I did it! I actually made a successful blog entry! Woo-hoo!
Wednesday, June 15, 2016
Re-Imagining ELA: Day 2 Afternoon Session
Blogger: Noriko
After lunch, we made our way into breakout sessions. I'm in the ELA session with Ms. Barbeau, Mr. Escajeda, and Ms. Graham.
We start off reviewing the charge for these two days and then eliciting needs from the group after yesterday's session.
There is some general anxiety about how the textbook resources will be rolled out and that anxiety is expressed from teachers from all the adoption groups.
We looked at how one standard progresses from grades 6-8.
We looked at what Academic Moves follow each standard. Here is a link to the online resources for the book. (the last word is business).
We then took a few minutes to skim the introduction.
It's been an long two days of looking at lots of words.
Re-Imagining ELA/ELD PD at LACES: Day 2 Morning Session
BLOGGER: Noriko
We started the morning by signing in at the cafeteria. Then, we made our way over to the dance room to meet with the HMC Collections.
So, yesterday we ended the day with Lily's blog sadly deleting, Lawrence posting a couple of very helpful posts, learning there is nothing like AR in this program, and picking up our chrome books. The chrome books are nice, and we are already considering how to make use of them.
We then discussed what enriches and inhibits learning. Then we all got logged on and explored some of the resources.
Because of the many tech engagements, she went over "Rules of Engagement"
RED: lids down (laptops closed), guided instruction
YELLOW: collaborative work
GREEN: individualized work.
I explored some of the teacher dashboard and
student resources:
Explore these pages to learn all about these resources...
We started the morning by signing in at the cafeteria. Then, we made our way over to the dance room to meet with the HMC Collections.
So, yesterday we ended the day with Lily's blog sadly deleting, Lawrence posting a couple of very helpful posts, learning there is nothing like AR in this program, and picking up our chrome books. The chrome books are nice, and we are already considering how to make use of them.
We then discussed what enriches and inhibits learning. Then we all got logged on and explored some of the resources.
Because of the many tech engagements, she went over "Rules of Engagement"
RED: lids down (laptops closed), guided instructionYELLOW: collaborative work
GREEN: individualized work.
I explored some of the teacher dashboard and
student resources:
Explore these pages to learn all about these resources...
Tuesday, June 14, 2016
HMH California Collections Unpacked for Special Education Teachers Part II
WRITING/SPEAKING&LISTENING
A. Interactive Lessons
The Interactive Lessons on Teacher Resources are a great resource for doing direct mini-lessons on performance standards in writing and speaking and Listening.
I like that it gives presentations visually and aurally, with accompanying assessment and rubric. These are standards that need to be taught explicitly and do not just happen without the benefit of thoughtful instruction.
B. Graphic Organizers
The Graphic Organizers are not editable, but allows you to type in on a downloadable organizer and print. Great for whole group instruction.
A. Interactive Lessons
The Interactive Lessons on Teacher Resources are a great resource for doing direct mini-lessons on performance standards in writing and speaking and Listening.
I like that it gives presentations visually and aurally, with accompanying assessment and rubric. These are standards that need to be taught explicitly and do not just happen without the benefit of thoughtful instruction.
B. Graphic Organizers
The Graphic Organizers are not editable, but allows you to type in on a downloadable organizer and print. Great for whole group instruction.
HMH California Collections Unpacked for the Special Education Teachers Part I
HMH California Collections Unpacked for Special Education Teachers
Blogger: Lawrence Ramos
Log in and it will take you to your dashboard. Select your grade level on the upper right tab, then click on Teacher Resources. This will take you to the page with a mustard yellow left tab.
Blogger: Lawrence Ramos
Log in and it will take you to your dashboard. Select your grade level on the upper right tab, then click on Teacher Resources. This will take you to the page with a mustard yellow left tab.
FLUENCY
HMH CA Collections has intensive reading instructional materials through Decoding Power, where you can get fluency passages for those still working on high frequency words and focused sound patterns.
It also has diagnostic, screening, intervention, and progress monitoring assessments with its Journeys component, especially for our struggling readers that need reinforcement with blending practice. We have identified a few among our Special Day students and this will really be helpful if given as a supplementary homework and when they work with our aides.
LANGUAGE
This is a 5-day instructional guide that includes either a written or spoken product. It provides instructional focus on both semantics and pragmatics as there are lessons on making text connections and interpretations, as well as putting these words in practice through scripting and structured/scaffolded collaboration.
Re-Imagining ELA/ELD: Afternoon session with textbook publishers
and here it is.
And here we are in the after-lunch textbook intro for Collections.
As Noriko is my witness, I took and organized very good notes.
They're gone.
So sorry.
I guess I closed page before I "updated." I'll get this, promise!
And here we are in the after-lunch textbook intro for Collections.
As Noriko is my witness, I took and organized very good notes.
They're gone.
So sorry.
I guess I closed page before I "updated." I'll get this, promise!
Re-Imagining ELA/ELD Instruction: late morning
Blogger: Tiki -
Academic Moves should be imbedded in a task. The standard we are being asked to assess is Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. This is the New Blooms Taxonomy.
Blogger: Noriko
Academic Moves should be imbedded in a task. The standard we are being asked to assess is Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. This is the New Blooms Taxonomy.
blogged out!
Sitting with my team, waiting for lunch, wishing for coffee, learning about addressing English learners. Wow, I'm tired.
Blogger: Noriko
This book has some great resources we can use/adapt for so many assignments: Essential Academic Words, moves and rubrics. Good stuff!
She then connected the ELD standards to how we can implementing these moves with different levels.
Re-Imagining ELA/ELD Instructional Design: Standards (ELA and ELD)
Blogger: Noriko
Then we took a look at the ELD Standards. We got the grade level ELD standards placemat.
We examined how we look at
Part 1: 3 modes of communication:
collaborative, interpretive, and productive.
Part 2: and how English works in
3 processes:
text structures, expanding phrases, and connecting ideas.
Part 3: Foundational Skills
We discussed how we needed to unpack ALL OF THIS TEXT into a meaningful PD next year to meet our students' language development needs more effectively.
We then brought the conversation back to the circles of instruction and this is "why" it's important.
We then looked back at Part 1: and the three sections: emerging, expanding, and bridging. These levels of proficiency are replacing the beginning, early intermediate, intermediate, early advanced, and advanced.
She talked about what collaborative, interpretive, and productive practice looks like in our classrooms. Then, she talked about how the standards work across the levels as students acquire language. She showed this in standard 9 and then we looked at how standard 11 progresses.
We went on a crazy hunt for how ELA and ELD standards correlate.
I'm back and trying to give other people permission to edit this blog which will be awesome!
OK, so we are looking at The Common Core Companion: The Standard Decoded:
Alma read aloud the section "Range of Reading and Level of Text Complexity" and we practiced
a summary
sentence,
phrase,
and word
that capture the essence of the standard.
We looked at Knowledge of Language under the Language Standards:
sentence: It's important for students to understand how to use language appropriately.
phrase: appropriate use of language
sentence: purpose
We posted this on the Schoology course page.
 |
| Part II: How English works... |
We looked at the statistics of our students and their language classifications.
We examined how we look at
Part 1: 3 modes of communication:
collaborative, interpretive, and productive.
Part 2: and how English works in
3 processes:
text structures, expanding phrases, and connecting ideas.
Part 3: Foundational Skills
We discussed how we needed to unpack ALL OF THIS TEXT into a meaningful PD next year to meet our students' language development needs more effectively.
 |
| Part I: Modes of Communication |
We then looked back at Part 1: and the three sections: emerging, expanding, and bridging. These levels of proficiency are replacing the beginning, early intermediate, intermediate, early advanced, and advanced.
She talked about what collaborative, interpretive, and productive practice looks like in our classrooms. Then, she talked about how the standards work across the levels as students acquire language. She showed this in standard 9 and then we looked at how standard 11 progresses.
We went on a crazy hunt for how ELA and ELD standards correlate.
Re-Imaginging ELA/ELD: Schoology and Universal Design for Learning
Blogger: Ruth
ELA/ELD Schoology Support
How does Schoology work? Please follow the following steps to view a training video:
Google slide on ELA/ELD Schoology Support:
http://tinyurl.com/SchoologyELA
Schoology is the new system that will replace MiSiS as soon as full implementation has occurred...
Access...Includes a Course tab for PD's, a Group tab for collaboration, and a resources tab to create material for implementation
Groups is an open collaboration between admin and members
Courses will include you into a course for ELA/ELD training
To enter the coursework for Schoology, please follow the following:
Universal Design for Learning (UDL)
Universal Design for earning is a framework for implementing the concepts of Universal Access by providing equal opportunities to ALL students.
Helping students become expert learners...
This is not just for students with special needs but for all students!
UDL's 3 core concepts
Change the environment, not the child...
Clear goals for learning with flexible means...
Variability is the rule, not the exception...
Essential for some, usable by all...
Think, Turn, Talk
How will UDL strengthen your ELA/ELD instruction?
ELA/ELD Schoology Support
How does Schoology work? Please follow the following steps to view a training video:
- lms.lausd.net
- Enter your SSO
Google slide on ELA/ELD Schoology Support:
http://tinyurl.com/SchoologyELA
Schoology is the new system that will replace MiSiS as soon as full implementation has occurred...
Access...Includes a Course tab for PD's, a Group tab for collaboration, and a resources tab to create material for implementation
Groups is an open collaboration between admin and members
Courses will include you into a course for ELA/ELD training
To enter the coursework for Schoology, please follow the following:
- Go to lms.lausd.net
- Use your SSO to enter
- Go to courses on the top and click "join"
- enter the code for West 6B2KK-CJ87M
You can create groups or join a pre-created group by using a code given by the person that created a group. Use this website to be able to communicate with other teachers during PDs
Universal Design for Learning (UDL)
Universal Design for earning is a framework for implementing the concepts of Universal Access by providing equal opportunities to ALL students.
Helping students become expert learners...
- Purposeful & Motivated Learners
- Resourceful & Knowledgable Learners
- Strategic & Goal-Directed Learners
"Expert Learners know that learning is a continuous progress..."
Incorporate Multiple Means of Engagement...
- Options for self-regulation
- Options for sustaining effort & persistence
- Options for recruiting interest
Provide Multiple Means of Representation
- Options for comprehension
- Options for language, mathematical expressions & symbols
- Options for perception
Provide Multiple Means of Action & Expression
- Options for executive functions
- Options for expressive skills & fluency
- Options for physical action
This is not just for students with special needs but for all students!
UDL's 3 core concepts
- Learning Goals
- Learner Variability
- Context Environment
Change the environment, not the child...
Clear goals for learning with flexible means...
Variability is the rule, not the exception...
Essential for some, usable by all...
Think, Turn, Talk
How will UDL strengthen your ELA/ELD instruction?
Teacher as Instructional Designer:Part One
Five CLR Instructional Areas
Culturally and Linguistically Responsive Education
by Jaimi Krielaart
Chapter 9: Access and Equity
SELs (EO and IFEP)
Conventions of standard english need to be taught as a way of making connections to EL instruction. This ties in with the circle of implementation on how students must be taught, e.g., motivating, respectful, etc.
Paradigm shift in language instruction such as thinking in terms of what is appropriate and effective, instead of what is proper or good. Grammar has to be taught by emphasizing patterns and not as right or wrong. Inviting students to code-switch by choosing the language appropriate to the situation and the setting provides them with more access.
Five CLR Instructional Areas
Culturally and Linguistically Responsive Education
by Jaimi Krielaart
Chapter 9: Access and Equity
SELs (EO and IFEP)
Conventions of standard english need to be taught as a way of making connections to EL instruction. This ties in with the circle of implementation on how students must be taught, e.g., motivating, respectful, etc.
Paradigm shift in language instruction such as thinking in terms of what is appropriate and effective, instead of what is proper or good. Grammar has to be taught by emphasizing patterns and not as right or wrong. Inviting students to code-switch by choosing the language appropriate to the situation and the setting provides them with more access.
Re-Imagining ELA/ELD Instruction @ LACES
Blogger: Lawrence
Visual Synectics Activity: Complete the Sentence
First activity was a partner activity.
Take two different things and compare them laterally, using the prompt:
Instructional design is like.....because
...orchestrating a balancing act....you have to use multiple strategies to motivate kids.
...controlling the temperature...the kids come with different levels of energy and the teacher has to balance it out during class.
Developing an instructional design is like...because...
....having a vision....for it to work out a clear plan must be made on how you initially visualized it.
ELA/ELD Framework Resources
The Vision
by Jamie Krielaart
The framework was rediscussed using the executive summary. It gives a great bird's eye view of what the framework defines.
ELD Framework: The Executive Summary
The executive summary points one to the important parts of the voluminous document.
page 4: Circle of Implementation
Tech 10 Video
Scaffolding is necessary in giving our students access, including Els and Special Ed students. The framework gives us a blueprint that grounds the purpose and action of the work we do. The core of what we do rests on the CCSS. They provide the overarching goals of ELA/ELD instruction.
CORE: CCSS Different themes provide suggestions on how to deliver the instruction, offering depth and relationship to different areas.
Inner ring: How?
Outer Ring: Why?
page 2: Distinctive Features of the ELA/ELD Framework
Annotation Key: C: Continue, D: Deepen, I: Initiate
Depending on the individual's level of implementation, we rated the features accordingly. The activity aimed to get a thermometer reading of where everyone is in terms of implementing the standards.
Continue
Providing guidance of for implementation of two sets of standards: CCSS and ELD Standards
Deepen
Promotes an integrated an interdisciplinary approach to literacy and language instruction
Initiate
discusses literacy and language instruction in terms of five crosscutting themes
Reflection: This segment of the training reminded me that such document is available for our perusal and has to be used and revisited more often than I am currently doing. I particularly liked the circle of implementation with its corresponding video that is available on the LAUSD website that described how the CCSS and ELD standards can come together in terms on its implementation.
Visual Synectics Activity: Complete the Sentence
First activity was a partner activity.
Take two different things and compare them laterally, using the prompt:
Instructional design is like.....because
...orchestrating a balancing act....you have to use multiple strategies to motivate kids.
...controlling the temperature...the kids come with different levels of energy and the teacher has to balance it out during class.
Developing an instructional design is like...because...
....having a vision....for it to work out a clear plan must be made on how you initially visualized it.
ELA/ELD Framework Resources
The Vision
by Jamie Krielaart
The framework was rediscussed using the executive summary. It gives a great bird's eye view of what the framework defines.
ELD Framework: The Executive Summary
The executive summary points one to the important parts of the voluminous document.
The Circle of Implementation
Tech 10 Video
Scaffolding is necessary in giving our students access, including Els and Special Ed students. The framework gives us a blueprint that grounds the purpose and action of the work we do. The core of what we do rests on the CCSS. They provide the overarching goals of ELA/ELD instruction.
CORE: CCSS Different themes provide suggestions on how to deliver the instruction, offering depth and relationship to different areas.
Inner ring: How?
Outer Ring: Why?
page 2: Distinctive Features of the ELA/ELD Framework
Annotation Key: C: Continue, D: Deepen, I: Initiate
Depending on the individual's level of implementation, we rated the features accordingly. The activity aimed to get a thermometer reading of where everyone is in terms of implementing the standards.
Continue
Providing guidance of for implementation of two sets of standards: CCSS and ELD Standards
Deepen
Promotes an integrated an interdisciplinary approach to literacy and language instruction
Initiate
discusses literacy and language instruction in terms of five crosscutting themes
Reflection: This segment of the training reminded me that such document is available for our perusal and has to be used and revisited more often than I am currently doing. I particularly liked the circle of implementation with its corresponding video that is available on the LAUSD website that described how the CCSS and ELD standards can come together in terms on its implementation.
Re-Imagining ELA/ELD Instruction: Morning Session
Blogger: Noriko
but I figure I might as well. Since our last post, in April of 2013, Emerson has become an independent charter and the turnover in staff has a very different group of teachers here. But here we are and our charge is the same: to teach the students in front of us.
The ELA department is here at LACES for this training. We're in an un-airconditioned cafeteria. Awesome. This includes: Ms. Nakada (your blogger), Ms. Parker, Mr. Escajeda, Mr. Ramos, Ms. Barbeau, Ms. Ciafone, Ms. Hernandez, and Ms. Reynoso.
We started
We started with a welcome from the Secondary ELA Coordinator, Division of Instruction.
She spoke about the importance of signing in and out and how to sign up to pick up your chrome books.
After some tech issues, we watched a TED talk by Rita Pierson.
"We can do this. We're educators. We're born to make a difference."
Then we looked at who are middle school students are (district wide) by demographics, racial, socio-economic, language levels, and GATE/Special Ed.
We then looked at our charge for the day: to celebrate this new textbook adoption, to
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