapKonsesans • DOK 1: • Koumanoukajwennsiyifikasyon de_________? • Èske w raple w______________? • DOK 2: • Koumanou ta klasifye tip de _________? • Kisa w ka di de______________? • Koumanou ta rezime _____________? • DOK 3: • Ki konklizyonouka tire nan twatèkssayo_________? • Ki entèpretasyonou nan tèkssayo? Sipòterezonou bay la.

  33. Aktivite

  34. Kilès nan mosayokisiyifimenmakmokalibre? a. balanse b. mezire c. chwazi d. ranje

  35. Which statement best describes the central idea of the text? a)Miyax is far from home and in need of help. * b)Miyax misses her father and has forgotten the lessons he taught her. c)Miyax is cold and lacks appropriate clothing. d)Miyax is surrounded by a pack of unfriendly wolves.

  36. Which sentence best helps develop the central idea? • “Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.” • “Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.”* • “The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.” • He had ignored her since she first came upon them, two sleeps ago.”

  37. What is the purpose of this sentence in paragraph 1: “No roads cross it; ponds and lakes freckle its immensity”? • It illustrates the theme that human beings should keep the natural world pure and unpolluted. • It shows how beautiful the setting seems to Miyax. • It helps develop the theme that nature connects all living things together. • It emphasizes how the setting of the story creates great challenges for Miyax.*

  38. Sample Item 2-Part B Which other sentence from the story serves a similar purpose? • “Quietly she put down her cooking pot and crept to the top of a dome-shaped frost heave, one of the many earth buckles that rise and fall in the crackling cold of the Arctic winter.” • “They were wagging their tails as they awoke and saw each other.” • “Winds scream across it, and the view in every direction is exactly the same.”* • “Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.”

  39. Sample Item 3-Part A What does the word regal mean as it is used in the passage? • generous • threatening • kingly* • uninterested

  40. Sample Item 3-Part B Which of the phrases from the passage best helps the reader understand the meaning of regal? • “wagging their tails as they awoke” • “the wolves, who were shy” • “their sounds and movements expressed goodwill” • “with his head high and his chest out”*

  41. Sample Item 4-Part A Based on the passage from Julie of the Wolves, how does Miyax feel about her father? • She is angry that he left her alone. • She blames him for her difficult childhood. • She appreciates his thorough knowledge of nature.* • She is grateful that he planned out her future.

  42. Grade 6 Sample Item 4-Part B EBSR Which sentence from the passage best shows Miyax’s feelings for her father?” • “She had been lost without food for many sleeps on the North Slope of Alaska.” • “This could be done she knew, for her father, an Eskimo hunter, had done so.”* • “Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.” • “And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.”

  43. Grade 6 Sample Item 5-Part A TECR Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. • reckless • lively • imaginative* • observant* • impatient • confident

  44. EstratejiPouAnseyeVokabilè • Konsantre so moukleyo • Anseyevokabilèak yon bi detèmine • Definisyonkiklè (itilizefoto, estrateji TPR) • Sèviak “cognates” lè li posib • Sèviakdefinisyonkifasilpou yon timounkonprann • Itilizeaktivitealekri • Fètimounyokolaborepoutravayansanm • Sèviakkontèksyopouanseyemoki gen plizyèsiyifikasyon

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