On the cover or first page:

Write your name Class / Topic of Study Date

On the top of second page write Table of Contents On the first line write:
Date Topic Page Number

Beginning with the Table of Contents number the first 30 pages Note: pages 2-6 will be set aside for the Table of Contents
1

Dale W. Vigil, Ed.D. Superintendent May 25, 2011 June 1, 2011

Practical topics for instructional conversations Designed for timely application Packaged for your school site professional development Designed to calibrate our mutual understanding

What are the general implications for your school? How will you organize your classes for ELD instruction? How will this impact daily schedules? How will this impact your schools professional development calendar and other calendars? How will you plan to observe and 4 monitor instruction ?

 In

your notebook you may want to record this topic in the table of contents as the 2011 RLA and ELD adoption.

Two Programs!
Reading Language Arts
Teacher Editions are seen

Here
English Language Development
Teacher Editions are seen

Here

 RLA

and ELD each day, each week, and each unit share the same:
Topics in their selections and units Language goals Instructional days Instructional routines

Day

one in RLA is connected to day one in ELD

8

 The

Reading Language Arts Program is designed to master the RLA standards.

The

English Language Development Program builds English proficiency as defined by the ELD Standards.

10

Our Local District 4 focus Our data Our strengths Our challenges

Daily attention to differentiation Daily instruction within strands Daily scaffolding to access core Daily background in content

Building student resiliency ELD is designed for one hour of instruction! 11

Dale W. Vigil, Ed.D. Superintendent May 25, 2011 June 1, 2011

12

 Focus

on English Language Learners Measurable outcomes Guiding principles for English Learners
Activate and build on prior knowledge Build knowledge and language to access complex ideas and text Model the use of academic language interactions Reflect on how language enables us to talk about abstract ideas in concise ways
Pauline Gibbons
13

 Understand

the programs design and organization for English Language Development Identify differentiated instruction within English Language Development Review how instructional routines support the purpose and outcome of lessons School site implications
14

Activate Prior Knowledge Build Background Key Terms

Oral Language Listening Comprehension Interactive Question Response ELD Differentiated Instruction How does the program support students understanding of:
Concepts Academic Language

Monitor Progress

15

 With

your table partner spend 5 minutes discussing these questions:

What is your personal background with Academic Language in English? What research or background frames your approach toward the acquisition of English?

With

your table discuss how your personal background and experience influence your perspective.
16

 It

is all about RELEVANT PRACTICE

Recognizing a need for conceptual and linguistic knowledge Bridge two approaches:
Emphasis on content and comprehensible input Diane August Accelerating direct and sequential vocabulary Andrew Biellmiller

17

 Our

session today will assist us in learning key terms such as:

Oral Language Listening Comprehension Interactive Question Response ELD Differentiated Instruction

18

The program does support these English Learner principles of instruction: Activate and build on prior knowledge Build knowledge and language to access complex ideas and text Model the use of academic language interactions Reflect on how language enables us to talk about abstract ideas in concise ways
Pauline Gibbons Chapter 4
19

 Setting

up our process

Explore the Teacher's Edition for its unit, weekly, and daily structure and instructional goals Explore the Teacher's Edition for whole group instruction Explore the Teacher's Edition for specific Local District 4 Guiding Principles

20

Collaborative Unit Exploration

How many days will the unit take to instruct? How many reading selections will the student engage with, not including decodable texts? What types of selections will they experience during the unit? How can the ELD design assist in grade level collaboration? How do the skills and strategies taught in the unit support academic language?

21

As a table group, assign each person to any one of the first four questions from the previous slide. Everybody finds an example of the last question. Take 10 minutes to study the Teacher's Edition and respond to the questions.

Take 20 minutes to present your findings to each other, keeping notes in your Readers/Writers Notebook. Take 5 minutes to discuss implications the structure may have on your schools ELD instruction.
22

Are there any patterns in how the selections are sequenced? List any routines practiced during the week. How is differentiation presented in the white and yellow sections? What resources are there to differentiate instruction during the week?
23

As a table group, assign each person to any one of the four questions. Take 10 minutes to study the Teacher's Edition and respond to your question.

Take 20 minutes to present your findings to each other, keeping notes in your Readers/Writers Notebook. Take 5 minutes to discuss implications the structure may have on your schools ELD instruction.

24

Establish the PURPOSE and RATIONALE of the lesson What is the factual, procedural, and/or conceptual knowledge you are attempting to teach? What opportunities develop metacognitive knowledge?

CALIFORNIA STANDARDS

SYNTAX - the method of your instruction

How do you explain and model the content of the lesson? How did you enable guided or independent practice for the student to internalize the content? How do you activate prior knowledge throughout the lesson?

Guiding Principles

Guiding Principles

See
A%end

Instruction

OUTCOME students demonstrate evidence

What evidence is there that demonstrates factual, procedural, and/or conceptual understanding of the lesson by the student? Can the students articulate how they acquired their understanding of the knowledge?

25

ELD Listening & Speaking Standards: Oral Language Oral Vocabulary (K-Mid-1st)/Vocabulary (End of 1st-6th) Listening Comprehension

26

27

28

Jigsaw At each table, make three pairs. Each pair will choose one of the three main sections to explore:
Oral Language Oral Vocabulary (K)/Vocabulary (1st-6th) Listening Comprehension

Choose a lesson from your section in the white pages of the Teacher's Edition. Use the graphic organizer to frame how you describe the lessons purpose, syntax (including routines), and outcome. Examine how the purpose of your section changes over time (day 1 to day 4, week 1 to week 6, unit 1 to unit 6). Share out with your table.
29

 What

are some of the key features of the white pages?

30

31

This part of the days lessons are on the yellow pages.

32

ELD Reading & Writing Standards broken into these sections: Phonemic Awareness

Phonics Morphology High-Frequency Words Comprehension Critical Thinking Fluency Grammar and Usage Writing/Spelling

33

Jigsaw In your same pairs, turn the page and choose a lesson from the yellow pages. Use the graphic organizer to describe the lessons purpose, syntax (including routines), and outcome for one group of students. Examine how the purpose of your section changes over time (day 1 to day 4, week 1 to week 6, unit 1 to unit 6). Share out with your table.

34

 What

are some of the key features of the yellow pages?

35

What are the general implications for your school? How will you organize your classes for ELD instruction? How will this impact daily schedules? How will this impact your schools professional development calendar and other calendars? How will you plan to observe and 36 monitor instruction ?