Entvansyon Pou Elv K ap Aprann Pale Angle

HLA Program ImplementationMiami-Dade County Public SchoolsDivision of Bilingual Education and World LanguagesJune 10, 2014

AgendaIntegrating Florida Standards in Home Language Arts-Haitian-CreoleDivision of Bilingual Education and World LanguagesHubert O. Sibley K-8255 NW 115 StreetMiami, FL 33168305-953-3737Tuesday June 10, 20148:15 am - 9:00 amSign-inWelcome/IntroductionParticipation GuidelinesDeland InnocentEmma Francois9:00 am 9:45 amHLA Program ImplementationHLA Strategies to Facilitate Transfer of Skills to EnglishDeland Innocent9:45 am 10:00 amUse of Discovery Education to supplement HLA lessonsDeland Innocent10:00 am 10:15 am Break10:15 am 12:00 amNew Florida State Standards Deland InnocentEmma Francois12:00 am 1:00 pmLunch 1:00 pm 2:45 pmModeling of a LessonIntermediate: Expository textEmma Francois2:45 pm 3:15 pm Group assignmentsDistribution of stories for lesson planning and presentationDistribution of instructional materialsEmma FrancoisDeland Innocent3:15 pm 3:30 pm. Participants ReflectionDismissal Deland InnocentEmma FrancoisWorkshop participantsAgendaIntegrating Florida Standards in Home Language Arts-Haitian-CreoleDivision of Bilingual Education and World LanguagesHubert O. Sibley K-8255 NW 115 StreetMiami, FL 33168305-953-3737Wednesday June 11, 20148:15 am - 8:30 amSign inDeland InnocentEmma Francois8:30 am 10:15 amMcGraw-Hill: Overview of online resources in Haitian-CreoleHow to use the resources to support the core in EnglishEmma FrancoisDeland Innocent10:15 am 10:30 am Break 10:30 am 12:00 pmApplication: Work in small group on assigned instructional stories to develop lessons to present to the whole groupWorkshop participants 12:00 pm 1:00 pmLunch 1:00 pm 3:00 pm Group Presentations Workshop participants3:00 pm 3:30 pm. ConclusionParticipants Reflection Dismissal Deland InnocentEmma FrancoisWorkshop participantsEntvansyon Pou Elv K ap Aprann Pale AngleBriefing 15779Entvansyon Pou Elv k ap aprann Angle

Assessment of Basic Skills in Haitian-Creole (ABASH-C)8____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Liv elv

10Bi evalyasyon konesans an KreylPou mezire pwogr akademik elv yo. Pou demontre si yon elv gen konesans debaz ou non nan lang li pale lakay li. Pou planifye enstriksyon endividyl pou amelyore konesans elv. Pou ede detmine si yon elv nan klas jaden danfan dezym ane (ki gen mwens ke dezan nan pwogram Angle) dwe ref klas oubyen avanse.Pou rekmandasyon pou entvansyon ousnon pou mande gwoup SST a asistans. Pou RtI

11Language Arts Florida StandardsGrade K-5)(LAFS)Nouvo Estanda yoPou Eta Florid

LACC Language Arts Common Core

LAFSLanguage Arts Florida Standards

College Readiness Standards (CCR) K-12 Standards (K-12) College and Career Readiness Standards (CCR) is K-12 Standards13What is NEW?ReadingWritingListening& SpeakingLanguageGrade LevelLiteratureInformational TextFound. SkillsKLAFS.K.RL 2.4LAFS.K.RL.2.6LAFS.K.RI.2.6

12LAFS.2.RI.3.8LAFS.2.1.L.1.1a3LAFS.3.SL.2.5LAFS.3.1.L.1aLAFS.3.L.3.64LAFS.4.1.L.1aLAFS.4.L.3.6

5LAFS.5.1.L.1aLAFS.5.L.3.6

K - 5

Highlighting = Amended Standard by the stateUnderlying within the highlighting= specific change in wordingItalics= Increase in expectation within the standard from grade level to grade levelADD DISTRIBUTE AND EXPLAIN LAFSSix StrandsReading Standards for LiteratureReading Standards: Foundational SkillsReading Standards for Informational TextWriting StandardsStandards for Speaking and ListeningLanguage StandardsStrand #1: Reading Standards for LiteratureCluster 1: Key ideas and detailsCluster 2: Craft and StructureCluster 3: Integration of Knowledge and IdeasCluster 4: Range of Reading and Level of Text Complexity

Strand #2: Reading StandardsFoundational Skills (K-5) Cluster #1: Print Concepts Cluster # 2: Phonological Awareness Cluster # 3: Phonics and Word Recognition Cluster # 4: Fluency

Strand # 3: Reading Standards for Informational Text

Cluster #1: Key Ideas and DetailsCluster #2: Craft and StructureCluster #3: Integration of Knowledge and IdeasCluster #4: Range of Reading and Level of Text Complexity

Strand # 4: Writing StandardsCluster #1: Text Types and PurposesCluster #2: Production and Distribution of WritingCluster #3: Research to Build and Present KnowledgeCluster #4: Range of Writing

Strand # 5: Standards for Speaking and Listening Cluster #1: Comprehension and CollaborationCluster #2: Presentation of Knowledge and IdeasCluster #3: Research to Build and present KnowledgeCluster #4: Presentation of KnowledgeStrand # 6: Language StandardsCluster #1: Conventions of Standard EnglishCluster #2: Knowledge of LanguageCluster #3: Vocabulary acquisition and Use

Understanding the Standard CodeLAFS.3.RI.4.10

LAFS3RI410Language ArtsFloridaStandardsGradeReading InformationalClusterStandardLevels of Depth of Knowledge for English Language Arts: Reading (K-5)Level 1Level 2Level 3 Level 4RecallBasic Application of ConceptStrategic Thinking and Complex Reasoning Extended Thinking and Complex Reasoninghttp://www.fldoe.org/bii/curriculum/sss/Link to Find Language Arts Florida Standards (LAFS)The American Institutes for Research (AIR) will develop, administer, score and report assessments that are aligned to Floridas standards in English language arts/literacy in 2014-15

On March 17, 2014, an announcement was made on the selection of the American Institutes for Research (AIR) to develop, administer, score and report assessments that are aligned to Floridas standards in English language arts/literacy in 2014-15. This table describes resources and related information, as well as the current timeline for the release of each resource. Sample test questions and the test item specifications, identified as DRAFT, will be released as preliminary documents and will be expanded and updated at a later date following the initial release. HLA Strategiesto Facilitate Transfer of Skills to English Wl Lang Natif NatalStrong literacy skills in native language transfer to second languageThe level of reading skills in native language is an important predictor of successful second language reading acquisition

The effects of primary language instruction are modest, but they are real and reliable. Claude GoldenbergKonesans Ki Ka TransfereKonprann relasyon ki genyen ant senbl yo- mo enprime - fonolojik - separasyon ant lt ak silab

Devlope estrateji pou konpreyansyon - konsp - kz ak ef - sekansDepth of Knowledge(DOK) Applied to Instruction and Assessment

Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc.

Level 3 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer.

Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem.

32Depth of Knowledge (1997)Nivo 1 Raple Raple yon f, enfmasyon, ousnon pwosedi Nivo 2 Konpetans/Konsp Svi ak enfmasyon ousnon konesans konsp, ousnon pi plis etap

Nivo 3 Rezonman estratejik Mande pou panse, devlope plan ousnon yon sekans ki gen plizy etap, gen kk konpleksite, gen plis pase yon repons posib

Nivo 4 Agrandi fason panse Mande pou yon ankt, tan pou panse ak travay sou plizy kondisyon sou pwoblm nan

33Pwofond Etap Konesans (1997)

34

36SubjectDepth of KnowledgeLevel 1Level 2Level 3 Level 4English Language ArtsRequires students to recall or observe facts, definitions, or terms. Involves simple one-step procedures. Involves computing simple algorithms (e.g., sum, quotient). Requires students to recall, observe, question or represent facts or simple skills or abilities. Requires only surface understanding of text often verbatim recall. Examples:Support ideas by reference to details in textUse dictionary to find meaningIdentify figurative language in passageIdentify correct spelling or meaning of wordsRequires processing beyond recall and observation. Requires both comprehension and subsequent processing of text. Involves ordering, classifying text as well as identifying patterns, relationships and main points. Examples:Use context to identify unfamiliar wordsPredict logical outcomeIdentify and summarize main pointsApply knowledge of conventions of standard American English Compose accurate summariesRequires students to go beyond text. Requires students to explain, generalize and connect ideas. Involves inferencing, prediction, elaboration and summary. Requires students to support positions using prior knowledge and to manipulate themes across passages. Examples:Determine effect of authors purpose on text elementsSummarize information from multiple sourcesCritically analyze literature Requires extended higher order processing. Typically requires extended time to complete task, but time spent not on repetitive tasks. Involves taking information from one text/passage and applying this information to a new task. May require generating hypotheses and performing complex analyses and connections among texts. Examples:Analyze and synthesize information from multiple sourcesExamine and explain alternative perspectives across sourcesDescribe and illustrate common themes across a variety of texts Create compositions that synthesize, analyze, and evaluateSample Pacing Guides

Kesyon Pou Ankouraje Elv la Panse nan Diferan Pwofond Etap KonsesansDOK 1:Kouman ou ka jwenn siyifikasyon de_________?ske w raple w______________?

DOK 2:Kouman ou ta klasifye tip de _________?Kisa w ka di de______________?Kouman ou ta rezime _____________?

DOK 3:Ki konklizyon ou ka tire nan twa tks sa yo _________?Ki entpretasyon ou nan tks sa yo? Sipte rezon ou bay la.

Aktivite Kils nan mo sa yo ki siyifi menm ak mo kalibre?

a. balanse b. mezire c. chwazi d. ranje

Which statement best describes the central idea of the text?a)Miyax is far from home and in need of help. *b)Miyax misses her father and has forgotten the lessons he taught her.c)Miyax is cold and lacks appropriate clothing.d)Miyax is surrounded by a pack of unfriendly wolves.

Which sentence best helps develop the central idea?

Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.*The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.He had ignored her since she first came upon them, two sleeps ago.

What is the purpose of this sentence in paragraph 1: No roads cross it; ponds and lakes freckle its immensity?

It illustrates the theme that human beings should keep the natural world pure and unpolluted. It shows how beautiful the setting seems to Miyax. It helps develop the theme that nature connects all living things together.It emphasizes how the setting of the story creates great challenges for Miyax.*

Sample Item 2-Part BWhich other sentence from the story serves a similar purpose?

Quietly she put down her cooking pot and crept to the top of a dome-shaped frost heave, one of the many earth buckles that rise and fall in the crackling cold of the Arctic winter.They were wagging their tails as they awoke and saw each other.Winds scream across it, and the view in every direction is exactly the same.*Unfortunately, Miyaxs father never explained to her how he had told the wolf of his needs.

Sample Item 3-Part A What does the word regal mean as it is used in the passage?

generousthreateningkingly*uninterested

Sample Item 3-Part B 46Which of the phrases from the passage best helps the reader understand the meaning of regal? wagging their tails as they awokethe wolves, who were shytheir sounds and movements expressed goodwillwith his head high and his chest out*

Sample Item 4-Part A 47Based on the passage from Julie of the Wolves, how does Miyax feel about her father?She is angry that he left her alone.She blames him for her difficult childhood.She appreciates his thorough knowledge of nature.*She is grateful that he planned out her future.

Grade 6 Sample Item 4-Part BEBSR48Which sentence from the passage best shows Miyaxs feelings for her father?

She had been lost without food for many sleeps on the North Slope of Alaska. This could be done she knew, for her father, an Eskimo hunter, had done so.*Unfortunately, Miyaxs father never explained to her how he had told the wolf of his needs.And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.

Grade 6 Sample Item 5-Part ATECR49Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.

recklesslivelyimaginative*observant*impatientconfident

Estrateji Pou Anseye Vokabil Konsantre so mou kle yo

Anseye vokabil ak yon bi detmine

Definisyon ki kl (itilize foto, estrateji TPR)

Svi ak cognates l li posib

Svi ak definisyon ki fasil pou yon timoun konprann

Itilize aktivite alekri

F timoun yo kolabore pou travay ansanm

Svi ak kontks yo pou anseye mo ki gen plizy siyifikasyon

Estrateji Pou Anseye Vokabil

Cognates (A word that is closely related to another word in another language)Sinonim/antonimFoto/desenLt konsp ki ka ede etabli relasyon ak mo aGen ladan yo:Ede elv yo posede mo yoManipile mo yo ede elv yo konprann mo yo epi yo konnen yo pa bezwen memorize mo yo.Pandan y ap kreye pwp definisyon pa yo, elv yo gen optinite pou: analize kontsk laitilize konesans ak esperyans pa yoKreye resous pa yoRememberIf students are using cognates it is important to make the process obvious: highlight the strategy.

Help students realize that using cognates is a tool for comprehension.

51F prediksyon Baze sou foto ak desenTablo/grafIlistrasyon

Estrateji Pou Devlope KonpreyansyonPoze kesyonPoze ak reponn kesyon sou lekti a

Rezime istwa a

Itilize graphic organizers

Siveye konpreyansyon elv la pandan lekti a

Svi avk karakteristik nan tks la pou ede devlope konpreyansyon Tit istwa a, mo fonse yo, foto

Pran nt

Pandan lektiFasilite Konpreyansyon Pwofes yo ta dwe pase sou tks la avan pou: Souliyen/kolore mo nan istwa aIdantifye mo elv yo ka gen difikilte pou konprannDefinisyon ot a bay nan istwa a Li enptan pou montre elv yo kouman pou yo jwenn li

Lt EstratejiMontre elv yo kouman pou yo kmanse yon reponsKmanse ak yon fraz pou elv yo fini pou demontre langaj akademik ki apwopriye km:

Mwen kw chat la kouri paske______________ L mwen li de__________ sa raple m de __________ paske______________Dapre _________________________Estrateji Pou Siveye KonpreyansyonPanse, Jimle, Pataje (Think, Pair, Share)Pou kisa w panse. ?Jimle epi pataje sa w panse ak patn ou, diskite osij diferans yoPataje ak klas la

Pa poze kesyon wi ousnon non slmanAnkouraje elv yo pou elabore sou repons yo bay la

Verifye repons ak patn ou

Help students understand that we read for informationAsk students questionsFind answers while reading Have students ask questionsMake predictionsCompare predictions to what actually happens in the story

56Ankouraje Patisipasyon ElvEde elv yo konprann nou li pou jwenn enfmasyonPoze elv yo kesyonChache repons yo pandan y ap li Ankouraje elv yo pou poze kesyonF prediksyonKonpare prediksyon ak sa ki rive tout bon nan istwa a

The Great civil rights battles were not fought so that urban children could have access to mediocrity; they were fought over access to excellence and the resources to provide it. Our job is to create excellence.

Michael Casserly, 2010Extended Depth of Knowledge

Stage 1 Respond

Respond to, indicate, or acknowledge text.Stage 2 Reproduce

Replicate, repeat, re-enact, mirror, or match action.Stage 3 RecallRecite or recall facts or information, one step or automatic procedures.Stage 4 Basic Reasoning

Make decisions, compare, contrast, organize, and perform compound procedures.Stage 5 Complex ReasoningReasoning, planning, use of evidence, make conjecture, verify, and non-routine.Stage 6 Extended ReasoningExtended time to complete task, multiple resources, and report in one than one way.

Pwofond Etap Konesans Ki PwolonjeNivo 1 Reponn

Reponn a, montre, ousnon rekont tskNivo 2 Repwodwi

Repwodwi, repete, pran desizyon ank, resanblans, ousnon

matche yon aksyonNivo 3 RapleResite ousnon raple yon f ousnon enfmasyon, yon etap ousnon pwosedi otomatik.Niove 4 Rezonman debazPran desizyon, konpare, kontraste, ganize, ak pfme pwosedi ki melanje.Nivo 5 Rezonman konplksPanse, planifye, itilize evidanz, f konjekti, verifye, ak ki pa swiv yon routinNivo 6 Rezonman pwolonjePi plis tan pou konplete travay la, itilize plizy resous, ak rapte sou plizy fason.