Friday, June 5, 2009

Writing Technology Objectives



http://ade.state.az.us/standards/technology/

Technology Education Standards
(Adopted 9/25/00)

These are newly drafted standards and performance objectives.





COMPUTER/TECHNOLOGY SKILLS :: PDF VERSION
K-2 (pdf, 814kb)3-5 (pdf, 822kb)6-8 (pdf, 916kb) 6-12 (pdf, 1041kb)
K (pdf, 615kb) 1 (pdf, 649kb) 2 (pdf, 651kb) 3 (pdf, 625kb) 4 (pdf, 645kb) 5 (pdf, 617kb) 6 (pdf, 756kb) 7 (pdf, 756kb) 8 (pdf, 759kb) 6-12pdf, 1041kb) (

The K-12 Computer/Technology Skills Standard Course of Study (pdf, 724kb) defines the program of study grade by grade required to be offered and available in each school. The document identifies three Competency Goals, six strands, and specific objectives at each grade level K-12. The standard course of study document contains pertinent information about the development process, philosophy, alignment of North Carolina Goals and Objectives to the ISTE NETS-S (National Educational Technology Standards for Students) and a glossary of terms to assist teachers, administrator, students, parents, and community implement this vitally important Standard Course of Study.

Day Five - ELL Issues

Urban Dictionary - Website

Urban Dictionary - Wikipedia


Wednesday, June 3, 2009

Catherine Brown Website

http://www.acceleratingminds.com

http://www.fvrl.org

http://www.tumblebooks.com

http://www.visuwords.com



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Literacy and books (print and electronic)


SEI ENDORSEMENT REQUIREMENTS

ARIZONA STATE DEPARTMENT OF EDUCATION (ADE)
STRUCTURED ENGLISH IMMERSION ENDORSEMENT REQUIREMENTS

“All persons holding a valid Elementary, Secondary, Principal, Superintendent, Supervisor, Career and Technical, OR Special Education Arizona State Certificate MUST obtain a Full Structured English Immersion (SEI) Endorsement. The Full SEI Endorsement shall be completed by August 31, 2009.” Only people holding a Full English-as-Second-Language or Bilingual Endorsement are exempt from this requirement. Get official information from ADE http://www.ade.state.az.us/asd/lep/. Having completed the SEI Provisional Endorsement (SEI I, Hours 1-15) you will need to choose from the following options to obtain the Full SEI Endorsement:

Option 1: SUSD Three-Year SEI Cadre
Participants in this cadre will complete the Full SEI Endorsement by taking 45 clock hours of SUSD Professional Development over the next three years.

• SEI II Hours 16-30 taken by June 2007
• SEI III Hours 31-45 taken by June 2008
• SEI IV Hours 46-60 taken by June 2009

Option 2: SUSD Single-Semester SEI Cadre
Participants in this cadre will complete the Full SEI Endorsement by taking 45 clock hours of SUSD Professional Development in a single semester, meeting for nine consecutive weeks in five-hour sessions.

• SEI II, III & IV Hours 16-60 taken in a single semester

Option 3: SEI/SDAIE Cadre PREREQUISITE: 30+ DOCUMENTED HOURS OF SDAIE TRAINING COMPLETED BETWEEN 2001-2004
Participants in this cadre have already completed 30+ SUSD documented hours of SDAIE training (SDAIE I, II & III) and will complete the Full SEI Endorsement by taking the remaining 30 hours in a cohort group.

• SEI/SDAIE IV Hours 31-45 taken by June 2008 (five three-hour sessions, OR two Saturdays)
• SEI/SDAIE V Hours 46-60 taken by June 2009 (five three-hour sessions, OR two Saturdays)

Option 4: Complete your training OUTSIDE SUSD
Complete a 3 credit SEI class (45 additional clock hours) on your own at an accredited institution, community college, university or ASSET. Questions regarding this option must be directed to the ADE or to that institution. With pre-approval, limited tuition reimbursement may be available up to $275. Contact myelton@susd.org.

Page 1 Revised 11.16..06




CHOOSING AN “OPTION” TO COMPLETE THE FULL STRUCTURED ENGLISH (SEI) ENDORSEMENT REQUIRED BY THE ADE


Later this fall you will be indicating to the district which option you prefer. This will help the SUSD EIS Department schedule the FREE classes that will be offered to employees who are choosing Options 1 or 2 (or Option 3 if you have the prerequisite). You will want to check the English Immersion Studies website at http://www.susd.org/district/EIS/. Classes will be added periodically. The Arizona Department of Education requires that all hours be completed and documented. Make sure you can attend all sessions in a series before you sign up for that series.

If you choose Option 1: SUSD Three-Year SEI Cadre It is important that you go to the SUSD English Immersion Studies website and register as soon as possible for a class/series that works for your schedule. You MUST be able to attend all sessions in a series to receive credit for the course and take hours 16-30 by June 2007. The website currently has classes scheduled out as far as next August.

If you choose Option 2: SUSD Single Semester SEI Cadre you will need to watch the SUSD English Immersion website. We are still in the process of adding classes for this cadre. Classes will be added based on employee interest.

You must qualify for Option 3: SDAIE/SEI Cadre Prerequisite: 30+ SUSD documented hours of SDAIE Training completed 2001-2004 Questions regarding this cadre can be referred to Delight Diehn at delight.diehn@susd.org.

If you choose Option 4: (ADE Approved Coursework taken outside SUSD) you will register for classes on your own through an accredited institution, community college, university or ASSET. All questions regarding this coursework must be directed to the ADE. With pre-approval, limited tuition reimbursement may be available up to $275. Contact myelton@susd.org for information. After you attend the course you MUST send an official copy of your transcript to both Sabrina Heavlin and to Human Capital.

Tuesday, June 2, 2009

Bloom's Tamonomy

LEVEL
DEFINITION
SAMPLE

VERBS

SAMPLE


BEHAVIORS



KNOWLEDGE
Student recalls or

recognizes information,

ideas, and principles


in the approximate

form in which they

were learned.

Write

List

Label


Name

State

Define

The student will define

the 6 levels of Bloom's

taxonomy of the


cognitive domain.



COMPREHENSION
Student translates,

comprehends, or

interprets information


based on prior

learning.

Explain

Summarize

Paraphrase

Describe


Illustrate

The student will explain

the purpose of Bloom's

taxonomy of the

cognitive domain.




APPLICATION
Student selects, trans-

fers, and uses data

and principles to

complete a problem


or task with a mini-

mum of direction.

Use

Compute

Solve

Demonstrate


Apply

Construct

The student will

write an instructional

objective for each

level of Bloom's


taxonomy.



ANALYSIS
Student distinguishes,

classifies, and relates

the assumptions,


hypotheses, evidence,

or structure of a

statement or question.

Analyze

Categorize

Compare


Contrast

Separate

The student will

compare and contrast

the cognitive and

affective domains.




SYNTHESIS
Student originates,

integrates, and

combines ideas into a

product, plan or


proposal that is new

to him or her.

Create

Design

Hypothesize

Invent


Develop

The student will

design a classification

scheme for writing

educational objectives

that combines the


cognitive, affective,

and psychomotor

domains.



EVALUATION
Student appraises,


assesses, or critiques

on a basis of specific

standards and criteria.

Judge

Recommend

Critique


Justify

The student will

judge the effective-

ness of writing

objectives using

Bloom's taxonomy.

SIOP: Content and Language Objectives

Lesson Plan Templates

Content Objective - based on the standards
Language Objectives - how to achieve the standards

ACRONYMS

SEI
Structured English Immersion

SIOP
Sheltered Instruction Observation Protocol

PHLOTE

AZELLA
Arizona English Language Learner Assessment
Arizona English Language Learner Assessment
- ADE

ELL

English Language Learner

ELD
English Language D__

ILLP
Individualized Language Learning Plans

PWBAT
Participant Will Be Able To

DSI
Discrete Skills Inventory

PLC
Professional Learning Community

WICP
Written Individualized Compensatory Plan

SPED
Special Education

DWA
District Writing Assessment

AIMS
Arizona Instrument to Measure Standards

SELP
Stanford English Proficiency Test

ZPD
Zone of Proximal Development

AYP
Adequate Yearly Progress

LEP
Limited English Proficient

PEL
Practitioners of English Language Learners

BICS
Basic Interpersonal Communication Skills

CALP
Cognitive Academic Language Proficiency

G1G1
Give One, Get One

SUP
Separate Underlying Proficiency

CUP
Common Underlying Proficiency

C.O.
Content Objective

L.O.
Language Objective

TPS
Think Pair Share