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ELD Standards Training

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by

Nicole Marquette

on 8 October 2012

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Transcript of ELD Standards Training

Content Objective: I will become more familiar with the ELD standards and review some SIOP strategies to use with ELs.

Language Objective: I will discuss, listen to and review LEP vocabulary and SIOP strategies. I will use the ELD standards to take a closer look at my ELL students ability levels within their language difference. ELD Standards Training Common Core Standards -----> Idaho ELA Standards ----> ELD Standards Where do we go from here? Reference the ELD standard that correlates
with your ELA standard. Then examine one of your ELL student's English fluency levels. Find 1 Common Core ELA Standard you are currently working on in your classroom. Then find the Idaho ELA standard that correlates. Participants will understand how to:

*Navigate The Idaho Map of Standards for English Learners

*Universal Access – right of every student to learn; requires differentiated instruction (ELD levels) 5 levels K-12 that reflect major steps in learning English as a second language
Idaho’s labels for 5 levels:
Fluent
Early Fluent
Intermediate
Advanced Beginning
Beginning 5 ELD Levels Identify & teach key words new to ELs
Repeat, rephrase key ideas
Use Corrective Feedback to clarify meaning, model English grammar 8 Tips to Teaching ELs The discourse used in academic, professional and technical contexts that is characterized by its high level and often discipline-specific vocabulary and rhetorical styles.
- Mary Schleppegrell Academic Language Blend 4 instructional strategies into a mini-lesson to give ELs universal access to the important concepts in the lesson
Prior vocabulary lesson is part of this whole lesson
Blend tools for vocabulary building with strategies to scaffold learning difficult, complex concepts Constructive Learning: Building Understanding Visuals – graphic organizers
KWL+
Think-Pair-Share
Summarizing 4 Instructional Strategies to Scaffold Learning Identify key words for all students
Identify key words for ELs
Select highest priority words
Choose up to 10 words for day’s lesson
Build from informal to formal understanding
Plan many opportunities to apply 6 Steps for Teaching Vocabulary 7. Modify the use of the textbook
Select most important parts of text
Read text aloud, think aloud; small groups read
Read text as culminating activity
Alternative: texts at different readability levels
Brief text with illustrations/pictures 8 Tips to Teaching ELs Maintain routines for directions
Modify speech
Add gestures & visual images
Avoid or teach idioms
Highlight key words/phrases/terms
Connect to students’ knowledge, lives & interests
Activate prior knowledge 8 Tips to Teaching ELs 18,000 LEP May 2006 from > 90 countries; refugees & immigrants
80% Hispanic, 31% migrant
Projected increase of 2,000 each year
ELD standards adopted August 2006
Information, resources
http://www.boardofed.idaho.gov/lep LEP Program Brace Map For Identifying Part/Whole Relationships Flow Map For Sequencing and Ordering     Double Bubble Map For Comparing and Contrasting    Bubble Map For Describing with Adjectives Tree Map For Classifying and Grouping             Circle Map For Defining in Context         Adapted from NWREL: Strategies & Resources for Mainstream Teachers of English Language Learners, 2003 Check for understanding frequently
NOT “Do you understand?”
Have students demonstrate understanding 8 Tips to Teaching ELs X X BICS = Basic Interpersonal Communication Skills
Informal, social conversation
Up to 3 years for full competency
CALP = Cognitive Academic Language Proficiency
Discourse to learn/communicate in a discipline
5-7 years for competency
Misconception – ELs have a language deficit
Misconception – BICS must be developed before CALP BICS & CALP Multi-Flow Map For Analyzing Causes and Effects Unequal = diverse learners Oliver Wendell Holmes
U.S. Supreme Court Justice There is nothing as unequal as the equal treatment of unequals Diverse ways to learn and show what they learned Diverse Learners THEME: Universal Access to All Core Content Areas & Standards ELL = English language learner whose native language is not English
LEP = Limited English Proficient
English learners receiving services
LEPX = have been exited from services this school year but will be monitored
LEP2X = 2nd school year not receiving ELL services but they will be monitored.
FEP = Fluent English Proficient (Have taken the placement and are advanced.)
FLEP = Fluent Limited English Proficient (These students were once in the LEP category, have been monitored for two years and are now just in general education.)
ELP = English Language Plan
ELD = English Language Development
SIOP = Sheltered Instruction Observation Protocol Key Terms What we WANT to know What We KNOW ELD Standards KWL Chart Facilitator:
Rachel Lagunoff
Sr. Research Associate, WestEd
Rlaguno@wested.org Idaho State Board of Education
© 2006 Best Practices to Teach English Learners Tony is grandson grandma nephew uncle son dad Bridge Map For Seeing Analogies Adapted from San Joaquin COE, CA Interactive communication Low affective filter Visuals & realia Meaningful & challenging Hands-on activities Comprehensible Input
People acquire language
when they receive oral & written messages they understand
-Krashen Universal Access is about CALP Student
text BICS Frame of Reference Literacy Oral Student
student Child
adult Student
teacher Child
parent Friend
friend L2 L1 L1-L2, BICS-CALP, Situations Fluent Beginning Advanced
Beginning Intermediate Early Fluent Scaffold
Concepts Reach
Proficiency LA &
Content
Standards ELD
Standards The discourse used in academic, professional and technical contexts that is characterized by its high level and often discipline-specific vocabulary and rhetorical styles.
- Mary Schleppegrell Academic Language 5 levels K-12 that reflect major steps in learning English as a second language
Idaho’s labels for 5 levels:
Fluent
Early Fluent
Intermediate
Advanced Beginning
Beginning 5 ELD Levels 7. Modify the use of the textbook
Select most important parts of text
Read text aloud, think aloud; small groups read
Read text as culminating activity
Alternative: texts at different readability levels
Brief text with illustrations/pictures 8 Tips to Teaching ELs Maintain routines for directions
Modify speech
Add gestures & visual images
Avoid or teach idioms
Highlight key words/phrases/terms
Connect to students’ knowledge, lives & interests
Activate prior knowledge 8 Tips to Teaching ELs Visuals – graphic organizers
KWL+
Think-Pair-Share
Summarizing 4 Instructional Strategies to Scaffold Learning Identify key words for all students
Identify key words for ELs
Select highest priority words
Choose up to 10 words for day’s lesson
Build from informal to formal understanding
Plan many opportunities to apply 6 Steps for Teaching Vocabulary Identify & teach key words new to ELs
Repeat, rephrase key ideas
Use Corrective Feedback to clarify meaning, model English grammar 8 Tips to Teaching ELs 18,000 LEP May 2006 from > 90 countries; refugees & immigrants
80% Hispanic, 31% migrant
Projected increase of 2,000 each year
ELD standards adopted August 2006
Information, resources
http://www.boardofed.idaho.gov/lep LEP Program Blend 4 instructional strategies into a mini-lesson to give ELs universal access to the important concepts in the lesson
Prior vocabulary lesson is part of this whole lesson
Blend tools for vocabulary building with strategies to scaffold learning difficult, complex concepts Constructive Learning: Building Understanding Multi-Flow Map For Analyzing Causes and Effects Double Bubble Map For Comparing and Contrasting    Bubble Map For Describing with Adjectives Circle Map For Defining in Context         Unequal = diverse learners Oliver Wendell Holmes
U.S. Supreme Court Justice There is nothing as unequal as the equal treatment of unequals Key Terms Facilitator:
Rachel Lagunoff
Sr. Research Associate, WestEd
Rlaguno@wested.org Idaho State Board of Education
© 2006 Best Practices to Teach English Learners Brace Map For Identifying Part/Whole Relationships Flow Map For Sequencing and Ordering     Tree Map For Classifying and Grouping             Adapted from NWREL: Strategies & Resources for Mainstream Teachers of English Language Learners, 2003 Check for understanding frequently
NOT “Do you understand?”
Have students demonstrate understanding 8 Tips to Teaching ELs Diverse ways to learn and show what they learned Diverse Learners THEME: Universal Access to All Core Content Areas & Standards X X BICS = Basic Interpersonal Communication Skills
Informal, social conversation
Up to 3 years for full competency
CALP = Cognitive Academic Language Proficiency
Discourse to learn/communicate in a discipline
5-7 years for competency
Misconception – ELs have a language deficit
Misconception – BICS must be developed before CALP BICS & CALP What we WANT to know What We KNOW ELD Standards KWL Chart Tony is grandson grandma nephew uncle son dad Bridge Map For Seeing Analogies Adapted from San Joaquin COE, CA Interactive communication Low affective filter Visuals & realia Meaningful & challenging Hands-on activities Comprehensible Input
People acquire language
when they receive oral & written messages they understand
-Krashen Universal Access is about Fluent Beginning Advanced
Beginning Intermediate Early Fluent Scaffold
Concepts Reach
Proficiency LA &
Content
Standards ELD
Standards CALP Student
text BICS Frame of Reference Literacy Oral Student
student Child
adult Student
teacher Child
parent Friend
friend L2 L1 L1-L2, BICS-CALP, Situations What we WANT to know What We KNOW X X X X Thank you, have a great evening! The Problem:
The ELD standards connect to the old Idaho ELA standards...... not the Common Core ELD Standards Activity The magic number is 2, do this
2 times with your grade level team! 1=Beginning 2=Advanced Beginning, 3=Intermediate, 4=Early Fluent & 5=Fluent First time through .....Think pair share..... How you could use this to check for understanding? Second time through .....Think pair share..... How could this help you differentiate?
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