K-6 Preservice Professional Learning Implementing the Common Core ELA/ELD – 2 nd Grade Presenter: Pat Gibson, Katie King K-6 CCSS Instructional Coach

K-6 Preservice Professional Learning

Implementing the Common Core ELA/ELD – 2nd Grade

Presenter: Pat Gibson, Katie KingK-6 CCSS Instructional Coach

Welcome and Introduction

• Introduction• Logistics

– Restrooms– Morning break– Lunch at 12:00– Return to sites by 1:00

Resource/Notes Handout

A page listing relevant sources and links for today’s PowerPoint and handouts has been provided. Additionally, there is room at the bottom to record personal notes.

Norms

California Standards for the Teaching Profession

6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Trainings Preparing for The CCSS

• Summer/Pre Service 2012 :– 3rd-6th grade (Overview, GRR, Connecting Reading to Writing)

• Summer/Pre Service 2013:– K-2nd grade (Overview, TDQ, Close Reading, Connecting Reading

to Writing)

Historical Reference

Outcomes

• Begin to develop an understanding of the ELD standards

• Identify the corresponding relationships between Common Core ELA standards and ELD standards

• Navigate multiple resources to support lesson planning and instruction

Connecting the Pieces of ELA and ELD

Monitoring Student Progress

Learning How English Works

Connecting Reading to Writing

Interpreting Text

Interacting in Meaningful Ways

Considering Learners’ Needs

Let’s get started!

One of the phrases associated with CCSS is for students to be “college and career ready.”

Think about the characteristics, skills, and knowledge that you want your students to have when they exit high school.

The CA ELD Standards

HIGHLIGHT AND AMPLIFYthe CCSS for ELA/Literacy.

CA ELA-ELD Curriculum Framework

English Language Development Standards

Science

New CCSS Paradigm:LANGUAGE Is Central to all Academic Areas

Language Arts

Language

Social Studies

Math

What is ELD?

• English Language Development – is strategic instruction – develops simultaneously

content knowledge and advanced levels of English

– provides access to grade-level standards

Integrated and Designated

Language Development: Working in Tandem

Integrated ELD: All teachers with English learners in their classrooms use the CA ELD Standards in tandem with the CA CCSS for ELA/Literacy and other content standards.

Designated ELD: A protected time where teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction.

CCSS Shift: Integration

FROM THIS: TO THIS:

Chunk and Chew

• Discuss with a partner any “aha’s” or new understandings you have about English Language Development and its impact on CCSS for ELA/Literacy.

Digging into the Proficiency Level Descriptors (PLDs)

Proficiency Level Descriptors =

What our English Learners can do


WHO

Old vs. New Proficiency Levels

Old New

Beginning - 1

Early Intermediate - 2

Intermediate - 3

Early Advanced -4

Advanced -5

Emerging

Expanding

Bridging

The “Old” designations will

continue to be used in SISWEB, however.

Proficiency Levels

EMERGING Students progress quickly Students learn English for immediate

needs Students begin to understand and use

academic vocabulary

Levels 1-2

Proficiency Levels

EXPANDING Students are challenged to increase their English

skills in more contexts Students learn a greater variety of vocabulary

and linguistic structures Students apply their growing language skills in

more sophisticated ways appropriate to their age and grade level

Level 3

Proficiency Levels

BRIDGING Students continue to learn and apply a range of high-

level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts.

Students will “bridge” or transition to full engagement in grade-level academic tasks and activities without the need for specialized ELD instruction.

Levels 4-5

First EL Resource: Proficiency Level Descriptors

PROFICIENCY LEVEL

DESCRIPTORS

HANDOUT

Page 10

WHO

3 Modes of Communication • Collaborative (Engagement in dialogue with

others)• Interpretive (Comprehension and analysis of

written and spoken texts)• Productive (Creation of oral presentations and

written texts)

2 Dimensions of Knowledge of Language• Metalinguistic Awareness• Accuracy of Production

Proficiency Level Descriptors (PLDs)

Source: Overview of the California ELD Standards and Proficiency Level Descriptors. CDE, November 2012. (Pages 10-13)

1. Develop a triad. Each of you choose a different mode of communication: Collaborative, Interpretive, Productive

2. Read the descriptions for what students are able to do as they enter and exit each level.

What changes can you observe within each level?

Share changes with your table partners.

Handout, page 10

Proficiency Level Descriptors (PLDs)M

odes

of C

omm

unic

ation

Second EL Resource:

Correspondence Matrix

Part 1: Interacting in Meaningful Ways

Part 2: Learning About How English Works

Part 3: Using Foundational Literacy Skills

Opportunity to be Learners

SORT

1. Form groups of 3-4 teachers2. Using the sort placemat, organize the

standards in the following 6 categories• Collaborative• Interpretive• Productive• Structuring Cohesive Texts• Expanding and Enriching Ideas• Connecting and Condensing Ideas

Let’s Check Your Answers

• Compare your sort to the standards handout.

GRADE LEVEL ELD

STANDARDS

HANDOUT

Third EL Resource

The 2012 ELD Standards Format and Organization

Contents:2-page “At a Glance”

Part I: Interacting in Meaningful Ways

Part II: Learning about How English Works

Part III: Using Foundational Literacy Skills

WHAT

Part I: Interacting in Meaningful Ways

Retrieved on November 20, 2012 from http://www.cde.ca.gov/sp/el/er/eldstandards.asp

Goal: Overarching goal statement for ELs’ development of academic English proficiency, grade level content, and awareness about language.

Section 1: Goal, Critical Principles, and Overview Generally consistent across all grades with some terminology variations reflecting cognitive differences.

Critical Principles and Overview Further details the goal statement. Defines experiences and knowledge that ELs need to ultimately achieve the Goal.

Corresponding CCSS for ELA

Notes ELA Standards

alignment for each

ELD standard

Modes: Standards are organized into three language modes of communication:

3 Critical Principles• Structuring Cohesive Texts• Expanding & Enriching Ideas• Connecting & Condensing Ideas

Part II: Learning about How English Works

Source: Overview of the California ELD Standards and Proficiency Level Descriptors. CDE, November 2012. (Pages 1-11)

Part III: Using Foundational Literacy Skills

4 Critical Principles• Print Concepts• Phonological awareness• Phonics & word recognition• Fluency

ELD Standards

Page 3

Collaborative Standard #3: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

Page 3

What changes across proficiency levels?

What changes across proficiency levels?

• Partner A:– One way that Collaborative Standard 3 changes

is that …• Partner B:

– Another way Collaborative Standard 3 changes is that…OR

– My idea is similar to yours in that …• Be prepared to share your partner’s answer

with the group.

Break

Please return in 15 minutes.

Let’s make the ELA connection to ELD Collaboration…



SHIFT: We start with standards…not a selection.

Thank You to Our Curriculum Planners – 2nd Grade!

Handouts Needed

• Unit 1 suggested standards resource• Bank of text-dependent questions

Unit 1- Sharing Stories

Selection TitleStrong CCSS Connection

(List all standards)Comments

Ant and the Three Little Figs

RL1, RL3, RL6, RL7(RL9)*

*Consider reading other versions of 3 Little Pigs and compare to selection.

Come Back, Jack! RL1, RL2, RL3, RL4, RL5, RL6, RL7, L4d

During Getting Started, use “Jack-related”nursery rhymes for background.

The Library RL1, RL3, RL4, RL5, RL7 Possible close read

Story Hour-Starring Megan

RL1, RL2, RL3, RL4, RL5, RL7

Tomas and the Library Lady

RL1, RL2, RL3, RL4, RL5, RL6, RL7

Suggestions: Use a beginning, middle, end graphic organizer to sequence events from the selection.

Make a connection to social studies Unit 4, lessons 3 & 4 to build additional knowledge on this content.

OCR Reading Standards Identification- Second Grade

1. Look at Unit 1 suggested standards.















2. Choose a selection with identified standards.

EXAMPLE: “Story Hour Starring Megan”• Reading-Literature: #1, #2, #3, #4, #5, #7 • Writing: #3

(Consider Speaking / Listening standards connections as well.)

3. Write/ask text-dependent questions using the bank to match standards.Example: R-L #3…How does Megan respond to the challenge of learning to read?















Your Turn

• With a partner, look at question stems for RL3 and compose another question or two for this selection.

4. Record TDQs on sticky notes.

Considering Instructional Choices ELD Connection

Question:HOW do I get my

students collaborating for the purpose of deepening reading comprehension?



Answer:Incorporate my ELA Speaking/Listening

Standards

Speaking and Listening Standards

• S/L standard 1 – Participate in collaborative conversations about grade 2 topics.

• S/L standard 6 – Produce complete sentences to provide detail and clarification.

ELA/ELD Connection: Handouts Needed

• Teacher-created text-dependent questions• ELD matrix• ELD standards

How does Megan

respond to the

challenge of learning to

read?

1. Identify ELD partner standard(s)

S/L 1 & 6 correspond

to collaborative

1,3,&4

2. Collaborative Standard #3

Offering and supporting opinions and negotiating with others in communicative exchanges.

3. Create language frames using ELD support for each proficiency level.

Emerging Example:• I think Megan responds by _________________.Expanding Example:• Megan responds to the challenge of learning to read by __________ and ___________.Bridging Example:• I agree that Megan responds by ____________,

but she also _____________________.

How does

Megan respond

to the

challenge of

learning to

read?

4. Write Language Frames on Sticky Notes.

Big Ideas Regarding Language Frames

Importance for ALL learners:

Language support if neededEquity for discussion time given

collaborative parametersFacilitate opportunity to develop

language proficiencies for all students

Big Ideas Regarding Language Frames

Importance for teachers:

Facilitates effective pacingProvides audio “cues” to effectively listen to

student responsesOffers teachable moment to both discuss the

sentence structure of offered language frames AND opportunity to encourage students to challenge themselves linguistically

Continuing ELD Standards Connection with ELA - Interpretive

Interpreting Text



Compare ELD Interpretive Standards to ELA Standards

With a partner, read the Interpretive ELD standards and discuss the connections with ELA.

Interpretive Standards Debrief

What did you notice as you compared the ELD and ELA standards?

Continuing ELD Standards Connection with ELA


Interpreting Text



Compare ELD Productive Standards to ELA Standards

With a partner, read the Productive ELD standards and discuss the connections with ELA.

Debrief

What did you notice as you compared the Productive ELD and ELA standards?



Interpreting Text



Compare ELD “Learning About How English Works” to ELA Standards

With a partner, read the Part II: Learning About How English Works ELD standards and discuss

the connections with ELA.

Debrief

What did you notice as you compared the Part II: “Learning About How English Works” ELD and ELA standards?

How do I check for student understanding?


Interpreting Text




Shifts in Assessment

• Focus on the standard—not the selection

• Emphasis on transferable skill

• Modes of assessment– Selected response(“multiple choice”)– Constructed response (short answer)– Performance task (multiple texts

w/culminating writing task)

Examining Assessments

• Review the provided EGUSD-created assessments.

• What do you notice that is different from the traditional Open Court assessments?

Connecting Writing to Reading



Interpreting Text




Writing Instruction:Connecting Writing to Reading

“Writing is treated as an equal partner to

reading,…..and writing is assumed to be the vehicle through which a great deal of the reading work and reading assessments will occur.”

From Pathways to the Common Core by Calkins, Ehrenworth, & Lehman

Two Ways of Connecting Writing to Reading

Reading Writing

Daily

Process

1st Connection: Daily Writing

Reading Writing

Daily

• Represent reading standards• Span writing purposes• Short responses

Writing Instruction Connected to a Constructed Response

• Review the constructed responses included in the selection assessments.

• Discuss the type of writing instruction that would occur during reading to help students to successfully respond to the mini-prompts.

2nd Connection: Process Writing

Reading Writing

Process

• Multiple drafts• Teacher feedback—timely,

constructive• Use of mentor/model text

Thinking Behind Writing Prompts

• Narrow the teaching focus instead of the standard in its entirety.

• Provide targeted, timely feedback to one or two explicit writing skills.

• Look for ways to connect with reading instruction.

Writing Standard #3

• Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Focused instruction precludes a teacher

from having to teach all aspects of a

writing standard at one time.

Targeted Writing Instruction

Focusing on just a few teaching points means that the EGUSD rubrics can be used to show students the continuum of writing description.

Only a few bullet points need be used for instruction!

Writing a Benchmark Paper

• Review the narrative writing prompt.• Orally rehearse with a partner, OR

independently write a “student” response to the prompt that would be considered “At Grade-Level” or above.

Debrief Experience

• What challenges do you foresee for your students in completing the writing task?

• Consequently, what are the implications for instruction?

The Result: Integrated Instruction!




Interpreting Text



Let’s Break it DownCollaborative Engagement in dialogue with others

•Exchange information and ideas with others •Interact with others in written English•Offer and support opinions & negotiate with others•Adapt language choices

Interpretive Comprehension and analysis of written and spoken text•Listen actively•Read closely informational texts & view multimedia to determine meaning•Evaluate how writers and speakers use language to support ideas•Analyze how writers and speakers use vocabulary and other language resources for specific purpose

Productive Creation of spoken presentations and written texts•Express information and ideas orally on academic topics•Write information to describe and explain ideas and information•Support opinions and evaluate others opinions in speaking and writing•Select and apply precise vocabulary & language structures

















Feedback – Survey Monkey

Your valuable feedback is being requested via Survey Monkey.

Please respond to the brief questions which are accessed through an email sent to you from Jerrilyn Ewing.

Thank

you!

Documents

K-6 Preservice Professional Learning Implementing the Common Core ELA/ELD – 2 nd Grade Presenter: Pat Gibson, Katie King K-6 CCSS Instructional Coach