dELD Collaboration Team

Asynchronous Final Presentations

Thank you, all for your hard work and great ideas! I wanted to share your ideas with the group so that everyone can "steal" from one another 😉 . In order to create a collaborative platform for sharing final presentations and with everyone being at different stages of completion, I have created a shared Padlet to post final presentations. This will give everyone the opportunity to view one another's projects and give groups a chance to reflect and question each other.

Here is the link to the Padlet. Basic Instructions have been posted along with a column for each site to post. Please have your students post their projects as they complete their work.

Your Project Ideas

Thank you all for sharing your ideas for the projects. It sounds like many of you are using Screencastify or Flipgrid to create the videos. Here are some of your ideas as resources for others:

Monte Vista

I've asked kids to fully characterize themselves into the expert they're representing (make up, hats, clothing, etc,.) and they'll make mini posters to present each concept in the video.


El Capitan

Each group is going to prepare a slide show about their academic language content area (3 groups are doing Science, one is Social Science, and one is English). Using Screencastify, they are going to record themselves presenting their slides. Their 'script' is whatever they put on the slides, and they will follow along and read as they go through the presentation. Each student was given a slide- deck template with sentence starters and a description of what needs to be included on each slide. I provided an example of their video recording, and a 'Final' version of completed slides for reference. This week, we will be completing our slides, next week we will be recording.

Mount Miguel

I have two classes: Emerging and Expanding.

For my emerging students: we are actually doing 3 videos and they are going to choose the best one to present. We looked at the prompt and brainstormed how to answer the questions together. We interpreted the questions together this way:

1. Why is this subject important?

2. What topics are related to this subject? (Ex. for Science, we said biology, plants, the universe, etc. The goal was to try to contextualize the topic together.)

3. We adapted/ changed this one to become "What activities/jobs are related to this subject? After we had a big brainstorm on the board with categories for Importance, Topics related to the subject, and Activities/Jobs related to the subject, we worked on sentence starters and then they chose the ideas from the board they wanted to include. I introduced them to FlipGrid to create videos and let them create an introduction video to play with backgrounds and effects, etc. They liked it, but they were nervous. So far they have done a Social Studies video, and tomorrow they are recording the Science ones. We will do ELA at the end of the week. I think the repetition is too much for some of them, but really good for others.

For my expanding students, I had them choose a subject, then choose a topic within that subject they wanted to research. For example, one person chose Social Studies, and he wants to research the Royal Family. Another student chose Science, and he wants to find out about equilibrium. We adapted the three questions from the prompt and I told them to focus on

1. Why is your topic important? Why did you choose it?

2. What key vocabulary did you find in your research? Name and define 3 terms you found related to your topic.

3. Relate 3 important facts you found out in your research.

I had them come up with more than 3 for the last two questions, but then choose the top 3 for the video.

I also let them learn how to navigate FlipGrid, but we didn't do a practice video. I had them record their videos in 3 parts as we went through them. The expectation was that once they had these "rough drafts" they could record one final video that included everything.

Santana

So far, we have only started preparations. This will be a long response!

1) We've reviewed and reflected over their Academic Conversations by annotating their previous convo. materials for three questions:

Review your academic conversation materials for each subject:

In which academic conversation did you best demonstrate your abilities?

(Think about the overall score you earned or how you remember the conversation feeling.)

Highlight the title of the materials in GREEN

Write on your sticky note: Why or how was this your best?

This is my best because ____.

Which vocabulary set (5 verbs) was most interesting or important for you?

Highlight the vocabulary words in PINK

Write on your sticky note: Why were these words interesting or important?

These are interesting/important to me because ____.

Which of your questions was the strongest or best?

Highlight the question in BLUE

Write on your sticky note: Why or how was this your best?

This was my best because ____.

2) Today we will review and reflect over the success criteria by annotating their Success Criteria Surveys:

With one highlighter, highlight the success criteria you marked as “I don’t do this.” or “I’m not sure what this looks like.”

With the same highlighter, highlight your two priorities. Reread what you wrote in January.

Write on your sticky notes (one priority per note): How you have improved or grown in those priorities (or not).

I have improved on this by…

With a different highlighter, highlight the success criteria you feel you improved on or developed during this unit.

With the same second highlighter, highlight your two priorities. Reread what you wrote in January.

Write at the bottom (in the blank space): How have you improved in those other success criteria during this unit?

I have improved on ____ by…

Final Project Check In

We are now at mid-March and you have had a chance to flex and create the final group project to fit the needs of your students. Now is time for a check in:

  • How is the project doing for you?

  • How have you developed the project? made it your site's own?

  • Would you like to schedule a multi-site group presentation or would you prefer a local presentation?

  • What questions do you have?

Use this form to share your experiences?

Final Project

You have been working so hard with your students and we can see their confidence growing in how they engage in speaking with adults! Great work!

Since we do not have math available, we will be moving into the final project faze of this unit. The unit has been moving quickly through the content, spiraling learning as students repeat the same tasks. Now it's time to slow down and focus on the final product of students' learning. Since many sites are beginning the ELPAC this week, don't feel like you need to jump immediately into this demonstration of learning. We will keep the end date the same, the week of March 21, which will add a week to this final project.

As a reminder of the basic structure of the project, see the slide. We will be sending out more details with multiple options for you to tailor to your learning community.

ELA Week

Purpose (focus for learning): Summarize relevant, on-topic answers to questions, growing confidence in self-generating English statements.

Tuesday-Thursday: Language Analysis Organizer (class activities)

  • Complete the Language Analysis Organizer for Science. Here is the teacher key. Printing out copies is recommended. The blank organizer is the same for all learning cycles.

  • MUST DO Activities: Step 2, Step 4, Step 5.

Friday: Stations

  • Zoom Schedule & Link
    These are hard times. Please plan to come even if you have to adapt the timing of your participation to fit. Email me with ideas and questions if you run into barriers

    • Friday : 8:15-10:15 (ECHS per 2, MMHS per 2, MVHS per 3, SHS per 3)

    • TBA (MMHS per 5)

    • 1:00-1:50 (SHS per 6)

  • MUST DO Activities: Zoom

Reflections on this week:

Now let's focus on note taking!

C4 | Unit at a Glance
Language Analysis of Academic Conversation

Science Week

Purpose (focus for learning): Analyze an answer to identify relevant details.

Tuesday-Thursday: Language Analysis Organizer (class activities)

  • Complete the Language Analysis Organizer for Science. Here is the teacher key. Printing out copies is recommended. The blank organizer is the same for all learning cycles.

  • MUST DO Activities: Step 2, Step 4, Step 5.

Friday: Stations

  • Zoom Schedule & Link
    These are hard times. Please plan to come even if you have to adapt the timing of your participation to fit. Email me with ideas and questions if you run into barriers

    • Friday : 8:15-10:15 (ECHS per 2, MMHS per 2, MVHS per 3, SHS per 3)

    • 11:45-12:15 (MMHS per 5)

    • 1:00-1:50 (SHS per 6)

  • MUST DO Activities: Zoom

Reflections on this week:

  • Students did a great job with this round. We discovered that on-topic came ot mean 2 different things:

    • about academic conversations OR about professional experience of the experts

    • about specifics related to real content topics

  • Here are the recordings with my feedback...feel free to use any of these in your class:

Now let's focus on note taking!

C4 | Unit at a Glance
Language Analysis of Academic Conversation

Resources You've Made Your Own

Here are resources that you've shared to hone specific skills you identified need additional support.

Focus on developing academic questions by using the vocabulary.

Acadmeic Language: Building Academic Questions

Scaffold vocabulary to develop deeper understanding

VOCAB

Model speaking expectations with examples.

Rate Yourself Add On

Rate Yourself!

Students reflect on their zoom academic conversations by rating themselves using the ELPAC speaking rubric. Students should return to the learning goals for the unit and create a next step for learning.


Materials

D | Rate Yourself

Social Science Week

Purpose (focus for learning): Ask relevant, on-topic questions.

Monday-Tuesday: Language Analysis Organizer (class activities)

  • Complete the Language Analysis Organizer for Social Science. Here is the teacher key. Printing out copies is recommended. The blank organizer is the same for all learning cycles.

  • MUST DO Activities: Step 2, Step 4, Step 5.

Wednesday OR Thursday: Stations

  • Zoom Schedule & Link
    These are hard times. Please plan to come even if you have to adapt the timing of your participation to fit. Email me with ideas and questions if you run into barriers

    Wednesday: 11-12 (SHS per 3, MMHS per 5)
    Thursday: 8-10 (ECHS per 2, GHS per 2 & 3, MVHS per 3,
    MMHS per 2),
    12:30-1:30 (SHS per 6)

  • MUST DO Activities: Zoom

Reflections on this week:

  • Students did a great job with the first round. Some were more on-topic than others. The Zoom experts will only answer revalvent, on-topic questions this week. On-topic is either about academic conversations OR about professional experience of the experts. If a student asks an off-topic question, the experts will respond: "Thank you for your question, but it is off-topic. Do you have a different question?"

  • Here are the recordings with my feedback...feel free to use any of these in your class:

    • SHS per 3 (great start to questions, more questions about my job than conversations), per 6 (very, off-topic--recommend Rate Yourself add on)

    • MVHS per 2 (awesome conversation, very confident students...I am so sorry I fogot to record)

    • GHS per 2 (very thoughtful questions about conversations)

    • MMHS per 5 (awesome beginning very clear questions)

    • ECHS per 2 & GHS per 3 (great job create questions and developing note taking skills)

  • Use the add ons to help develop students' questioning.

Don't be afraid to ask for help AND make the unit your own. You are all doing an awesome job.


C4 | Unit at a Glance
Language Analysis of Academic Conversation