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AGENDA ● Welcome and Introductions ● Review of Institute #3 ● Rubric for ELD Instruction ● Vignette Lessons Analysis ● Lesson Development ● Evaluation ● Speaking from the Heart

Speaking from the Heart

California ELD Standards Project CORE: December 5, 2014

Success Criteria - Institute #3 ❏ I can use the Proficiency Level Descriptors to determine and describe my proficiency level in English and Spanish ❏ I can recommend appropriate ELD standards for instruction to assist an EL students in a particular context

Applying Proficiency Level Descriptors on Yourself 1.Find a copy of the Proficiency Level DescriptorsProficiency Level Descriptors 2.Select a partner 3.Consider your proficiency level in English and Spanish 4.Rate yourself as Emerging, Expanding, Bridging, or Fluent for each of the modes of communication & language knowledge English and in Spanish 5.Describe your self-rating with your partner

Recommending ELD Standards per an English Learner’s Needs 1.You are about to watch a 30 second video of an English Learner’s response to a prompt. 2.Note she is a 7th grader at the Emerging Level 3.Record some annotations about her strengths and her needs 4.Refer to the transcript as neededtranscript

Question (prompt): When you read, why is it better to read with others than by yourself?

Assisting Hong Select a Part I and Part II standard that could teach her to develop that proficiency. Click here to link to gr. 7 ELD Standards.gr. 7 ELD Standards

Success Criteria - Institute #4 ❏ I can explain why and how both Part I and Part II of the ELD standards are used for planning instruction ❏ I can evaluate integrated/designated ELD lessons using an observational rubric ❏ I can identify an instructional practice / approach/ strategy I deem useful for ELs. ❏ I can write an integrated ELD lessons

Rubric for Analysis of English Language Development Instruction

● Read the rubric individually.rubric ● Mark any terms/concepts that need clarification or elaboration. ● Discuss any terms that you have identified with your tablemates. Understanding the ELD Rubric

Instructions: K12345K A.Choose a vignette grade level B.Find a partner who is reading the same grade level. C.Sit with him or her.

Identifying Vignettes Elementary: Read both designated and integrated vignettes for your grade level Secondary: Select either a designated or integrated vignette for your grade level

ELD Vignettes: Primary Elementary GRADE K - Chapter 3 ● Vignette 3.3 (integrated ELD)* - Page 123 of 185 [3.75 pp] ● Vignette 3.4 (designated ELD)- Page 127 of 185 [3.25 pp] GRADE 1 - Chapter 3 ● Vignette 3.5 (integrated ELD)*- Page 165 of 185 [4.5 pp] ● Vignette 3.6 (designated ELD)- Page 170 of 185 [3.75 pp] GRADE 2 - Chapter 4 ● Vignette 4.1 (integrated ELD)* - Page 74 of 131 [3.75 pp] ● Vignette 4.2 (designated ELD)- Page 78 of 131 [3.5 pp]

ELD Vignettes: Upper Elementary GRADE 3 - Chapter 4 ● Vignette 4.3 (integrated ELD) - Page 118 of 131 [3.75 pp] ● Vignette 4.4 (designated ELD)*- Page 122 of 131[3.5 pp] GRADE 4 - Chapter 5 ● Vignette 5.1 (integrated ELD) - Page 80 of 137 [4.25 pp] ● Vignette 5.2 (designated ELD)*- Page 85 of 137[3.25 pp] GRADE 5 - Chapter 5 ● Vignette 5.3 (integrated ELD) - Page 122 of 137 [4.25 pp] ● Vignette 5.4 (designated ELD) - Page 127 of 137 [3.25 pp]

ELD Vignettes: Middle School GRADE 6 - Chapter 6 ● Vignette 6.1 (integrated ELD)* - Page 87 of 180 [5.75 pp] ● Vignette 6.2 (designated ELD) - Page 93 of 180 [3.75 pp] GRADE 7 - Chapter 6 ● Vignette 6.4 (designated ELD)- Page 125 of 180 [5.5 pp] GRADE 8 - Chapter 6 ● Vignette 6.5 (integrated ELD)*- Page 158 of 180 [6.5 pp] ● Vignette 6.6 (designated ELD - Page 166 of 180 [5.5 pp]

ELD Vignettes: High School GRADE 10 - Chapter 7 ● Vignette 7.1 (integrated ELD)* - Page 106 of 180 [9.5 pp] ● Vignette 7.2 (designated ELD) - Page 116 of 180 [7 pp] GRADE 11 - Chapter 7 ● Vignette 7.3 (integrated ELD)* - Page 155 of 180 [8.75 pp] ● Vignette 7.4 (designated ELD) - Page 164 of 180 [6.25 pp]

Where to Find the Vignettes California ELA/ELD Language Arts Framework beadopted.asp

Vignette - Task 1 ● Highlight examples in the vignette which exemplify the use of Part I and Part II of the ELD Standards o Are standards from Part I and Part II identified? o If so, how are they exemplified in the vignette(s)? ● Share with your partner why it is critical to have a Part I and a Part II standard in every ELD lesson.

Vignette - Task 2 ● Reread the vignette. ● Use the ELD rubric to rate the elements in the vignette with your partner.

Vignette - Task 3 ● List strengths of the lesson on chart paper ● Highlight any instructional practices / approaches/ strategies that that you deem useful to use with students.

Vignette - Task 4 ● Form a group of four: Each pair finds another pair at least 4 grade levels higher or lower than your grade level ● Share your flip chart with the other pair.

Model Unit & Sample I-ELD Lesson Download a copy of the Sample Unit overview:Sample Unit overview or Follow along as the unit is described Ask any questions about the larger context.

Model Unit & Sample I-ELD Lesson Download a copy of the Model I-ELD Lesson:Model I-ELD Lesson or Follow along as the lesson is explored Use post-its to record questions and notes on the paper copied version.

Creating Your Own Sample Integrated ELD Lesson 1.Find a partner to work with over the next two hours. 2.Download a copy of the Google docs version of the sample integrated ELD lesson.copy 1.Read over Chapter 2 of the “Children of the Dust Days” book. 2.Produce your own lesson using THE SAME LANGUAGE ARTS STANDARDS and the same framework. 3.Select your own ELD standards, or use the same if warranted. 4.Assume you have all three levels of ELs in the classroom

Sharing Highlights of Your Sample Integrated ELD Lesson 1.Form a group of 4 by pairing with another set of partners. 2.Use chart packs and markers as needed to expedite. 3.Share electronic access to your sample integrated ELD lesson with the other partners. 4.While one set of partners presents their ideas and highlights portions of their lesson, the other set should use the ELD rubric to provide feedback on strengths of the lesson. 5.One the presentation is done by the first pair, indicate examples of rubric features mentioned during the debrief. 6.Repeat process by trading roles.

Stand Up, Hand Up, Pair Up When the music starts, stand up, walk around the room and mingle. When the music stops, hand up, “high five” or fist-bump partner.

With your partner discuss... what information was “near to your heart” (aligned with your belief /values)? From today’s institute... when the music plays again -- mingle

Speak from the Heart what information made your “heart miss a beat” (was an “aha” moment or something you learned) ? From today’s institute…

NEXT TIME: Expand your knowledge at the CABE conference: March 4-7 Consider the Spanish Language Development Standards Institute presented on: Thurs., March 5th 3:15-6:00 pm San Diego the CABE Conference See you here for Project Core, Friday, April 17