Hayward Unified

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Hayward Unified

• Windows on Learning
• August 23, 2005

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Todays Outcomes

• Become familiar with the systemic nature of
  philosophy, pedagogy, and practice in effective
  instruction.
• Examine the linkages between philosophy and
  pedagogy, and pedagogy and practice in supporting
  academic language.
• Value the role of academic language in students
  language acquisition and comprehension.
• Learn about district/superintendent expectations
  and discuss next steps.

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Debrief

• Yesterdays Reflections

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Systemic
Philosophy
Pedagogy
Practice
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• Philosophy of Learning

Principles of Learning Institute for
Learning GWU Principles of Effective Second
Language Education
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Principles of Learning

• A Belief System

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Principles of Learning

• Clear Expectations
• Academic Rigor in a Thinking Curriculum
• Accountable Talk
• Socializing Intelligence
• Organizing for Effort

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Principles of Learning

• Learning as Apprenticeship
• Fair and Credible Evaluations
• Recognition of Accomplishments
• Self-Management of Learning

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Principles of Learning

• Accountable talk
• What are you doing?
• Why are you doing it?
• How do you know your work is good enough?

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GWU Principles for Second Language Education
Meeting Content Standards
High Expectations
Full English Proficiency
Listening ? Speaking ? Reading ? Writing
Appropriate Instruction
Shared Responsibility
Valid Assessments
George Washington University Center for Equity
and Excellence, 2004
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Table Work 3

• Found Poetry
• Individually, read the quote on the page and talk
  to the text .
• Circle words and phrases that appeal to you.
• Reorder those words and phrases into found poetry.

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Tuesday A.M. Break
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• Pedagogy

A system of teaching and learning that is tied to
and reflects an educational philosophy
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Hayward Unified

• We want to become a standards-based system.

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How Do We Do This?
As we implement the standards, we focus on a few
standards K-12.
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Focused Academic Standards

• Standards-based mathematics
• Standards-based language arts
• (Second language scaffolding and academic
  language development)

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All subject area standards

• use literacy strategies to make meaning for both
  the teacher and the student.

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All subject area standards

• ....are seen through the lens of English language
  learners and Standard English language learners.

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Gatekeeper to High School Graduation
Algebra

• Over 50 of students do not pass the course in
  urban and urban-like settings.
• Students are not the problem.
• Teachers are not the problem.
• The system of preparing for and teaching algebra
  is the problem (need to rethink how and when we
  teach mathematics).

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Focused Math Standards

• Rethink Algebra
• Algebraic thinking and reasoning, K-7.
• Bundle appropriate standards building algebraic
  thinking, K-7.
• Develop assessments K-7 that support this
  thinking.

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Focused Math Standards

• Strands need to include
• Skills
• Problem Solving
• Conceptual Understanding

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Focused ELA Standards
Listening and Speaking
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Speaking and Listening

• Are as important as reading and writing.

What of an ELL students day is spent in
academic talk? Source Diane August, National
Literacy L2 Panel, 2003
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Academic Language Development

• Shadowing protocol
• 26 seconds!

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Focused ELA Standards
Literary Response and Analysis Reading for
Information
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Focused ELA Standards

• Narrative Writing Expository Writing

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Linkages in Academic Language Development
Meta-Cognition Think Reflect Wonder
Understand Create Question Process Make
Meaning Revise Challenge

• Speaking

• Writing

• Reading

• Listening

Listening
Speaking

• Writing

• Reading

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Gradual Release of Responsibility
Instructional Approaches
Student
Student
Student
Student
Teacher
Teacher
Teacher
Teacher
Guided Reading Guided Writing Guided Oracy
Instructional Read Aloud Modeled Writing Modeled
Oracy
Shared Reading Shared Writing Shared Oracy
Independent Reading Independent
Writing Independent Oracy
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Gradual Release of Responsibility
Instructional Approaches
Student
Student
Student
Student
Teacher
Teacher
Teacher
Teacher
Guided Reading Guided Writing Guided Oracy
Instructional Read Aloud Modeled Writing Modeled
Oracy
Shared Reading Shared Writing Shared Oracy
Independent Reading Independent
Writing Independent Oracy
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Gradual Release of Responsibility
Instructional Approaches
Student
Student
Student
Student
Teacher
Teacher
Teacher
Teacher
Guided Reading Guided Writing Guided Oracy
Instructional Read Aloud Modeled Writing Modeled
Oracy
Shared Reading Shared Writing Shared Oracy
Independent Reading Independent
Writing Independent Oracy
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Gradual Release of Responsibility
Instructional Approaches
Student
Student
Student
Student
Teacher
Teacher
Teacher
Teacher
Guided Reading Guided Writing Guided Oracy
Instructional Read Aloud Modeled Writing Modeled
Oracy
Shared Reading Shared Writing Shared Oracy
Independent Reading Independent
Writing Independent Oracy
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Table Work 4

• Painted Essay
• Working in triads at your table, have
• one partner read and highlight references to
  speaking and listening in pink.
• one partner read and highlight references to
  vocabulary in green.
• one partner read and highlight references to
  comprehension in blue.

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Table Work 4

• Painted Essay
• Trade highlighters and share with your triad how
  you have painted the essay.
• Let each partner highlight the right phrases
  with the other 2 colors of highlighter.

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Tuesday Lunch
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• Practice

Instructional strategies, skills and techniques
that assist in the learning of the standards.
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ELD Bridges to ELA
ELD/SDAIE Strategies
ELA Strategies and Standards
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How Do We Engage ELL And Other Students?
We need to move students from BICS (Basic
Interpersonal Communication Skills) Social
language to CALP (Cognitive Academic Language
Proficiency) Academic language. Academic rigor
in a thinking curriculum.
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Academic Language Development
Academic Language Development utilizes explicit
and intentional strategies of listening,
speaking, reading and writing while we teach our
content area.
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Table Work 5

• Individual Quick Write
• How does a Read Aloud help students?
• How does an Instructional Read Aloud help
  students?
• What are the differences?

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Table Work 5

• Elbow Partner
• How does a Read Aloud help students?
• How does an Instructional Read Aloud help
  students?
• What are the differences?

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Instructional Read Aloud

• Instructional Read Alouds help ELL and other
  students
• acquire and develop English academic language.
• develop the necessary English reading
  comprehension strategies to access literary and
  informational text.
• access curriculum content.

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Instructional Read Aloud

• Philosophy Academic Rigor in a Thinking
  Curriculum
• Pedagogy Standard(s)
• Practice Visualizing, scaffolding (vocabulary
  development, pictures, primary source documents)

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Academic Language

• Instructional Read Aloud

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Philosophy Academic Rigor in a Thinking
Curriculum
Pedagogy Instructional Approach Instructional
Read Aloud
Practice Reading Comprehension Strategy, Think
Aloud
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Academic Language Development
Historically, we have relied on K-2 teachers to
teach students how to read and write.
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Academic Language Development
Today, we need to build and support listening,
speaking, reading and writing skills and
strategies in elementary, middle and high school.
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Academic Language Development
Listening comprehension comes before reading
comprehension. The listening vocabulary is the
reservoir of words that feeds the reading
vocabulary pool. Jim
Trelease
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Academic Language Development

• Dont dumb down the standards, curriculum, and
  instruction.
• Scaffold it up!

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Meta-Comprehension Skills Across Content Areas
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Group workby level and classified

• View an instructional
• video on the use of
• academic language.

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Video Segment

• Questions while watching video
• What was the general content of the lesson?
• What language patterns or structures were taught
  or re-enforced?
• What kinds of opportunities did students have to
  engage in academic language themselves?

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Breakout Groups by Elementary, Middle, High and
Classified
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Expectations

• Focus on ELA and math standards and ELD/ALD
  scaffolding strategies.
• Implement professional standards of practice.
• Conduct at least one Instructional Read Aloud.
• Implement Instructional Read Alouds regularly.

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Expectations

• Recognize the presence or absence of academic
  language.
• Become familiar with the systemic nature of
  philosophy, pedagogy and practice.
• Participate in the development of the HUSD
  learning community.

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Expectations

• Collect and display evidence of student writing
  in classrooms.
• Become familiar with culturally responsive
  pedagogy.
• Become familiar with culturally relevant
  curriculum.
• Support equity and access for all students.

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ImplementingStandards of Practice

• Administrators Academy
• Learning together
• Refining instructional expertise
• Developing team
• Establishing one voice/una voz

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ImplementingStandards of Practice

• Monthly Administrator Study Groups
• By Levels
• Discussion of readings based on focus areas
• Learning Walks at schools

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ImplementingStandards of Practice

• Administrative Classroom Visit Protocols
• Observations
• Learning Walks
• Shadowing
• Teacher evaluations

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Implementing Standards of Practice

• Instructional Leadership
• Visit classrooms everyday.
• Model teaching in classrooms.
• Recognize opportunities for academic language.

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One Last Thought
Be patient with ourselves, this work is not a
sprint.
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Related Thought
Our work needs to be like a long distance race.
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Table Work 6

• Questions?
• Clarifications?
• Comments?

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Whip around

• Something that really struck me these last two
  days is..
• Id like to know more about ..
• I think Hayward is ready to move forward in
  _______ area.

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Hayward Unified

• Onward!
• Adelante! Sumlong!
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• en avant! ??
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