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Transition To The Common Core

Transition To The Common Core. Transforming Teaching & Learning for English Learners San Jose/Silicon Valley 2020 Symposium September 25, 2013. Today’s Agenda. Common Core State Standards Framework Focus on ELs

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Transition To The Common Core

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  1. Transition To The Common Core Transforming Teaching & Learning for English Learners San Jose/Silicon Valley 2020 Symposium September 25, 2013

  2. Today’s Agenda • Common Core State Standards Framework • Focus on ELs • Professional Learning Cycle • Moving Forward

  3. Quick-Write What are or will be your major challenges in supporting ELs with access to the CCSS?

  4. About SCUSD • 11th Largest School District in CA • 43,000 Students • 74Campuses • 40 Languages • 24% English Learners

  5. Strategic Plan 2010-14 Pillar One: College and Career Ready Students

  6. Common Core State Standards Framework Curriculum Assessment Equity Teaching & Learning

  7. EL Focus Schools • 11 Schools • High Concentration of English Learners • Leadership • Previous Professional Learning

  8. EL Focus Schools Knowledge and Instructional Strategies • Language Demands of Complex Text • Shades of Meaning • Sentence Acrobatics

  9. EL Focus Schools • Site Leaders • Teachers and Site Leaders • Planning with District Leadership • District Training Specialists

  10. Professional Learning

  11. Expected Evidence of Student Learning Language Standard 7.1.a Explain the function of phrases and clauses in general and their function in specific sentences. Language Standard 7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

  12. Expected Evidence of Student Learning

  13. Text-Based Discussion • Read excerpt, Characterizing the Language of Schooling by Schleppegrell (2004) • What are the Implications for Teaching and Learning?

  14. Model Construction/Trying on the Work Unpacking Sentences In addition, knowledge about language itself is part of the content of schooling, as children are asked to adopt the word-, sentence-, and rhetorical-level conventions of writing, to define words, and in other ways to focus on language as language.

  15. Examination of Student Work Video of Practice

  16. Infrastructure of Support • Community of Practice (Teachers/Coaches) • Professional Learning • Coaching and Feedback • Inquiry-Based • Utilization of Current Resources • Assessment Development

  17. 2013-2014 and Beyond • ELD Trailblazers • Cadre of Teacher Leaders • Early Adopters of the ELD Standards • Developers of Instructional Framework for ELD • Integration within CCSS • Professional Learning • Curriculum Maps • Units of Study

  18. Voices from the Field • “[I can take] this work from my ELD classes and begin to do this with my English classes.” • “I will continue research on identifying and understanding language features.” • “By the end of the year, with ___coaching me, I felt very comfortable planning and teaching the ‘juicy sentence’ lesson.” • “I am hoping that we get to work together again next year, although I am not sure if I will be teaching an ELD class, But I now know that the sentences can be used in any class.”

  19. Lessons Learned • Changing the district’s instructional culture is hard work, messy, and takes time • School and district leadership are essential • Infrastructure of support is vital • Deep and explicit content knowledge is critical • Texts matter • Learning is the doing and the doing is the learning

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