Here are some key points that could be discussed:
- How the arts can be integrated across subject areas to support reading, writing, speaking, listening and language skills. For example, reading a play and analyzing characters, analyzing artwork and forming evidence-based interpretations, creating multimedia presentations.
- How arts integration supports the development of 21st century skills like collaboration, communication, creativity and critical thinking.
- Specific ideas for integrating different art forms like visual art, dance, drama, music into daily lessons and routines to enrich the curriculum and make learning more engaging.
- How arts integration can benefit all students, including English Learners, by lowering affective filters and supporting different learning styles and multiple intelligences.
Aligning Teaching, Learning, and Assessment with Student Learning Outcomes in...Cynthia Wiseman
This document summarizes a three-part workshop on aligning teaching, learning, and assessment with student learning outcomes in the Common Core. The workshop introduces the Common Core standards, provides a template for developing lesson plans aligned to the standards, and examines assessments related to the Common Core. It discusses identifying learning outcomes, choosing complex texts, and creating tasks that engage students and require critical thinking skills. The document also overview PARCC assessments and how they are designed to reward high-quality instruction aligned with the standards, focusing on complex texts, evidence-based reading and writing, and building knowledge through nonfiction.
The document summarizes a presentation about arts education in Santa Clara County and the Common Core State Standards. It provides data from a survey of school districts that found most include the arts in their mission but have limited staffing and funding for arts programs. It also outlines how the Common Core emphasizes skills like citing evidence, analyzing texts, and integrating media that are relevant to arts instruction. Finally, it notes several direct and implied references to the arts in the Common Core standards for reading, writing, speaking, and language.
The document summarizes the key aspects of the Common Core State Standards in English Language Arts and Literacy. The standards were developed through a collaborative process and establish clear benchmarks for reading, writing, speaking, listening and language skills at each grade level to ensure students are prepared for college and careers. The standards emphasize progressive development of reading comprehension skills, argument-based writing, research skills, and the ability to present information orally. Vocabulary, grammar and conventions are also addressed.
This document discusses Universal Design for Learning (UDL), a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. It focuses on the first principle of UDL, which is to provide multiple means of representation to give learners various ways of acquiring information and knowledge. This can be done through highlighting critical features, presenting examples and non-examples, and supporting background knowledge, as well as using print, auditory, and visual materials like textbooks, videos, and graphic organizers. The document advocates using these multiple formats and media to differentiate instruction and support learner differences.
This document describes a case study comparing a traditional classroom approach to teaching about state resources and geography to a Universal Design for Learning (UDL) approach. The traditional approach uses lecture, divides students into groups, and has strict requirements for note-taking and presentations. The UDL approach avoids limiting presentation styles, provides multiple means of representation and engagement, and offers alternatives for note-taking, presenting, and assessing understanding. The goal of UDL is to design instruction that is flexible and meets the needs of all learners from the start.
This document discusses integrating culture into foreign language instruction. It defines culture and explains how culture is essential to accurate and complete world language teaching. The document discusses interculturality as a philosophy that emphasizes authentic cultural interaction over intense grammar instruction. Interculturality is student-centered and uses techniques like flipped classrooms and interactions with native speakers to better understand cultural perspectives. The goals are to prepare students for real-world language use and help them appreciate both similarities and differences between cultures. ACTFL standards have increasingly emphasized developing cultural competence alongside language skills over the past 20 years.
The document discusses the implementation of new Next Generation English Language Arts standards in West Virginia. It notes that current standards were not adequately preparing students for college and careers. The new standards were adopted from the Common Core State Standards and focus on developing skills like close reading, academic vocabulary, and writing arguments. A multi-year implementation schedule is outlined, with kindergarten beginning in 2011 and full implementation by 2014. The standards emphasize skills like comprehension of complex texts and research.
Aligning Teaching, Learning, and Assessment with Student Learning Outcomes in...Cynthia Wiseman
This document summarizes a three-part workshop on aligning teaching, learning, and assessment with student learning outcomes in the Common Core. The workshop introduces the Common Core standards, provides a template for developing lesson plans aligned to the standards, and examines assessments related to the Common Core. It discusses identifying learning outcomes, choosing complex texts, and creating tasks that engage students and require critical thinking skills. The document also overview PARCC assessments and how they are designed to reward high-quality instruction aligned with the standards, focusing on complex texts, evidence-based reading and writing, and building knowledge through nonfiction.
The document summarizes a presentation about arts education in Santa Clara County and the Common Core State Standards. It provides data from a survey of school districts that found most include the arts in their mission but have limited staffing and funding for arts programs. It also outlines how the Common Core emphasizes skills like citing evidence, analyzing texts, and integrating media that are relevant to arts instruction. Finally, it notes several direct and implied references to the arts in the Common Core standards for reading, writing, speaking, and language.
The document summarizes the key aspects of the Common Core State Standards in English Language Arts and Literacy. The standards were developed through a collaborative process and establish clear benchmarks for reading, writing, speaking, listening and language skills at each grade level to ensure students are prepared for college and careers. The standards emphasize progressive development of reading comprehension skills, argument-based writing, research skills, and the ability to present information orally. Vocabulary, grammar and conventions are also addressed.
This document discusses Universal Design for Learning (UDL), a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. It focuses on the first principle of UDL, which is to provide multiple means of representation to give learners various ways of acquiring information and knowledge. This can be done through highlighting critical features, presenting examples and non-examples, and supporting background knowledge, as well as using print, auditory, and visual materials like textbooks, videos, and graphic organizers. The document advocates using these multiple formats and media to differentiate instruction and support learner differences.
This document describes a case study comparing a traditional classroom approach to teaching about state resources and geography to a Universal Design for Learning (UDL) approach. The traditional approach uses lecture, divides students into groups, and has strict requirements for note-taking and presentations. The UDL approach avoids limiting presentation styles, provides multiple means of representation and engagement, and offers alternatives for note-taking, presenting, and assessing understanding. The goal of UDL is to design instruction that is flexible and meets the needs of all learners from the start.
This document discusses integrating culture into foreign language instruction. It defines culture and explains how culture is essential to accurate and complete world language teaching. The document discusses interculturality as a philosophy that emphasizes authentic cultural interaction over intense grammar instruction. Interculturality is student-centered and uses techniques like flipped classrooms and interactions with native speakers to better understand cultural perspectives. The goals are to prepare students for real-world language use and help them appreciate both similarities and differences between cultures. ACTFL standards have increasingly emphasized developing cultural competence alongside language skills over the past 20 years.
The document discusses the implementation of new Next Generation English Language Arts standards in West Virginia. It notes that current standards were not adequately preparing students for college and careers. The new standards were adopted from the Common Core State Standards and focus on developing skills like close reading, academic vocabulary, and writing arguments. A multi-year implementation schedule is outlined, with kindergarten beginning in 2011 and full implementation by 2014. The standards emphasize skills like comprehension of complex texts and research.
The document discusses the Common Core State Standards and their implications for instruction. It notes that the standards emphasize rigorous content, higher-order thinking skills, and preparation for college and careers. They represent a shift towards more non-fiction and informational texts. Teachers will need to focus more on careful text selection and analysis, using both quantitative and qualitative measures. There is also increased emphasis on argumentative writing and having students support claims with evidence from texts. This represents changes for teacher preparation programs and professional development.
An initial approach to the study of intercultural communication in interacti...guest29903b
The document discusses a study on developing intercultural communicative competence through video-web communication between Spanish language learners and native speakers. It describes the task used, which involved students exchanging information on cultural differences. Quantitative data on discourse participation and qualitative analysis of intercultural topic negotiation are presented to analyze how competence emerged during interactions.
Common Core Implementation: Understanding "The Shifts"NAFCareerAcads
As transition to the Common Core State Standards begins across the nation, it is helpful to understand big-picture "shifts." This session presents major changes brought out by Common Core. Participants will learn how to engage in dialogue, guide implementation and communicate shifts in classroom learning.
Presenter: Marianna Goheen, Goheen Consulting
Demands of the CCSS: Preparing Effective Teachers of English LearnersJohn Segota
What are the skills and expertise teachers need to work with English learners in the era of the Common Core State Standards? Presentation with Diane Staehr-Fenner at the 2013 National Association for Bilingual Education (NABE) Conference in Orlando, FL.
This document discusses integrating culture into language instruction. It defines culture as the integrated patterns of behavior including perspectives, practices, and products. Examples are given of how to teach about target culture products, practices, and perspectives through activities connecting them to vocabulary and language use. The role of food in the francophone world is used as a case study, discussing key ingredients in crepes as a cultural product from France.
This presentation will provide a detailed guide to key competences and will demonstrate that most teachers are already using key competences in many typical activities without realizing! We will give you useful tips and activities to incorporate the key competences into the 4 skills: reading, writing, listening and speaking. We will also look at ways to assess and evaluate them using technological resources such as wikis.
This document provides guidance on developing literacy skills in art and design through speaking and listening. It discusses how speaking and listening can enhance learning in art and design by allowing students to talk through ideas, develop thinking by listening to others, and extend their knowledge by reading about artists. It emphasizes that speaking and listening must be explicitly planned for and taught. The document examines how speaking and listening skills are reflected in the attainment levels for art and design, which involve commenting on, explaining, and articulating responses to works of art. It suggests talking can help students develop these skills at different stages of the art and design process.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
This document outlines strategies for teaching listening skills. It begins with an overview of listening at different levels from novice to advanced. It discusses using authentic materials and the challenges of listening comprehension. Sample listening activities are provided for each level as well as techniques for scaffolding listening tasks. Finally, it addresses listening at the advanced level, including how listening is assessed on the AP exam through multiple choice questions and free response essays requiring comprehension of audio sources.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
The document discusses the use of authentic materials in world language curriculum. It defines authentic materials as materials designed for native speakers rather than language learners. The document outlines the advantages of using authentic materials, such as exposing students to real language and culture. It also discusses challenges, such as finding and integrating appropriate authentic materials. Throughout, it provides many examples of authentic materials and strategies for how to incorporate them into lessons at different proficiency levels.
This document outlines an 8th grade ELA curriculum map designed by a Common Core State Standards taskforce. It includes standards, topics, and concepts for reading literature and informational texts, writing, language, and speaking and listening to be covered each month from September to February. Standards address skills like citing text evidence, determining themes, analyzing structure and word choice, conducting research, and collaborative discussions. The map is intended to guide teachers in implementing the CCSS throughout the school year.
MYP Unit Plan Yr 8-Changing societies explorationaissaigon
This unit plan summarizes an 8-week unit on changing societies for an 8th grade Humanities class. The unit focuses on how exploration impacted indigenous societies in Australia and North America. Students will examine changes triggered by exploration and compare indigenous cultures before and after contact. The key assessment asks students to write a script for a play demonstrating changes from exploration and explain the intended impact on the audience. Learning activities include research, documentaries, timelines and maps to develop understanding of indigenous cultures and changes over time. Reflection on the unit noted some students struggled with comparing two cultures simultaneously and it may have been better to focus on one at a time.
This document provides a top 10 list of internet resources as compiled by Dr. Lisa Gonzales, coordinator at Santa Clara County Office of Education. It also mentions the TICAL Leadership Cadre program through the ACSA Tech Leader organization and includes a link to information on Arkansas' top 10 internet resources.
The document summarizes 14 top tech tools for assessment, accountability, and evaluation as recommended by three school superintendents and an educational leadership group. The tools include videos and resources aligned to common core standards for teaching practices and student work, rubrics for assessing student products, a technology integration matrix for setting goals, and data management and reporting tools for professional development and decision making. Instant polling and student response tools are also recommended for formative assessments in the classroom.
This document lists and briefly describes 15 tools for personalized learning. The tools include: Edutopia for videos of teaching practices; PhET for STEM content; Google Sites for curating open resources; Kindle for recommending content at readers' levels; Discovery Education for assessments and resources aligned to standards; Newsela for lexiled nonfiction content; tools for digital storytelling; options for project based learning; ClassDojo for tracking behavior; Khan Academy for personalized math practice; Mindset Kit for growth mindset; Screencast tools for creating multimedia presentations; and Spatial Temporal for STEM games. The document concludes that content can be easily shared across platforms.
The document discusses personalizing learning tools to support the Common Core standards. It explores various web 2.0 tools that can be used to personalize learning and support learning anywhere, anytime. These tools are explored in the context of Universal Design for Learning, which involves multiple means of representation, expression, and engagement. Specific tools discussed include Khan Academy, TED-Ed, EdPuzzle, Gooru, digital textbooks, iBooks Author, multimedia creation tools like Glogster and Animoto, and Google Apps like Docs. The presentation concludes with strategies for implementing these tools, including professional development, connectivity testing, and digital citizenship.
The document summarizes an issue of the OnCUE journal that focuses on student data privacy. It includes several articles on topics related to student data privacy, such as an overview of student data privacy for administrators, what teachers and administrators need to know about student data privacy, protecting student data, and expanding student data privacy protections. It also advertises upcoming CUE events and professional development opportunities.
The document discusses the opening day of a Teaching Learning Center. It mentions the center opening and thanks a family in Los Angeles Harbor. In a few short sentences, it provides some context about an event while leaving out unnecessary details.
New media such as social networking sites and online video are increasingly connecting individuals and businesses. Social networks like Facebook and Twitter have created online communities where users spend over 5 hours per day and businesses are using them to increase traffic and sales. Popular video sites like YouTube see a billion daily views and have helped businesses like Dynomighty Design generate millions of views and $130,000 in sales. As new technologies like 3D and digital displays expand, advertisers are finding new ways to incorporate these mediums and connect with consumers online and in public spaces.
This document discusses using social media and web 2.0 tools to engage stakeholders in education. It defines social media as content that can be pushed, pulled, liked, shared, fed, rated, or discussed. Examples of social media platforms that can be used for communication and collaboration in education are discussed, including Twitter, Facebook, YouTube, blogs, Dropbox, and Doodle. Guidelines are provided around protecting student privacy, following board policies, and using social media to celebrate successes and share resources to enhance learning.
The document discusses the Common Core State Standards and their implications for instruction. It notes that the standards emphasize rigorous content, higher-order thinking skills, and preparation for college and careers. They represent a shift towards more non-fiction and informational texts. Teachers will need to focus more on careful text selection and analysis, using both quantitative and qualitative measures. There is also increased emphasis on argumentative writing and having students support claims with evidence from texts. This represents changes for teacher preparation programs and professional development.
An initial approach to the study of intercultural communication in interacti...guest29903b
The document discusses a study on developing intercultural communicative competence through video-web communication between Spanish language learners and native speakers. It describes the task used, which involved students exchanging information on cultural differences. Quantitative data on discourse participation and qualitative analysis of intercultural topic negotiation are presented to analyze how competence emerged during interactions.
Common Core Implementation: Understanding "The Shifts"NAFCareerAcads
As transition to the Common Core State Standards begins across the nation, it is helpful to understand big-picture "shifts." This session presents major changes brought out by Common Core. Participants will learn how to engage in dialogue, guide implementation and communicate shifts in classroom learning.
Presenter: Marianna Goheen, Goheen Consulting
Demands of the CCSS: Preparing Effective Teachers of English LearnersJohn Segota
What are the skills and expertise teachers need to work with English learners in the era of the Common Core State Standards? Presentation with Diane Staehr-Fenner at the 2013 National Association for Bilingual Education (NABE) Conference in Orlando, FL.
This document discusses integrating culture into language instruction. It defines culture as the integrated patterns of behavior including perspectives, practices, and products. Examples are given of how to teach about target culture products, practices, and perspectives through activities connecting them to vocabulary and language use. The role of food in the francophone world is used as a case study, discussing key ingredients in crepes as a cultural product from France.
This presentation will provide a detailed guide to key competences and will demonstrate that most teachers are already using key competences in many typical activities without realizing! We will give you useful tips and activities to incorporate the key competences into the 4 skills: reading, writing, listening and speaking. We will also look at ways to assess and evaluate them using technological resources such as wikis.
This document provides guidance on developing literacy skills in art and design through speaking and listening. It discusses how speaking and listening can enhance learning in art and design by allowing students to talk through ideas, develop thinking by listening to others, and extend their knowledge by reading about artists. It emphasizes that speaking and listening must be explicitly planned for and taught. The document examines how speaking and listening skills are reflected in the attainment levels for art and design, which involve commenting on, explaining, and articulating responses to works of art. It suggests talking can help students develop these skills at different stages of the art and design process.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
This document outlines strategies for teaching listening skills. It begins with an overview of listening at different levels from novice to advanced. It discusses using authentic materials and the challenges of listening comprehension. Sample listening activities are provided for each level as well as techniques for scaffolding listening tasks. Finally, it addresses listening at the advanced level, including how listening is assessed on the AP exam through multiple choice questions and free response essays requiring comprehension of audio sources.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
The document discusses the use of authentic materials in world language curriculum. It defines authentic materials as materials designed for native speakers rather than language learners. The document outlines the advantages of using authentic materials, such as exposing students to real language and culture. It also discusses challenges, such as finding and integrating appropriate authentic materials. Throughout, it provides many examples of authentic materials and strategies for how to incorporate them into lessons at different proficiency levels.
This document outlines an 8th grade ELA curriculum map designed by a Common Core State Standards taskforce. It includes standards, topics, and concepts for reading literature and informational texts, writing, language, and speaking and listening to be covered each month from September to February. Standards address skills like citing text evidence, determining themes, analyzing structure and word choice, conducting research, and collaborative discussions. The map is intended to guide teachers in implementing the CCSS throughout the school year.
MYP Unit Plan Yr 8-Changing societies explorationaissaigon
This unit plan summarizes an 8-week unit on changing societies for an 8th grade Humanities class. The unit focuses on how exploration impacted indigenous societies in Australia and North America. Students will examine changes triggered by exploration and compare indigenous cultures before and after contact. The key assessment asks students to write a script for a play demonstrating changes from exploration and explain the intended impact on the audience. Learning activities include research, documentaries, timelines and maps to develop understanding of indigenous cultures and changes over time. Reflection on the unit noted some students struggled with comparing two cultures simultaneously and it may have been better to focus on one at a time.
This document provides a top 10 list of internet resources as compiled by Dr. Lisa Gonzales, coordinator at Santa Clara County Office of Education. It also mentions the TICAL Leadership Cadre program through the ACSA Tech Leader organization and includes a link to information on Arkansas' top 10 internet resources.
The document summarizes 14 top tech tools for assessment, accountability, and evaluation as recommended by three school superintendents and an educational leadership group. The tools include videos and resources aligned to common core standards for teaching practices and student work, rubrics for assessing student products, a technology integration matrix for setting goals, and data management and reporting tools for professional development and decision making. Instant polling and student response tools are also recommended for formative assessments in the classroom.
This document lists and briefly describes 15 tools for personalized learning. The tools include: Edutopia for videos of teaching practices; PhET for STEM content; Google Sites for curating open resources; Kindle for recommending content at readers' levels; Discovery Education for assessments and resources aligned to standards; Newsela for lexiled nonfiction content; tools for digital storytelling; options for project based learning; ClassDojo for tracking behavior; Khan Academy for personalized math practice; Mindset Kit for growth mindset; Screencast tools for creating multimedia presentations; and Spatial Temporal for STEM games. The document concludes that content can be easily shared across platforms.
The document discusses personalizing learning tools to support the Common Core standards. It explores various web 2.0 tools that can be used to personalize learning and support learning anywhere, anytime. These tools are explored in the context of Universal Design for Learning, which involves multiple means of representation, expression, and engagement. Specific tools discussed include Khan Academy, TED-Ed, EdPuzzle, Gooru, digital textbooks, iBooks Author, multimedia creation tools like Glogster and Animoto, and Google Apps like Docs. The presentation concludes with strategies for implementing these tools, including professional development, connectivity testing, and digital citizenship.
The document summarizes an issue of the OnCUE journal that focuses on student data privacy. It includes several articles on topics related to student data privacy, such as an overview of student data privacy for administrators, what teachers and administrators need to know about student data privacy, protecting student data, and expanding student data privacy protections. It also advertises upcoming CUE events and professional development opportunities.
The document discusses the opening day of a Teaching Learning Center. It mentions the center opening and thanks a family in Los Angeles Harbor. In a few short sentences, it provides some context about an event while leaving out unnecessary details.
New media such as social networking sites and online video are increasingly connecting individuals and businesses. Social networks like Facebook and Twitter have created online communities where users spend over 5 hours per day and businesses are using them to increase traffic and sales. Popular video sites like YouTube see a billion daily views and have helped businesses like Dynomighty Design generate millions of views and $130,000 in sales. As new technologies like 3D and digital displays expand, advertisers are finding new ways to incorporate these mediums and connect with consumers online and in public spaces.
This document discusses using social media and web 2.0 tools to engage stakeholders in education. It defines social media as content that can be pushed, pulled, liked, shared, fed, rated, or discussed. Examples of social media platforms that can be used for communication and collaboration in education are discussed, including Twitter, Facebook, YouTube, blogs, Dropbox, and Doodle. Guidelines are provided around protecting student privacy, following board policies, and using social media to celebrate successes and share resources to enhance learning.
The document summarizes key changes and priorities in the new AP World Language curriculum framework:
1) It shifts the focus from learning about language functions to using language for interpersonal, interpretive, and presentational communication. Grammar is de-emphasized in favor of fluency and accuracy.
2) The course uses a thematic approach to integrate language, content, and culture. Students learn about cultural products, practices, and perspectives through culturally relevant materials.
3) Student progress is assessed based on achievement levels in the three communication modes at different proficiency levels, rather than through separate culture sections.
Introduction to the ccss science open instituteYokaMS
This document discusses the California Common Core State Standards and their implications for literacy, curriculum, pedagogy, and assessments. It provides an overview of the key shifts in the standards, including an increased focus on informational texts, writing in different disciplines, and developing content-specific literacy skills. It outlines implications for cross-curricular collaboration, integrating literacy instruction across subjects, emphasizing real-world applications, and using student-centered learning approaches. It also describes the Smarter Balanced interim and summative assessments, including computer-adaptive testing, performance tasks, and their goals of measuring mastery of the standards.
Meeting the Double-Edged Challenges: ELA key practiciesSmart Ed
This document outlines an agenda for a workshop on English Language Arts key practices aligned with Common Core State Standards. The workshop includes discussions, activities, and presentations focused on the challenges students and teachers face in meeting high CCSS expectations, as well as approaches to develop instructional practices, tools, and assessments. Participants will work on designing lesson plans integrating CALLA strategies, formative assessments, and a focus on reading, writing, speaking, listening skills and 21st century skills. The goal is to help students acquire academic English and content while developing independence, motivation and awareness of their own learning.
The document provides guidelines and standards for developing learning and instructional materials. At the end of reviewing the document, participants will be able to: 1) Apply standards and guidelines in preparing materials; 2) Identify writing and illustration skills needed; and 3) Develop localized materials using the standards. The document outlines technical specifications for page setup, typography, cover elements, artwork style, content development, preparation and reproduction standards. It also discusses instructional design principles and common elements that should be included in materials like modules, textbooks and teaching guides.
This document provides an overview of the Common Core State Standards for English Language Arts and how administrators can lead their schools through the transition. It discusses the key shifts in ELA, such as an increased focus on informational texts and academic vocabulary. It also outlines the PARCC assessments and their components. The document then gives recommendations for steps administrators should take, such as assessing alignment, implementing instructional strategies like close reading, and observing classrooms to ensure standards are being met. The goal is to prepare students to be college and career ready through this transition to more rigorous standards.
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
This document provides an overview of pedagogical guidelines for teaching English as a second language. It discusses establishing standards to define what students should know and outlines key language skills like reading, listening, speaking and writing. It describes approaches for teaching grammar, functions, classroom management, project work and continuous assessment. The document aims to provide a theoretical framework and practical teaching practices for language instruction.
This document discusses the implications of the Common Core State Standards for English Learners. It outlines how the new ELD standards will be aligned to the Common Core by August 2012. Sample excerpts are provided that link the Common Core standards to the new ELD standards for areas like speaking and listening, vocabulary, and research. The document emphasizes that ELs need access to high academic standards through differentiated instruction and assessments. It also stresses the importance of ensuring ELs' language proficiency and academic success through the new aligned standards.
This document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It discusses the key shifts required by the CCSS, including a greater focus on non-fiction texts, literacy across all subjects, increasingly complex texts, and use of evidence from texts. It also explains the standards' emphasis on regular practice with academic vocabulary. The CCSS require students to read closely and acquire knowledge from texts. At each grade level, the majority of reading standards focus on text-dependent analysis using evidence from what was read.
The document discusses the key shifts in English language arts and literacy instruction required by the Common Core State Standards. It outlines six major shifts, including increasing the amount of nonfiction and informational texts students read, providing literacy instruction across all subjects, exposing students to more complex texts each grade level, basing reading, writing, and discussions on evidence from texts, emphasizing evidence-based writing, and regularly building students' academic vocabulary. The standards were created by state leaders to ensure students graduate college and career ready in the modern world.
This document provides information about the WIDA Can Do Descriptors, which describe what English language learners can do at various stages of English language development. It summarizes the organization and potential uses of the WIDA Can Do Descriptors, Key Uses Edition for grades 9-12. The document explains that the descriptors are organized by English language proficiency level and key language uses of recounting, explaining, arguing, and discussing. It provides examples of what students can do in listening, speaking, reading and writing for the key uses of recounting and explaining at each English proficiency level.
A Civic Action Project (CAP) is a project-based learning model where students research issues, policies, and civic actions to take through various source materials and media. The CAP Planner structures the project into four documents and allows students to master Common Core State Standards. CAP provides opportunities for teachers to integrate English Language Arts standards as students develop questions, create community involvement, analyze texts, and strengthen writing skills to address an audience. Teachers can access CAP lessons online that correlate with specific Common Core standards.
This document outlines a training on building academic language across disciplines. It defines academic language as the oral and written language used for academic purposes and as the means for developing content understandings. The training covers examining common core language demands, identifying academic language features, and tools and strategies for supporting students. Specific topics discussed include defining vocabulary, language functions like analyze and compare, and language demands required for different disciplines. Strategies suggested for promoting academic language include explicitly teaching discipline-specific vocabulary, modeling general academic terms, and providing opportunities to practice language functions.
The document outlines the structure and components of the ELD Standards. It describes the purposes of the Proficiency Level Descriptors which provide descriptions of student abilities across three proficiency levels. It also explains the purpose of the appendices which provide additional detail on foundational literacy skills, learning how English works, the theoretical foundations and research behind the standards. Finally, it provides an overview of the ELD Framework which is designed to support teachers in implementing instruction for ELD students and is divided into chapters covering specific grade spans.
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...eaquals
The document discusses the development of online self-assessment tools to profile teachers' foreign language competencies based on competence profiles created by the authors. It describes a scaling survey conducted with 220 teachers and students to develop tailored self-assessment descriptors across various linguistic tasks and components. The goal is to create a new comprehensive self-assessment scale for teachers to evaluate their profession-related language skills in a precise and reliable manner.
This webinar provided an overview of the Common Core State Standards for librarians. It discussed how the standards are vertically aligned across grades and focus on higher-level thinking skills like analysis and evaluation. It explained how the standards emphasize research skills, informational texts, and interdisciplinary literacy. The webinar also showed how librarians can collaborate with teachers to develop lessons that meet standards and provided resources for librarians to learn more about aligning instruction with Common Core.
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
Similar to Rich Arts Experiences for EL's and All.pptx (20)
This document summarizes a tech planning webinar for distance learning. It introduces several education professionals and discusses topics like ensuring connectivity and devices for students, reviewing technology inventory, building capacity through professional development, and potential future webinar topics on data privacy, special education, and long-term connectivity plans. Student privacy resources are also shared, emphasizing the importance of training and developing a culture of privacy and collaboration. The document provides an overview of challenges and considerations for schools transitioning to distance learning.
Presentation on August 20, 2020 - Back to School 2020: Maximizing District Budgets to Support Student Safety and Distance Learning. Hosted by edWeb.net and sponsored by Gaggle.
Dr. Lisa Gonzales, Chief Business Officer, presented the budget update at the April 27 school board meeting. She explained that the county health department is advising that a vaccine will not be available for 12-18 months and a second wave of infections is expected in fall 2020. Current savings are seen in utilities, transportation, and some contracts, while spending is up in technology, online resources, and supplies. A 0% cost of living adjustment was imposed, reducing projected revenue by $6.5 million. Cash flow issues were discussed as deferrals impact monthly payments. The budget will be revised based on the state's May and August updates, and planning considers a worse case scenario of additional multi-year reductions totaling $11
The school board presentation outlined budget challenges including a projected $15.7 million shortfall for the 2020/2021 school year. Options presented to address the shortfall included administrative, certificated, and classified staff reductions totaling over 100 FTE positions as well as cuts to programs, services, and contracts estimated to save $15.7 million. The presentation reviewed the district's budget process, declining revenues, and structural deficit issues to provide context for the proposed reductions. Board discussion and action on the proposed solutions were scheduled to follow.
The document summarizes the budget challenges facing Mt Diablo Unified School District. It notes that expenditures are exceeding revenues due to rising costs like CalSTRS and CalPERS contributions and declining enrollment. The district has been using reserves to balance the budget but reserves are dwindling. The document discusses potential budget solutions like cuts to positions, advocacy for increased funding, and investments to boost revenues. It provides timelines for certificated and classified staff layoffs if reductions are required.
This document summarizes a presentation on school safety. It discusses:
1) The School Safety Toolkit created by ACSA's Fatal School Violence Task Force, which is available on the ACSA website and app and contains resources to help schools with safety before, during, and after incidents.
2) The National Center for School Crisis and Bereavement, which provides around-the-clock support and resources to help schools respond to and recover from crises and connect them with mental health professionals.
3) Actions school leaders should take to prioritize safety, including updating plans and policies, communicating with stakeholders, and budgeting for safety measures.
Dr. Lisa Gonzales presented an overview of her focus and priorities as the new ACSA President for 2017/18. She highlighted key events including leadership summits, academies, and a charter school task force. She also discussed ACSA's strategic planning process, financial planning under recession conditions, and her goals of mentoring, work-life balance, and leveraging technology. Gonzales concluded by providing tips for engaging legislators, emphasizing connecting, communicating, and networking.
This document discusses authenticity and mindfulness for leaders. It defines authenticity as being genuine, sincere, and truthful. Authentic leadership is the strongest predictor of job satisfaction and commitment to an organization. The document provides tips for becoming a more authentic leader, such as admitting mistakes, sharing goals and feelings, and seeking honest feedback. It also discusses the importance of mindfulness for reducing stress and improving focus, well-being, and creativity. Suggestions are provided for incorporating mindfulness practices and guided meditation into meetings and the workplace.
This document summarizes a presentation on how motherhood makes women better leaders. The presentation discusses research showing that motherhood teaches women to grow in their weaknesses, build strong relationships, and accomplish more in less time. It also mentions that motherhood increases oxytocin which makes women more likely to reduce stress through social bonding rather than fight or flight responses. The presentation aims to convince women that they are enough as leaders and that their experiences as mothers make them well-suited for leadership roles. It provides contact information for the speaker.
The document discusses how leaders can manage their mental game through practices like reframing challenges in a positive light, cultivating gratitude, and mindfulness. It suggests these strategies can help leaders and explores why they are important for leadership. The document also repeats sections about positioning oneself positively and how gratitude helps mindfulness practices.
The document discusses how leaders can effectively manage mindfulness. It defines mindfulness as focusing one's awareness on the present moment while accepting feelings, thoughts, and sensations. The document notes that practicing mindfulness for as little as 10 minutes daily can increase leaders' resilience, capacity for collaboration, and ability to lead in complex situations. It provides suggestions for how leaders can develop and encourage mindfulness in others, such as developing a personal practice, offering introductory sessions, and facilitating daily meditation times.
Dr. Lisa Gonzales outlines her priorities and focus areas as the new ACSA President, including legislative advocacy around accountability, educator effectiveness, and student needs, developing a new strategic plan, and preparing for potential budget cuts through multi-phase financial planning. She emphasizes equity and ensuring all students have access to a high quality education in a safe, supportive environment.
The document discusses using technology to balance life and advance one's career. It outlines setting up accounts on social media platforms like Twitter, LinkedIn and Pinterest to build a personal learning network. The goals are to connect with others, engage in free professional development, stay informed on new developments, participate in discussions, and share information. Suggestions are provided for features to include on LinkedIn to enhance one's professional profile. Various apps are presented as examples of technology that can help with work-life balance, wellness, family connections and productivity. Attendees will learn how personal learning networks can aid their personal and professional roles while gaining inspiration to continue self-development.
Dr. Lisa Gonzales presented on tech tools that can increase productivity and confidence at the Classified Leaders Conference in 2017. She discussed tools for gathering information, organization, presentations, and work/life balance like Asana, Wunderlist, Mojo, Fitbit, and Sleep Cycle. The presentation aimed to explore these productivity tools, improve collaboration and communication, and allow attendees to share resources and learn from tutorials on LinkedIn and Pinterest.
This document discusses student privacy laws and best practices for managing student data. It summarizes that FERPA gives students rights over their education records. Districts must identify who is responsible for reviewing apps and services used by students. They should train administrators annually on privacy laws and establish consistent practices for sites to follow. Educators should model safe online behavior and find teachable moments to help students navigate technology appropriately. Districts must plan alternatives for families who do not want their data shared digitally. Overall, following best practices for using and sharing data protects both students and districts.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. The Why and How of Integrating
Rich Art Experiences into Instruction for
English Learners:
What’s Good for EL’s is Good for All!
Presented by:
Dr. Lisa Gonzales, Ed.D. Coordinator
Santa Clara County Office of Education
Jill Polhemus, Consultant – School Support
Stanislaus County Office of Education
http://bit.ly/richartsforall
Lisa_gonzales@sccoe.org
jpolhemus@stancoe.org
2. Outcomes
Provide an overview of the changes in ELA/ELD
standards with Common Core
How the arts can support the Common Core
The role of the 4 C’s for EL students & all
The value of the arts for EL’s and all
Model programs – Oak Grove & Alum Rock School
Districts
Tips on how to design model programs
4. What does that mean?
The research surveyed says…
Higher grades and test scores
Better attendance and behavior
More self-confidence and empowerment
Positive school climate and community engagement
Lower drop-out rate
Success for “at risk” students
Teaches 21st Century Skills for College and Career
6. Common Core state standards
How can learning in the
Arts support and
enhance the
implementation and
teaching of the
Common Core State
Standards?
7. The arts are performance-based assessment
Smarter Balanced Performance Task
Specifications Performance
Information Processing Task
• Essay, story, script
• Increasing in rigor
• Display, models, design
High Item C • Oral presentation
• Scoring Rubric
Cognitive Mid Item B
Demand
Item
Low
A
Stimulus
• Text
• Graphs
• Photos, media
• Artistic Presentation Design Elements
• Etc.
8. Students must be able to:
Changes with CCSS Engage with complex,
informational text
(communication, critical thinking)
Use evidence in writing
and research (communication,
critical thinking)
Work collaboratively to
present ideas and
communicate multiple
perspectives (communication,
collaboration, critical thinking,
creativity)
9. Overview of California ELD Standards
Describe the knowledge skills, and abilities in English as a new
language that are expected at exit from each proficiency level.
Exit descriptors signal high expectations for ELs to progress
through all levels and to attain the academic English language
they need to access and engage with grade-level content in all
content areas.
10. Challenges of New CCSS for EL Students
Require systemic, district-wide approaches to curriculum
design & instructional delivery
Focus has to be on language development AND content
CCSS are great at bridging gaps that have existed between
language acquisition and content proficiency
ELs will need support to participate in activities that
simultaneously develop conceptual understanding of content
and language use.
11. Instructional Shifts To Improve ELL’s Language & Content Learning
Activities that develop
Teaching language conceptual understanding
independent of academic of content and language
content use; making meaning
practices
12. Instructional Shifts To Improve ELL’s Language & Content Learning
Opportunities for extended
Sequential building of learning learning within
structures & vocabulary content areas; content-rich
aimed at correctness and activities with focus on
fluency comprehension &
communication
13. Instructional Shifts To Improve ELL’s Language & Content Learning
Socially engaged process
whwere students work and
talk together to plan, research,
An individual process discuss, tap prior knowledge;
opportunities to interact with
proficient students
14. How Can the Core Support the Arts?
Blueprint Strand 2 6-8 ELA
– Literacy in Visual Arts – Integration of Knowledge & Ideas
Visual Arts has its own vocabulary Integrate and evaluate content
and literacy, as well as its own set of presented in diverse media and
skills that support learning across formats.
the curriculum. For example, careful
observation of a work of art Delineate and evaluate the
resembles the close reading of a argument and specific claims in
text – one that includes making text.
observations and drawing
inferences. Visual Arts also includes Analyze how two or more texts
tasks where students read and write address similar themes or
as well as engage in accountable topics in order to build
talk. knowledge or to compare the
approaches the authors take.
15. Arts References in Common Core
Standards for Reading
• If definition of text includes non-print texts
(dance, media arts, music, or theatre
works)…
• …then all reading standards refer to arts-
based content or investigation.
16. Reading a work of drama:
• RL.5.3: Compare and contrast two or more characters, settings or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact.)
Using songs in instruction:
• RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story, poem, or song.
Comparing the same work in different media:
• RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to
or viewing an audio, video, or live version of the text, including contrasting what they “see”
and “hear” when reading the text to what they perceive when they listen or watch.
Analyzing and interpreting images:
• RI.K.7: With prompting and support, describe the relationship between illustrations and the
text in which they appear.
Multimedia references:
• RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject.
17. Arts References in Common Core
Standards for Writing
• Eight arts links in 100 standards
• Visual art/drawing links found in the standards for the lower
grades
• W.K.2: Use a combination of drawing, writing, and dictating to
compose informative/explanatory texts in which they name
what they are writing about and supply some information
about the topic.
• Media Arts/multimedia links:
• W.8.2.a: Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
categories; include formatting, graphics (e.g., charts, tables)
and multimedia when useful to aiding comprehension.
18. Arts References in Common Core Standards for
Speaking and Listening
• 16 arts links in 60 standards
• Most references are related to standard #5:
Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations
19. Standard 5: Make strategic use of digital media and digital displays of
data to express information and enhance understanding of
presentations
• SL.K.5: Add drawings or other visual displays to descriptions as desired to provide
additional detail.
• SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays
to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings
• SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
• SL.8.5: Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
• SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
20. Arts References in
Common Core Standards for Language
• The language standards contain one direct arts
reference in standard L.5.3:
Compare and contrast the varieties of English
(e.g., dialects, registers) used in stories,
dramas, or poems
21. Framework Connections with the standards for
READING
• All Anchor Standards for Reading connected to Lifelong Goal #1:
Artistically literate citizens use a variety of artistic
media, symbols, and metaphors to independently
create and perform work that
expresses/conveys/communicates their own ideas,
and are able to respond by analyzing and
interpreting the artistic communications of others.
• The creative practices of investigation and reflection
were included in every standard as well.
22. IDENTITY LIST
DEFINE LABEL
MEMORIZE
CALCULATE ILLUSTRATE
WHO, WHAT, WHEN, WHERE, WHY
ARRANGE STATE MEASURE
TABULATE NAME
REPEAT
TELL REPORT
RECALL RECOGNIZE USE INFER
DESIGN QUOTE
RECITE CATEGORIZE
MATCH
CONNECT COLLECT AND DISPLAY
LEVEL ONE
IDENTIFY PATTERNS
(Recall)
How the Arts SYNTHESIZE
LEVEL LEVEL
GRAPH
CLASSIFY
ORGANIZE
CONSTUCT
Have Meaning APPLY CONCEPTS FOUR
(Extended
DESCRIBE
EXPLAIN
TWO
(Skill/
SEPARATE
CAUSE/EFFECT
MODIFY
INTERPRET PREDICT
in Common CRITIQUE
Thinking) Concept)
ESTIMATE INTERPRET
COMPARE DISTINGUISH
Core ANALYZE LEVEL THREE
Strategic Thinking
RELATE
USE CONTEXT CUES
CREATE MAKE OBSERVATIONS
REVISE ASSESS
DEVELOP A LOGICAL ARGUMENT SUMMARIZE
PROVE APPRISE CONSTRUCT
SHOW
USE CONCEPTS TO SOLVE NON-ROUTINE PROBLEMS
CRITIQUE COMPARE
EXPLAIN PHENOMENA IN TERMS OF CONCEPTS
FORMULATE INVESTIGATE
DRAW CONCLUSIONS
HYPOTHESIZE
DIFFERENTIATE
CITE EVIDENCE
24. How do the Arts
Help English Learners
(and all)?
Arts Education helps English
Learners succeed in society (in
school and learning) in developing
intelligence and healthy minds in
a 21st century society.
Aspects of national character
Validate culture
Empathetic towards those in
other cultures
Respect other cultures, races,
human condition at an early
age (Davis, 2010)
25. The Arts
Speed Knowledge
Acquisition
By lowering the affective
filter, students can acquire
more info in less time
(Krashen, 1982)
EL’s who may not have had
consistent success
elsewhere but study the arts
do better on SAT’s (College
Entrance Board, 2001)
26. The Arts Design Thinking
Early arts training develops the brain areas involved in
language and reasoning (Robinson, 2001)
Students learn to think creatively and seek innovative solutions
– beyond “one right answer”
Both brain hemispheres are engaged, benefiting the spoken
and written language, logical thinking, reasoning, numbers and
physical movement
27. The Arts Focus on the
“Whole Child”
The Arts directly tie to
improved learning and
academic performance (Catterall
et al, 1999)
Music helps prevent damaging
effects of chronic stress
(Catterall, 1996)
Dance and visual arts support
creative thinking (McCoubrey,
1994)
Work in the arts and
appreciation of it ties to the
mental abilities characterized
by complex adult life tasks
(Eisner, 1998)
28. The Arts
Develop Skills
for a Lifetime
Arts help students succeed in life
with the focus on cooperation,
collaboration, negotiation, team
work
Students learn the value of effort
on a goal with persistence and hard
work (Baum et al, 1997)
Arts tie to essential 21st century
workplace skills, including
observation, innovation, synthesis
(Eisner, 2002)
Arts teach skills of flexibility and
supple intellect (Robinson, 2001)
29. What challenges face EL’s and
art exposure?
When students perform below standard, electives are
compromised and doubling up on subjects is prevalent
This is the population most needing a tie to socio-cultural,
emotional, linguistic and cognitive activities
The arts are most apt to bring opportunities to talk , listen,
work collaboratively, and be creative
The arts are one of the only subjects where there is no “right”
answer
This is the population most likely to NOT have access to the
arts
30. 2010 CBEDS data showed
Why Is This An Issue? only 16.4% of students in
free/reduced meal programs
are enrolled in VAPA courses
Or…..83.6% of students
enrolled in VAPA programs
are not of low-socioeconomic
status
Lower income children have
fewer arts options in school;
less disposable income to
engage in after-school study
31. But there’s more…
Attention only to the impact of poverty limits how educators
approach the whole child
Language and culture affirm positive traits of heritage, identity,
and resilience which energize a child’s ability to learn, make
meaning, create, and contribute
Recent CA statewide research – CA middle schools who teach a
majority of Latino, African American and American Indian
students are far less likely to provide arts with reduced budgets
32. What You Should Know…
Title I funds CAN be used to support quality arts integration
programs in our schools
What does the USDE say is acceptable? Arts integration as a
school reform model, teacher professional development,
evaluation of the program, contracts with outside arts
organizations to partners with classroom teachers to deliver arts
integrated curriculum, purchase of materials (instruments,
equipment, etc)
Who at CDE can verify? Deputy Superintendent Deb Sigman and
Director of Improvement/Accountability Christine Swenson
Any problems? California Alliance for Arts Education (Joe Landon)
35. 35
Arts Integration in Action
Let’s take a look at how one Middle School has integrated the
arts in every corner of their curriculum
Integrate the Arts,
Deepen the Learning
Edutopia: http://www.edutopia.org/stw-arts-integration-video
36.
37. 37
Anchor Standards for ELA
Please find the pink handout at the back of your PowerPoint.
Look carefully at Reading Anchor Standard 1 and Writing
Anchor Standard 1.
39. 39
Reading Art
“In an age when literacy dominates public discourse on
education, we must begin to think more broadly about what
students read. Sure—the new Common Core State Standards
support the “reading” and scrutiny of other forms of high-
quality text. Works of art can, indeed should, be “read” in a
very similar way to a poem by Shakespeare or a speech by
Winston Churchill.” Lynne Munson
http://blog.artsusa.org/tag/english-language-arts/ (Sept. 13, 2012)
Additional resource link: Arts Integration Lesson Plans and other resources
from edutopia.org
http://www.edutopia.org/stw-arts-integration-resources-lesson-plans
40. What could you do with the arts?
INSTEAD OF… TRY….
Student of the Week • Artist of the Week
Routine class jobs • Art occupations – fine art resources
manager, curator, exhibition mgr
Curriculum presented in • Curriculum presented with arts ties
isolation – timelines, etc.
Student artwork used for • Artwork used to regularly build
illustration skills & show breadth of skills
One art tool used at desk • Varied art tools available at all
(crayons) times and throughout the year
41. Discussion Question
Discuss with others near you:
How do the skills of observation transfer across
content areas?
How is this good for EL students?
How is this good for ALL students?
42. According to David Coleman,
an architect of the common core curriculum standards that are being
adopted in nearly all 50 states, and now the president of the College Board
…”The great news is that the standards call
on so many things the arts do well. The
tradition of careful observation, attention
to evidence and artists’ choices, the love
of taking an artist’s work seriously lies at
the heart of these standards.”
http://blog.artsusa.org/2012/09/17/common-core-architect-adds-to-
blog-salon-discussion/#more-16907
43.
44. Characteristics of Model Programs
Start where you are High quality professional
development
Establish a clear vision
Intentional ties to the
Use policy and planning to cultural background of
move forward students/staff/community
Identify roles for multiple Sequential program
players – superintendent,
asst. superintendent, Exhibitions and sharing
principal, teachers, parents,
volunteers Community collaborations
45. Integration of arts into daily
instructional program
Discrete arts classes during the
school day
Extra-curricular VAPA classes after
school
Integration of VAPA standards into
core
Elective courses during the day
After school courses
Oak Grove
School
District
46. Elementary grade chorus and
math program
Baseline is 4 days of
chorus/student
FBB students pulled out two days
a week for intensive math work
with teacher
BB and B students pulled the
other two days a week for
intensive math work with teacher
Alum Rock
Results? Lyndale gained 22 points
School on Math CST’s in cohort groups
District from 2nd to 4th grade
47.
48.
49. Tips for Designing Programs
Trade off use of facilities for free
training
Solicit support from your County Office
of Education
Collaborations are key – ask for help
before you ask for a handout
Look for model programs in your
community
Brainstorm with your parents
Put them on stage and they will come
57. OTHER RESOURCES
The California Department of Education
• List of state and national arts organizations and
associations
• Arts and Common Core
• Presidents’ Committee on Arts and
Humanities
CCSESA: County Offices of Education web sites
• Directory at: www.ccsesa.org
58. Review of Our Outcomes
Provide an overview of the changes in ELA/ELD
standards with Common Core
How the arts can support the Common Core
The role of the 4 C’s for EL students & all
The value of the arts for EL’s and all
Model programs – Oak Grove & Alum Rock School
Districts
Tips on how to design model programs
Editor's Notes
8:30 am
Lisa presents Slides #2-8
One in ten public school students in California have access to a comprehensive, sequential standards-based arts education.•Comprehensive--all four arts disciplines are taught at the school: dance, theatre, music and visual arts•Standards-based--aligned with the California Visual and Performing ArtsFramework and Content Standards•Sequential--skills are scaffolded throughout the year and from grade tograde
Action 1: Upgrade state standards by adopting a common core of internationally benchmarkedstandards in math and language arts for grades K-12 to ensure that students are equipped with thenecessary knowledge and skills to be globally competitive.Benchmarking for Success:Ensuring U.S. Students Receive a World-Class EducationA report by the National Governors Association,the Council of Chief State School Officers, and Achieve, Inc.
Tie the 4 C’s in here….
Clear descriptors are what is essential – and having language as a FOCUS area rather than CONTENT to be taught
Not just a school focus or certain grades not performing at standards….but ALLCA has content and has taught it well for years but now its really about the language skillsCCSS allow us to make links, be creative, explore, give ownership back to teachers to go beyond a pacing calendar and teach for proficiencyScaffolding and modeling is still critical*** The language they need is an OUTCOME for what they learn at school – not what they need to learn at school. Analogy – learning is not linear – its simultaneous happening – thinking about a toddler learning to walk. You don’t tell them to STOP until they can do it w/o falling down – you help and support and this is what the new standards focus on.
A lot of shifts…but we will share 3Still have CCSS but ELD is to support simultaneouslyWant skills to be tied to ALL subjects to attain language skills in all areas*** look at “other” subject teachers – the content needs to be streamlined – many school districts have trained teachers on systematic ELD – so what does this mean for the work in our schools? Language and content cannot be taught separately – and all teachers will need to be talking with one another on how they are supporting their EL students
Use to be about steps to follow in how we teachNow its about learning activities in context – projects, problem based learning; nonfiction that is content rich, extensive talking/listening
This is really about the 4 C’s – collaboration, communicationTeacher as FACILITATOR
Jill presents Slides #9-18ELA and Math are designed to SUPPORT the arts – the basic skills are used to make connectionsNew arts standards are being written Explicit references TO the arts in the new CCSS…..but there are also parallels in the goals and thinking in the new CCSS
Overview of findings about arts references in ELA standards. Examples of a few.
...more findings about arts references...
Overview of findings about arts references in ELA standards. Examples of a few.
Findings: READINGHere are some SBAC examples of how all this might be assessed:Middle School6-8Students analyze how the playwright Louise Fletcher uses particular elements of drama (e.g., setting and dialogue) to create dramatic tension in her play Sorry, Wrong Number. [RL.7.3] (89)Students compare and contrast the effect Henry Wadsworth Longfellow’s poem “Paul Revere’s Ride” has on them to the effect they experience from a multimedia dramatization of the event presented in an interactive digital map (http://www.paulreverehouse.org/ride/), analyzing the impact of different techniques employed that are unique to each medium. [RL.6.7] (89)Students integrate the quantitative or technical information expressed in the text of David Macaulay’s Cathedral: The Story of Its Construction with the information conveyed by the diagrams and models Macaulay provides, developing a deeper understanding of Gothic architecture. [RST.6–8.7] (100) Students construct a holistic picture of the history of Manhattan by comparing and contrasting the information gained from Donald Mackay’s The Building of Manhattan with the multimedia sources available on the “Manhattan on the Web” portal hosted by the New York Public Library (http://legacy.www.nypl.org/branch/manhat- tan/index2.cfm?Trg=1&d1=865). [RST.6–8.9] (100)
LOOK AT THIS SLIDE – which of these skills can be demonstrated with the arts?The 4 C’s are 21st century skills. Each is embodied in the 21st century rainbow that are you all familiar with.Talking points: The 4 C’s really are some of the 21st century skills and they tie the arts into the common core. So how do the arts fit in the CC? The arts provide for and reinforce the skills that allow students to be problem solvers and then demonstrate their learning via the outcomes established by their teachers in the form of projects.BUT HERE is how we tie the arts into Common Core…Please take a minute to talk with your tablemates about the big “aha’s” you see in this picture. At the heart of this picture are two key words ARTS INTEGRATION.
Lisa presents Slides #18-28After this – add story – highlighted from book…..
Add story: 15 year old Yolanda was in a school performance of Peter Pan, a performance that was shared community wide. After three shows, she shared the following, which was translated “I care about the community of case members and the broader community we represent. I am responsible for my contribution on stage and in the broader wrold. I am inspired by Peter Pan and want to try to make it possible for all children to have homes of their own and to see beyond the given in their day-to-day lives.”
Add story: A 16 year old bilingual public high school student who experienced a 7-week immersion program in the arts put it succinctly: The arts in, really in every different form of the arts, be it painting or sculpting or acting or, you know, creating music. Anything I think, it’s a completely different type of learning. It, you know, nourishes your soul and it just allows you a freedom that you don’t get in the normal classroom and school a lot of times. I know that people need to be able to explore themselves, express themselves, and create. And its not something that you’re always able to do in just the normal context of the classroom.
Robinson’s research comes out of what employers say they want…..and that research hasn’t changed in the last 12 yearsCisco – 2009 report that noted the key to manufacturing survival during tough economic times is the ability to unlock employee creativity and potential
Add story from book……highlighted
Story:Like many of his fellow students, Latino high schooler Robert was a foster child who was raised in a violent home and the culture of school was often threatening and dangerous. I hoped the workshops I offered could allow the students a new opportunity to work cooperatively and practice respect and empathy. In that sense, one young man was particularly moved. He confided that he always wanted to learn more about performing, but constant name-calling and taunting from his peers at school prohibited him from pursuing it. The chance to participate in a group of students, all working on creating a performance, gave him the support he needed to excel. Moreover, when he was distinguished as a talented actor – when he made his peers laughed WITH him – he gained the confidence to make more friendships in school and the emotional strength to push on in school…and I believe that his experience directly improved his academic learning as well as his social and emotional development.
Jill presents Slides #29-36So where do we start?Talking points: Arts integration as defined by the Kennedy Center. What is it? This does NOT mean you are expected to master the art of teaching the arts. You won’t be teaching how to do a plie, use charcoal to sketch a replica of the Statue of David, or even sing holiday songs on key while playing the piano. Let’s see some examples of arts integration so we better understand what it is…
Let’s put this concept of Integration in action by taking a closer look at the CCSS for ELA. Find the pink document at the end of the PowerPoint. These are the college and career Readiness anchor standards. Each of the ELA grade level standards is based on the anchor standards. Read the anchor standard 1 for reading and writing. Talk to your table about what you see as the expectation of this standard – What would a student be able to do or demonstrate that would indicate he or she has met this standard?Share with your table and share out a few
Let’s think about this standard as a visual arts teacher might. I want you to be the students for this next activity. We are going to use the Visual Thinking Strategy of observation to analyze complex text. This concept of looking for evidence or supporting details can be difficult when looking at a piece of writing. But giving students a playing field that is more concrete can help your EL’s (all students). So as a table group or with a partner look carefully at this picture and take two minutes to list what you think the artist might be trying to convey or the mood of it, or your interpretation or understanding about the people in the picture or even just how it makes you feel. Create a T-Chart on your paper and make a vertical listShare out: Somber farmers, hardworking, maybe a little disappointed in life, Good! Now go back to the picture and look very closely at the details in it that provide evidence of your opinions or interpretations of the painting. Of course this is a very famous painting which can sometimes be used within the context of a subject area as well, such as US History.
The quote on this slide is from Lynne Munson, in a blog article referenced here. She also discusses Art, Speaking and Listening; Art, Informative Writing with good examples of works of art to use, grade level specific strategies and standards references. This is a good article to read later to expand your knowledge of these connections.The second resource link is to Edutopia’s Arts Integration Lesson Plans and resources, which has a rich collection of resources for interacting with works of art and addressing content standards. One particularly helpful presentation is in the section called Artful Thinking.
Intent: Participants will discuss how skills of description transfer across content areas.Talking Points:Share responses in table groups.Share whole group in both rooms.
TIE these into the 4 C’s - where is creativity? Collaboration? Critical thinking? Communication? Tie in how these principles out of Project ZERO have been adopted by arts teachers nationwide…and how what the arts teachers are teaching are really life skills – give examples of each, starting with developing craft…and go around the circle.Reflection Question: How can the Arts and the Studio Habits of Mind enhance the implementation of the Common Core Standards?
Lisa presents Slides #37-42
Nora Talking points: Students in the Alum Rock School District were part of an interdisciplinary banner project whereby they raised the funds, made presentations in the community, shared the design process at the ArtSplash event at Montalvo last April, and then put banners up in the Alum Rock area from their unique cultural designs.
NoraTalking Points: The banner project integrates ideas of tessellations that can link back to the Syrian Tile Pattern