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

StandardsACOE English Learner Conference

Steve Flores

READY....,

Collaboration

Grade Level Professional Learning Community (PLC) Decisions:Decide on the Duration of the ELD CycleDecide who will teach which Level of

Language Acquisition (Emerging, Expanding, Bridging, CCSS)

READY…,

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...,

Collaboration

Map Out the Targeted ELD StandardsReview 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...,

Collaboration

Curricular Alignment Language Arts

Animals in their Habitats Science

Biomes English Language Development

Amazing Animals

SET…,

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…

DOMAIN STANDARD EXPANDING BRIDGINGCollaborative

Interacting via written English

Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing graphics, etc.

Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.

Interpretive Reading/viewing closely

Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia with moderate support.

Describe ideas, phenomena, and text elements using key details based on understanding of a variety of grade-level texts and viewing of multimedia with light support.

SET…,

DOMAIN STANDARD EXPANDING BRIDGINGProductive Writing a) Write longer

literary and informational texts collaboratively and with increasing independence using appropriate text organization.

a) Write longer and more detailed literary and informational texts collaboratively and independently using appropriate text organization and growing understanding of register.

Connecting and Condensing

Condensing Ideas

Condense clauses in a growing number of ways to create precise and detailed sentences.

Condense clauses in a variety of ways to create precise and detailed sentences.

SET…,

Individual Identify the trade book(s) that you

will use to teach the targeted ELD standards

GO!!!

Instruction

GO!!!

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!!!

Instruction

Close ReadingShort PassagesComplex Texts

At or above grade levelLimited Frontloading

Wikipedia

GO!!!

Informational TextWikipedia—Cougars

Text complexityVocabularyWord Length or frequencySentence LengthText cohesion

GO!!!

Instruction

CougarsShared reading first Individual readings

Underline the major points in the textCircle keywords or phrases that are

confusing or unknown to you

GO!!!

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!!!

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!!!

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!!!

Instruction

Write a paragraph about mountain lionsAppearancePredators/PreyHabitatOther