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EDL SCSmigrant

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Information about EDL SCSmigrant
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Published on December 29, 2008

Author: aSGuest8235

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Raising Academic Achievement with the English Language Development : Raising Academic Achievement with the English Language Development Standard Course of Study (ELD SCS) Purpose of the ELD SCS : Purpose of the ELD SCS Establishes competency goals and objectives in English language proficiency for K-12 students whose first language is not English Complies with Title III of No Child Left Behind (NCLB) Linked to ELA standards and other academic content standards Used to determine if the Annual Measurable Achievement Objectives (AMAOs) for progress and proficiency are met Why Language Objectives? : Why Language Objectives? Academic language proficiency goes in tandem with academic achievement. Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas. Academic language proficiency is developed through sustained content-based language instruction. Myths AboutSecond Language Learning : Myths AboutSecond Language Learning Myth 1: Students learn a language quickly and easily simply by being exposed to and surrounded by native English speakers Fact: Learning a second language takes time and effort. Even the youngest learners do not simply “pick up” the language Slide 5: Myth 2: All students learn a second language in the same way. Fact: As with first language acquisition, students learn a second language at different rates and in different ways. Myth 3: In earlier times immigrant children learned English rapidly and assimilated easily into American life. Fact: Many immigrant students during the early part of this century dropped out of school to work in jobs that did not require the academic skills that employment requires today. General Principles of Language Acquisition : General Principles of Language Acquisition Language is functional Language varies Language learning is cultural learning Language acquisition is a long-term process Language acquisition occurs through meaningful use and interaction Language processes develop interdependently Organization of the ELD SCS : Organization of the ELD SCS By grade K-8 and grade cluster 9-12 Goals: listening, speaking, reading, writing Levels of English language proficiency: novice low, novice high, intermediate low, intermediate high, advanced, superior Objectives under each goal Strands: grammar and usage, comprehension, personal expression, content application Math / Grade 31.01 Develop number sense for whole numbers through 9,999. c. Compare and order : Math / Grade 31.01 Develop number sense for whole numbers through 9,999. c. Compare and order Language: vocabulary & patterns greater, greatest less, least greater / less than the greatest / least Content number sense for whole numbers ELD SCS / Grade 3 Listening – 1.02 : ELD SCS / Grade 3 Listening – 1.02 NL: Follow simple, 1-step directions with modeling + prompting NH: Understand and follow 1-step + 2-step directions and instructions with modeling and prompting when spoken slowly and distinctly IL: Understand and follow 1-step and 2-step directions when spoken distinctly at a normal speed. IH: Understand and follow 1-step and 2-step directions on a variety of topics when spoken at a normal speed with occasional restatement. A: Understand and follow 2-step and 3-step directions on a variety of topics when spoken at normal speed with occasional difficulty. S: Understand and follow 2-step and 3-step directions on a variety of topics when spoken at a normal speed with very little difficulty. ELD SCS / Grade 3Speaking – 2.02 : ELD SCS / Grade 3Speaking – 2.02 NL: Use a variety of non-verbal communication strategies to express own ideas or thoughts with prompting and modeling. NH: Use a variety of non-verbal communication strategies in addition to simple words and phrases to express own ideas or thoughts with prompting and modeling. IL: Use limited vocabulary to carry on discourse or make presentation with some momentary silence. IH: Use expanded vocabulary to carry on discourse in social and academic conversations with occasional difficulties. A: 2.01 Use vocabulary effectively to carry on discourse in social and academic conversations with occasional errors. S: 2.01 Use vocabulary effectively to carry on discourse in social and academic conversations with few errors. ELD SCS / Grade 3Reading : ELD SCS / Grade 3Reading NL 3.04 Use previously modeled strategies to connect prior knowledge and experiences to pictures in text NH 3.04 Respond to questions through limited verbal and non-verbal responses in simple or patterned text. IL 3.04 Identify main idea in a text commensurate with student’s ELP level using key word or phrases IH 3.06 Distinguish between explicit examples of fact in grade-level text with frequent instructional support A 3.06 Use grade-level text for a variety of purposes with occasional instructional support S 3.06 Use grade-level text for a variety of purposes ELD SCS / Grade 3 Speaking NH 2.02 : ELD SCS / Grade 3 Speaking NH 2.02 language Use a variety of non-verbal communication strategies in addition to simple words and phrases to express own ideas or thoughts with prompting and modeling. support Math SCS 1.01/ Grades 4-8 : Math SCS 1.01/ Grades 4-8 4: Compare and order rational numbers 5: Compare and order rational numbers 6: Compare and order negative rational numbers 7: (1:02) Describe the effect of operations on size 8: Compare and order real numbers Social Studies / Grade 3 : Social Studies / Grade 3 6.01 Describe and assess ways in which technology is used in a community’s economy Language: vocabulary & patterns light bulbs, computers, farm machinery ask about cost, time, side effects Content Technology in economy ELD SCS / Grade 3 Listening – 1.04 : ELD SCS / Grade 3 Listening – 1.04 NH: Demonstrate comprehension of main idea of an oral presentation using pictures through direct instruction IL: Demonstrate comprehension of main idea of an oral presentation following direct instruction IH: …demonstrate comprehension using a variety of strategies with occasional assistance (sequencing, mapping) A: …demonstrate comprehension using a variety of strategies S: …demonstrate comprehension independently ELD SCS / Grade 3 Writing – 4.04 : ELD SCS / Grade 3 Writing – 4.04 NH: Begin to compose simple sentences about familiar experiences with support materials. IL: Write several simple sentences describing a familiar topic or experience with assistance IH: Compose a paragraph with supporting details that includes adjectives and a variety of sentence patterns A: Compose a paragraph with supporting details that includes a topic sentence, supporting details, and logical sequence with little assistance. S: Compose a paragraph with supporting details that includes a topic sentence, supporting details, and logical sequence without assistance. Subject - Grade / ELD Matrixobjective: : Subject - Grade / ELD Matrixobjective: DPI websites… : DPI websites… Main DPI website: www.ncpublicschools.org ESL website: http://community.learnnc.org/dpi/esl / Contact information… : Contact information… Dr. Fran Hoch fhoch@dpi.state.nc.us (919) 807-3864 Alesha McCauley amcccaule@dpi.state.nc.us (919) 807-3866 Joanne Marino jmarino@dpi.state.nc.us (919) 807-3861

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