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Ready, Set, Go! At the Starting Line for Implementing the New CCSS and ELD Standards

Ready, Set, Go! At the Starting Line for Implementing the New CCSS and ELD Standards. ACOE English Learner Conference Steve Flores. Collaboration Grade Level Professional Learning Community (PLC) Decisions: Decide on the Duration of the ELD Cycle

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Ready, Set, Go! At the Starting Line for Implementing the New CCSS and ELD Standards

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  1. Ready, Set, Go! At the Starting Line for Implementing the New CCSS and ELD Standards ACOE English Learner Conference Steve Flores

  2. Collaboration • Grade Level Professional Learning Community (PLC) Decisions: • Decide on the Duration of the ELD Cycle • Decide who will teach which Level of Language Acquisition (Emerging, Expanding, Bridging, CCSS) READY....,

  3. Collaboration • Grade Level Professional Learning Community (PLC) Decisions: • Designate targeted standards for the cycle (cluster) • Annual goal is to target all of the standard from each domain by the end of the year • Take a less is more approach READY…,

  4. Collaboration • Map Out the Targeted ELD Standards • Review and discuss (unpack) the standards so all the members of the PLC have a common understanding of the targeted standards and what they specifically require the student to do • Decide on what part(s) of the standard will be the focus of your instruction READY...,

  5. Collaboration • Curricular Alignment • Language Arts • Animals in their Habitats • Science • Biomes • English Language Development • Amazing Animals READY...,

  6. Individual • Review the articulation of the standard • Understand the rigor of the subsequent proficiency level • Zone of Proximal Development (x+1) • Identify the standard(s) that you will begin with and how you will integrate the other targeted standards in the cluster SET…,

  7. SET…

  8. SET…,

  9. Individual • Identify the trade book(s) that you will use to teach the targeted ELD standards SET…,

  10. Instruction GO!!!

  11. Instruction • Write a fact (something that you believe to be a true statement) about mountain lions • Read and discuss your fact with your partner • Work with your partner to combine your facts to write a more sophisticated sentence GO!!!

  12. Instruction • Close Reading • Short Passages • Complex Texts • At or above grade level • Limited Frontloading • Wikipedia GO!!!

  13. Informational Text • Wikipedia—Cougars • Text complexity • Vocabulary • Word Length or frequency • Sentence Length • Text cohesion GO!!!

  14. Instruction • Cougars • Shared reading first • Individual readings • Underline the major points in the text • Circle keywords or phrases that are confusing or unknown to you GO!!!

  15. Repeated Readings • Text-Questions • General Understanding Questions • Key Detail Question (who, what, when, where, etc.) • Text Structure Questions • Author’s Purpose Questions • Inferential Questions • Opinion and Intertextual Questions GO!!!

  16. Instruction • YouTube Video • http://www.youtube.com/watch?v=4iH1lFNSUOA • Discuss with your partner if the information in your sentence has been verified by the text or video • Edit your sentence if necessary GO!!!

  17. Listening and Speaking • What does a mountain lion look like? (Remembering) • Describe why a mountain lion is tan. (Understanding) • Can you show me how a mountain lion would attack its prey? (Applying) • What is the difference between a mountain lion and a pet cat? How are they the same? (Analyzing) • What would happen if you were hiking and you ran into a mountain lion? (Evaluating) • Can you design a habitat that would be appropriate for a mountain lion? (Creating) Scaffolds for Supporting English Learners within the CCSS Orange County Office of Education GO!!!

  18. Instruction • Write a paragraph about mountain lions • Appearance • Predators/Prey • Habitat • Other GO!!!

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