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1
New Teacher Orientation
Bilingual Department
2009
2
AGENDAWelcome
Bilingual Programs website
Pacing Guides website
Bilingual Programs
ESOLElementary
Secondary
World Language Programs:
Spanish
French
German
Questions and Answers
3
http://bilingual.dadeschools.net
or
www.dadeschools.net
Click under directories
• “B” for Bilingual
• Click on Bilingual in blue
• Click on the topic you want to see in blue
Accessing the Bilingual Department’s
website
4
Accessing the Pacing Guides
http://curriculum_materials.dadeschools.net/pacing_guides/
or
www.dadeschools.net
Click under directories
• “C” for Curriculum
• Click on Curriculum
• Click on Pacing Guides
• Look for the subject you want to see– The Grade you want to see
– Click on the week you want to see.
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Where are the Elementary
Language Arts Reading ELL
Pacing Guides?
They are a link to the Elementary
Language Arts Reading Pacing Guides
They are not a stand alone!
ESOL teachers need the Language Arts
Pacing Guides and the ELL Link.
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FormatSTRAND/BODY OF KNOWLEDGE: Reading/ Language Arts THEME 2: Celebrating Traditions The Keeping Quilt/ Nesting Dolls
DATE
SUNSHINE STATE
STANDARD(S)
ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL
TOOLS
NEW GENERATION SUNSHINE STATE
STANDARDS (FIELD TESTED 2010)
Week 9/10 10-20-09 To 10-29-09
READING
LA.E.1.2.3.3.3-Event similarity, differences LA.B.2.2.5.3.4-Detail and Word Choice LA.A.1.2.3.3.1-Increase vocabulary LA.A.2.2.2.3.1-Identifies Author’s Purpose LA.A.1.2.1.3.2-Uses prior knowledge LA.A.1.2.2.3.1-Uses decoding strategies LA.A.1.2.4.3.1-Monitors reading LA.A.2.2.1.3.1-Understands idea, information LA.A.2.2.7.3.1-Understands Compare/ Contrast LA.E.1.2.2.3.3-Inferences/ Conclusions LA.B.1.2.2.3.2-Uses organizational pattern LA.B.1.2.2.3.3-Uses supporting ideas LA.A.1.2.2.3.2-Uses context clues LA.A.1.2.3.3.2-Discusses word meaning LA.A.2.2.8.3.1-Uses reference materials LA.A.1.2.2.3.4-Constructs meaning
READING
Identify Theme/ Topic Compare/ Contrast Making Connections Descriptive Language Context Clues Analyze Words in Text Author’s Purpose Author’s Perspective Reciprocal Reading Strategies Main Idea Relevant Supporting Details Inference/ Conclusions Text Structure Main Idea Relevant Supporting Details Character Development Inference/ Conclusions How to Take Notes Vocabulary Development Decoding Strategies Text Features Text Structure Structural Analysis: Compound Words Long Vowel Patterns Word Families Nouns Commas in a Series
READING
The student will be able to:
Respond to the relationships among selections in theme and how those relationships connect to each other.
Determine the author’s intent and main idea to understand the author’s purpose.
Understand the author’s perspective based on relevant supporting details within the text.
Identify details in the illustration that support story descriptions.
Use characters’ words and actions to figure out their feelings.
Note important details in the story.
Take notes using an outline of the main ideas in every paragraph with relevant supporting details.
Understand the underlying theme in group of stories and its relationships to specific topics.
Follow reciprocal reading strategies to monitor reading.
Core Text Book:
Houghton Mifflin stories:
The Keeping Quilt
Nesting Dolls
Vocabulary:
FCAT Vocabulary
Elements of Reading: Vocabulary
Houghton Mifflin Vocabulary Readers
Technology:
Audio Tapes/ CDs
Get Set to Read Success Maker
Ticket to Read
Riverdeep
FCAT Explorer
www.eduplace.com
www.bookadventure.com
Strategies: o ELL: Refer to Meeting
Individual Needs Sections in Teacher Manual
o Enrichment: Refer to
Meeting Individual Needs Sections in Teacher Manual
READING
(LA.3.1.7.3 Main idea, relevant supporting details, strongly implied message, inference, and chronological order.) (LA.3.2.1.7 Identify and explain the use of descriptive, idiomatic, and figurative language to describe people, feelings, and objects.) (LA.3.2.1.2 Elements of Story Structure – Character, Character Development, Setting, Plot, Problem/Solution.) LA.3.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources (LA.3.1.6.3 Use context clues to determine meanings of unfamiliar words) (LA.3.1.7.7 Compare and
Pacing Traditional 8 days
Block
7
ESOL
ELL STRATEGIESHOUGHTON MIFFLIN
VOCABULARY ESOL LEVEL GUIDES MULTI LEVEL RESPONSES
Examples of M-DCPS ESOL Strategies
Matrix APPENDIX A-B:
Listening:
A5 Use Illustrations/Diagrams
Speaking:
B9 Think Aloud
Reading:
C38 Reading for a Specific Purpose
Writing:
D2 Graphic Organizers
Examples of “Focus Walls” from Santa
Maria Bonita School District:
http://www.smbsd.org/page.cfm?p=908
Resources from the Santa Maria Bonita
School District:
Picture Cards:
http://www.smbsd.org/page.cfm?p=151
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Word Cards:
http://www.smbsd.org/page.cfm?p=151
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Definition Cards:
http://www.smbsd.org/page.cfm?p=151
5
Activities that may be used with each level
from the Santa Maria Bonita School District:
Level 1:
http://www.smbsd.net/el/docs/G3L1.pdf
Level 2:
http://www.smbsd.net/el/docs/G3L2.pdf
Level 3:
http://www.smbsd.net/el/docs/G3L3.pdf
Level 4:
http://www.smbsd.net/el/docs/G3L4.pdf
Examples of LA.A.2.2.7.3.1
Understands compare/ contrast:
The student will compare and contrast
topic, setting, characters, and
problem…
Beginning:
… both orally and graphically through
the use of graphic organizers.
Intermediate:
...in sentence form to determine
simple ideas and information through
the use of graphic organizers.
Advanced:
…in paragraph form to determine
specific ideas and information through
the use of graphic organizers.
STRAND/BODY OF KNOWLEDGE: Language Arts/Reading
THEME 2: Celebrating Traditions
The Keeping Quilt/ Nesting Dolls
Additional links to ELL resources:
Online Houghton Mifflin ELL Handbook: http://eduplace.com/state/fl/fl_rdg_handbooks.html
M-DCPS ESOL Strategies Matrix APPENDIX A-B: http://bilingual.dadeschools.net/BEWL/pdfs/ESOL_Strategies_Matrix.pdf
Guidelines for Implementation: http://bilingual.dadeschools.net/BEWL/pdfs/Guidelines-ESOL_el.pdf
Santa Maria Bonita School District: http://www.smbsd.net/el/maps.html
Murrieta Valley Unified School District: http://tct.murrieta.k12.ca.us/reading/grade3
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Language Arts/Reading
Year-at-a-Glance
Sample Pacing Guide (Theme 2)
Instructional Focus Calendar
http://curriculum_materials.dadeschools.net/pacing_guides/
Daily Lesson Plans (The Keeping Quilt)-
Learning Village
http://village2.dadeschools.net/lv/admin/login.jsp
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Elementary World Languages
Spanish for Spanish Speakers
and EFL
Haitian-Creole Language Arts
10
Spanish for Spanish Speakers and EFL
DATE SUNSHINE STATE STANDARDS ESSENTIAL CONTENT OBJECTIVESINSTRUCTIONAL
TOOLS
NEW
SUNSHINE STATE
STANDARDS
10/22/09
to
10/29/09
Week
9 & 10
LA.E.1.2.2.4.3-Inferences and
conclusions
LA.C.1.2.1.3.1-Responds to oral
presentations
LA.E.2.2.4.3.1-Recognizes major
theme
LA.A.1.2.3.3.2-Discusses word
meanings
LA.E. 1.2.3.3.3-Event similarity,
differences
LA.A.1.2.4.3.1-Monitors reading
LA.E.2.2.5.3.1-Uses text to defend
ideas
LA.A.-Uses context clues
LA.A.2.2.1.3.1-Understands ideas,
information
LA.A.2.2.2.3.1-Identifies author’s
purpose
LA.A.1.2.2.3.3-Makes predictions
LA.C.2.2.1.3.1-Main concept,
supporting details
LA.E.1.2.5.3.1-Uses literary
terminology
LA.E.2.2.2.3.1-Recognizes language
techniques
LA.A.2.2.5.3.1-Reads, organizes
information LA.A.2.2.1.3.1-Sequence
of events.
Oral Language
Development
Respond to questions
Use vocabulary learned
Follow directions
Retells, summarizes,
dramatizes stories
Reading
Responds to oral
presentations
Discusses word meanings
Reciprocal Reading
Strategies
Uses context clues
Text features
Characters
Uses literary terminology
Author’s Purpose
Inference/ Conclusion
Main Idea
Relevant Supporting Details
Author’s Perspective
Recognizes language
techniques
Chronological Order
The student will be able
to:
Demonstrate effective
speaking skills by:
Delivering oral
presentations including
exposition, e.g., reports,
explanations, directions
Listen to the selection to
make inferences about
the story and characters
Recognize major story
theme
Use story details and
personal knowledge to
predict what will happen
to story characters.
Follow reciprocal reading
strategies to monitor
reading
Use context clues to
understand word
meanings.
Core Text Book:
Scott-Foresman Lectura
3.1 Teacher’s Edition
pgs .96a-125L
El recién llegado pgs
96-97(read aloud)
El tapiz de la abuela
pgs 98-120 and Así se
hacen las arpilleras
121-125
Vocabulary:
mercado, tapiz,
vendedores, tejido,
puestos ,canastas,
huipil
Technology:
Teacher’s Edition pags
12j, 12k
http://www.sfreading.co
m/
Strategies:
Refer to meeting
diverse needs sections
in teacher’s edition.
Enrichment: Cross
Curricular work
stations
Teacher’sEdition pgs
96g-96h.
LA.3.1.7.1 Identify a
text’s features (e.g., title,
subheadings, captions,
illustrations), use them to
make and confirm
predictions, and establish
a purpose for reading
LA.3.1.7.6 Identify
themes or topics across a
variety of fiction an non-
fiction selections
LA.3.2.1.5 Respond to,
discuss, and reflect on
various literary selections
(e.g., poetry, prose,
fiction, nonfiction),
connecting text to self
(personal connection),
text to world (social
connection), text to text
(comparison among
multiple texts)
(LA.3.1.7.3 Main idea,
relevant supporting
details, strongly implied
message, inference, and
chronological order.)
(LA.3.1.7.5 Identify the
text structure an author
uses (e.g.,
STRAND/BODY OF KNOWLEDGE: Spanish Reading/Language Arts
Unit 1 : ¿Te lo imaginas?
El recién llegado
El tapiz de la abuela
Curriculum and Instruction – Spanish for Spanish Speakers
11
Spanish for Spanish Speakers
DATE SUNSHINE STATE STANDARDS ESSENTIAL CONTENT OBJECTIVESINSTRUCTIONAL
TOOLS
NEW
SUNSHINE STATE
STANDARDS
10/22/09
to
10/29/09
Week
9 & 10
LA.A.2.2.7.3.1-Understands
comparison, contrast
LA.C.3.2.3.3.1-Gives oral
presentations
LA.E. 2.2.2.3.2-Recognizes story
structure
LA.E.-Features of literary texts
LA.D.2.2.2.3.1-Similes, symbols,
idioms
LA.A.1.2.3.3.3-Develops vocabulary
independently
LA.A.1.2.1.3.1 – Uses text features
LA.A.1.2.3.2.1-Uses decoding
strategies (hard r)
LA.A.1.2.3.3.1-Increase vocabulary
LA.A.1.2.2.3.4-Constructs meaning
LA.A.1.2.3.2-Uses context clues
LA.A.1.2.3.3.2-Discusses word
meanings
LA.B.1.2.2.3.6-Uses sentence variety
LA.B.2.2.5.3.8-Varied Sentences
LA.B.2.2.6.3.7-Variety of sentence
structure
LA.D.1.2.1.3.1-Uses correct grammar
in speech
Compare and contrast
Figurative Language
(similes, symbols,
idioms)
Features of literary texts
Phonics: Silent h
Writing
Sentences/Punctuation
Explain steps is a
Process
Identify elements of a legend in
the selection
Identify features of the artist’s
style of illustration
Identify way the illustrations
enhance their understanding of
the story
Make judgments about story
characters, story situations,
and the author’s viewpoint.
• Make inferences about story
characters, events, and
settings
•Put events in
chronological order
• Use story details and life
experiences to make
inferences about characters
and their feelings
• Identify similes, symbols,
idioms
• Recognize story structure
• Compare and contrast
SPED: Refer to
meeting diverse
needs sections
in Teacher’s
Edition
Related
Program:
Conexiones
Literarias.
MDCPS.
El tapiz de la
abuela
comparison/contrast,
cause/effect, and
sequence of events) and
explain how it impacts
meaning in text)
(LA.3.1.6.8 Identify
“shades of meaning” in
related words (e.g.,
blaring, loud)
LA.3.1.6.3 Use context
clues to determine
meanings of unfamiliar
words
12
Haitian-Creole Language Arts
Date/Dat Sunshine State Standard(s)/Baz
konesans yo pou Eta Florid
ESSENTIAL
CONTENT/Kontni
esansyèl
OBJECTIVES/Objektif
INSTRUCTIONAL
TOOLS/ Materyèl
nou itilize
NEW
SUNSHINE STATE
STANDARDS
(FIELD TESTED 2010)/
NOUVO BAZ KONPETANS
POU ETA FLORID
(ITILIZASYON/2010)
Week
9-10
10-20-09
to
10-29-09
Nevyèm ak
Dizyèm Semèn
LA.E.1.2.3.3.3-Event similarity,
differences
LA.B.2.2.5.3.4-Detail and Word
Choice
LA.A.1.2.3.3.1-Increase vocabulary
LA.A.2.2.2.3.1-Identifies Author’s
Purpose
LA.A.1.2.1.3.2-Uses prior knowledge
LA.A.1.2.2.3.1-Uses decoding
strategies
LA.A.1.2.4.3.1-Monitors reading
LA.A.2.2.1.3.1-Understands idea,
information
LA.A.2.2.7.3.1-Understands
Compare/ Contrast
LA.E.1.2.2.3.3-Inferences/
Conclusions
LA.A.1.2.3.3.2-Discusses word
meaning
LA.A.2.2.8.3.1-Uses reference
materials
LA.A.1.2.2.3.4-Constructs meaning
LA.B.1.2.3.3.1-Uses spelling
strategies
Identify Theme/ Topic
Compare/ Contrast
Making Connections
Descriptive Language
Context Clues
Analyze Words in Text
Author’s Purpose
Reciprocal Reading
Strategies
Main Idea
Relevant Supporting
Details
Inference/ Conclusions
How to Take Notes
Vocabulary
Development
Decoding Strategies
Structural Analysis:
Compound Words
Long Vowel Patterns
Word Families
Nouns
Commas in a Series
The student will be able to:
Identify details in the illustration
that support story descriptions.
Note important details in the
story.
Take notes using an outline of
the main ideas in every
paragraph with relevant
supporting details.
Understand the underlying
theme in group of stories and
its relationships to specific
topics.
Follow reciprocal reading
strategies to monitor reading.
Use context clues to
understand word meanings.
Infer based on relevant
supporting details in the text
and draw conclusions based
on that information.
Utilize the text features and
text structures to enhance
comprehension.
Compare and contrast
Story:
Houghton Mifflin
stories:
ELL summary
The Keeping
Quilt Rezime p.
27
Other
Readings:
Book: Wi Mwen
konn Li 3èm ou
4èm ane – 3èm
liv (Editions
Henri
Deschamps)
Reading:
-Fèt Tradisyon p.
52-53
-Tout moun
tonbe danse.
P.56-57 Book –
N ap Li (SCDC
HCLA – Educa)
Reading: Drapo
p. 54-55
Poem – Yon ti
soup p. 2-5
(LA.3.1.7.3 Main idea,
relevant supporting
details, strongly implied
message, inference,
and chronological
order.)
(LA.3.2.1.7 Identify and
explain the use of
descriptive, idiomatic,
and figurative language
to describe people,
feelings, and objects.)
(LA.3.1.6.3 Use context
clues to
determinemeanings of
unfamiliar words)
(LA.3.1.7.5 Identify the
text structure an author
uses (e.g.,
comparison/contrast,
cause/effect, and
sequence of events)
and explain how it
impacts meaning in text)
STRAND/BODY OF KNOWLEDGE: Home Language Arts (Haitian-Creole)
THEME 2: Celebrating Traditions
The Keeping Quilt/ Nesting Dolls
13
ESOL concerns
How to set up the ELL folder
Where to find the WLEP
Intranet
• Instructional Planning System
You need to be given access by your
Principal
Questions and Answers
14
Secondary World Language and the study of
one or more languages in addition to English…
Is an essential component in the total school
curriculum.
Is responsive to the needs of the whole spectrum
of the student population.
Strengthens the development of the basic skills
of communication.
Provides a powerful experience in the continuing
development of the reasoning ability of the
students.
15
Secondary World Language and the study of
one or more languages in addition to English…
Helps to gain a deeper understanding and appreciation of ourselves and our own culture.
Contributes to an enriched, responsible, and meaningful life.
Enhances employment opportunitiesacross a broad range of careers and reinforces every other area of endeavor, both in school and beyond.
16
GOALS:
To prepare students to use language in meaningful ways and to demonstrate these competencies throughout the learning process.
To follow the five goal areas of Communication, Cultures, Connections, Comparisons, and Communities, asoutlined by the National Standards, of the Secondary Foreign Languages Program.
Addresses both the cognitive and affective needs of the student.
17
Secondary Foreign Language Courses
Three levels of Foreign Language instruction are
available to students in grades 6-8. The Middle/
Junior (M/J) courses are offered in the following
areas: French, German, Haitian Creole, Italian,
Spanish FL, and Spanish-S.
Foreign Languages III, Spanish-S III, and Honors
courses offer an in-depth curriculum. In addition,
Advanced Placement courses in Language and
Literature are available for students who qualify.
18
Placement/Articulation Procedures
Students are placed in the foreign language program as beginners or in the corresponding level according to previous course work.
In the case of other learning experiences, teacher judgment may determine placement.
All instructional materials must integrate with other areas of instruction by supporting the notion that students in grades K-2 are learning to read, and in grades 3-12 are reading to learn.
19
Materials and Instruction Delivery Must Include:
Focused Benchmark Lessons.
Integrated Mini-Assessments.
Tutorials for a variety of different learning modalities.
Enrichment activities for the needs of different learning styles.
Correlated instructional materials to the reading and math FCAT-assessed benchmarks.
Strategies, materials, and activities for special education students. - Universal Design for Curriculum Access
20
Materials and Instruction Need to Include:
Interactive language tasks.
Activities that encourage active
communication among students.
Various forms of printed text.
Strategies for the development of
comprehension skills.
21
Materials and Instruction Need to Include:
A comprehensive approach that supports
acquisition through listening
comprehension, reading, speaking, writing,
cultural integration and assessment.
Authentic language presented in a variety of
context.
Multiple sources of comprehensive input.
Abundance of reading/storytelling materials
and task for all levels.
22
Materials and Instruction should incorporate…
The five curriculum strands outline in the
SSS for Foreign Language:
Communication
Culture
Connections
Comparisons
Experiences
23
Priorities for Instruction
Targeted instructional strategies
Explicit instruction
Active participation
Guidance and support
Targeted assessments strategies
24
Questions and Answers Session
“It is the supreme art of the
teacher to awaken joy in
creative expression and
knowledge.”
-Albert Einstein
25
Contact Information:
– Region I
– Olga C. Carballo, Supervisor 305-795-1030
– Region II
– Deland Innocent, Supervisor 305-795-1032
– Region III
– Cary M. Pérez, Supervisor 305-795-1031
– Region IV
– Lourdes Menéndez, Supervisor 305-795-1033
– Region V
– Yvonne Lim-Petersen, Supervisor 305-795-1035
– IS/BISO
– Toni Miranda, Supervisor 305-756-2906
