Civics Leaders Institute Department of bilingual education and world languages Lourdes pintado curriculum support Specialist October 6th, 2017

Intended Outcomes Establishing a Common Language Building Awareness of ELs Grading WIDA ELD Standards (CPALMS) WIDA’s Standards, Can-Do Philosophy, Descriptors, Supports ESOL Strategies Matrix

Establishing A Common Language ESOL – English for Speakers of Other Languages (program) LEP – Limited English Proficient (student) ELL – English Language Learner (student) EL – English Learner (student) WIDA – Consortium of States WIDA ELD Standards– WIDA English Language Development Standards (total 5) ELP – English Language Proficiency (assessments) ACCESS for ELLs 2.0 – Language Assessment for ELs Establishing a Common Language https://sccharter-web.sharepoint.com/Documents/Title%20III%20WIDA%20Resource%20Packet.pdf

Building Awareness of ELs Identification: Home Language Survey (HLS) Assessment: CELLA Online Exit: ACCESS 2.0 + other criteria Once students meet the exit criteria, they are placed on a monitor status for 2 years (post program review)

Building Awareness of ELs What? So what? Now what? What did I see in the video? So, what does that mean to me? Building Awareness of ELs Now, what could I do with the information? https://www.youtube.com/watch?v=I6Y0HAjLKYI&t=134s Moises (English Learner)

Grading There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.” Lau vs. Nichols (1974)

13 WINTER Template Your standard is 1

WIDA Can Do Philosophy WIDA Can Do Descriptors We believe: Linguistically and culturally diverse learners bring a unique set of assets that have the potential to enrich the experiences of all learners and educators. Educators have the power to recognize and unleash the potential that language learners bring to their learning community.

ESOL 1-2 Students CAN We will focus on the Can Do’s within the four domains (L,S, R, W) for our ESOL 1 students. Refer back to WIDA document. examples of academic language use for specific communicative purposes

ESOL 1-2 Students CAN

ESOL 1-2 Students CAN READING WRITING Associate letters with sounds and objects Match content–related objects/pictures to words Identify common symbols, signs, and words Recognize concepts of print Find single word responses to WH- questions (e.g., “who,” “what,” “when,” “where”) related to illustrated text Use picture dictionaries/ illustrated glossaries Draw content-related pictures Produce high frequency words Label pictures and graphs Create vocabulary/concept cards Generate lists from pretaught words/phrases and word banks (e.g., create menu from list of food groups) GRADES 6-8 We will focus on the Can Do’s within the four domains (L,S, R, W) for our ESOL 1 students. Refer back to WIDA document.

Supports From WIDA Resource Packet pg. RG-21

Supports From WIDA Resource Packet pg. RG-21

How do we communicate? Critical Principles of Developing Language and Cognition in Academic Context While advancing along the continuum of English language development levels, English learners at all levels engage in intellectually challenging literacy, disciplinary, and disciplinary literacy tasks. They use language in meaningful and relevant ways appropriate to grade level, content area, topic, purpose, audience, and text type in English language arts, mathematics, science, social studies, and the arts. Specifically, they use language to gain and exchange information and ideas in three communicative modes (collaborative, interpretive, and productive), and they apply knowledge of language to academic tasks via three cross-mode language processes (structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas) using various linguistic resources.

How do we communicate?

How do we communicate?

ESOL Strategies Matrix

Listening

Speaking

Reading

Writing

Department of bilingual education and world languages http://mdcpsbilingual.net/

Secondary Curriculum Support Specialists Ivette Green ivette7@dadeschools.net 305-995-1286 Dona Depriest ddepriest@dadeschools.net   305-995-3022 Mayra Mateos mmateos@dadeschools.net 305-995-2378 Lourdes Pintado pintadol@dadeschools.net 305-995-2556

Contact Information Melba Brito Administrative Director MBrito@dadeschools.net 305-995-1950 Ana Gutierrez District Director amgutierrez@dadeschools.net (305) 995-2428 Rosy Ugalde Executive Director RUgalde@dadeschools.net 305-995-4196 NORTH Deland Innocent, Supervisor dinnocent@dadeschools.net 305-995-2977 CENTRAL Alina F. Plasencia, Supervisor APlasencia@dadeschools.net 305-995-2433 SOUTH Mercy Abadie Lux, Supervisor lmenendez1@dadeschools.net 305-995-2098