Stacey Larson-Everson, Administrator, Specialized Instruction, SLarson-Everson@ocde.us Valerie Callet, SEL Coordinator, vcallet@ocde.us Tracey Gaglio, SEL Coordinator, tgaglio@ocde.us

Services for English Learners (SEL), Professional Learning Community (PLC)

Meeting Agenda: Tuesday, January 15, 2013, 8:30 -11:30 a.m.

1. Welcome 2. Critical understandings 3. Common Core State Standards (CCSS) overview 4. English Language Development (ELD) in the new CCSS era 5. Exploration of the tool: Scaffolds for Supporting English Learners with the Common Core

State Standards 6. Application of the tool to mathematics and history/social science 7. Reflection, sharing, and dialogue

Upcoming Meetings and Events:

• January 23, 2013, New ELD Standards Roll Out, one-day workshop • February 7, 2013, SEL PLC Meeting • February 26, 2013, New ELD Standards Roll Out, one-day workshop • February 27, 2013, ELs and the CCSS, one-day workshop • March 8, 2013, Latino Education Community Conversations (DELAC) Conference • March 12, 2013, SEL PLC Meeting • March 22, 2013, Speaking in Tongues movie screening • April 10, 2013, Combined SEL/Categorical Program Directors (CPD) Meeting • June 4, 2013, Combined SEL/CPD Meeting

Link to today’s PowerPoint and materials:

http://www.ocde.us/SSI/Pages/Services-for-English-Learners-Network.aspx

SEL PLC: Scaffolds for Supporting English Learner Instruction within the Common Core State Standards January 15, 2013 Valerie Callet, Coordinator, Services for English Learners Tracey Gaglio, Coordinator, Services for English Learners Stacey Larson-Everson, Administrator, Services for English Learners and Specialized Instruction

Continue to develop understanding about the instructional needs of English learners within the context of the CCSS and the new ELD State Standards Explore the OCDE developed Scaffold as a tool to assist

teachers in explicitly identifying and teaching critical language needs across the curriculum Share language-based initiatives which will support ELL

success within the CCSS Dialogue and collaborate regarding next steps to support

teachers in meeting the needs of ELLs

Outcomes for the Day:

• Opening: Welcome, Outcomes, Agenda, Partnership Norms • Starting with the end in mind: Basic but critical understandings • CCSS Overview • ELD clarifications in the new CCSS era • Exploration of Scaffold tool • Examples of application in mathematics and history/social

science • Reflection: What is the same? What is different? • Sharing local initiatives and action steps • Dialogue regarding ELL needs and next steps

Agenda

Take care of personal needs Be an active participant Ask questions Learn by doing

Partnership Norms

• Unanswered questions • Resources to share • Feedback • Transparency

Parking Lot

• Training Packet • Scaffold

Training Materials

Introductions

Name District Position One word that describes CCSS implementation

within your setting

Whip Around

“The reason why the Common Core is of interest to those of us interested in language, should be because of the way in which language and the language demands are characterized in the Common Core” -Kenji Hakuta, Stanford University

Kenji’s analogy:

The CCSS are important! What do they require for ELLs to be successful?

Rigor Process vs. Product Text rich Strong communication skills needed

CCSS in Relation to English Learners

What will ELs need to do?

Engage in productive oral and written group work with peers, Engage in effective oral and written interactions

with teachers, Explain and demonstrate their knowledge using

emerging complex language and other communicative strategies in different settings, Extract meaning from complex written texts.

Kenji on the Challenge of Language Production In the Classroom: “We also need to become better at—as teachers or as coaches or as principals or district leaders doing walk-throughs and feedback, being able to identify which of these are really, you know, productive conversations or productive engagements of language and content, and which are not just noise and verbiage being created by students, and I think, you know, part of the challenge I think we face now is—so, now what? How do we—you know, if we get kids to talk to each other, we have to get them to talk to each other in academically productive and useful ways, and we need to get better at doing that. So, I guess, instead of saying that students are challenged, I think we have to say, “We are challenged”.

Three Aspects of Language Instruction

Language Instruction CCSS Language Anchor

Standards: Correct grammar and usage

Academic Language: More than vocabulary- the language students need to fully express academic concepts

English Language Development: Highlight and amplify the critical language, knowledge

about language and skills using language in the

CCSS for English learners to be successful in school

ELA, ELD Content Areas, ELD ELD

Foundational Concepts and Common Language

• What is an English learner? • Who are our English learners? • What is ELD? • What does English learner support across the curriculum look

like? • What is our climate/culture around instruction for English

learners? • What are key local ELL instructional initiatives in place and

how will they connect with the CCSS? What is most relevant

in your work as you think about moving

forward with the CCSS?

FAQs

CCSS brings four major shifts

The Standards Provide a Paradigm Shift for Teaching, Learning, and Assessment

5 levels ELD as “on ramp” Language acquisition as linear Focus on accuracy and grammatical correctness

3 levels ELD and ELA standards work in tandem to accelerate Language acquisition as non-linear, spiraling, dynamic and complex social process Focused on interaction, collaboration, comprehension and communication

CCSS

What will ELs need to do?

Engage in productive oral and written group work with peers, Engage in effective oral and written interactions

with teachers, Explain and demonstrate their knowledge using

emerging complex language and other communicative strategies in different settings, Extract meaning from complex written texts.

SDAIE ELD

Critical Understandings

Another Layer

SDAIE ELD

CCSS

Three Aspects of Language Instruction

Language Instruction CCSS Language Anchor

Standards: Correct grammar and usage

Academic Language: More than vocabulary- the language students need to fully express academic concepts

English Language Development: Highlight and amplify the critical language, knowledge

about language and skills using language in the

CCSS for English learners to be successful in school

ELA, ELD Content Areas, ELD ELD

Intentionality

How will language be addressed across the content? How will language be addressed through ELD? When will collaboration occur? How will instructional connections be made to help accelerate students language and academic proficiency?

Creating the Scaffold Tool We will share: - Overview of the tool - Application/example of Scaffold tool used with mathematics - Application/example of the Scaffold tool with History/Social Science

A “Walk Through” the Scaffold

Blooms with Fractions

Social Studies Example Enduring Theme/Essential Question/Universal(s): Social Justice

• Current History/Social Science Content Standards:

• K.1 Students understand that being a good citizen involves acting in certain ways (page 3).

• 1.1 Students describe the rights and individual responsibilities of citizenship (page 5).

• 2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

Current History/Social Science Content Standards:

• 3.4 Students understand the role of rules and laws in our daily lives and the

basic structure of the U.S. government (p. 10). • 4.4 (3) Discuss immigration and migration to California between 1850 and 1900,

including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act) (p. 14).

• 5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers (p. 17).

• Grades 6-8: 6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India (p. 25).

• Grades 9-12: 10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought (p. 42).

Remembering/Knowledge, Grade 1 • Emerging

• What do you have to do at home to help? A. clean your room B. help your mom/dad prepare dinner C. take care of your little brother/sister D. ______________________________

• At home, I have to _______________________. • Bridging

• What does a responsible person do/sound like? • A responsible person ________, _________, and __________.

• Expanding • Give the definition of/tell me everything you know about

responsibility. • Responsibility means____________________.

Understanding/Comprehension, Grade 10 • Emerging

• Tell me what virtue means. • Virtue is _________________.

• Bridging • Describe virtue. • Virtue is __________ and involves ___________.

• Expanding • Explain the concept of virtue. • Virtue can be explained in a word: _______, and it entails

____________.

Applying/Application, Grade 2

• Emerging • How was Sitting Bull a hero? • Sitting Bull was a hero because he _________________.

• Expanding • In what ways was Sitting Bull heroic? • Sitting Bull was heroic in that he __________ and ____________.

• Bridging • What characteristics/traits make Sitting Bull heroic? • Sitting Bull had several characteristics that made him heroic. They

include __________, ____________, and __________.

Analyzing/Analysis, Grade 6 • Emerging

• How are the Shudras different from the Brahmins? • The Shudras are _________, but the Brahmins are _________.

• Expanding • How can you organize the different castes? What comes first,

second, third, etc. • In India’s caste system, the _________ come first, the _______

are second…. : the ________ are at the bottom, followed by the ____________, the ___________, and finally the _________.

• Bridging • How might you differentiate between the Shudras and the

Brahmins? • The Shudras can be distinguished from the _________ in that the

________ ____________ while the __________ ____________.

Evaluating/Synthesis, Grade 4 • Emerging

• Was the Chinese Exclusion Act right or wrong? • The Chinese Exclusion Act was ______ because _______.

• Expanding • What does the Chinese Exclusion Act remind you of? • The Chinese Exclusion Act reminds me of ___________ in that

_____________. • Bridging

• What would it be like to be a Chinese immigrant during the Chinese Exclusion Act if your spouse and children were in China and you were in the United States?

• It would be ___________ to be a ____________. First of all, ______________. Secondly, _________. Finally, __________.

Grade 3 • Emerging

• Draw/Explain the perfect classroom. • The perfect classroom is _________ and _________. In this

classroom, I ________ and _________. • Expanding

• Identify/Create two classroom rules that are important to you. • Two classroom rules that I want to create are __________ and

______________ [because ___________]. • Bridging

• Develop/Generate a set of rules for our classroom that would ensure that all students learn and feel respected.

• In our classroom, it is important that ________. I propose ______ rules to make this possible: ________, ________, and ________.

Sample Item: http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm Item #43044 (Grade 3, fractions and numbers lines)

Sample Item: http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

Item #43044 (Grade 3, fractions and numbers lines)

Scaffold for Language and Learning Remembering/Knowledge Emerging Expanding Bridging Tell me about this number line. How many intervals does it have? A number line is____. This number line has_____ intervals.

Tell me about this number line. How could you label Point P? This number line represents___ and I would label Point P by _____.

What are some things you notice about this number line? This number line shows me that it has_____intervals and that Point P represents____.

Understanding/Comprehension Emerging Expanding Bridging What is something you have to identify in order to label Point P? I have to know that the number line has ___points.

Using the number line, describe why Point P represents 2/6. Point P represents 2/6 because______.

Using the number line, explain why Point P does not represent 1/5. Point P does not represent 1/5 because_____ and the number line would have to identify______ in order to represent 1/5.

Applying/Application Emerging Expanding Bridging Using your knowledge of number lines, what is something you have to identify for each number line in A through E? I would have to identify____ for each number line.

Using your knowledge of number lines, show how you would label the points marked in number lines C and D. First I would___, then I would ___, finally I would ___.

Using your knowledge of number lines, interpret what each of the points in A through E represents. In each number line the points represent_____. Each one is different because____.

Analyzing/Analysis Emerging Expanding Bridging Distinguish between the points on number lines that equal Point P and the points on number lines that do not equal Point P. The points that equal Point P are____ and the points on the number line that do not equal Point P are _____.

What are some things on the number lines you have to examine to find which points are equal to Point P? In order to understand which points are equal to Point P, I need to examine _____.

What are some things on the number lines you have to examine to find which points are not equal to Point P? I first need to examine what are the items that are equal. They are __________. Next, I need to examine which points are not equal to Point P. They are not equal because _____.

Evaluating/Synthesis Emerging Expanding Bridging How did you determine which points were equal to Point P? First,_______ then_______.

How did you conclude which points were not equal to Point P? First I need to understand that____, and then I need to______.

A classmate says that the point on number line A is equal to Point P. Explain why you agree or disagree with her. I agree/disagree with your point of view, but if you notice _________.

Creating Emerging Expanding Bridging Design a number line that has a point on it that equals Point P. I designed this number line to show_____.

Design a number line that has a point on it that does not equal Point P. This number line does not equal Point P because ______ and _______.

Generate a number line that has two points, one equal to Point P and one not equal to Point P. I have generated two number lines, one equal to Point P and one not equal. They are not equal because _______.

Dialogue and Collaboration

How could the Scaffold tool connect with your school or district’s instructional and EL initiatives (Thinking Maps, GLAD, Direct Instruction, etc.) to impact instruction for English learners?

Dialogue and Collaboration

In the context of the CCSS and new ELD standards what are your immediate needs and next steps?

Thank you for sharing your expertise with us today!