Re-Imagining ELA/ELD Instructional Design: Standards (ELA and ELD)

Blogger: Noriko

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...

Then we took a look at the ELD Standards. We got the grade level ELD standards placemat. 

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 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.

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:

• 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.

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.

The Circle of Implementation

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.

Re-Imagining ELA/ELD Instruction: Morning Session

Blogger: Noriko

I haven't blogged here in forever...

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 

PD April 26, 2013

Professional Development in the library

Mr. Watson went over the inaccurate PD Dates and Topics handout and then amended the previously distributed agenda. (Yes, a tad confusing).

Mr. Watson then discussed the displacements and expected staffing for next year. We have 19 positions available for next year. 

He then talked about the April 30th meeting and response from the Westwood community schools,  Saturn families, and our school community. 

We talked about how to make sure our sixth and seventh grade students are clear about what going charter means. 

The agenda will look like: 

Watson discussing what it means to be an affiliated charter. 

PACE will help convey that this is a community effort.

One LA will be there, offering translation and advocating for the current feeder pattern. 

Academies will then present who they are. 

We then broke into academies...

April 9, 2013

We are meeting in Ms. Parker's room. We started with announcements. There will be no charter co-location at Emerson next year. Departments need to get supply requests in asap so orders can be made.

Parents: Feldman and Bolinger made some announcements about the message going out about the charter development.

Then Ms. Parker spoke about her manifesto and moving toward a community school.

We then moved into our groups for charter development.

After our meetings we met in grade levels.