Local District 5

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Local District 5

• Elementary Directors Session
• October 12, 2005
• 100 - 430pm

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Desired Outcomes

• To build an understanding of the intended
  curriculum and its relationship to the
  implemented curriculum through on-going
  observations
• To continue working with the Lesson Design Study
  Model as a vehicle for creating coherence of
  instruction and evidence of student learning.
• To give an overview of the English Language
  Support Guide for Open Court Reading Program

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Hand in Hand, We All Learn

• Ultimately there are two kinds of schools
  learning-enriched schools and learning-impoverish
  ed schools.
• I have yet to see a school where the learning
  curvesof the adults were steep upward and those
  of the students were not. Teachers,
  administrators, and students go hand and hand as
  learners or they dont go at all.
• Roland Barth

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A Guaranteed and Viable Curriculum
Intended Curriculum
ImplementedCurriculum
InformedCurriculum
Learned/Attained Curriculum
Division of Instruction
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Intended Curriculum

• Must deeply understand the core purpose of the
  lessons and what we want students to know at the
  end of a lesson, series of lessons, or unit
• Need to read the research and provide opportunity
  for discussion and reflection

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The Implemented Curriculum - The Leaders Role

• The best designed curriculum has no impact unless
  it is taught (intended vs. implemented) well
• The likelihood of implementation increases if
  teachers feel ownership of the curriculum
• Ownership is directly related to beliefs,
  competence and engagement and time

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The Refined Curriculum (Lesson Design Study)

• Create systems to provide teachers with time to
  reflect on their practice and learn from one
  another

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Building the Instructional Capacity of
SchoolsThrough Lesson Design StudyComprehension
StrategiesElementary Literacy Team
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• The case is very strong that teaching
  elementary, middle school, and high school
  students to use a repertoire of comprehension
  strategies increases their comprehension of text.
  
• Teachers should model and explain comprehension
  strategies, have their students practice using
  such strategies with teacher support, and let
  students know they are expected to continue using
  the strategies when reading on their own.
• Such teaching should occur across every school
  day, for as long as required to get all readers
  using the strategies independently which means
  including it in reading instruction for years.
• Michael Pressley

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• Good Readers Think as They Read

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Comprehension Strategies
Sum Up
Make Connections
Visualize
Ask Questions
Clarify
Predict
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Core Issues
Curriculum
Standards
Teaching Models, Strategies, Methods
How
What
Who
Theories of Teaching Learning
Why
Knowledge of Learners
Educational Philosophy
Institute for Learning
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The English Learner Support Guide to Open Court
Reading

• Overview

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Content-Based ELD/MELD

• In addition to the daily 30-45 minutes of ELD
  instruction, ELs SELs often need a brief
  introduction to content lessons, so that they
  understand the language related to the lesson and
  can communicate in a manner appropriate to their
  ELD level.

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Content-Based ELD/MELD

• Valuable for all learners.
• Times are flexible depending on the purpose of
  the lesson and its content.
• Each frontloading lesson should last no more than
  10-15 minutes per day.
• More prepared students can accommodate faster
  instruction.

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Reading Block OCR, ELSG, IWT, Intervention
Guide ELD Block ELD Curriculum (Into English!)
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The Goal of English Learner Support

• Advancing proficiency levels
• Total participation
• Successful readers writers
• Academic language development

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Additional Resources

• English Learner Support Activities (WB)
• English-Language Development Glossary (Teacher
  Resource)
• Intervention Guide (Teacher Resource Workbooks)

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Using the English Learner Support Guide

• Pre-teach critical selection vocabulary
• Provide support with comprehension skills and
  strategies
• Develop understanding of the selection itself

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Opportunities to Frontload

• IWT/Workshop
• Small group instruction
• Consider ELD levels and SEL needs
• Dynamic, aggressive mini-lessons to the whole
  group

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Five Day Structure
Daily Lessons
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Challenges for ELs/SELs

• L1-L2 non-transferable phonemes
• Vocabulary
• Idioms and expressions
• Text comprehension
• English sentence structures

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Challenges for ELs/SELs

• L1-L2 non-transferable phonemes
• Please take a moment and brainstorm
  non-transferable phonemes. They can be from
  either L1 or L2.
• Compare your list with a neighbors.

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ELSG Supports

• Procedures and Routines
• Contrastive Analysis Chart

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Challenges to ELs/SELs

• Vocabulary
• Idioms and expressions

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Vocabulary
Key Vocabulary words

• Exposure words

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Challenges for ELs/SELs

• Text comprehension
• Read aloud
• Graphic organizers
• Use vocabulary in discussion
• Identify new information
• Ask questions
• Stems for starters

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Make the story structure explicit!
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Linguistic Patterns Comprehension

• I read about ______ first.
• First I read about _____. Then I read about
  _____. Last I read about _____.
• I read about how/why ________.

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Supporting Summarizing
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Challenges for ELs/SELs

• English sentence structures

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Functional Word Wall
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Functional Word Wall
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Linguistic Patterns Reading Strategies

• I predict ______ because _______.
• This is like _______, because _____.
• The main idea is _________.
• I dont understand ________.
• I can see __ in my mind.
• I need to clarify _______________.

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Core Issues
Curriculum
Standards
Teaching Models, Strategies, Methods
How
What
Who
Theories of Teaching Learning
Why
Knowledge of Learners
Educational Philosophy
Institute for Learning
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Follow-up

• Single Track- Nov 2
• Three Track, A Next Week
• Four Track, A This Week

Walk through your second grade classrooms to see
the same comprehension lesson we studied today.
What is the intended curriculum? What is the
implemented curriculum? What is the learned
curriculum?