2015-2016 CA ELD Standards Professional Development

CA ELD Standards Professional Development

for Teachers of English LearnersDAY 1

Multilingual and Multicultural Education Department

Secondary Instruction2015-‐‑16

English Learner Master Plan, 2012, Pages 2-3

GUIDING PRINCIPLES

1. English Learners (ELs) are held to the same high expectations of learning

established for all students.

2. ELs develop full receptive and productive proficiencies in English in the

domains of listening, speaking, reading & writing.

3. ELs are taught challenging academic content that enables them to meet

performance standards in all content areas.

4. ELs receive instruction that builds on their previous education and

cognitive abilities and that reflects their language proficiency levels.

5. ELs are evaluated with appropriate and valid assessments that are

aligned to state and local standards and that take into account the

language development stages & cultural backgrounds of the students.

6. The academic success of ELs is a responsibility shared by all educators,

the family and the community.

Ada

pted

from

Geo

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ashi

ngto

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rsity

Common Core State Standards

English Language Development Standards

English Learner

Master Plan

ELA/ELD Framework

LAUSD Teaching and Learning Framework

Instructional Technology Initiative

Instructional Priorities

Norms

1. Presume positive intentions

2. Place inquiry at the center to allow for processing, probing,

and think time

3. Be prompt

4. Build a network through respect and support

Triple Track AgendaTrack 1

Strategies to support your learning here in this room

Track 2

Applications for these strategies with adult groups, and tips for sharing them

with others

Track 3

Applications for these strategies in classrooms with students

• If the statement applies to you, please stand.

• If the statement does not apply to you, remain

seated.

Grounding Activity: “Like Me”

Learning Outcomes

• Review the 2012 CA ELD Standards

• Understand essential elements of the ELA/ELD

Framework

• Experience how to design ELD and Language Objectives

• Consider the essential features of secondary Designated

ELD instruction

• Consider the essential features of Integrated ELD

instruction in content areas (ELA)

Review the 2012 CA ELD Standards

ELD Standards LayoutSection I, Part I: Interacting in Meaningful Ways

ELD Standards LayoutPart II: Learning About How English Works

Section I, Part III: Foundational Skills

How Do We Put The CELDS Into Practice?

Source: Based on the work of Zwiers, O’Hara and Pritchard, Common Core Standards in Diverse Classrooms, 2014

Our District has adopted this Framework as a means of addressing and integrating Parts I and II of the CA ELD Standards. You will see this language in our ELD lessons and professional development.For more information on this Framework, please refer to the handout, Framing the Development of Complex Academic Language & Literacy.

Oral Output and Interaction—What’s the Difference?

1. Oral Output is one-way, one-time, clear and strong communication of ideas and thinking. (>1 linked sentences)

2. Conversations are back-and-forth interactions in which participants build on one another’s ideas to build up ideas that weren’t in their minds before talking.

Think-‐‑pair-‐‑shares, answering teacher questions, jigsaws, gallery walks, oral presentations, etc.

Source: Dr. Jeff Zwiers, 2015 Handout 1

CCSS in Diverse ClassroomsChapter 1

Often the frame is as important as the picture within it.

--Common Core Standards in Diverse Classrooms, pg. 4

Please refer to

pgs. 17-‐‑18

Handout 2

From text to frame

1

2

3

Using Complex Text

From text to frame

4

Using Complex Text

From text to frame

5

Using Complex Text

Key Concepts/ Key Ideas

1. Partners read the assigned text one section at a time

2. Stop and identify key ideas or concepts

3. At each stopping point, take turns sharing your ideas with each other

Fostering Academic Interactions

Tools for observation of

student language use

Fostering Academic Interactions

Dimension 2: Uses text language in oral responses and conversationsThis dimension focuses on how a student uses text language to construct a coherent message orally. Student uses a range of academic language features (words, syntax, transitions, paragraphs, and organization of ideas) based on a text or set of texts, in order to communicate an academic idea.

• Strong & Consistent Evidence• Satisfactory Evidence• Occasional or limited evidence• No evidence

Handout 3

Guiding Questions

1. How might using complex texts help students with comprehension?

2. What is the difference between using complex texts and fortifying complex output?

3. What type of student interactions would help students practice and acquire academic language in the classroom?

4. How do the crosscutting practices support the planning and delivery of the high impact practices?

5. What needs to be considered during planning to meet the learning outcomes of the lesson?

Using Complex TextFostering Academic Interactions

Observer: How did your table group use text language in their conversations?

Dimension 2: Uses text language in oral responses and conversationsThis dimension focuses on how a student uses text language to construct a coherent message orally, Student uses a range of academic language features (words, syntax, transitions, paragraphs, and organization of ideas) based on a text or set of texts, in order to communicate an academic idea.

• Strong & Consistent Evidence• Satisfactory Evidence• Occasional or limited evidence• No evidence

Provide general feedback to your table.

Reflection-‐‑ Give One, Get One• What might be the “look-fors” in a classroom that

emphasizes the High Impact Practices?

• Make a list of 3-5 things that come to mind.

• Share your list with an elbow partner.

• Add any ideas your partner gives you.

• Share your new list with a different partner.

• Add any ideas your partner gives you.

Fortifying Complex Output

Group Debrief

How did we employ

each of the High Impact

Practices to facilitate

your reading of this text?

Adapted'from:'''Zwiers,'J.,'O’Hara,'S.'and'Pritchard,'R.'2014.'Common%Core%Standards%in%Diverse%Classrooms.'Portland,'Maine:'Stenhouse.'

'

3"High"Impact"Essential"Practices"for""Academic"Language"Development'"

"

"Fortifying"Complex"Output:"structuring,'strengthening,'an'supporting'the'quantity'and'quality'of'students''production'of'original,'extended'academic'messages'

"Using"Complex"Text:""developing'students''abilities'to'practice'with'and'learn'the'language'of'complex'texts'through'text'analysis'and'analytical'discussion'

"Fostering"Academic"

Interactions:""structuring'and'strengthening'studentKtoKstudent'interactions'that'

use'academic'language,'including'building'and'challenging'ideas'and'negotiating'meaning"

The High Impact Essential

Practices are meant to be

used for academic

language development of

students at all levels of

English proficiency.

CA ELD Standards Overview & Proficiency Levels

Overview of the Proficiency Level Descriptors

� Page 5- Read paragraph 1

Organization of the Proficiency Level Descriptors

� Page 6- Read Organization of the Proficiency Level Descriptors

Handout 4

• Overall Proficiency: General descriptor of ELs abilities through the continuum

• Linguistic support varies depending on the linguistic and cognitive demands of tasks

Proficiency Level Descriptors

Source: CA ELD Standards, pg. 8-9

Three proficiency levels:

• Emerging, Expanding, and Bridging at early and exit stages

• Describes students’ knowledge, skills, and abilities across a continuum, identifying what ELs know and can do

Proficiency Level Descriptors

Source: CA ELD Standards, p.10-13

Descriptors Review

Group Assignments

• Form triads

• Number off 1-3

• Each group member will focus on one proficiency level

1 - Emerging

2 - Expanding

3 - Bridging

Group Assignments

• Read the descriptors for your assigned proficiency level

o Modes of Communication

o Knowledge of Language

• Use the Graphic Organizer to capture the most

important points of your PLD for your colleagues’

consideration

• You will each have two minutes to share your MIPs with your colleagues

• As you are listening take notes on your colleagues’ contributions.

Group Share

Handout 5

• As a means of reflecting on our new learning about the PLDs, we will conduct a structured discussion using a 4-step protocol.

• This protocol, the Constructive Conversation, is also from Zwiers, et al, and is a means of Fostering Academic Interactions.

Proficiency Level Descriptors Reflection Activity

• Each group will discuss the question that has been provided.

Handout 6

• What patterns do you notice in the PLDs?

• How do the early and exit stages of the PLDs relate

to one another?

• What do teachers need to know about the PLDs?

Table Group Share Out

Handout 7

Reflection

Understand the Essential Features of Integrated and

Designated ELD as Defined by the ELA/ELD Framework

Source: ELA/ELD Framework Chapter 2 p. 4

Understanding the Components of a Comprehensive ELD Program

1

32

1. Each triadmember is responsible for learning one section of the Comprehensive ELD Triangle.

1. Determine who is number 1, 2 and 3.

3. Read the ELA/ELD Framework, Chapter 2.

Handout 8

4. As you read, look for information about your assigned topic.

4. Highlight language that explains your specific part of the triangle.

Expert Groups

• Now you will move to 3 Expert Groups.

• In your group, discuss your understanding of your topic.

• Use the chart paper to record your ideas for sharing with the other two groups.

Home Groups• Return to your original group of 3

• Each take a turn to explain your topic to the other two

group members

• After each person has explained their topic, decide as a

group how you would explain Integrated and

Designated ELD to a teacher and be prepared to share

with the room.

Comprehensive ELD

Part I

Part II

Comprehensive ELD

Designated ELDPURPOSE

• Separate and protected time during the regular school day.

• CA ELD Standards are the focal standards that build into and from content instruction.

• Focus on the critical language students need to develop for content learning.

• Engage in a variety of collaborative discussions to build awareness about language and build skills and abilities to use language.

• Content focus is derived from ELA and other areas of the curriculum, not separate and isolated..

OUTCOMEELs learn about how English works for successful participation in academic tasks across content areas through use of discourse practices, grammatical structures, and vocabulary.

Source: CA ELA/ELD Framework, Ch. 2 pg. 91

Integrated ELD PURPOSE• Throughout the day and across the

disciplines, ELs learn to use English as they simultaneously develop academic English and academic content.

• All teachers with ELs in their classroom use CA ELD Standards in tandem with the CA CCSS for ELA/Literacy and other content standards.

• Values and builds on primary language and culture and other forms of prior knowledge

• Instruction that includes an abundance of collaborative discussions about content, meaningful interaction with complex texts, and engaging and intellectually rich tasks.

• Builds both content knowledge and academic English

OUTCOMEEL students learn academic content and academic language of the discipline.

Source: CA ELA/ELD Framework, Ch. 2 Pg. 79-‐‑91

The 2014 CA ELA/ELD Framework provides a list of features of Designated and Integrated ELD.

We have provided that information for your reference.

Handout 9

Comprehensive ELD Per Guidelines in CA ELA/ELD Framework, Chapter 2 !

!!

Comprehensive English Language Development includes effective instructional experiences for ELs throughout the day and across the disciplines which:

1. Are interactive and engaging, meaningful and relevant, and intellectually rich and challenging;

2. Are appropriately scaffolded in order to provide strategic support that moves learners toward independence;

3. Build both content knowledge and academic English; 4. Value and build on primary language and culture and other forms of prior knowledge.

!

Essential Features of Comprehensive ELD 1. Intellectual Quality: Students are provided with intellectually motivating, challenging, and

purposeful tasks, along with the support to meet these tasks. 2. Academic English Focus: Students’ proficiency with academic English and literacy in the

content areas, as described in the CA ELD Standards, the CA CCSS for ELA/Literacy, and other content standards, should be the main focus of instruction.

3. Extended Language Interaction: Extended language interaction between students with ample opportunities for students to communicate in meaningful ways using English is central. Opportunities for listening/viewing and speaking/signing must be thoughtfully planned and not left to chance. As students progress along the ELD continuum, these activities must also increase in sophistication.

4. Focus on Meaning: Instruction predominantly focuses on meaning, makes connections to language demands of ELA and other content areas, and identifies the language of texts and tasks critical for understanding meaning.

5. Focus on Forms: In alignment with the meaning focus, instruction explicitly focuses on learning about how English works, based on purpose, audience, topic, and text type. This includes attention to the discourse practices, text organization, grammatical structures, and vocabulary that enable us to make meaning as members of discourse communities.

6. Planned and Sequenced Events: Lessons and units are carefully planned and sequenced in order to strategically build language proficiency along with content knowledge.

7. Scaffolding: Teachers contextualize language instruction, build on background knowledge, and provide the appropriate level of scaffolding based on individual differences and needs. Scaffolding is both planned in advance and provided just in time.

8. Clear Lesson Objectives: Designated ELD lessons are designed using the CA ELD Standards as the primary standards and are grounded in the appropriate content standards. Integrated ELD lessons are designed using the CA Content Standards as the primary standards with Language Objectives derived from the CA ELD Standards.

9. Corrective Feedback: Teachers provide students with judiciously selected corrective feedback on language usage in ways that are transparent and meaningful to students. Overcorrection or arbitrary corrective feedback is avoided.

10. Formative Assessment Practices: Teachers frequently monitor student progress through informal observations and ongoing formative assessment practices, and they analyze student writing, work samples, and oral language production in order to prioritize student instructional needs.

Reflection

Design Objectives for Designated & Integrated ELD

Please take a moment to examine the What are Language Objectives Handout.

Handout 19

During ELD instruction (Designated ELD), we use an ELD

standard to make an ELD Objective.

ELD Standard ELD Objective

ELD OBJECTIVES

FunctionConsider the skills needed to demonstrate understanding when speaking and writing.

ContentContent will come from either ELD Standards Part II or from Content Standards.

Form/Specific LanguageConsider the form of language you want students to use.

Type of ActivityConsider how students will produce language orally and in writing. We may find this in ELD Standards Part I.

ELD & Language ObjectivesStudents will be able to (function) (content) using (form/specific language) in a (type of activity).

FOUR COMPONENTS OF ELD & LANGUAGE OBJECTIVES

By pulling language from the ELD Standards, you can make either:

• ELD Objectives or

• Language Objectives

Part I: Interacting in Meaningful

Ways

Part II: Learning How English

Works

Handout 20

ELD & LANGUAGE OBJECTIVE

ELDStandards

ELD Objective

Students will be able to (function)(ELD content) using

(form/specific language) in a (type of engagement activity).

Part I: Interacting in Meaningful Ways

Part II: Learning How English Works

LIFTING FROM STANDARD TO MAKE AN

OBJECTIVE

Part 2:

A. Structuring Cohesive Texts

1. Understanding Text Structure

Apply understanding of the organization features of different text

types to comprehending text and to writing increasingly clear and

coherent arguments, informative/explanatory texts.

Apply understanding of the organization features of different text

comprehending text and to writing increasingly clear and

Structure/What?

Purpose/Why?

types

arguments texts

LIFTING FROM STANDARD TO MAKE AN

OBJECTIVE

Part IA. Collaborative (Mode)

1. Exchanging information and ideas

Contribute to class, group, and partner discussions by following turn-‐taking rules, asking relevant questions, affirming others, and adding relevant information and paraphrasing key ideas.

Contribute to class, group, and partner discussions

Students will be able to (function) (ELD content) using (form/specific

language) in a (type of activity).

MODEL ELD OBJECTIVE

Example

Students will be able to express opinions by applying their understanding of

the organization of informational texts to comprehending texts using

modals (e.g. will, can, may, shall) during paired discussion and in a written

argument.

express opinions

during paired discussion and in a written

the organization of informational texts to comprehending texts

modals (e.g. will, can, may, shall)

applying their understanding of

argument.

GUIDED PRACTICEPart 2:

6. Connecting Ideas:

Combine clauses in an increasing variety of ways to make

connections between and to join ideas, for example, to express a

reason (e.g., He stayed at home on Sunday in order to study for

Monday’s exam) or to make a concession.

Structure/What?

Combine clauses

connections between and to join ideas express a

in order to

Function

Specific language

Purpose/Why?

reason

GUIDED PRACTICEPart I

A. Collaborative (Mode)

Exchanging information and ideas

Contribute to class, group, and partner discussions, including

sustained dialogue, by listening attentively, following turn-‐taking

rules, asking relevant questions, affirming others, and adding relevant

information.

Contribute to class, group, and partner discussions

adding relevant

information.

GUIDED PRACTICE

Example

Students will be able to express reasons to make connections

between and to join ideas ideas by combining clauses using specific

terms (e.g. in order to) by writing a concise summary of text after a

small group discussion.

express reasons

in order to

combining clauses

writing a concise summary of text after a

make connections

between and to join ideas ideas

small group discussion.

Students will be able to (function) (ELD content) using (form/

specific language) in a (type of activity).

1. READ sample ELD objectives

2. Work with a partner to IDENTIFY the following:

§ Function (Circle)

§ ELD Content (Underline)

§ Form/Specific Language (Box)

§ Type of Activity (Squiggly Line)

3. At the signal, join another pair to COMPARE your responses

4. Be prepared to SHARE whole group

Find the four components of an ELD Objective

Students will be able to analyze how noun phrases enrich the

meaning of sentences by using complex sentences during a small

group discussion of a text and in a quick write.



group discussion of a text and in a quick write.

Students will be able to explain how combined clauses join ideas

by using terms (e.g. because, since, therefore) by presenting to a

small group and writing a paragraph.

Students will be able to explain how combined clauses join ideas

by using terms (e.g. because, since, therefore) by presenting to a

small group and writing a paragraph.

APPLICATION: COMPONENTS OF AN

OBJECTIVE

Four Square Handout

• Look for the four components of an

ELD objective.

• Determine if any components are

missing.

Be prepared to share.

Model

1. Students will be able to explain how ideas are linked by using

time order phrases (such as after along time, soon after,

meanwhile) in the text for cohesion during a small group

discussion and a graphic organizer (flow map).

2. Students will be able to analyze how noun phrases enrich the

meaning of sentences using complex sentences during a small

group discussion of a mentor text and building on each other’s

ideas to list the noun phrases of the mentor text.

3. Students will be able to summarize how events are linked in a

text using phrases (e.g., at the end, next) to comprehend texts

in a quick write.

4. Students will be able to draw conclusions on the organizational

structure of narrative texts to support a written argument and

share their writing orally with a partner.

Handout 26

APPLICATIONMake an ELD Objective using the following format:

Students will be able to (function) (ELD Content) using (form/specific language) in a (type of activity).

Use:ELD.PII.7.5: Modifying to add details:Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process.

Be prepared to share Whole Group

Teacher Example for planning purposes; Students will be able to analyze verb tenses appropriate to text type to convey time using simple past tense and building on each other’s ideas during paired and whole group discussions.

Example of student-friendly ELD Objectives:1. I will analyze verb tenses.2. I will use simple past tense.3. I will build on other’s ideas.

Example of student-friendly ELD Objectives:I will analyze verb tenses that show time using simple past tense and build on other’s ideas.



group discussion of a text.

For Integrated ELD, we make Language Objectives so that we

can support academic Language development.

MAKING LANGUAGE OBJECTIVES

Content Objective Example

Students will be able to

determine the meaning of

words and phrases as used

in a text including figurative

and connotative meanings.

Content Standards

Content Objective

CCSS ELA RL.9.4:

Determine the meaning of

words and phrases as used in

the text including figurative

and connotative meanings.

1 2

Part I: Interacting in Meaningful Ways

Content Objective and ELD Standards

Language Objective

Part II: Learning About How English Works

3 4

Students will be able to (function) (ELD Content) using

(form/specific language) in a (type of activity).

CCSS ELA RL.9.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone).

Content Objective Example

Students will be able to determine the meaning of words and phrases as used in a text including figurative and connotative meanings.

Language Objective Example (Based on Identifying Language Demands Process)

Students will be able to contrast figurative and connotative meanings of words using connecting words and phrases (such as while, but, however, on the other hand), during partner discussions using a graphic organizer with one-to-one correspondence.

How might we make Language Objectives that:

• can be used in various disciplines?

• connect to our CCSS Standards?

LANGUAGE OBJECTIVES IN CONTENT

AREAS

One function of language is to Compare and Contrast.

• This function (Compare and Contrast) could be used to create a common Language Objective.

• A Double Bubble Map could be used to support language development.

CCSS.Math.Content.HSF.LE.A.1: Construct and compare linear, quadratic, and exponential models and solve problems. Distinguish between situations that can be modeled with linear functions and with exponential functions.

History RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Science: RST.9-10.9: Compare and contrast finds presented in a text to those from other sources (including their own experiments), noting when the finds support or contradict previous explanations or accounts.

CCSS.ELA-Literacy.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Art. Impact of Media Choice 1.6: Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.

LANGUAGE OBJECTIVES IN CONTENT

AREAS

How might we make this into a Language Objective for various disciplines?

Double Bubble Map

LANGUAGE OBJECTIVESCOMPARE AND CONTRAST

TO MAKE A LANGUAGE OBJECTIVE

Step 1: Use the Content Standard to make a Content Objective

Step 2: Find ELD Standard(s) aligned to that content.• Must have Part I with every

language objective. • Part II will be part of many

language objectives.

Content Objective: Analyze a key scene from two different texts, Romeo and Juliet and Westside Story, to highlight what is emphasized or absent in each scene.

CCSS.ELA-Literacy.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

LANGUAGE OBJECTIVE

ELA Language Objective

Students will compare and contrast a key scene from Romeo and Juliet with Westside Story to highlight what is emphasized, using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion and using a graphic organizer (double bubble map.

Students will compare and contrast a key scene from Romeo and Juliet with Westside Story to highlight what is emphasized, using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion using a graphic organizer (Double Bubble Map).

Students will be able to (function) (content) using (form/


LANGUAGE OBJECTIVE

Math Language Objective

Students will compare and contrast Linear and Quadratic Equations using

conjunctions (and, but, or, yet, for, nor, so) during a small group discussion

using a graphic organizer (Double Bubble Map).



Students will compare and contrast Linear and Quadratic Equations using



LANGUAGE OBJECTIVE

Science Language Objective

Students will compare and contrast Vesicles and Vacuoles using





Students will compare and contrast Vesicles and Vacuoles using



History Language Objective

LANGUAGE OBJECTIVE

Students will compare and contrast State and Federal Government using


and using a graphic organizer (Double Bubble Map).



Students will compare and contrast State and Federal Government using


and using a graphic organizer (Double Bubble Map).

LANGUAGE OBJECTIVE

Art Language Objective

Students will compare and contrast Michelangelo Buonarroti and

Leonardo using conjunctions (and, but, or, yet, for, nor, so) during a small

group discussion and using a graphic organizer (Double Bubble Map).



Students will compare and contrast Michelangelo Buonarroti and Leonardo

using conjunctions (and, but, or, yet, for, nor, so) during a small group

discussion and using a graphic organizer (Double Bubble Map).

Reflection

Access Resources on the MMED Website

1. lausd.net

2. Go to Offices

3. Click on Multilingual and Multicultural Education Department

4. Under Departments, click on English Learner Instruction5. Click on Secondary Instruction

http://achieve.lausd.net/site/Default.aspx?PageI

D=1839

Instructional StrategiesStop and Share Think-‐‑Pair-‐‑Share (Stronger, Clearer)

Fickle Finger Home, Expert Groups

Give One, Get One Aha! Protocol

Whole Group Share Agree/Disagree Improv

Most Important Point ELD/Language Objectives-‐‑ Essence of Standards

Advanced Graphic Organizers ELD/Language Objectives Practicum

Constructive Conversations 3-‐‑2-‐‑1 Reflection

Questions?

Ongoing and Online support through:

o Monthly Meetings o MMED websiteo Local District websiteso Webinars

86

Please use the link to fill out the evaluation online.

You may use your smart phones, too.

http://bit.ly/ELD_SESSION1_DAY1_TERRI

THANK YOU!

MMED is available for support and assistance!

Evaluations

CA ELD Standards Professional Development

for Teachers of English LearnersDAY 2

Multilingual and Multicultural Education Department

Secondary Instruction2015-‐‑16

Norms

1. Presume positive intentions

2. Place inquiry at the center to allow for processing, probing,

and think time

3. Be prompt

4. Build a network through respect and support

Triple Track AgendaTrack 1

Strategies to support your learning here in this room

Track 2

Applications for these strategies with adult groups, and tips for sharing them

with others

Track 3

Applications for these strategies in classrooms with students

Grounding:Line Up Activity

Decide where you place in a line up from novice to expert

Cooking

Dancing

Writing a Research Paper

Reflection

“How did the activity we just experienced relate to the

language needs of English Learners?”

In pairs/triads, discuss the question.

Share out your responses!

Learning Outcomes


• Understand essential elements of the ELA/ELD

Framework


• Consider the essential features of secondary Designated

ELD instruction

• Consider the essential features of Integrated ELD

instruction in content areas (ELA)

Consider the Essential Elements of Secondary

Designated ELD Instruction

Designated ELD

We will now cover the following components of

Designated ELD:

• Courses and materials

• LTEL Framework/Thematic Unit Planning

• Start Smart engagement lessons

• A Designated ELD lesson

Designated ELD

OUTCOMEELs learn about how English works for successful participation in academic tasks across content areas through use of discourse practices, grammatical structures, and vocabulary. Ch. 2 pg. 91

Effective ELD Instruction includes:

• Purposeful uses of language, such as academic language

functions – the cognitive tasks that connect thought and

language

• Robust and contextualized instruction that includes many

opportunities to engage in meaningful language practice.

What should we see in a Designated ELD Classroom?

Designated ELD

• ELD 1A/B• ELD 2 A/B• ELD 3 A/B• ELD 4 A/B

• Literacy and Language (L&L) A/B • Literacy and Language 2 A/B

• Advanced ELD (ADV ELD) A/B• Advanced ELD 2 A/B

• Developing English Language Skills in the Content Areas A/B (SWD only)

Designated ELD Courses in LAUSD Secondary Schools

CCSS in Diverse Classrooms by Jeff ZwiersHigh-‐‑Impact Practices

ELD 1-‐‑4 Curriculum Overview

Learning to Read

ELD 1 A/B

The Basics

ELD 2 A/B

Level A

ELD 3 A/B

Level B

ELD 4 A/B

Level C

Designated ELD

Literacy and Language (L&L)

Middle School High School

Designated ELD

Advanced ELD Program

Reader’s Handbook & Write

Source• Teacher’s Guide• Lesson Plan Books

• Student Applications Books• Overhead Transparencies• Test Book

Handout 14

Designated ELD

LTEL teachers use the rigorous LTEL novels to bridge students from

their current ELD levels to the rigor of the CCSS ELA standards.

Novels

Handout 15

Designated ELD

Novel Selection CriteriaCriteria for selection:

• Text complexity

• Lexile Level

• Storyline with resilience themes

• High interest among young adults

• Engagement

Handout 16

Reflection

What may be considered complex text to an English

Learner in your content area?

Designated ELD


Designated ELD:





Thematic ApproachLTEL Course Framework

Thematic Unit Approach

Developed by Title 3 Coaches during the 2014-15 School Year

You can find additional

Thematic Unit Templates

on the MMED website.

Thematic Unit Approach Understanding by Design

Stages:1. Desired Results

2. Assessment/Evidence3. Learning Plan

Planning should be based on students’ academic needs and language proficiency level

Part I of CA ELD Standards – Interacting in Meaningful Ways

• Collaborative (engagement in dialogue with others)

• Interpretive (comprehension and analysis of written and

spoken texts)

• Productive (creation of oral presentations and written texts)

Thematic Unit Planning Components

Source: CA ELD Standards, pg. 7

Part II – Learning About How English Works

• Metalinguistic Awareness- The extent of language

awareness and self monitoring students have at the level

• Accuracy of Production- The extent of accuracy in

production ELs can be expected to exhibit at the level;

English learners increase in accuracy of linguistic

production as they develop proficiency in English.

Thematic Unit Planning Components

Source: CA ELD Standards, pg. 7

Handout 17-18

Reflection

Have you considered developing a thematic unit in your content area? What are the benefits for this approach?

Designated ELD


Designated ELD:






LTEL Start Smart

• 15 day unit • Students learn the Constructive Conversation skills and tools that will

be used throughout the year• Lessons are available on the MMED website.

Day 1 – CREATE• Purpose of Constructive Conversation

skills lessonso Students build all 4 skills and take

ownership of them.o Students are able to meet the

language demands of the CCSS in all content areas.

o Lead students to College and Career readiness.

• Lesson Components:o Conversation Normso Hand gestureo Model and Non-Model sampleo Student Independent Practiceo Language Sample

• Day 1 experience

Handout 19-20

Rules of the Protocol

1. Each student will have four CREATE turns

2. Each student will use a manipulative to share their

CREATE ideas, in pairs. They will continue taking

turns until all manipulatives are placed on the

placement.

3. If you’re done early, repeat the process for an

additional round.

What was important and why?ELD Objective: Students will be able to discuss various topics using the skill of CREATE, with specific language (e.g., I noticed, etc.) in a collaborative conversation by sharing ideas and taking turns based on a visual text.

High Impact Practice: • Fostering Academic Interactions: Structuring and strengthening

student-to-student interactions that use academic language, including building and challenging ideas, and negotiating meaning.

Language Sample: • Enables teachers to hear and see authentic student language

and evaluate students’ growth over a period of time.

Language Analysis ToolThis Student Progress Form for Constructive Conversations has the CAT and

space to capture the student language sample.

4 Constructive Conversation Skills

1. Create

2. Clarify

3. Fortify

4. Negotiate

Today we practiced CREATE. The 15 day unit comes with all 4 skills.

© Zwiers, O’Hara, & Pritchard (2014) Common Core Standards in diverse classrooms:

Essential practices for developing academic language and disciplinary literacy.

Stenhouse Publishers | ALDNetwork.org

Goal: Students independently build up ideas (knowledge, agreement, solution) using these skills.

Prompt starters: What is your idea? How can we combine these ideas? What do we need to do? What are other points of view? What do you think about…? Why…How…I wonder…

Response starters: One idea could be … My hypothesis is… That reminds me of… I noticed the pattern of… I think it depends on…

Prompt starters: How can we decide which is the

more ___ idea? How does evidence for your

argument compare to mine? What criteria do we use to evaluate

the weight of the evidence? How do we compare “apples” of …

to the “oranges” of …? Which has the heaviest/ strongest

evidence? What is your opinion? Why? How might we take the best from

both ideas? How is that evidence stronger than

this evidence?

Response starters: I think we should use the

criteria of … because… ___ is very strong evidence

because… A point of disagreement

that I have is… Even though it

seems that …, That is a valid

point, but… I think the

negatives of… outweigh the positives of …

Constructive Conversation Skills Poster

Evaluate & Compare (If more than 1 Idea)

Prompt starters: Can you give an example from

the text? Where does it say that? What are examples from other

texts? What is a real world example? Are there any cases of that in

real life? Can you give an example from

your life? What is the strongest support

for…? How does it support the idea?

Response starters: For example, In the text it

said that… Remember in the other

story we read that… An example from my life is One case that illustrates

this is… Strong supporting evidence is

Prompt starters: Can you elaborate on the…? What does that mean? What do you mean by....? Can you clarify the part

about…? Say more about… Why.. How…What…When… How is that important? I understand the part about…,

but I want to know… Can you be more specific? Is what I just said clear? Does that make sense? Do you know what I mean? What do you think? I’m not sure if I was clear.

Response starters: I think it means… In other words, More specifically, it is …

because… An analogy might be… It is important because… Let me see if I heard you

right… To paraphrase what you

just said, you… In other words, you are

saying that… What I understood was… It sounds like you think

that… It all boils down to… A different way to say it..

Clarify

Fortify/Support

Create

BUILD IDEA(s)

(& if >1 Idea, Choose 1)

Handout 6

Reflection

How might students benefit from receiving these

conversation skills early in the school year?

Designated ELD


Designated ELD:





Secondary ELD Lesson Template Alignment to Teaching and Learning Framework

Handout 21

The following slides will

explain how the Lesson

Template addresses the

Teaching and Learning

Framework.

LAUSD Teaching and Learning Framework 2014-‐‑2015 Focus Elements

STANDARD 1: Preparing and Planning

b. Demonstrating Knowledge of Students 1. Awareness of Students’ Skills, Knowledge,

and Language Proficiency3. Knowledge of Students’ Special Needs

Handout 22

STANDARD 1: Preparing & Planning

a. Demonstrating Knowledge of Content and Pedagogy

1. Knowledge of Content and the Structure of the Discipline


d. Designing Coherent Instruction 2. Instructional Materials,

Technology, and Resources


a. Knowledge of Content-‐‑Related Pedagogy

2. Knowledge of How Children, Adolescents,

and Adults Learn

d. Designing Coherent Instruction 1. Standards-‐‑Based Learning

Activities


e. Designing Student Assessment 2. Planning Assessment Criteria


Should Flamin’ Hot Cheetos be Banned From

Schools?Designated ELD Lesson

Thematic Unit Approach in L & LMaking a Stronger Connections with Outside Resources

Designated ELD

Lesson Overview• Day one of a two day lesson

• Students watch 2 news reports and read short article about harmful affects of eating Flamin’ Hot Cheetos

• Students learn about California schools’ bans placed on the popular snack food and discuss both sides of the issue

• By the end of day 2 of the lesson, students will be better informed to make healthier dietary choices and answer the question: How can making the right choices in my life benefit an entire community?

Say Something Protocol

• Silently read the Designated ELD Lesson with a partner

• After reading a section, partners will, “Say something”

o question

o brief summary

o key point

o interesting idea

o personal connection

• Continue to the next section

Experiencing the Designated ELD Lesson

• Please read the vocabulary words and definitions independently.

• Teacher reads words and definitions aloud

• Where have you heard some of these words before?

• From this list of words, can you predict the topic of today’s lesson.

Handout 23

Flamin’ Hot Cheetos Should Be Banned in Schools!

Introduce Agree & Disagree T-‐‑Chart

Handout 24

Why do people agreewith the ban on Flamin’ Hot Cheetos?

Agree & Disagree T-‐‑Chart

• With a partner, discuss reasons why people agree with the ban on Flamin’ Hot Cheetos

• Now, list the reasons you discussed in the “Agree” section of the T-Chart.

Why do people agreewith the ban on Flamin’ Hot Cheetos?

Agree & Disagree T-‐‑Chart

• With a partner, discuss more reasons why people agree with the ban on Flamin’ Hot Cheetos

• Now, list the reasons you discussed in the “Agree” section of the T-Chart.

• Whole group share.

Why do people disagreewith the ban on Flamin’ Hot Cheetos?

• With a partner discuss some reasons why students would disagree with the ban on Flamin’ Hot Cheetos.

• List those reasons on the “Disagree” side of the T-‐Chart.

• Whole Group Share

New Information about Flamin’ Hot Cheetos

• Read the article independently.

• Underline/Highlight any

information we should list in the

Disagree section of your T-‐Chart.

• Now listen to the teacher re-‐read

the article.

Handout 25

Why do people disagreewith the ban on Flamin’ Hot Cheetos?

• With a partner, discuss reasons from the article that we might list under the “Disagree” section.

• List those reasons on the “Disagree” side of the T-‐Chart.

• Whole Group Share

Agree & Disagree Activity1. In pairs, one partner is the “director” who names the

topic and claps while saying, “Agree”2. The other person (the speaker) thinks of 2-3 reasons they

agree with the topic discussed and states them using their Sentence Frame Card

3. After hearing two or three reasons, the director listens for a good time to interrupt with a clap, states the topic again and the word, “Disagree”

4. The speaker thinks of 2-3 reasons they disagree with the topic discussed and states them using the Sentence Frame Card

5. Partners switch roles

Fishbowl: Agree & Disagree Activity

The teacher and a student

volunteer will demonstrate

activity using model and non

model responses.

Model Responses“Ban on Flamin’ Hot Cheetos, Agree!” Clap!

I agree with the ban on Flamin’ Hot Cheetos in school. For example, Flamin’ Hot Cheetos are high in calories, which means overconsumption may cause a person to become overweight. Another reason is Flamin’ Hot Cheetos can cause gastritis which may lead to stomachaches and a visit to the doctors office. Finally, …

“Ban on Flamin’ Hot Cheetos Disagree!” Clap!

On the other hand, I disagree with the ban on Flamin’ Hot Cheetos. For example, some schools make a lot of money selling Flamin’ Hot Cheetos on campus, which means if they were banned, schools would lose money. Another reason is my parents allow me to eat them at home, which means I should be able to eat them at school. Finally,…

Non Model Responses“Ban on Flamin’ Hot Cheetos, Agree!” Clap!

I agree with the ban on Flamin’ Hot Cheetos. For example, Flamin’ Hot Cheetos which can cause you to gain weight if you eat too many.

“Ban on Flamin’ Hot Cheetos Disagree!” Clap!

I disagree with the ban. For example, they’re delicious.

Sentence Frame Card

I ____________ with the ban on ___________________________.

For example,_________________, which ____________________.

Another reason is ___________________, which _____________.

Finally, ____________________, which ______________________.

Transition words/phrases:However,On the other hand,Then again,

Handout 26

Now It’s Your Turn

• Take one minute to review the information on your T-‐Chart.

You will not be able to use it during the activity

• Find a partner and decide who is the director and speaker

• After one round switch roles

Supporting Language in the Lesson

Scaffolds include:o Vocabulary Listo T-‐Chart (Agree/Disagree)o Videoso Agree & Disagree Improv Activity o Model & Non Model Responseso Sentence Frame Cardso Whole Class Practiceo Partner Practice

Building Background

Producing Language

Formative Assessment• Student Language Samples (Oral Output )

• Did students use relative pronoun “which” correctly

in their responses (Oral Output)

• Student T-Chart (Written Output)

• Exit Ticket: Write two paragraphs using the sentence Frame Card (Written Output)

How are the ELD Standards addressed?

CCSS in Diverse Classrooms by Jeff Zwiers

High-‐‑Impact Practices

Monitoring Tools

© 2014 From Zwiers, O’Hara, & Pritchard (2014). Common Core Standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy. Stenhouse | ALDNetwork.org | May be copied for classroom use.

Language Learned from Text Analysis Tool (LLFTAT) s The purpose of this tool is to help an observer to see and assess language that students acquire by reading complex texts. d

Dimension 1: Describes how the author uses organization, text features, sentences, and words to communicate ideas.

This dimension focuses on how a student describes and critiques, using meta-linguistic awareness, how an author uses language to clearly (or unclearly) communicate ideas in a text. Use the following criteria to formatively assess this ability. • Strong & Consistent Evidence • Satisfactory Evidence • Occasional or limited evidence • No evidence

Rationale for assessment

Dimension 2: Uses text language in oral responses and conversations This dimension focuses on how a student uses text language to construct a coherent message orally. Student uses a range of academic language features (words, syntax, transitions, paragraphs, and organization of ideas), based on a text or set of texts, in order to communicate an academic idea. • Strong & Consistent Evidence • Satisfactory Evidence • Occasional or limited evidence • No evidence


d Dimension 3: Uses text language in writing This dimension focuses on how a student uses text language to construct a coherent message in writing. Student uses a range of textual features (words, syntax, transitions, paragraphs, and organization of ideas) based on a text or set of texts, in order to construct and communicate an academic idea. • Strong & Consistent Evidence • Satisfactory Evidence • Occasional or limited evidence • No evidence


Reading Analysis Tool

Part I. Oral Reading of Text (Dimensions 1 & 2)

For the oral reading task, pick a text that you believe to be at or slight above the student’s instructional level (that is, one she could read with some scaffolding from a teacher or tutor). Ideally, also the text should be one the student can read, in its entirety, in less than 5 minutes. The student should read at least the first 100 words of the text orally so you can get an index of rate/accuracy and fluency.

DIMENSION 1: Decoding and FluencyDirections: Have the student read the first third of the text aloud. On your own copy of the text, mark the words that are mispronounced or pronounced with difficulty; and take notes on problems with use of punctuation and with reading of sentences. Ask him or her, “What do you think this is mainly about, so far?”

4 Fluently decodes words and uses punctuation when reading sentences and paragraphs3 Struggles to fluently read some words and/or use punctuation when reading some sentences2 Struggles to fluently read around half of the words and/or use punctuation when reading around half of the sentences1 Struggles to fluently read most words and sentences and/or stops reading from frustration.

Score4-3-2-1

Rationale for score:

Note: While decoding and fluency can be misleading (some students decode well without understanding), it is still a vital dimension. You can’t do the other two without it. We have combined decoding and fluency into one dimension to save space, though certain students might “score” differently if the two were separated. This is a very bare bones formative tool for you to take notes and make basic adjustments, as needed. If you are interested in digging more deeply into reading assessment, look up information on miscue analysis and informal reading inventories.

2014 | Pearson, Rutherford-Quach, Zwiers, and Hakuta | Learning from your students MOOC

• Oral Output Analysis Tool (OOAT)

• Language Learned from Text Analysis Tool (LLFTAT)

• Conversation Analysis Tool (CAT)

• Reading Analysis Tool (RAT)

© Zwiers, O’Hara, & Pritchard (2014) Handout 27-29

Oral Output Analysis Tool (OOAT)

Student Language Sample

Transcript

• Read the Student Language

Samples

• With a partner, discuss how you

would rate these student

samples according to

dimensions 1 & 2 of the OOAT

Handout 30

Video Language Sample

• In table groups, identify features of Designated ELD that appear in this lesson.

• Write the number of each feature next to where you find it in the lesson.

Group Share

Features of a Designated ELD LessonComprehensive ELD

Per Guidelines in CA ELA/ELD Framework, Chapter 2 !!!

Comprehensive English Language Development includes effective instructional experiences for ELs throughout the day and across the disciplines which:

1. Are interactive and engaging, meaningful and relevant, and intellectually rich and challenging;

2. Are appropriately scaffolded in order to provide strategic support that moves learners toward independence;

3. Build both content knowledge and academic English; 4. Value and build on primary language and culture and other forms of prior knowledge.

!

Essential Features of Comprehensive ELD 1. Intellectual Quality: Students are provided with intellectually motivating, challenging, and

purposeful tasks, along with the support to meet these tasks. 2. Academic English Focus: Students’ proficiency with academic English and literacy in the

content areas, as described in the CA ELD Standards, the CA CCSS for ELA/Literacy, and other content standards, should be the main focus of instruction.

3. Extended Language Interaction: Extended language interaction between students with ample opportunities for students to communicate in meaningful ways using English is central. Opportunities for listening/viewing and speaking/signing must be thoughtfully planned and not left to chance. As students progress along the ELD continuum, these activities must also increase in sophistication.

4. Focus on Meaning: Instruction predominantly focuses on meaning, makes connections to language demands of ELA and other content areas, and identifies the language of texts and tasks critical for understanding meaning.

5. Focus on Forms: In alignment with the meaning focus, instruction explicitly focuses on learning about how English works, based on purpose, audience, topic, and text type. This includes attention to the discourse practices, text organization, grammatical structures, and vocabulary that enable us to make meaning as members of discourse communities.

6. Planned and Sequenced Events: Lessons and units are carefully planned and sequenced in order to strategically build language proficiency along with content knowledge.

7. Scaffolding: Teachers contextualize language instruction, build on background knowledge, and provide the appropriate level of scaffolding based on individual differences and needs. Scaffolding is both planned in advance and provided just in time.

8. Clear Lesson Objectives: Designated ELD lessons are designed using the CA ELD Standards as the primary standards and are grounded in the appropriate content standards. Integrated ELD lessons are designed using the CA Content Standards as the primary standards with Language Objectives derived from the CA ELD Standards.

9. Corrective Feedback: Teachers provide students with judiciously selected corrective feedback on language usage in ways that are transparent and meaningful to students. Overcorrection or arbitrary corrective feedback is avoided.

10. Formative Assessment Practices: Teachers frequently monitor student progress through informal observations and ongoing formative assessment practices, and they analyze student writing, work samples, and oral language production in order to prioritize student instructional needs.

Reflection

Consider the essential elements of Integrated ELD instruction in content areas

(ELA)

Integrated ELD

OUTCOMEEL students learn academic content and academic language of the discipline. Ch. 2 pg.

82

Integrated ELD

• SH ELA• SH Math• SH History/Social Studies• SH Science

Any content area course with ELs enrolled is considered an Integrated ELD course and must be taught using content and ELD standards in tandem, with appropriate scaffolding for access to content and disciplinary academic language

development.

Essential Features of Integrated English Language Development

• Are interactive and engaging, meaningful and relevant, and intellectually rich and challenging

• Are appropriately scaffolded in order to provide strategic support that moves learners toward independence

• Build both content knowledge and academic English • Value and build on primary language and culture and other forms of prior knowledge

Effective instructional experiences for ELs throughout the day and across the disciplines which:

Model Lesson, Grade 10Sitting Bull (Grade Level History Text)

Content Objective: Students will be able to write a paragraph explaining how the language and structure of a grade-‐level text work together to reveal its central idea.

Language Objective: Students will be able to explain inferences and conclusions drawn from close reading of a grade-‐level text using a variety of verb and adverbials in an oral discussion, and in writing.

Handout 31-33

“Sitting Bull” is a 3-‐‑part lessonPart Summary High Impact

PracticeProtocol Skills

I Students evaluate 2 points of view portrayed by portraits and cartoons of Sitting Bull

Fostering ComplexInteractions

Teach Constructive ConversationSkills

Support with evidence; participate in collaborative discussions; negotiate; verbs

II Students read text to understand explicit and inferred meanings

Using Complex Text

Close Reading

Explaininferences; summarize text

III Students work together to develop a central idea and write a paragraph explaining how the text conveyed that idea through structure and language

Fortifying ComplexOutput

Stronger & Clearer Each Time

Analyze text structure and word choice; use verbs to present points of view

LAUSD Students in Integrated ELD

How does the artist portray Sitting Bull?

Handout 34

Stronger and Clearer

• Meet with Partner One: Share your thoughts on how the artist portrays Sitting Bull. (You may use your notes)

• Meet with Partner Two: Make idea stronger with more & better evidence with explanations. (Reduce the use of your notes)

• Meet with Partner Three: Share your new understanding. Ideas get clearer each time, with more complete sentences, transitions, precise vocabulary, etc. (Refrain from using your notes)

Debrief

Debrief the Stronger and Clearer Protocol.

Four Corners: Academic Language of the Discipline

• Number off 1-4 and join your group in a corner of the room:• 1 = ELA/ELD• 2 = Math• 3 = Science• 4 = Social Studies

• Read the text for your discipline and the standards for your discipline

• Review the constructive conversation map for that discipline• How might the constructive conversation placemat support students in building their understanding of the complex text to reach the identified standard(s).

Handout 35-38

Reflection

Learning Outcomes


• Understand essential elements of the ELA/ELD Framework


• Consider the essential features of secondary Designated ELD instruction

• Consider the essential features of Integrated ELD instruction in content areas (ELA)

Next Steps

• A letter to my principal…

Access Resources on the MMED Website1. lausd.net

2. Go to Offices

3. Click on Multilingual and Multicultural Education Department

4. Under Departments, click on English Learner Instruction5. Click on Secondary Instruction

http://achieve.lausd.net/site/Default.aspx?PageI

D=1839

Instructional StrategiesStop and Share Think-‐‑Pair-‐‑Share (Stronger, Clearer)

Fickle Finger Home, Expert Groups

Give One, Get One Aha! Protocol

Whole Group Share Agree/Disagree Improv

Most Important Point ELD/Language Objectives-‐‑ Essence of Standards

Advanced Graphic Organizers ELD/Language Objectives Practicum

Constructive Conversations 3-‐‑2-‐‑1 Reflection

Questions?

Ongoing and Online support through:

o Monthly Meetings o MMED websiteo Local District websiteso Webinars

182

Please use the link to fill out the evaluation online.

You may use your smart phones, too.

http://bit.ly/ELD_SESSION1_DAY2_TERRI

THANK YOU!

MMED is available for support and assistance!

Evaluations

Documents

2015-2016 CA ELD Standards Professional Development