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Developed by: Silvia C. Dorta Duque de Reyes

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Presentation on theme: "Developed by: Silvia C. Dorta Duque de Reyes"— Presentation transcript:

1 Developed by: Silvia C. Dorta Duque de Reyes

2 Silvia C. Dorta-Duque de Reyes San Diego County Office of Education

3 What is California Language Arts Content Standards: Side by Side?
A document to address the California Language Arts Content Standards by levels of language acquisition at each grade level. (1 minute) Read slide and continue

4 California Language Arts Content Standards: Side by Side
It is a practical tool to facilitate cognitive planning and differentiation of the California Language Arts Content Standards for English Learners.

5 Documents that inform Side by Side:
(1 minute) Read slide and continue

6 (1 minute) Affirm that each of the existing guiding documents provided an essential element for the achievement of English Learners. Have participants read and point out how each document informs standards based instruction for English learners.

7 California Language Arts Content Standards: Side by Side
Affirms that all students must have access and opportunity to learn and achieve the same rigorous content standards regardless of language of instruction (1 minute) Read and continue

8 California Language Arts Content Standards: Side by Side
Recognizes that students acquiring and learning a second language progress through different stages of language acquisition (1 minute) Read and continue

9 Beginning Early Intermediate Intermediate Early Advanced Advanced

10 by grade and language acquisition levels
Designed to portray a visual representation of the: English Language Arts Content Standards ELD standards Estándares de Lecto-Escritura en Español by grade and language acquisition levels

11 How is it structured? Adherence to the structure and organization
of the English Language Arts Content Standards for California Public Schools through the domains, strands and sub-strands provide the seamless parallel structure needed for clear articulation.

12 (1 minute) Show and move to the next slide

13 Linguistic adaptation Differentiated by Levels of Language Acquisition
ELA Domain ELA Strand ELA Sub-strand ELD Levels of Language Proficiency ELD Standards Spanish Language Translation and Linguistic adaptation of ELA Standards English Language Arts Standards Academic Words Highlighted ELA Standards Differentiated by Levels of Language Acquisition

14 It also visually depicts transference of Spanish to English skills
and a pathway for continuous movement towards the achievement of the English Language Arts Content Standards.

15 How to Read Side by Side

16 Horizontal Perspective
Horizontal reading of the Side by Side matrix provides differentiation and progression towards the ELA content standard.

17 (1 minute) This is an animated slide that shows the horizontal movement. Point out that there are specific developmental benchmarks guided by the English Language Development standards that inform this horizontal movement towards the English Language Arts Standard.

18 Vertical Perspective Vertical reading of the Side by Side matrix provides a developmental profile of students’ performance at each language proficiency level .

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20 Backwards Mapping A backward mapping reading of the Side by Side matrix provides an outline of pre- requisite skills embedded in each ELA standard by language proficiency level.

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22 Zone of Proximal Development
Vygotsky (1978) maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance. He called the difference between what a child can do with help and what he or she can do without guidance the "zone of proximal development" (ZPD). California Language Arts Side by Side provides key performance indicators guided by the ELD standards that are sequenced to assist teachers in guiding students through their zone of proximal development towards the ELA standard. (5 minutes) Point out that the Side by Side document is constructed following the construct of Zone of proximal development as it scaffolds the ELA standard through each of the levels of performance using the ELD standards as a guide.

23 Think - Pair - Share Take a moment to think about the Side by Side document: - One thought - One application or idea - One question Record your thoughts on a post it note 3. Share your thoughts with a partner

24 Construction and Design

25 What is differentiation?
Side by Side was constructed to provide: Differentiation of English Language Arts content standards by levels of language acquisition What is differentiation? The Differentiated Classroom: Responding to the Needs of All Learners Carol Ann Tomlinson (2 minutes) Read and move to the next slide

26 Planning for Academic Differentiation
Carol Ann Tomlinson Simple  Complex Concrete  Abstract Slower  Faster Small Leap  Great Leap Single Facet  Multiple Facets More Structured  Less Structured Clearly Defined  Ambiguous Foundational  Transformational Less Independence  More Independence

27 There are two more dimensions or considerations for the
differentiation of Instruction for English Learners that need to be considered (2 minutes) Read and move to the next slide.

28 from receptive to productive
Differentiation of Instruction for English Learners Consideration #1 from receptive to productive Receptive Productive observe identify match copy sort listen read imitate - generate - create - draw - speak - write (2 minutes) Point out that it is important to further the understanding of differentiation by adding a the dimension: from receptive to productive Thus affirming that differentiation of instruction for English Learners needs to include instruction that promotes access to standards understanding this dimension.

29 Consideration #2 Levels of Language Acquisition
Differentiation of Instruction for English Learners Consideration #2 Levels of Language Acquisition ELD Beginning Early Intermediate Intermediate Early Advanced Advanced

30 Side by Side was constructed to provide:
Consistent alignment and cognitive connections to each ELA standard. A. Cognitive Task remains consistent and connected to ELA content standard across levels of language acquisition. Language Task is the scaffold to build capacity from one language acquisition level to the next. (1 minute) Read and go on to the next slide

31 Think - Pair - Share What does cognitive task mean?
What does language task mean? (5 minutes) Allow wait time. Ask for volunteers to respond. This is an interactive slide - The response will appear after the clicking the mouse.

32 Cognitive tasks are related to thinking functions.
A cognitive task is the thinking task required to fulfill the standard. Cognitive tasks are related to thinking functions. Language task: A language task is the language required for students to show they know the standard. Language tasks are related to the language needed to express the task. (1 minute) Read and move on

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34 Essential Feature: The differentiated content of each standard reflects the reciprocal and related processes of reading, writing, listening and speaking. (2 minutes) Explain that affirming the reciprocal and related language processes enables the coherence and organization of language skills to ensure that English Learners acquire proficiency in English as quickly and effectively as possible.

35 Reciprocal and Related Language Processes

36 Reciprocal and Related Language Processes
Domains B EI I EA A Listening Speaking Reading Conventions Writing

37 How can Side by Side be used?
Instructional and cognitive planning Differentiation of instruction Monitoring student’s progress Ensuring access and opportunity to learn Curriculum development Staff development

38 Benefits to students: Parallel sequential and systematic presentation of standards-based language skills. Scaffolding designed to maximize transferability of skills.

39 Benefits to teachers: Promotes adherence to language concepts and skills progression embedded in core programs Instructional planning and collaboration Effective English Language Development Differentiation of instruction Monitoring student progress Response to intervention

40 California Language Arts Standards: Side by Side
reflect a monumental effort to expand understanding and create common ground.

41 California Language Content Standards Arts Side by Side
For more information on staff development opportunities for your school district on California Language Content Standards Arts Side by Side please contact: Silvia C. Dorta-Duque de Reyes San Diego County Office of Education

42 Taking it Back Quick-Write!
Write down questions thoughts, ideas relating to this module. How relevant is this information to building capacity and increasing student achievement at your site? 3. Quick pair-share! How will your efforts be evidenced?


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