Programa de inglés

 Guaynabo ESL Program

Guaynabo ESL Colleagues:

Please complete and answer  2015-2016 Professional Needs Assessment -New. 

• 2015-2016 Guaynabo district ESL Teachers Professional Needs Assessment -New-

• CL 01-2015-2016: DEPR Lesson Planning Public Policy -8/20/2015-

• DEPR Lesson Planning Public Policy # - 2015-2016 Presentation v2
• Presentacion Politica Publica Planificacion -En idioma Espanol

2015-2016 ESL Skills  Contests Files (Copy Paste and Go to each url below):

 Reminder: 
Due Due Date to Submit Participation Request: February 5th 
Submit Participation to Guillermo Rodriguez ESL Facilitator: 
guillerod14@gmail.com or rodriguezvge@de.gobierno.pr 
Only first place contestant from local school contest 

1. https://www.dropbox.com/s/i06mlctvcywjscy/2015-2016%20HIGH%20SCHOOL.zip?dl=0
2. https://www.dropbox.com/s/lyrpvyfs7861ain/2015-2016%20ELMENTARY.zip?dl=0
3. https://www.dropbox.com/s/conme1o9r2h2lgc/2015-2016%20INTERMEDIATE.zip?dl=0
4. https://www.dropbox.com/s/afkr3ry6nj5iqb7/Spelling%20Bee%20Words%20for%20Elementary%20Level%203rd%206th%20v2%20sent%202%20%281%29.docx?dl=0

  Note: Elementary Spelling Bee is a Local District's Contest- Winners are awarded as part of local District Student's Performance

2015 PPAA ESL Results Per Standard

   " Dear Colleagues
I invite you to share our joy and join us for next year's contest. I am sure that with your positive reinforcement, our students will give their best effort and participate... I am counting on you all."

2015-2016 ESL Contests:   

Theme: School Transformation Enables Students to Become Our Leaders.

ENGLISH WEEK POSTER CONTEST RULES

LEVELS: PRE K-K-1^ST/ 2^ND-3^RD / 4^th-6^th / 7^th-9^th /10^th-12^th

ENGLISH WEEK POSTER CONTEST RULES LEVELS: PRE K-K-1ST/ 2ND-3RD / 4th-6th / 7th-9th /10th-12th: Due Date: December 15 2015

Poster Contests Celebration: Rules and required documentation

Due Date:  December 15-17, 2015

Best wishes!
Guillermo E Rodriguez Vazquez MAED CI/ELA MAH

Guaynabo/Trujillo Alto ESL Facilitator

• Updated Curriculum Maps on 9 11 2014
• Pre Tests 2014 and Translated ESL Plan by GRV
• Circular Letter 8-2014-2015 Limited Spanish Proficiency Public Policy
• WIDA Standards (LSP Alignments).
• Up to date Syllabus (PRCS 2014)
• ESEA FLEX WAIVER 3
• English Program Curriculum Framework (2003)
• Proyecto de Renovacion Curricular 2003
• English Program PRCS 2014-2015 (Standards Document)
• English Program: CC #8-2013-2014 English Version PPT-Tanya Ayala-

English Program’s Work Plan
 Guillermo E. Rodríguez Vázquez  MAED CI/ELA MA.H
rodriguezvge@de.gobierno.pr
  Educational Facilitator for the English Program

A.   English Program Objectives for the Guaynabo School District

            1.  The Principal District's Educational goal is to guide teachers and consequently schools to comply with the Federal Mandate, as established in the No Child  Left Behind Act (Public Law print of PL 107-110, No Child Left Behind Act of 2001)

               2. Meet the Adequate Yearly Progress or AYP: "measure progress in primary schools, secondary schools and local education agencies and the State based primarily on academic assessments described in paragraph (IV) "(PL-107-110. 2001).

Action Plan

B.    Professional Development Survey:

Based on the Professional Needs Assessment: Some of the areas of professional development are:

         

1. Daily lesson planning based on Circular Letters and Letter 1-2015-2016 Curriculum for The English Program.

2. The use of General Scientific-Based Teaching Strategies.

3. Implementation of the Mandatory working Document: PRCS (2014).

4.  Use of the Curriculum Mapping Document 

5. Compliance with DE’s Daily Planning Policy

C. Measurable Objectives (Measurable Goals)

1.     At the end of the school year it is expected that:
 Students increase their academic performance as a result of compliance with lesson planning policies and use of Puerto Rico Core Standards and Grade Level Expectations -PRCS, 2014- (DOEPR, 2014) along with Norman Webb’s Depth of Knowledge Stages.
• District schools achieve proficient, and advanced levels of performance on the standardized tests PPEA and PPAA
• Each school meets the minimum criteria for AYP  in compliance with NCLB Act
• Schools meet Compliance with Section 1111 of Title II-A, according to the Federal Law.

D.   Facilitator’sRole

In Compliance with the Federal Mandate the District’s Educational Facilitator role is: To provide Technical Assistance to teachers and school Administrators: This includes and allows to perform various tasks, such as:
• Technical Assistance
• Orientation
• Exploration and Observation  of the Teaching / Learning Process
1. Lesson Planning Workshops, Curriculum Maps and PPEA Workshops (may vary as needed):

2. Induction Plans to new teachers
3. Technical Assistance Visits

4. Observation of the teaching-learning process in schools:

6. Orientations to School Community; Parents Principals and other Personnel
7. Other educational related tasks

• The mind is not a container to be filled; it is a fire to be lit
• Plutarch

Guaynabo District English Program Facilitator

Prioridades Académicas del DEPR

Programa de Inglés

Año Escolar 2012-2013

THIRD GRADE

Writing:

WRITING:

W.3.2 Applies phonemic awareness and phonics strategies to correctly spell

words that have two letter clusters, common spelling patterns, and

uncommon consonant patterns.

W.3.3 Applies basic grammar and mechanics to write complete declarative and

interrogative sentences of three to five words in length; identifies

declarative, interrogative, exclamatory, and imperative types of

sentences; identifies the parts of speech

W.3.4. Recognizes descriptive and narrative writing forms; writes words, phrases, and simple sentences to develop descriptive and narrative three sentence paragraphs.

FOURTH GRADE

READING:

R.4.2 Analyzes the text and identifies text features to enhance comprehension..

R.4.3 Uses context clues and resources to build vocabulary, verify meaning,

determine the meaning of unfamiliar words, and transfer meaning into a

variety of narrative and expository texts.

R.4.4 Identifies the main character(s), compares and contrasts character

traits, and identifies setting within narrative and expository text.

R.4.5  Uses story organization of beginning, middle, and end to identify sequence within the narrative and expository text; makes predictions and connections.

R.4.6 Identifies differences between fiction and nonfiction; identifies main idea

or topic and fact and opinion in informational text.

FIFTH GRADE

READING:

R.5.2 Applies context clues, reference sources, and other vocabulary

expansion strategies to assess word meaning; uses prefixes and

suffixes to determine the meaning of words.

R.5.3 Distinguishes main character from supporting characters, compares and contrasts character traits, and describes setting in fiction.

R.5.4 Explains the differences between fiction and nonfiction; states the main

idea and topic and identifies fact and opinion in expository text.

R.5.5 Identifies sequence of events and cause and effect organizes plot,

makes predictions and connections, and recognizes problem and

the solution in narrative and expository text.

WRITING:

W.5.2 Recognizes a complete sentence and a fragment; writes complete

declarative, interrogative, imperative, and exclamatory sentences.

W.5.3 Uses the parts of speech correctly in sentences; demonstrates

understanding of subjects and objects with the use of prepositional

phrases in sentences.

 W.5.4 Identifies elements in descriptive and narrative forms of writing. uses a variety of sentence types to construct a paragraph; applies organizational patterns to connect ideas in narrative and descriptive paragraphs.

W.5.5 Follows the writing process; applies prewritng strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization , and ending punctuation errors.

SIXTH GRADE

READING:

R.6.2 Applies context clues, reference sources, and other vocabulary

expansion strategies to assess word meaning; uses prefixes, suffixes,

and root words to determine the meaning of unfamiliar and compound

words.

R.6.4 Sorts and organizes relevant events, identifies cause and effect, makes

predictions and inferences, and identifies problem and solution in

narrative and expository text.

R.6.5 Explains the differences between fiction and nonfiction; identifies fact

and opinion; states main idea or topic and determines important details.

READING:

R.7.1  Analyzes the text, establishes purpose, recognizes author's purpose, and distinguishes text features to enhance comprehension.

R.7.2 Applies context clues, reference sources, and other vocabulary

expansion strategies to assess word meaning using prior knowledge to

relate to new meaning; uses prefixes, suffixes, and root words to

determine the meaning of unfamiliar, multiple-meaning, and compound

words.

R.7.3 Distinguishes main character from supporting characters, compares and contrast characters' traits, describes and explains setting in fiction.

R.7.4 Sorts and organizes relevant events, states cause and effect, makes

connections, predictions and inferences; draws conclusions; states the

problem and solution in fiction and nonfiction.

R.7.5 Identifies and states fact and opinion, paraphrases and states main idea

or topic, and determines important details in narrative and expository

texts.

EIGHTH GRADE

READING:

R.8.2 Applies context clues, reference sources, and other vocabulary

expansion strategies to assess word meaning using prior knowledge to

relate to new meaning; uses prefixes, suffixes, and root words to

determine the meaning of unfamiliar, multiple-meaning, and compound

words.

R.8.3 Distinguishes main from supporting characters, compares and contrasts

characters traits, and explains setting in fiction and nonfiction;

distinguishes between first and second person point of view.

R.8.4 Sorts and organizes relevant events, states cause and effect, makes

connections, predictions, and inferences, determines problem and

solution, and draws conclusions in narrative, expository, and persuasive

texts.

R.8.5 Distinguishes between fact and opinion in narrative and expository

texts; states and paraphrases main idea or topic, and determines

important details.

ELEVENTH GRADE

READING:

R.11.2 Analyzes character development; infers the setting in fiction and nonfiction; classifies point of view.

R.11.3 Classifies parts of the plot, establishes cause and effect, makes

connections, predictions, and inferences in a variety of texts; draws

conclusions; analyzes and compares and contrasts conflicts and

resolutions across texts.

R.11.4 Distinguishes between fact and opinion, infers, and supports the main

idea in a variety of texts; analyzes the theme.

R.11.5 Uses elements of poetry and plays to analyze , interpret, and compare and contrast  genre, imagery, figurative language, and symbolism.

Materiales del Currículo (mapa curricular, calendario de secuencia y expectativas de aprendizaje)
Mapas CurricularesSyllabus link -Tanya AyalaStudent Academic Progress Profile document PDFESL Program PPAA Standardized base Results Presentation