This badge is earned after reflecting on writing calibration samples through Flipgrid on a Canvas course.
ELPS D6: (6) Writing, Grades 2-12. ELLs in Grades 2-12 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. The following proficiency level descriptors for writing are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction.
(4.3) Professional Practices and Responsibilities: Professional Development
Leads colleagues collaboratively in and beyond the school to identify professional development needs through detailed data analysis and self-reflection. Texas Teacher Standards Basis (6a & 6C) Standard 6--Professional Practices and Responsibilities. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. (A) Teachers reflect on their teaching practice to improve their instructional effectiveness and engage in continuous professional learning to gain knowledge and skills and refine professional judgment. (C) Teachers seek out opportunities to lead students, other educators, and community members within and beyond their classrooms.
Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators: 1b Pursue professional interests by creating and actively participating in local and global learning networks.
(2D) iNACOL Competency 2: Orientation toward change and improvement
Competency 2: Orientation toward change and improvement 2D: Act as and encourage others to be independent and self-directed learners.
iNACOL Blended Learning Teacher Compentency Framework
1. Read and analyze the student TELPAS writing samples provided. 2. Refer to the PLDs to rate the student. 3. Take notes of your rating for the samples, since you will be reflecting on you rating. 4. Read the rationale provided for each sample. 5. After reviewing the annotated writing collections, submit a Flipgrid reflection explaining your rationale and why you under/overrated.
Learning Targets Students will: +Actively listen to the essential question for the lesson +Take notes on important and relevant details +Summarize new learning in a written response to the essential question +1.5 Credit Hours
§74.4. English Language Proficiency Standards.
In this module, you will: ❏ Determine how to implement the Ellevation Activities to support content and language learning ❏ Implement the activity with your students ❏ Reflect on the use of the strategy and the impact it has on English Learners ❏ Submit evidence of implementation to the Canvas LMS Course “BISD – Ellevation”
Learning Targets Students will: +Choose a perspective or point of view relevant to the lesson +Write to a partner who will respond from another perspective +Switch back and add more details +Adapted from John Seidlitz +1.5 Credit Hours
Learning Targets Students will: +Work with peers in designated groups +Be assigned a number +Answer comprehension questions or solve problems with a group +Respond to the whole class when their number is selected +1.5 Credit Hours
Learning Targets Students will: +Take turns being the Expert and the Novice +As an Expert, verbally explain a topic to the Novice +As a Novice, listen to the Expert and ask questions +Switch roles +Adapted from John Seidlitz +1.5 Credit Hours
Learning Targets Students will: +Identify text structure by analyzing the language in a text +Analyze what the author is saying and doing to organize information into meaningful messages +Categorize signal words related to text structure +Complete a graphic organizer related to text structure +1.5 Credit Hours
Learning Targets Students will: +Listen for key learning objectives during teacher read-aloud +Respond to prompts during and after reading to increase comprehension +1.5 Credit Hours
Learning Targets Students will: +Read the information on the handout +Think about what they need to know to solve the problem or complete the task +Ask questions of a classmate to acquire the missing information +Write down the missing information to complete the task and discuss with the class +Adapted from Jeff Zwiers +1.5 Credit Hours
Learning Targets Students will: +Read the review questions on the organizer +Discuss and answer a question about previously learned content with a peer +Move around the room and discuss and answer each question with a different peer +Negotiate meaning and collaboratively discuss questions and write answers +1.5 Credit Hours
Learning Targets Students will: +Identify an explanatory/informational writing topic +Complete a graphic organizer with details +Confer with peer and add more supporting facts and details to graphic organizer +Write a paragraph including a topic sentence, supporting facts, and conclusion +Discuss with peer and revise paragraph +1.5 Credit Hours
Learning Targets Students will: +Closely read a short text excerpt related to the day's lesson +Discuss the text with peers and make a prediction about the topic +Reflect on text's connection to content after lesson +1.5 Credit Hours
Learning Targets Students will: +Activate background knowledge by reading statements related to topic +Agree or disagree with the statements before engaging in new learning +Revisit statements and stances throughout the day's instruction, making changes as new information is learned +1.5 Credit Hours
Learning Targets Students will: +Read a text and choose a graphic organizer aligned to its text structure +Complete the graphic organizer with details from the text +1.5 Credit Hours
Learning Targets Students will: +Read a longer text or book +Write a book review +Prepare and share an oral presentation +1.5 Credit Hours
Learning Targets Students will: +Identify and collect artifacts that demonstrate learning +Add artifacts to a portfolio over time +Write a reflection on each artifact +1.5 Credit Hours
Learning Targets Students will: +Discuss a collage of images related to the upcoming lesson +Identify commonalities and themes among images +Discuss and make predictions with peers about the topic of the upcoming lesson +1.5 Credit Hours
Learning Targets Students will: +Discuss the lesson objectives prior to learning +Self-assess proficiency on objectives prior to learning +After instruction, rate individual progress by assigning themselves a 1, 2, or 3 for each objective +1.5 Credit Hours
Learning Targets Students will: +Build a constructed response using a specific structure +Restate the question +Answer the question +Cite text evidence +Explain with details +1.5 Credit Hours
Learning Targets Students will: +Verbally describe a relevant content term, person, or idea without using the word itself +Listen to peers' descriptions and make thoughtful guesses +1.5 Credit Hours
Learning Targets Students will: +Categorize terms or images into relevant content categories +Explain their thinking and compare with peers +1.5 Credit Hours
Learning Targets Students will: +Identify relevant signal words within a text +Track words using a personal flip book +Write sentences using the words in meaningful context +1.5 Credit Hours
Learning Targets Students will: +Assume the role of a 'reader' with a peer +Read aloud to peer, listen to feedback, and then switch roles +Assume the role of 'coach' with a peer +Listen to a peer reading and offer constructive responses +1.5 Credit Hours
Learning Targets Students will: +Listen to a text read by the teacher or a peer +Act out the story as it is read, using actions and gestures +Discuss the text to deepen comprehension +1.5 Credit Hours
Learning Targets Students will: +Move around the room to talk with multiple peers +Discuss and answer content questions on organizer +Paraphrase responses in writing +1.5 Credit Hours
Learning Targets Students will: +Engage in an authentic academic conversation with partner or peers +Actively listen and respond +Practice using "conversation moves" +Adapted from Jeff Zwiers +1.5 Credit Hours
Learning Targets Students will: +Read a text related to content +Annotate a text with specific, predetermined symbols +Discuss annotations in small groups +1.5 Credit Hours
Learning Targets Students will: +Preview a text relevant to the day's lesson to determine main idea +Predict what they will learn based on the text +Reflect on prediction at the end of the lesson +1.5 Credit Hours
Learning Targets Students will: +Listen to a podcast +Answer focus questions orally or in writing to guide comprehension +Discuss content of podcast with peers +1.5 Credit Hours
Learning Targets Students will: +Read a card containing a word, phrase, image, or other class content +Search for a peer with a corresponding card and discuss why the cards match +1.5 Credit Hours
Learning Targets Students will: +View an image related to the content topic +Brainstorm related words and phrases with a peer +Write a descriptive paragraph about image +Adapted from John Seidlitz +1.5 Credit Hours
Learning Targets Students will: +Participate in a socratic discussion about content learning +Assume active speaker role inside the fishbowl, engaging in academic conversation +Assume active listener role outside the fishbowl, submitting questions for inside peers +1.5 Credit Hours
Learning Targets Students will: +Identify topics related to content that can have opposing views +Work collaboratively to create a T Chart showing both sides +Assume a role and discuss and defend one side of the argument Adapted from John Seidlitz +1.5 Credit Hours
Learning Targets Students will: +Read vocabulary terms and describe their meanings +Verbally negotiate meaning with peers +Match vocabulary and definitions +1.5 Credit Hours
Learning Targets Students will: +Read a text with a specific purpose or prompt +Track thinking and comprehension on sticky notes and post directly on pages +Discuss notes and prompts with peers +1.5 Credit Hours
Learning Targets Students will: +Practice speaking using content language in response to a prompt +Verbally share thinking with multiple peers about the same prompt +Make response stronger and clearer with each new interaction +1.5 Credit Hours
Learning Targets Students will: +Read a card or listen to a statement, question, image, or opinion related to content +Decide on a corner that expresses their opinion or answers a question and physically move to that area of the room +Verbally explain or defend their choice +1.5 Credit Hours
Learning Targets Students will: +Match constructed response questions to sentence starters +Collaborate with a partner to identify and validate matches +Apply to shared constructed response prompt and text +1.5 Credit Hours
Learning Targets Students will: +Discuss a content topic briefly with a peer +Research the same topic and prepare notes with more specific, academic language +Discuss the topic a second time, using academic language +1.5 Credit Hours
Learning Targets Students will write or share: +Three important points learned during the lesson +One detail that was confusing +One especially interesting detail that you agree with +1.5 Credit Hours
Learning Targets Students will: +Watch the same video clip twice, the first time with no sound +Take notes and discuss important content +Watch again (with sound) for specific language and content +Take notes and discuss important content +1.5 Credit Hours
Learning Targets Students will: +Collaboratively respond to a prompt in a small group +Assume role of reader, reporter, or announcer +Share out collaborative work to the whole group +1.5 Credit Hours
Learning Targets Students will: +Identify their opinion on a statement using a continuum +Explain their stance and reasons to a peer +Reassess their placement on the continuum and physically move if perspectives have changed +1.5 Credit Hours
Learning Targets Students will: +Students take a stance on an issue and write a piece to explain My Opinion with Reasons and Evidence +1.5 Credit Hours
Learning Targets Students will: +Listen to teacher's question about new learning +Listen to peers respond to the question +Verbally respond to the same question using specific language +1.5 Credit Hours
Learning Targets Students will: +Assume the identity of a person, place, thing, or idea +Prepare a few short talking points from that point of view +Verbally share the point of view with peers +Adapted from Jeff Zwiers +1.5 Credit Hours
Learning Targets Students will: +Construct a text using notes in a graphic organizer +Analyze the language used in text types +Organize information and write to communicate a message +1.5 Credit Hours
Learning Targets Students will: +Respond to differentiated questions about new learning verbally +Discuss answers with peers +Write answers to questions differentiated by linguistic complexity +1.5 Credit Hours
Learning Targets Students will: +Read a text multiple times +Interpret the text by assuming a different perspective with each read +Write details in a graphic organizer about each perspective +Adapted from Jeff Zwiers +1.5 Credit Hours
Learning Targets Students will: +Engage in extended spoken improvisation to present contrasting perspectives or opinions +Work in pairs as a Presenter and a Director, to present an improv explaining the pros and cons of a topic, switching perspectives at the signal from the Director +Use signal words and sentence frames verbally and in writing Adapted from Jeff Zwiers +1.5 Credit Hours
Learning Targets Students will: +Engage in explicit vocabulary learning +Identify a sentence, connection, kinesthetic movement, associated visuals, and definition connected to new vocabulary +1.5 Credit Hours
Learning Targets Students will: +Individually rate their knowledge of each vocabulary word before the lesson +Discuss meanings with a partner +Assess their understanding of vocabulary after the lesson +1.5 Credit Hours
Learning Targets Students will: +Actively participate in learning +Read a short teacher prompt designed to assess understanding +Write a response and give to teacher at the end of the lesson +1.5 Credit Hours
Learning Targets Students will: +Demonstrate content learning by creating a multimedia presentation +Plan presentation using guided storyboard format +Verbally present to peers +1.5 Credit Hours
Learning Targets Students will: +Participate in a shared experience +Verbally share and discuss the experience +Co-construct a written version with the teacher +Read written version to practice fluency +1.5 Credit Hours
Learning Targets Students will: +Read a text in a collaborative group +Discuss the text using the strategies of summarizing, question generating, clarifying, and predicting +1.5 Credit Hours
Learning Targets Students will: +Meet with their home group +Study/research content +Move to expert groups to discuss the same content +Move back to home group to present content to the group +1.5 Credit Hours
Learning Targets Students will: +Read base words and affixes +Match affixes to base words to create new words +Write words to deepen understanding of affixes +1.5 Credit Hours
Learning Targets Students will: +Respond to a question or prompt by stating a sentence +Write the sentence or dictate the sentence while the teacher scribes +Cut up written sentence into individual words +Work with peers to reconstruct the sentence and then write completed sentence +1.5 Credit Hours
Learning Targets Students will: +Build background prior to reading a text +Preview a text from back to front +Analyze and discuss text features and initial learnings with a peer +1.5 Credit Hours
Learning Targets Students will: +Respond to verbal prompts with a physical response +Create a physical connection to new content and language +Identify gestures and movements that link to new learning using prompts such as, "Sit Down." "Put the paper on your desk." "Was this event in the past or the present?" +Use gestures consistently over time +1.5 Credit Hours
Learning Targets Students will: +Read text or listen to content/lesson delivery +Take notes in a two-column format +Write a short summary of the lesson content +1.5 Credit Hours
Learning Targets Students will: +Read or listen to a text with multiple pre-planned stopping points +Make a prediction at each stopping point +After reading, confirm or refute predictions +1.5 Credit Hours
Learning Targets Students will: +Create a book of illustrated idioms +Write the figurative and literal meaning of idioms +Sketch a meaningful illustration for each idiom +1.5 Credit Hours
Learning Targets Students will: +Write an initial response to a prompt +Pass to a peer for review +Read another peer's response and add to it +Continue reading and writing responses to each member of the group +1.5 Credit Hours
Learning Targets Students will: +Listen to a prompt +Respond in writing on a whiteboard +Discuss responses as a class +Identify areas of learning or confusion +1.5 Credit Hours
Learning Targets Students will: +Read a text with select words and phrases removed +Use context clues and content learning to add missing words +1.5 Credit Hours
Learning Targets Students will: +Analyze an image related to academic content +Discuss with peers +Create and write a hashtag for the image +1.5 Credit Hours
Learning Targets Students will: +Move in groups to chart paper in different locations of the room labeled with subtopics +Discuss prior knowledge about subtopic with peers +Write related words, facts, and questions on chart paper +1.5 Credit Hours
Learning Targets Students will: +Participate in a virtual experience +Write a script and role play to practice +Summarize their experience through writing and/or discussion +1.5 Credit Hours
Learning Targets Students will: +Build or activate content background knowledge and language by reading a relevant text in their native language +Summarize in English, orally or in writing +1.5 Credit Hours
Learning Targets Students will: +Listen for specific details during lesson delivery +Complete a graphic organizer with notes from the lesson +Discuss content learning with peers +1.5 Credit Hours
Learning Targets Students will: +Focus on key teaching points during lesson +Co-create an anchor chart +Create a personal version of the anchor chart in their notebook +Refer to key details over time to build understanding +1.5 Credit Hours
Learning Targets Students will: +Develop active listening skills using a 5 minute/2 minute listening cycle +Actively listen to instruction chunked into five minute sections +Respond to prompt for 2 minutes to immediately apply new language and learning +1.5 Credit Hours
Learning Targets Students will: +Partner with a variety of peers +Respond to a prompt or question related to content +Rotate to new partners and discuss the prompt +Make response stronger and clearer with each new interaction +1.5 Credit Hours
Learning Targets Students will: +Identify and assume the point of view of something or someone being discussed during a lesson. +Write another version of events, incorporating a change, from a first-person point of view. +Include how changes in this version of events result in a fortune or misfortune. +Share and discuss writing with peers. +Adapted from John Seidlitz +1.5 Credit Hours
Learning Targets Students will: +Verbally respond to a prompt using a structured conversation format +Engage in each step of Question, Signal, Stem, Share, and Assess +Adapted from John Seidlitz +1.5 Credit Hours
Learning Targets Students will: +Identify relevant signal words within a text +List signal words on index cards +Write sentences using the words in meaningful context +1.5 Credit Hours
Learning Targets Students will: +Create sentences using vocabulary cards +Discuss new sentences with peers +Write sentences in notebook +1.5 Credit Hours
Learning Targets Students will: +Verbally restate or explain a key teaching point to a peer +Listen as a peer restates or explains a key teaching point +Repeat process throughout lesson +1.5 Credit Hours
Learning Targets Students will: +Write responses to specific teacher prompts in an organized notebook +Submit to teacher for ongoing feedback +Review previous entries as reference +1.5 Credit Hours
Learning Targets Students will: +Read a shared text and review provided questions +Categorize comprehension questions into Right There, Think and Search, Author and Me, and On My Own Questions +Take notes in a graphic organizer +Write and discuss the answers to the questions +1.5 Credit Hours
Learning Targets Students will: +Write a response to a prompt in a content journal +Switch journals with a peer and write a response +Switch back and read peer's response +1.5 Credit Hours
Learning Targets Students will: +Read three statements authored by teacher or peer +Discuss each statement with a peer +Identify which of the three statements is false +1.5 Credit Hours
Learning Targets Students will: +Examine a prompt +Think about a response to the prompt +Individually jot notes +Verbally share their thinking with a peer +Share with the larger group +1.5 Credit Hours
Learning Targets Students will: +Engage with important terminology and discuss word meanings with peers +Create personalized word walls for ongoing reference +Describe words to peer for vocabulary guessing game +1.5 Credit Hours
Learning Targets Students will: +Demonstrate learning using a book of images +Add written details to visuals +Share completed book as form of summative assessment +1.5 Credit Hours
IRIS Center - Teaching English Language Learners: Effective Instructional Practices
This module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners (est. completion time: 2 hours).
In this module, you will: ❏ Complete the IRIS Center Module at https://iris.peabody.vanderbilt.edu/module/ell/#content ❏ Submit Assessment to the Canvas LMS Course “BISD – Ellevation” in the IRIS Center Module
Lexia Structured Literacy: Applying the Science of Reading in the Classroom
This video webinar has been presented by Lexia and covers the science of literacy in the classroom. +1 Credit Hour Bilingual/ESL
Watch the video. Take a quiz on a Canvas Course provided by the Bilingual/ESL/Title III Dept. at Brownsville ISD. Score 5 out of 5 questions correctly.
Lexia: 5 Evidence-Based Literacy Strategies for English Learners
Lexia Webinar 5 Evidence-Based Literacy Strategies for English Learners +1 Credit Hour Bilingual/ESL
Watch video webinar. Take quiz on a Canvas Course provided by the Bilingual/ESL/Title III Dept. at Brownsville ISD.
Lexia Academic Language and School Success: Connecting Reading Research to Classroom Assessment & Instruction
Academic Language and School Success: Connecting Reading Research to Classroom Assessment & Instruction - Video +1 Credit Hour Bilingual/ESL
Watch the video webinar. Take a quiz provided by the Bilingual/ESL/Title III Dept. at Brownsville ISD.
ALA Cohort: Formative Assessment for Deeper Learning
Learning Targets Students will: ❏ Determine how to implement the Actively Learn strategy to support content and language learning ❏ Implement the activity with your students ❏ Reflect on the use of the strategy and the impact it has on students including special populations ❏ Submit evidence of implementation to the Canvas LMS Course “ALA Cohort” +6 Credit Hours
T-TESS Professional Practices and Responsibilities Dimension 4.3: Professional Development
Distinguished: Develops and fulfills the school and district improvement plans through professional learning communities, grade- or subject-level team leadership, committee leadership or other opportunities beyond the campus.
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: 2.5.b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
In this module, you will: ❏ Determine how to implement the Actively Learn strategy to support content and language learning ❏ Implement the activity with your students ❏ Reflect on the use of the strategy and the impact it has on students including special populations ❏ Submit evidence of implementation to the Canvas LMS Course “ALA Cohort”
Learning Targets Students will: +Review the ALA Cohort design +Review program structure +Review program requirements +Review the basic features of Actively Learn +6 Credit Hours
Learning Targets Students will: +Review the ALA Cohort design +Review program structure +Review program requirements +Review the basic features of Actively Learn +3 Credit Hours
In this module, you will: ❏ Review the ALA Cohort design ❏ Review program structure ❏ Review program requirements ❏ Review the basic features of Actively Learn ❏ Submit practice items on Canvas LMS Course “ALA Cohort”
Learning Targets Students will: +Video with Questions on How to Model Expert Reading in Actively Learn +Article with Questions on How Technology Expands Access to Text +Discussion Board on Effective Use of Technology +Practice completing a reflection artifact +2 Credit Hours
In this module, you will: ❏ Video with Questions on How to Model Expert Reading in Actively Learn ❏ Article with Questions on How Technology Expands Access to Text ❏ Discussion Board on Effective Use of Technology ❏ Practice completing a reflection artificat ❏ Submit evidence of implementation through an artifact to the Canvas LMS Course “ALA Cohort”
Learning Targets Students will: In this module, you will: ❏ Review literature on building vocabulary, common mistakes when teaching new words, and making vocabulary instruction active with language field guides ❏ Participate in a discussion board on vocabulary instruction ❏ Reflect on the use of the strategy and the impact it has on students including special populations ❏ Submit an artifact by designing, implementing, and reflecting on a lesson through Actively Learn +6 Credit Hours
In this module, you will: ❏ Review literature on building vocabulary, common mistakes when teaching new words, and making vocabulary instruction active with language field guides ❏ Participate in a discussion board on vocabulary instruction ❏ Reflect on the use of the strategy and the impact it has on students including special populations ❏ Submit an artifact by designing, implementing, and reflecting on a lesson through Actively Learn
ALA Cohort: Scaffolding Challenging Texts
Learning Targets Students will: In this module, you will: ❏ Review literature on scaffolding text for struggling readers ❏ Participate in a discussion board on instructional scaffolding ❏ Reflect on the use of the strategy and the impact it has on students including special populations ❏ Submit an artifact by designing, implementing, and reflecting on a lesson through Actively Learn +6 Credit Hours
In this module, you will: ❏ Review literature on scaffolding text for struggling readers ❏ Participate in a discussion board on instructional scaffolding ❏ Reflect on the use of the strategy and the impact it has on students including special populations ❏ Submit an artifact by designing, implementing, and reflecting on a lesson through Actively Learn