HLA Program Implementation

Miami-Dade County Public SchoolsDivision of Bilingual Education and World

LanguagesJune 10, 2014

AgendaIntegrating Florida Standards in Home Language Arts-Haitian-Creole

Division of Bilingual Education and World Languages

Hubert O. Sibley K-8255 NW 115 Street

Miami, FL 33168305-953-3737

Tuesday June 10, 2014

8:15 am - 9:00 am Sign-inWelcome/IntroductionParticipation Guidelines

Deland InnocentEmma Francois

9:00 am –9:45 am HLA Program ImplementationHLA Strategies to Facilitate Transfer of Skills to English

Deland Innocent

9:45 am – 10:00 am Use of Discovery Education to supplement HLA lessons Deland Innocent

10:00 am – 10:15 am Break

10:15 am – 12:00 am New Florida State Standards Deland InnocentEmma Francois

12:00 am – 1:00 pm Lunch

1:00 pm – 2:45 pm Modeling of a Lesson Intermediate: Expository text

Emma Francois

2:45 pm – 3:15 pm Group assignments Distribution of stories for lesson planning and presentation Distribution of instructional materials

Emma FrancoisDeland Innocent

3:15 pm – 3:30 pm. Participants’ Reflection Dismissal

Deland InnocentEmma FrancoisWorkshop participants

AgendaIntegrating Florida Standards in Home Language Arts-Haitian-Creole

Division of Bilingual Education and World Languages

Hubert O. Sibley K-8255 NW 115 Street

Miami, FL 33168305-953-3737

Wednesday June 11, 2014

8:15 am - 8:30 am Sign in Deland InnocentEmma Francois

8:30 am –10:15 am McGraw-Hill: Overview of online resources in Haitian-Creole How to use the resources to support the core in English

Emma FrancoisDeland Innocent

10:15 am – 10:30 am Break

10:30 am – 12:00 pm Application: Work in small group on assigned instructional stories to develop lessons to present to the whole group

Workshop participants

12:00 pm – 1:00 pm Lunch

1:00 pm – 3:00 pm Group Presentations Workshop participants

3:00 pm – 3:30 pm. ConclusionParticipants’ Reflection Dismissal

Deland InnocentEmma FrancoisWorkshop participants

Entèvansyon Pou Elèv K ap Aprann Pale Angle

Briefing 15779

Entèvansyon Pou Elèv k ap aprann Angle

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

Liv elèv

Bi evalyasyon konesans an Kreyòl• Pou mezire pwogrè akademik elèv yo. • Pou demontre si yon elèv gen konesans debaz ou non nan

lang li pale lakay li. • Pou planifye enstriksyon endividyèl pou amelyore konesans

elèv. • Pou ede detèmine si yon elèv nan klas jaden danfan – dezyèm

ane (ki gen mwens ke dezan nan pwogram Angle) dwe refè klas oubyen avanse.

• Pou rekòmandasyon pou entèvansyon ousnon pou mande gwoup SST a asistans.

• Pou RtI

Language 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)

What is NEW?Reading

WritingListening

& Speaking

LanguageGrade Level

Literature Informational Text

Found. Skills

K LAFS.K.RL 2.4LAFS.K.RL.2.6

LAFS.K.RI.2.6

1

2 LAFS.2.RI.3.8 LAFS.2.1.L.1.1a

3 LAFS.3.SL.2.5 LAFS.3.1.L.1aLAFS.3.L.3.6

4 LAFS.4.1.L.1aLAFS.4.L.3.6

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

K - 5

• Highlighting = Amended Standard by the state

• Underlying within the highlighting=

specific change in wording• Italics= Increase in expectation within the standard from grade level to grade level

ADD DISTRIBUTE

AND EXPLAIN LAFS

Six Strands

• Reading Standards for Literature• Reading Standards: Foundational Skills• Reading Standards for Informational Text• Writing Standards• Standards for Speaking and Listening• Language Standards

Strand #1: Reading Standards for Literature

• Cluster 1: Key ideas and details• Cluster 2: Craft and Structure• Cluster 3: Integration of Knowledge and Ideas• Cluster 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 Details• Cluster #2: Craft and Structure• Cluster #3: Integration of Knowledge and Ideas• Cluster #4: Range of Reading and Level of Text

Complexity

Strand # 4: Writing Standards

• Cluster #1: Text Types and Purposes• Cluster #2: Production and Distribution of

Writing• Cluster #3: Research to Build and Present

Knowledge• Cluster #4: Range of Writing

Strand # 5: Standards for Speaking and Listening

• Cluster #1: Comprehension and Collaboration• Cluster #2: Presentation of Knowledge and

Ideas• Cluster #3: Research to Build and present

Knowledge• Cluster #4: Presentation of Knowledge

Strand # 6: Language Standards

• Cluster #1: Conventions of Standard English• Cluster #2: Knowledge of Language• Cluster #3: Vocabulary acquisition and Use

Understanding the Standard CodeLAFS.3.RI.4.10

LAFS 3 RI 4 10Language ArtsFloridaStandards

Grade Reading Informational

Cluster Standard

Levels of Depth of Knowledge for English Language Arts: Reading (K-5)Level 1 Level 2 Level 3 Level 4

Recall Basic Application of

Concept

Strategic Thinking

and Complex

Reasoning

Extended Thinking

and Complex

Reasoning

HTTP://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 Florida’s 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 Florida’s 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

Wòl Lang Natif Natal

Strong literacy skills in native language transfer to second language

– The 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 Goldenberg

Konesans Ki Ka Transfere– Konprann relasyon ki genyen ant senbòl yo

- mo enprime - fonolojik - separasyon ant lèt ak silab

– Devlope estrateji pou konpreyansyon - konsèp - kòz ak efè - sekans

Depth 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.32

Depth of Knowledge (1997)

Nivo 1 Raple Raple yon fè, enfòmasyon, ousnon pwosedi

Nivo 2 Konpetans/Konsèp Sèvi ak enfòmasyon ousnon konesans konsèp, ousnon pi plis etap

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

Nivo 4 Agrandi fason panse Mande pou yon ankèt, tan pou panse ak travay sou plizyè

kondisyon sou pwoblèm nan

33

Pwofondè Etap Konesans (1997)

Extended 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 Recall

Recite 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 Reasoning Reasoning, planning, use of evidence, make conjecture, verify, and non-routine.

Stage 6 Extended Reasoning Extended time to complete task, multiple resources, and report in one than one way.

34

Pwofondè Etap Konesans Ki Pwolonje

Nivo 1 Reponn Reponn a, montre, ousnon rekonèt tèsk Nivo 2 Repwodwi Repwodwi, repete, pran desizyon ankò, resanblans, ousnon matche yon aksyon Nivo 3 Raple

Resite ousnon raple yon fè ousnon enfòmasyon, yon etap ousnon pwosedi otomatik.

Niove 4 Rezonman debaz Pran desizyon, konpare, kontraste, òganize, ak pèfòme pwosedi ki melanje.

Nivo 5 Rezonman konplèks Panse, planifye, itilize evidanz, fè konjekti, verifye, ak ki pa swiv yon routin

Nivo 6 Rezonman pwolonje Pi plis tan pou konplete travay la, itilize plizyè resous, ak rapòte sou plizyè fason.

36

Subject Depth of KnowledgeLevel 1 Level 2 Level 3 Level 4

 

English Languag

e Arts 

Requires 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 text

Use dictionary to find meaning

Identify figurative language in passage

Identify correct spelling or meaning of words

Requires 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 words

Predict logical outcome

Identify and summarize main points

Apply knowledge of conventions of standard American English

Compose accurate summaries

 

Requires 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

author’s purpose on text elements

Summarize information from multiple sources

Critically 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 sources

Examine and explain alternative perspectives across sources

Describe and illustrate common themes across

a variety of texts Create compositions that

synthesize, analyze, and evaluate

Sample Pacing Guides

Kesyon Pou Ankouraje Elèv la Panse nan Diferan Pwofondè Etap Konsesans DOK 1:

Kouman ou ka jwenn siyifikasyon de_________? Èske 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 tèks sa yo _________? Ki entèpretasyon ou nan tèks sa yo? Sipòte rezon ou bay la.

Aktivite

Kilès 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?

a) “Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.”

b) “Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.”*

c) “The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.”

d) 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”?

a) It illustrates the theme that human beings should keep the natural world pure and unpolluted.

b) It shows how beautiful the setting seems to Miyax. c) It helps develop the theme that nature connects all living

things together.d) It emphasizes how the setting of the story creates great

challenges for Miyax.*

 

Sample Item 2-Part B

Which other sentence from the story serves a similar purpose?

a) “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.”

b) “They were wagging their tails as they awoke and saw each other.”

c) “Winds scream across it, and the view in every direction is exactly the same.”*

d) “Unfortunately, Miyax’s 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?

a) generousb) threateningc) kingly*d) uninterested

 

Sample Item 3-Part B

46

Which of the phrases from the passage best helps the reader understand the meaning of regal? a) “wagging their tails as they awoke”b) “the wolves, who were shy”c) “their sounds and movements expressed

goodwill”d) “with his head high and his chest out”*

 

Sample Item 4-Part A

47

Based on the passage from Julie of the Wolves, how does Miyax feel about her father?a) She is angry that he left her alone.b) She blames him for her difficult childhood.c) She appreciates his thorough knowledge of

nature.*d) She is grateful that he planned out her future.

 

Grade 6 Sample Item 4-Part BEBSR

48

Which sentence from the passage best shows Miyax’s feelings for her father?”

a) “She had been lost without food for many sleeps on the North Slope of Alaska.”

b) “This could be done she knew, for her father, an Eskimo hunter, had done so.”*

c) “Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.”

d) “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 ATECR

49

Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.

a) recklessb) livelyc) imaginative*d) observant*e) impatientf) confident

Estrateji Pou Anseye Vokabilè Konsantre so mou kle yo

Anseye vokabilè ak yon bi detèmine

Definisyon ki klè (itilize foto, estrateji TPR)

Sèvi ak “cognates” lè li posib

Sèvi ak definisyon ki fasil pou yon timoun konprann

Itilize aktivite alekri

Fè timoun yo kolabore pou travay ansanm

Sèvi ak kontèks yo pou anseye mo ki gen plizyè siyifikasyon

Estrateji Pou Anseye Vokabilè

• “Cognates” (A word that is closely related to another word in another language)

• Sinonim/antonim• Foto/desen• Lòt konsèp ki ka ede etabli relasyon ak mo a

Gen ladan yo:

Ede elèv yo “posede” mo yo• Manipile mo yo ede elèv yo konprann mo yo epi yo

konnen yo pa bezwen memorize mo yo.• Pandan y ap kreye pwòp definisyon pa yo, elèv yo gen

opòtinite pou:• analize kontèsk la• itilize konesans ak esperyans pa yo• Kreye resous pa yo

Fè prediksyon • Baze sou foto ak desen• Tablo/graf• Ilistrasyon

Estrateji Pou Devlope Konpreyansyon

• Poze kesyon– Poze ak reponn kesyon sou lekti a

• Rezime istwa a

• Itilize “graphic organizers”

• Siveye konpreyansyon elėv la pandan lekti a

• Sèvi avèk karakteristik nan tèks la pou ede devlope konpreyansyon • Tit istwa a, mo fonse yo, foto

• Pran nòt

Pandan lekti

Fasilite Konpreyansyon Pwofesè yo ta dwe pase sou tèks la avan pou: - Souliyen/kolore mo nan istwa a- Idantifye mo elèv yo ka gen difikilte pou

konprann- Definisyon otè a bay nan istwa a

- Li enpòtan pou montre elèv yo kouman pou yo jwenn li

Lòt Estrateji• Montre elèv yo kouman pou yo “kòmanse”

yon repons• Kòmanse ak yon fraz pou elèv yo fini pou

demontre langaj akademik ki apwopriye kòm:

Mwen kwè chat la kouri paske______________ Lè mwen li de__________ sa raple m de __________ paske______________Dapre _________________________

Estrateji Pou Siveye Konpreyansyon

• Panse, Jimle, Pataje (Think, Pair, Share)– Pou kisa w panse.… ?– Jimle epi pataje sa w panse ak patnè ou, diskite

osijè diferans yo– Pataje ak klas la

• Pa poze kesyon “wi” ousnon “non” sèlman– Ankouraje elèv yo pou elabore sou repons yo bay la

• Verifye repons ak patnè ou

Ankouraje Patisipasyon Elèv

• Ede elèv yo konprann nou li pou jwenn enfòmasyon

• Poze elèv yo kesyon– Chache repons yo pandan y ap li

• Ankouraje elèv yo pou poze kesyon– Fè prediksyon– Konpare 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, 2010