2. 2011-2012

3.   Standards in Oregon  Oregon Department of Education  Standards elsewhere  You can search standards for other states  For a good compilation, check out WIDA.com’s site: http://www.wida.us/standards/elp.aspx (click “ELP Standards, 2007 Edition, PreK-Grade 5” or “ELP Standards, 2007 Edition, Grades 6-12” on the right hand side to see a full list of standards for all grade levels) http://www.wida.us/standards/elp.aspx English Language Proficiency Standards

4. 

5.  Percentile Meets/Exceeds Expectations 29 th Meets 66 th Exceeds State Expectations

6.   The K-5 standards and grades 6-12 standards define what students should understand and be able to do by the end of each grade. These standards together define the skills and understandings that all students must demonstrate.  Common Core State Standards can be found at: http://www.ode.state.or.us/teachlearn/real/newsp aper/newspaper_section.aspx?subjectcd=ELA http://www.ode.state.or.us/teachlearn/real/newsp aper/newspaper_section.aspx?subjectcd=ELA  Standards for all grade levels are available in PDF or MS Word format. Oregon’s English Language Proficiency Standards

7.   Four categories:  Reading  Writing  Language  Speaking and Listening Oregon’s English Language Proficiency Standards Cont.

8.   Beginning ---> early intermediate ---> intermediate -- ->advanced intermediate --->early advanced ---> advanced Proficiency levels continuum

9.  Reading the Standards

10.   Oregon’s Department of Education’s website  http://www.ode.state.or.us/teachlearn/real/tlr/def ault.aspx http://www.ode.state.or.us/teachlearn/real/tlr/def ault.aspx Meeting Standards: Resources

11. 

12. 

13. 

14.   To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. Reading

15.   Core Competencies:  All grades:  Vocabulary  Demonstrate general understanding  Develop an interpretation  Read to perform a task  Grades 3-12  Examine content/structure literary text  Examine content/structure informational text Reading

16.   To meet standards, use a wide variety of materials to create lesson plans/assignments/activity/projects.  Each assignment/project/activity helps students reach the Oregon Department of Education’s English Language Proficiency standards.  Use the readers, novels, magazines newspaper articles/advertisements/obituaries/op-ed pieces, online articles, instruction manuals, cereal boxes, etc., to expose students to a wide variety of written materials. Reading

17.   Comprehension supplements, teaching reading, and other resources downstairs.  Leveled novels  Your best friend, Google. You can find dozens of free lesson plans and ideas related to each strand or core competency just by Googling “strand name + idea and/or lesson plan.”  For example, “ Reading

18.   To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year. Writing

19.   Modes of writing  Expository  Narrative  Imaginative  Persuasive (4 th +)  Descriptive (4 th +) Writing

20.   State of Oregon writing work samples: http://www.ode.state.or.us/search/page/?=528 Sample work along with scores from multiple reviewers  Writing prompts: http://search.ode.state.or.us/results.aspx?k=sample %20writing%20prompts&s=ODE http://search.ode.state.or.us/results.aspx?k=sample %20writing%20prompts&s=ODE  Thousands more available online  You can, of course, design your own prompts Writing

21.   The Oregon Department of Education specifies that all written work be scored using the following rubric. Students in grades K-2 are not explicitly scored using the rubric, but an informal acknowledgement and a foundational building of the key concepts behind the rubric is expected.  Ideas and Content  Organization  Voice  Conventions  Sentence Fluency  Word Choice  Citing sources (5 th +)  Scoring guide available at: http://www.myteacherpa ges.com/webpages/OIA_6 th/resources.cfm?subpage =710617 http://www.myteacherpa ges.com/webpages/OIA_6 th/resources.cfm?subpage =710617 Writing: Scoring

22.  Official Scoring Guide

23.   McGraw-Hill  Writing resources downstairs (mostly for middle schoolers)  Your best friend, Google; there are thousands of exercises online to improve various areas of student writing. You just have to search “Improving word choice 5 th grade” or whichever permutation that best helps you find lessons/activities/projects/etc., that will eventually help students learn. Writing Resources