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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 first30 pages
Note: pages 2-6 will be set aside for the Table ofContents
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Dale W. Vigil, Ed.D.
Superintendent
May 25, 2011June 1, 2011
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Practical topics for instructional conversations Designed for timely application Packaged for your school site professional
development
Designed to calibrate our mutual understanding
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How will this impact daily
schedules?
What are the generalimplications for your school?
How will you organize your
classes for ELD instruction?
How will this impact your
schools professionaldevelopment calendar and other
calendars?
How will you plan to observe and
monitor instruction ? 4
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In your notebookyou may want to
record this topic in
the table of contents
as the 2011 RLA and
ELD adoption.
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Two Programs!Reading Language Arts
Teacher Editions are seen
HereEnglish Language
Development
Teacher Editions are seen
Here
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RLA and ELD each day, each week, and eachunit share the same:
Topics in their selections and unitsLanguage goals Instructional days Instructional routines
Day one in RLA is connected today one in ELD
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The Reading Language Arts Program isdesigned to master the RLA standards.
The English Language DevelopmentProgram builds English proficiency as
defined by the ELD Standards.
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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
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Dale W. Vigil, Ed.D.
Superintendent
May 25, 2011
June 1, 2011
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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 aboutabstract ideas in concise ways
Pauline Gibbons
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Understand the programs design andorganization for English Language
Development
Identify differentiated instruction withinEnglish Language Development
Review how instructional routinessupport the purpose and outcome oflessons
School site implications14
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Activate Prior Knowledge Build Background Key Terms
Oral Language Listening Comprehension Interactive Question Response ELD Differentiated Instruction
Monitor Progress
How does the program support studentsunderstanding of: Concepts Academic Language
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With your table partner spend 5 minutesdiscussing these questions:
What is your personal background withAcademic Language in English?
What research or background frames yourapproach toward the acquisition of English?
With your table discuss how your personalbackground and experience influence your
perspective.
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It is all about RELEVANT PRACTICERecognizing a need for conceptual and
linguistic knowledge
Bridge two approaches: Emphasis on content and comprehensible input
Diane August
Accelerating direct and sequential vocabularyAndrew Biellmiller
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Our session today will assist us in learningkey terms such as:
Oral LanguageListening Comprehension Interactive Question ResponseELD Differentiated Instruction
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The program does support these English Learner
principles of instruction:
Activate and build on prior knowledgeBuild knowledge and language to access
complex ideas and text
Model the use of academic languageinteractions
Reflect on how language enables us to talkabout abstract ideas in concise ways
Pauline Gibbons Chapter 4
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Setting up our process Explore the Teacher's Edition for its unit,
weekly, and daily structure andinstructional goals
Explore the Teacher's Edition for wholegroup instruction
Explore the Teacher's Edition for specificLocal District 4 Guiding Principles
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How many days will the unittake 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 do the skills and strategies
taught in the unit supportacademic language?
How can the ELD design assist
in grade level collaboration?
Collaborative Unit Exploration
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As a table group, assign each person to any one ofthe first four questions from the previous slide.
Everybody finds an example of the last question.
Take 10 minutes to study the Teacher's Edition andrespond to the questions.
Take 20 minutes to present your findings to eachother, keeping notes in your Readers/WritersNotebook.
Take 5 minutes to discuss implications the structuremay have on your schools ELD instruction.
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How is differentiation
presented in the white andyellow sections?
Are there any patterns in howthe selections are sequenced?
List any routines practiced
during the week.
What resources are there todifferentiate instruction duringthe week?
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As a table group, assign each person to any one ofthe four questions.
Take 10 minutes to study the Teacher's Edition andrespond to your question.
Take 20 minutes to present your findings to eachother, keeping notes in your Readers/Writers
Notebook. Take 5 minutes to discuss implications the structure
may have on your schools ELD instruction.
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See
A%end
Instr
uction
CALIFORNIA
STANDARDS
What is the factual, procedural, and/or conceptual knowledge youare attempting to teach? What opportunities developmetacognitive knowledge?
Establish the PURPOSE and RATIONALE of the lesson
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 thestudent to internalize the content? How do you activate prior
knowledge throughout the lesson?
OUTCOME students demonstrate evidenceWhat 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?
G
uidingPrinciples
G
uidingPrinciples
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ELD Listening & Speaking Standards:
Oral LanguageOral Vocabulary (K-Mid-1st)/Vocabulary
(End of 1st-6th)
Listening Comprehension
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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 ofthe Teacher's Edition. Use the graphic organizer to framehow you describe the lessons purpose, syntax (including
routines), and outcome. Examine how the purpose of yoursection changes over time (day 1 to day 4, week 1 to week6, unit 1 to unit 6).
Share out with your table.29
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What are some of the key features of thewhite pages?
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This part of the days
lessons are on the yellowpages.
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ELD Reading & Writing Standards broken into these sections:
Phonemic Awareness Phonics
Morphology High-Frequency Words
Comprehension Critical Thinking
Fluency Grammar and Usage Writing/Spelling
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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.
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What are some of the key features of theyellow pages?
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How will this impact daily
schedules?
What are the generalimplications for your school?
How will you organize your
classes for ELD instruction?
How will this impact your
schools professionaldevelopment calendar and other
calendars?
How will you plan to observe and
monitor instruction ? 36