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CRW Day 3

CRW Day 3

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  • Sandra
  • ITES & ESL are here to work with you todayLearning Targets/Criteria for Success – Are we using “I Can…” and “I will…”Mixed signals – primarily because of the learning targets/criteria for success. We discussed this yesterday and realized we were not being consistent, so here’s the consistency: Both should be in student friendly language They do not NEED to be in “I can” and “I will” wording but you CAN do this if you want to Another option is SIOP We are not telling how to word it (outside of being student friendly) – word it as is most appropriate for your guideLearning targets are WHAT students need to DO or KNOWCriteria for Success is HOW you know they KNOW it or CAN DO it
  • ESL Group
  • Sandra
  • Marie
  • Cheryl
  • Joanna
  • Pat
  • David
  • Tom

Transcript

  • 1. PCS Curriculum Review Week June 18-21, 2012 Ridgewood Elementary School Day 3
  • 2. Welcome Back!
  • 3. Group ActivityFind someone from another team and share: 1. Something you are proud you accomplished yesterday 2. Something you hope to accomplish today 3. Something you have a question on from yesterdayAs you listen to your partner… 1. Congratulate them on their accomplishment 2. Answer their question (if you are able)
  • 4. Day 2 Reflections/FeedbackK-2 collaboration meeting “Divide and conquer” in the workSmall celebrations TemperatureCRW Team CRW TeamReally learning the curriculumFeedback from yesterdayStarting on timeOpenness of team members/Willingnessto learn
  • 5. 3-2-1 Reveals (Day 2) Expectations Surprises ClarificationsLots of time to work in our How much was What happens if we finishsmall groups accomplished early/don’t finish?Second guessing what was More chocolate When will teachers bedone yesterday notified of the guides?More clarification Less confusion Essential QuestionsMore collaboration & All day to work in groups Learning Targets/Criteria fordiscussion SuccessMeet with other groups Fun ITES/ESLMore involvement of the Questions from yesterday Will PLCs focus onCRW team were answered assessment?More time on task Principal visits Science note booking?Coffee with the donuts 1:15 minute lunch Mixed signals
  • 6. Norms for the Week• Start & end punctually• Dress appropriately• Listen actively• Disagree respectfully• Participate enthusiastically• Focus completely (monitor your technology)• Have Fun
  • 7. Remember…What is learned here leaves here
  • 8. Schedule: Day 3• 8:00-9:00 – Opening Session• 9:00-12:00 – Work Session• 12:00-1:00 – Lunch (on your own)• 1:00-4:15 – Working on the Work• 4:15-4:30 – Listening/Debrief Session
  • 9. Direction for Today1. Review Yesterday’s Work2. Understand how to incorporate suggestions for English Language Development into the Curriculum Guide3. Continue the Work
  • 10. Deliverables for Today1. Draft essential questions, learning targets, and criteria for success for the entire course/year2. Embed suggestions for ESL integration3. Embed suggestions for assessment formats4. Embed ideas for cross-curricular lessons/units (6-12)
  • 11. Checklist
  • 12. Preparing Lessons For English Language Learners
  • 13. Supports: Not Just for ELLs• Consider: An estimated 65-80% of students are VISUAL LEARNERS. So whatAt a minimum, we need to use visuals duringlesson presentations. See an Example
  • 14. Sample ObjectiveSample ObjectiveGrade 6 Social Studies The student will describe how physical processes, such as erosion, earthquakes, and volcanoes, have resulted in physical patterns on the earth’s surface and analyze their effects on human activities.
  • 15. Differentiation: The Next LevelNorth Carolina has adopted the WIDAStandards which define SIX levels of Englishlanguage proficiency. North Carolinaconsiders students who are “Level 5” and“Level 6” to be fully English proficient.Today we will focus on Level 1 and Level 2ELLs.
  • 16. Differentiation: The Next LevelLevel 1 students need to receive English. Atthis level, the student can demonstrateknowledge using visuals and single wordsthey receive.
  • 17. Differentiation: The Next Level What a Level 1 ELL Might Understand___________ cars are _____ __ ___ top __ ___first ____ __ _ _____. ____ ______ _____ ___car ___ ___ ____ __ ___ ____. ___ ______down ___ first ____ ______ __ ______ ________ ___ cars __ ___ __ ___ ____ ____ ___ ____ _____ ___ end ___ ___ ____.
  • 18. Differentiation: The Next LevelLevel 1 Objective:The student will match labeled pictures ofphysical processes to labeled pictures of theresulting physical patterns, using a graphicorganizer and native-language support. See an Example
  • 19. Level 1 “Can Do” DescriptorsUsing visual, graphic or interactive support, thesestudents can read in order to1. Match visual representations to words/phrases2. Comprehend everyday signs, symbols, schedules, and school-related words/phrases3. Respond to WH- questions related to illustrated text4. Use references (e.g., picture dictionaries, bilingual glossaries, technology)
  • 20. Level 1 “Can Do” DescriptorsWhen speaking and using visual, graphic orinteractive support, these students can1. Answer yes/no or choice questions (or)within context of lessons or personalexperiences2. Provide identifying information about self3. Name everyday objects and pre-taughtvocabulary4. Repeat words, short phrases, memorizedchunks of language
  • 21. Level 1 “Can Do” DescriptorsIn writing and using visual, graphic orinteractive support, these students can1. Label content-related diagrams, picturesfrom word/phrase banks2. Provide personal information on forms readorally3. Produce short answer responses to oralquestions with visual support4. Supply missing words in short sentences
  • 22. Differentiation: The Next LevelLevel 2 students need to receive English, also.At this level, the student can demonstrateknowledge using visuals and basic sentencesthey receive.
  • 23. Differentiation: The Next LevelLevel 2 Objective:The student will match simple captions topictures of physical processes and the resultingphysical patterns, using a graphic organizer andnative-language support. See an Example
  • 24. Level 2 “Can Do” DescriptorsUsing visual, graphic or interactive support, thesestudents can read in order to1. Match data or information (e.g., description of element to its symbol on periodic table)2. Follow multi-step instructions supported by visuals or data3. Match sentence-level descriptions to visual representations4. Compare content-related features in visuals and graphics
  • 25. Level 2 “Can Do” DescriptorsWhen speaking and using visual, graphic orinteractive support, these students can1. Describe persons, places, events, or objects2. Ask WH- questions to clarify meaning3. Give features of content-based material (e.g., time periods)4. Characterize issues, situations, regions shown in illustrations
  • 26. Level 2 “Can Do” DescriptorsIn writing and using visual, graphic orinteractive support, these students can1. Make content-related lists of words, phrases, or expressions2. Take notes using graphic organizers or models3. Formulate yes/no, choice and WH- questions from models4. Correspond for social purposes (e.g., memos, e-mails, notes)
  • 27. Quick DemonstrationPut yourself in your ELLs’ shoes. Listen to thislesson and try to answer the questions at theend. Be aware of your feelings/thoughts duringthe lesson so we can discuss them afterwards.
  • 28. Tabemono Pariparisuru GunyagunyaNinjin Sofuto Keiki kuriimu Ringo MashimaroSerori Komugi pan Chiipusu
  • 29. Let’s Measure What We’ve Learned1. 食べ物は、その____________ に合わ Food is that ________ to if I let せて分類することができます。 classification to you can.1. Tabemono wa, sono ____ ni awa sete burui suru koto ga dekimasu. a. 音 a. ohn b. 味 b. aji c. リンゴ c. ringo d. 匂い d. noio
  • 30. Group WorkFor each content area/grade your group is responsible for:1. Create Essential Questions for the entire year/course2. Create Learning Targets and Criteria for Success for the entire year/course3. Align all learning targets and criteria success to the standards4. Embed suggestions for… 1. ESL Integration 2. Assessment format ideas 3. Cross-curricular lesson/units (6-12)
  • 31. 3-2-1 Reflection Activity• List 3 things you were expecting when you arrived today• List 2 pleasant surprises• Write 1 question you need clarification on for tomorrow
  • 32. PCS Curriculum Review Week June 18-21, 2012 Ridgewood Elementary School Day 4
  • 33. Welcome Back!It’s the Last Day!
  • 34. Group ActivityFind someone from another team and share: 1. Something you are proud you accomplished yesterday 2. Something you hope to accomplish today 3. Something you have a question on from yesterdayAs you listen to your partner… 1. Congratulate them on their accomplishment 2. Answer their question (if you are able)
  • 35. Day 3 Reflections/Feedback
  • 36. 3-2-1 Reveals (Day 3)Expectations Surprises Clarifications
  • 37. Norms for the Week• Start & end punctually• Dress appropriately• Listen actively• Disagree respectfully• Participate enthusiastically• Focus completely (monitor your technology)• Have Fun
  • 38. Remember…What is learned here leaves here
  • 39. Schedule: Day 4• 8:00-8:30 – Opening Session• 8:30-12:00 – Work Session• 12:00-1:00 – Lunch (on your own)• 1:00-4:15 – Working on the Work • Complete Guides • Review sample unit plans & assessments to identify exemplars• 4:15-4:30 –Debrief Session
  • 40. Direction for Today1. Review Yesterday’s Work2. Understand how to incorporate ELA standards throughout your guide3. Continue the Work
  • 41. Deliverables for Today1. Embed ELA integration ideas (6-12)2. Create final version of the draft guide 1. Pacing for benchmarks (mid-marking period and end of marking period) 2. Learning targets 3. Essential Questions & Big Ideas 4. Assessment suggestions 5. ESL suggestions3. Identify unit & assessment exemplars from March PD days
  • 42. ELA Integration
  • 43. Integrated Model of Literacy• Students must gather, comprehend, evaluate, synthesize, and report on information and ideas in order to… – conduct original research in order to answer questions or solve problems AND – to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new
  • 44. Shared Responsibility of Literacy Development• K-5 standards include expectations applicable to a range of subjects, (not just ELA) for… – Reading – Writing – Speaking – Listening – Language• 6-12 standards are divided into two sections – ELA – History/Social Studies, Science, and Technical subjects.
  • 45. Shared Responsibility of Literacy Development• College and career ready students must be proficient in reading complex informational text independently in a variety of content areas• Increasing proportion of informational texts
  • 46. Literacy Integration: The Work• Refer to the ELA Common Core Standards pg 59-66• Integrate the appropriate standard (by writing it out) for the unit/time period it addresses• Do this throughout your guide
  • 47. Group WorkFor each content area/grade your group is responsible for:1. Embed ELA integration ideas (6-12)2. Create final drafts of all guides including… 1. Pacing for benchmarks 2. Learning targets, essential questions, big ideas, and criteria for success 3. Suggestions for ESL integration, ELA integration, and Assessment format3. Identify unit/lesson and assessment exemplars (created at March PD days)
  • 48. Concluding Directions• Turn in all work to your facilitator• Collect your check• Sign-up to present at CSI if you are interested ($100 per session per presenter)• Give yourself a pat on the back• Have a wonderful summer!