Elitha Donner students will be using a new Language Arts textbook this school year. You can learn more about this by reading this slideshow. Below are the speaker notes that go with the slideshow. As the new school year progresses you will see and hear more about this.
Our school site continues to receive information and professional development to prepare us to meet the needs of students.
This presentation provides information regarding what we are doing as a district to continue to implement the California Common Core State Standards.
EGUSD adopted new instructional materials for Transitional Kindergarten, which is an integrated curriculum that incorporates ELA , math, history/social science, science, and social-emotional skills, and for K-6 English Language Arts (ELA) and English Language Development (ELD).
Implementation of these new materials begins this school year.
Your child’s teacher has received necessary training in order to utilize the materials effectively.
You may notice when you get the opportunity to interact with the materials that technology plays an important role in helping you to access information in order to support your child.
Teachers will be making connections through English/Language Arts instruction to History/Social Studies and Science content for expository and informational text.
Students will have multiple opportunities to practice weekly vocabulary and a variety of opportunities to read text. This program is aligned with the ELA/ELD Framework and has a balance of literature and informational text.
Minimum of daily 30 min of instruction
Emphasize that we will focus on the integrated ELD as we discuss the different components of the program and we will spend a short amount of time on the designated ELD portion today, as there is a summer training day dedicated to designated ELD as well as a full day release in the fall.
Page 78 of Framework
1.) Integrated ELD, in which all teachers with ELs in their classrooms use the CA ELD Standards in tandem with the focal CA CCSS for ELA/Literacy and other content standards All teachers with ELs in their classrooms should use the CA ELD Standards in addition to their focal CA CCSS for ELA/Literacy and other content standards to support their ELs’ linguistic and academic progress. The goal section of each set of grade-level and grade-span CA ELD Standards specifies that in California schools, ELs should engage in activities in which they listen to, read, analyze, interpret, discuss, and create a variety of literary and informational text types. Through these experiences, they develop an understanding of how language is a complex, dynamic, and social resource for making meaning, and they develop language awareness, including an appreciation for their primary language as a valuable resource in its own right and for learning English. They demonstrate knowledge of content through oral presentations, writing, collaborative conversations, and multimedia, and they develop proficiency in shifting language use based on task, purpose, audience, and text type. .
Page 88 of Framework
2. Designated ELD, or a protected time during the regular school day in which teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English4 Designated ELD is a protected time during the regular school day when teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English.
The first two days of instruction uses the Reading/Writing workshop text. This is where the teacher will teach and model specific skills aligned to standards.
On days 3 and 4 the students will have an opportunity apply the skills that were taught on the previous days to different selections of text in the leveled readers- and/or in the anthology.
We are moving away from worksheets and towards direct instruction with knowledge of the spelling patterns as the focus. Below you will find additional information about spelling.
In terms of grammar it should always be applied to writing, thus fewer worksheets applies here too.
Words will be selected based on challenge or the principles of spelling that they represent
Formal spelling in intermediate grades can be 2-3 times per week
Spelling can be part of homework
Spelling is related to reading- spelling involves both an understanding of how letters and sounds relate, it also entails and understanding of the meaningful parts of words
Spelling is related to writing- when students can spell well, they are more wiling to use a wide vocabulary and they can reserve their cognitive resources for formulating and communicating their ideas rather than worrying about how to construct words.
Spelling problems may draw negative social judgements- writing quality is more likely to be judged negatively by teachers and evaluators when it contains misspellings.
Spell check will not solve all your problems- if you do not have enough spelling knowledge to approximate a word, you will not be able to get the computer to give you the correct spelling of the word you are looking for.
The writing is directly connected to the reading…. This is modeled for students with a student example. (The peer who appears in the Reading/Writing Book – reappears in the Close Reader as well as the Writer’s Workshop book) Responding to text is a key shift in the Common Core State Standards.
“DOK” means “Depth of Knowledge.” The DOK level is directly related to the task that students are asked to do. We use the DOK model in many content areas.
- Assessments will focus on a skill, not a particular passage. Ideally assessments will have a cold read so that students can demonstrate their knowledge of the standards.
- Assessments may be given every other week or when the teacher feels students have had enough practice for mastery. We are not recommending that teachers test each week as a matter or routine, but rather as students should be able to demonstrate mastery.
- Assessment will assume many forms such as writing or speaking, not just multiple choice
Parents can access materials/resources through their child’s account. A handout is being provided to you with this same information.