This presentation is meant for teachers in addition to facilitators, so please share expertise. Some of what is being covered today may seem “basic” or feel like a review. The idea is that facilitators can give this training to teachers.
Esl curriculum maps 2012 aidita vélez ortiz
ESL Curriculum MapsAidita Vélez OrtizDirectorEnglish Program
AGENDA• Greetings• Reflection• Objectives of the training:– Purpose of the Curriculum Maps– What each map includes– Lesson planning
REFLECTION• It is the supreme art of the teacher toawaken joy in creative expression andknowledge.• Albert Einstein
ObjectivesJune 2012 4Participants will be able to:• Identify and describe the different elements of acurriculum map.• Prepare a daily lesson plan using a curriculummap unit and its supplementary materials.
Purpose of Curriculum Maps• To provide the guidelines for standards-based instruction• To organize the standards into teachableunits of instruction
Each map includes:• Unit Summary and transfer goal•Content Standards and Grade Level Expectations•Big Ideas and Essential Questions•Content and Skills•Assessment Evaluation•Learning Plan
Other resources available in theCD• Pacing Calenders• Curriculum Alignment tool• Content Maps• Supplemental Materials
Understanding by Design(UbD)• Is a framework for designingcurriculum units, performanceassessments, and instruction that leadyour students to deep understandingof the content and skills you teach.
Stages of UbD• The Backward design approach is developed in three stages.• Stage 1• Starts with the overall goal of the lessons by using contentstandards, common core or state standards.• Defines "Students will understand that..." and lists essentialquestions that will guide the learner to understanding• Focuses on identifying "what students will know" and mostimportantly "what students will be able to do".
Stages of UbD• Stage 2Focuses on evidence of learning by assessment.Teachers plan performance tasks and evidence ofunderstanding. Performance tasks determine whatthe students will demonstrate in the unit and whatevidence will prove their understanding. This caninclude self-reflections and self-assessments onlearning.
Stages of UbD• Stage 3Lists the learning activities that will leadstudents to your desired results.
The transfer goal leads tolearning• It is whatwe wantourstudents towalk awaywith.
What is a “big idea” or enduring understanding?Why use it?• Big ideas:• Connect lessons to a lifelesson or a largerunderstanding of the world forboth students and teachers• Require time to “uncover” anddiscover• Have lasting effects andconnections to othersubjects and life• As teachers, we do not give thestudent the big idea, but welead them to it throughessential questions
What are Essential Questions?• Are “thought provoking” questions tointroduce a new unit or lesson• Spark discussion in the classroom• Allow ideas/answers to be revisedand added to as learning continues• Help students to understand the bigideas/enduring understandings
Why are the Expectations inStage 1?• Expectations are what guideour instruction• This is what knowledge wewant our students to acquire• The expectations that arebeing explicitly introduced andtaught are shown in thelearning expectations
What are Content and Skills?STAGE 2From the expectations,we focused on:•Content: Whatknowledge will thestudents gain?•Skills: What strategiesor abilities will thestudents gain?
STAGE 3Learning Plan(Learning Activities)•What teaching and learning experiencespromote understanding, interest, andexcellence?•Identify the best educational experiences thatfacilitate understanding and comprehensionof the content, process, and skills of gradelevel teaching.
What is in the CD?1.PACING CALENDAR2.CURRICULUM MAPS3.ATTACHMENTS
CORRELATION BETWEEN CURRICULUMMAPS AND CIRCULAR LETTER #2 2010-2011LESSON PLAN ELEMENTSCC#2 2010-2011CURRICULUM MAP LOCATIONDate and Study ThemeContent Area and Time Period--- Top Part of Curriculum MapGeneral Strategy and Phase Learning Plan--- Stage 3Integration of Subjects Learning Plan--- Stage 3Standards and Expectations Stage 1--- Desired ResultsDepth of Knowledge (DOK) Expectations, Big Ideas, Essential Questions, Content,and Skills--- Stage 1Objectives Stage 3 --- Learning PlanStage 1--- Summary of Unit, standards and ExpectationsAssessment Stage 2--- Assessment EvidenceStage 3--- Learning PlanLearning Activities Stage 3---Learning Plan, lessons, and attachmentsMaterials or Resources Stage 3--- Learning Plan, Lessons, Additional Resources,and Literature Connections.Assignment Stage 3--- Learning Plan, Additional ResourcesReflection Individually/ Self-Evaluation; Rethinking
Lesson PlanDepth of Knowledge:• ( ) DOK I – Recall & Reproduction = Recall information such as a fact, definition, or a simple procedure; orperformance of a simple• process or procedure.• ( ) DOK II – Skills & Concepts = Engagement of mental processing beyond recall or reproduction; more than onestep.• ( ) DOK III – Strategic Thinking = Reasoning, planning, using evidence, and a higher level of thinking thanprevious levels; more• complex, abstract.• ( ) DOK IV – Extended Thinking = Develops and completes projects by planning, developing and reasoning,justifies and explains, uses• different resources to argue ideas, monitors his own work and progress.Stage1 - (Content and Skills for Stage 2 Assessment)Stage 2 -PerformanceTasks and OtherEvidenceObjectives AssesmentConceptualProceduralAttitudinal
Lesson Plan• Digital Lesson PlanK-9_INGLES.xls
Twenty-Five Quick Tips forClassroom Teachersby Judie Haynes• Put any five of the following tips into practice and yourEnglish language learners will benefit from the improvedinstruction.• Do you want to create an effective learning environmentfor your English language learners? Pick five ideas thatyou have never tried from the list below and implementthem in your content area or mainstream classroom. Youwill be surprised to see how much the learning of ELLsimproves.
Before Teaching the Lesson• Determine the English language learning level of yourELLs. Be realistic about what you expect ELLs to do...Reading strategies Teacher observation checklist.pdf..reading strategies student self-assessment rating scale.pdf..reading strategies Analytic Scoring Rubric.pdf
Before Teaching the Lesson• Plan ahead. Think about how you will make the contentcomprehensible to your ELLs. Consider the followingquestions.– How will you link the content to the students’ previousknowledge?– How will you build background information? Show a video orread a book aloud about your topic first.– Decide what language and concepts need to be pre-taught.– How can you develop content area vocabulary? What visuals willyou need?
Word WallIntroduce concrete conceptsand vocabulary first.
Before Teaching the Lesson• Reflect on how you can teach to oral, visual, auditory,and kinesthetic learning modalities.• Prepare teaching aids such as maps, charts, pictures,and flashcards before the lesson is taught.• Add vocabulary word banks to student activities.• Adapt text so that the concepts are paraphrased ineasier English. Eliminate non-essential details.• Find non-fiction books in the library written at a lowerlevel about the topic you are teaching.
During the Lesson• Build on what ELLs already know.kwl 2.pdfKNWS Math.docKWHLChart.doc
During the Lesson• Simplify vocabulary and sentence structure. Pre-teachvocabulary in context.• Teach students to categorize their information usinggraphic organizers. Create semantic and story maps.story map.pdfstory-map.jpgpepita story map.ppt
During the Lesson• Demonstrate highlighting techniques so that studentscan highlight important information.• Review and repeat important concepts and vocabulary.• Provide concrete “real” examples and experiences.• Teach ELLs to find definitions for key vocabulary in thetext.
During the Lesson• Help ELLs become familiar with their textbooks (table ofcontents, glossary, index, etc.)• Model your thinking processes for students using “think-alouds”.• Tape record part of your lesson to reinforce learning.
After the Lesson• Have ELLs watch videos or listen to tapes about currentlesson using close caption feature.• Provide follow-up activities that reinforce vocabulary andconcepts.• Have students work in small groups or pairs so thatlanguage and concepts are reinforced.
After the Lesson• Adjust homework assignment to your ELLs’ Englishlanguage proficiency.• Modify assessment so that your ELLs have anopportunity to show what they have learned.http://www.everythingesl.net/inservices/twenty_five_quick_tips_classro_70733.php