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New English Language Development and Common Core State Standards

Institute

From Silence to Meaningful and Productive Conversations for the

Common Core Demands

June 27, 2013

Introductions

Sylvia SolísA Look at Learning Project Specialist

Santa Clara County Office of Education

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Goal

Prepare every English learner for college and career success!

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Participants will... Understand the language demands of the

Common Core State Standards Understand key shifts in the ELD standards Engage in strategies to produce meaningful

and productive conversations.

Objectives

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Language Demands from the Common Core State Standards

The Common Core State Standards set high expectations for all students to participate in academic discourse across the disciplines.

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Student Expectations• To sustain dialogue on a range of topics and in a

variety of content areas• Interpret the meaning of informational and literary

texts• Explain their thinking and build on others ideas• Construct arguments and justify their position

persuasively with sound evidence• Effectively produce written and oral texts in a variety

of disciplines for a variety of audiences and purposes

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• Aligned with and to be used in tandem with CCSS for ELA & Literacy and applied to both ELD and content area instruction

• Highlight and amplify the critical language, knowledge about language, and skills using language in the CCSS in order for ELs to be simultaneously successful in school while they are developing language

• Provide fewer, clearer, higher standards so teachers can focus on what’s most importantOverview of the California English Language Development Standards and Proficiency Level Descriptors, p 14.

CA ELD Standards: Design

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Key Shifts1999 CA ELD Standards

From… 2012 CA ELD Standards

To…

ELD Standards as “junior” ELA Standards or as an “onramp” to the ELA Standards

ELD Standards working intandem with ELA and other content standards and seen as the “diamond lane” for acceleration

Spycher, 2012 8

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ELD Standards

Key Shifts1999 CA ELD Standards

From… 2012 CA ELD Standards

To…

Simplified texts and activities, often separate from content knowledge

Complex texts and intellectually challenging activities with contentintegral to language learning

Spycher, 2012 10

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Key ShiftsSentence to unpack:

Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.

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Key ShiftsMeaning: Pollution is a big problem around the

world. Many countries are doing something

about pollution. Pollution destroys the environment. The health problems are really serious.

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Key Shifts1999 CA ELD Standards

From… 2012 CA ELD Standards

To…

Instruction that treats reading, writing, listening, and speaking as isolated and separate skills

Instruction that artfullyintegrates reading, writing, speaking and listening, and language

Spycher, 2012 13

Key Shifts1999 CA ELD Standards

From… 2012 CA ELD Standards

To…

Listening and Speaking

Reading

Writing

Part I: Interacting in Meaningful Ways

Part II: Learning About How

English Works

Part III: Using Foundational

Literacy Skills

Spycher, 2012 14

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New CCSS Paradigm: language is central to all academic areas

MATHSCIENCEHistorySocial Studies

LANGUAGEARTS

*• instructional discourse

• expressing and understanding reasoning

Olsen, 2013 15

• ELD Standards working in tandem with ELA and other content standards and seen as the “diamond lane” for acceleration

• Complex texts and intellectually challenging activities with content integral to language learning

• Instruction that artfully integrates reading, writing, speaking and listening, and language

Select a shift and explain its possible implication/consequence on your work

I selected …I think an implication/consequence on my work will be...

What do the shifts in the ELD Standards mean for me?

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ELD LessonGrades 6-8 Intermediate Level

Total Number of ELs: 256 Early Intermediate15 Intermediate4 Early Advanced

Length of Lesson: Two periods of 60 minutes for three daysTopic: Oral presentation based on The Circuit by Francisco Jimenez

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CCSS ELA StandardPresentation of Knowledge and IdeasGrade 6: SL. 4 Present claims and findingsa. Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transition to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion.

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ELD Lesson: Through the Lens of the CCSS

Watch the video and record evidence that demonstrates alignment to CCSS and 21st century skills on the note-taking guide.

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Through the Lens of the CCSS

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A Comprehensive System for Increasing English Learners’ Academic Achievement

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What is A.L.L.?

A.L.L. is a multi-year comprehensive system designed to build instructional leadership and

teacher efficacy to apply research-basedpractices in classrooms that lead to increased

language proficiency and academic achievement for English learners.

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A Look at Learning Cycle

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Planning to Plan!

“Plans are nothing; Planning is everything.”

Dwight D. Eisenhower

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Going Deeper with Planned Language Production

• Everyone speaking with support• Everyone is accountableTeacher-Whole ClassSmall GroupPartnersIndividual

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Examples of Non-Accountable Responses

• Who knows what _______ means?• Can anyone tell me_______?• Who has an example of ______?• Would anyone like to share?• Share your answer with your neighbor.• Discuss these questions in your group.• Anytime we “call on someone” (with or

without sticks)

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Frames vs. Stems

1. Why do we need them?2. What is the difference?

• Sentence frames TEACH language• Sentence stems or starters elicit student

thinking

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Unstructured Prompt without a Frame or Starter

Prompt: How does your best friend get to school?Students do not ask each other the prompt. They just answer the question.

Answers:• She take the bus.• He walking to the school.• He ride his bike.• She drived with her mom.

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Sentence Starters… Provide little structure for accurate asking or

response Leave it to students to figure out how to construct

the sentence Often result in erroneous language use.

Non-example:Prompt: How does your best friend get to school?Starter: My best friend____________________.

walking at the schoolwalks to the school

walked to school

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Sentence Response Frames with a word bank and structured partners

A: How does your best friend get to school?B: My best friend ______s to school.

Verb Bank: (present tense +s)

walks

rides her bike

gets a ride

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A. How does your friend get to school?B. My friend verb to school adverb.

Verbs Adverbs

walks frequentlyrides her bike sometimestakes the busoftengets a ride

Sentence Response Frameswith prompt, frame, and parts of speech

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Stem & Frame Resources

• Look over the stem and frame resources in your packet.

• Note how they are different.

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Quick Quiz: Frame or Stem?1. I discovered…2. The differences between _____________ and

____________ are____________( with prompt and word bank)

3. The writer mentions _______________________ and illustrates the point by emphasizing that ____________________________ (used after brainstorming).

4. I agree with _______’s idea and I’d like to add __________.

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The key is to make an intentionalinstructional decision…

• Am I trying to start discussion?• Am I trying to teach language? If so, what

kind of language?• Would a sentence frame stifle creativity?• Would a sentence stem be too open?

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PLP During the Opening & Presentation

How can we include Planned Language Production opportunities while using the following strategies in a lesson:

Choral Response Echo Repeat Turn to a partner Hand motions White boards or writing

I could use the _______ PLP strategy in my classroom when ___________________.

I would adapt the ______ PLP Strategy by ___________________

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The “How” of the PLP: Choosing a Language Production Routine

• Once you have your frame or your stem, you must determine how students will practice…

• Small Group• Student to Student• Student to Teacher

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Strategies in Action

Think about examples observed in the video of Planned Language Production opportunities or the use of sentence stems or sentence frames…An example of ________ was…Another example of ____ was… I’d like to add another example…

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Language is a Vehicle to Understand Content

“Learning subject matter and work skills involves using language to structure

understanding and core knowledge, to connect concepts with other

understanding, and to practice multiple literacy skills within meaningful content-rich

activities.”

Alliance for Excellent Education, 201240

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CCSS alone do not provide a pathway towards English

proficiency for ELs• New English Language Development

standards aligned to the CCSS (adopted November 2012)

• Implementation of CCSS must be accompanied by full implementation of the new ELD standards

Olsen, 2013 41

Register

“The type of language we use in particular situations when

communicating with a particular set of people to meet the expectations

of a particular context”

Spycher, 201242

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ResourcesA Look at Learninghttp://mes.sccoe.org/all/Pages/default.aspx

California English Language Development Standardshttp://www.cde.ca.gov/sp/el/er/eldstandards.asp

eStandards Apphttp://scoecurriculum.net/estandards/support/

Resources from Dr. Kate Kinsellahttp://mes.sccoe.org/ell/Pages/Kinsella-Academic-Discourse.aspx

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Portland Public Schools www.pps.or.k12.ca.us

Planned Language or Structured Oral Language Practice Routines Routines Description Face/Shoulder partners Face= across from you

Shoulder = beside you Clock partners Use a clock or other diagram, students sign each others at a specific time and

that is their partner (ie 2 o’clock partners) Read Aloud/Think Aloud Starts as a technique and then moves to a student metacognitive and cognitive

learning strategy where reader reads a section of text out loud and then thinks aloud about the contents of that section. Partner can enhance the learning strategy with use of strong questioning strategies.

Stay and Stray After working together in a group on a specific item, assignment, or topic, one or more group members stay with the group product while one or more group members rotate to other groups to learn and share.

Expert Groups Teacher determines several topics that are fun, interesting, important, and/or essential to the unit of study. Students then determine which topic they want to know more about or decide whether or not they are already experts in a specific topic. Groups are structured to present their expertise to the class

Inner/Outer Circle With A/B partners, two circles are created…an A circle that faces outward and the B circle that faces inward. The A/ B partner shares an idea and when the teacher prompts, all B’s move one partner to their right and share again.

Lines of Communication Same idea as inner/outer circles, but structured as two lines. Works well in smaller spaces.

Think – Pair – Share Students first have given the chance to think silently about an idea before they turn, pair with a partner and then share their thought or idea.

Think Write Share Similar to Think, Pair, Share, but students write thoughts instead of speaking them.

Predict (can be combined with Pair share)

Teacher prompts student to make a prediction about upcoming content or event.

Give one, Get one A modified brainstorm that provides for some structured sharing and interaction.

Quiz, Quiz, Trade

Students write a question and the answer on a sticky note. Students mingle through room to find a partner. Each person takes a turn asking his/her question and answering their partners. When complete, partners TRADE sticky notes and move to find a new partner.

Jigsaw Each member of a group is assigned some unique material to learn and teach the other group members. All students working on specific material work together.

Whip Around Students go around, with everyone in the group contributing an idea/answer. Numbered Heads A team is established and each member is given a number. The numbered

student is called or asked to give an idea/answer. Talking Stick Students pass any object that can serve as the talking stick around the group.

Teacher gives prompt and student with the talking stick speaks while everyone listens. Student passes stick when done and a new person has the opportunity to speak without interruption.

Talking Chips Each member receives the same number of chips. Each time a member wishes to speak, they put a chip in the center of the table. Once individuals have used up their chips, they can no longer speak. Process continues until everyone in the group has used up chips.

Sentence Frame Reference Sheet for Integrating ELD in Content Areas

Scientific Language Function

Sentence Frames Signal Words

Describe The ________ has____, and___________. How does the _________? Why did/didn’t the _____________? __________is located _(prep phrase)_the ____. The _________are usually _________.

For example, For instance, In support of

this, In fact, As evidence

Disagree I don’t think the evidence supports_________ because__________________________. I don’t agree with that statement because ____________________________.

I realize you Believe But

I understand

you Feel Yet

Even though

you Maintain However

Although

you Want I doubt

Some people Favor I question It may be

that you Support Let me

explain

Argue On the other

hand State On the

contrary

Nevertheless

Cite information Here we see that____________________.

As evidence, I notice,

Estimate Looking at the ___________________, I think there are_______________.

Approximately, About, Roughly,

Retell First, _____________, next__________, and then___________.

as has been noted, in other words, indeed,

as I have said, in short, on the whole,

for example, in sum, to be sure,

for instance, in brief, to sum up,

in fact, in any event

Make predictions I think _________________ will ________. What I already know about __________ helps me predict that ______________. Because ____________, I predict that _________.

In my opinion, There is no doubt that, I

question whether, I believe, From my point

of view, I (dis)agree, It is my belief that, It

seems to me that, I maintain that

Give and support opinions

I think __________ is _______________ because. I like ________ because __________.

First, Furthermore, Besides, Further,

Second, In addition, Next, Again, Third,

Also, Moreover, Similarly, Finally, Last,

again, first, moreover, also, further, next,

and furthermore, nor, and then, in addition,

secondly, besides, last, thirdly, equally,

important, lastly, too, finally, likewise

Cause and effect The _________ had ___________ so _______. Due to the fact that ___________, ________decided to _________.

Since, Caused by, In effect, Because of,

This results in, Brought about, Due to,

Consequently, Made possible, For this

reason, Accordingly, As might be expected,

Therefore, As a result of, Give rise to,

If…then, Leads to, Was responsible for

Draw conclusions

The ____________ is ______________ because________________________ She/He feels _____________ because ________.

For the reasons above, To sum up, In short,

In brief, As you can see, To be sure,

Undoubtedly, In any event, As I have

noted, Without a doubt, In conclusion, In

any case, In other words, In summation,

Obviously, Concluding, On the whole,

Unquestionably, Summarizing

Compare This __________ is similar to that _______because both ____________________.

in like manner, likewise, similarly, as well

as, compared to, in the same way, have in

common, all are

Contrast This _____________ is different from that _________ because one has _________ and the other doesn’t_________.

after all, for all that, on the other hand,

although, this may be true, however, on the

contrary, and yet, in contrast to this, still,

at the same time, nevertheless, yet,

but notwithstanding, as opposed to,

conversely, even though, rather than, in

spite of

Sequence We saw that first, __________, then, _________ and at the end, ______________.

Again, first, moreover, also, further, next,

and furthermore, nor, and then, in addition,

secondly, besides, last, thirdly, equally

important, lastly, too, finally, likewise,

after a few days, immediately, meanwhile,

afterward, in the meantime, soon, at length

Hypothesize If __________ had_________, then_______ would have ________________________.

In my opinion, There is no doubt that, I

question whether, I believe, From my point

of view, I (dis)agree, It is my belief that, It

seems to me that, I maintain that

Persuade As we just saw in the experiment, ____________ does _____________ due to _______________.

I realize you Believe But

I understand

you Feel Yet

Even though

you Maintain However

Although

you Want I doubt

Some people Favor I question It may be

that you Support Let me

explain

Argue On the other

hand State On the

contrary

Nevertheless

Measure A ___________ is _____________ cm. long, _______________ cm. wide and __________cm. tall. This _____________ holds a volume of __________ ml. Before we ____________, the liquid ___________, but now it _______________.

Approximately, About, Roughly, estimate

Construct charts, tables and graphs

Plot _________ and ___________. Plot __________ as ____________. Graph the independent variable ________ as a function of _______________.

Plot, graph, function, variable, direction,

quadrant, coordinate, plane, slope,

Distinguish fact from opinion

Although you say ______________, the table says that ____________________. The word ________ is evidence that ________ is a(n) _______. This is a(n) ________because we can/cannot prove ___________.

Although, As opposed to, whether or not,

on the contrary, in spite of

Summarize The main idea from this observation is that ____________________________. In short __________, but actually ________.

as has been noted, in other words, indeed,

as I have said, in short, on the whole,

for example, in sum, to be sure, for

instance, in brief, to sum up, in fact, in any

event

Identify relationships

This ________is necessary for ___________ because it _______________________. Both ______and ______ could be classified as ______. The reason _____ goes with _______ is because __________.

Since, Caused by, In effect, Because of,

This results in, Brought about, Due to,

Consequently, Made possible, For this

reason, Accordingly, As might be expected,

Therefore, As a result of, Give rise to,

If…then, Leads to, Was responsible for

Signal words: http://www.mcps.k12.md.us/curriculum/science/instr/wrpersuvsigwds.htm http://www.mcps.k12.md.us/curriculum/science/instr/wrtransitionwds.htm Sentence Frames: 2005 California Reading & Literature Project; Fred Dobb, PhD, California Science Project 4/20/2005

Sentence Stems for Planned Language Production

*Adapted from Kate Kinsella, WestEd

Predicting •I guess/predict/imagine that... •Based on..., I infer that... •I hypothesize that... Expressing an Opinion •I think/believe that... •In my opinion... •It seems to me that... •Based on my experience, I think... Asking for Clarification •What do you mean? •Will you explain that again? •How did you find your answer? Paraphrasing •So you are saying that... •In other words, you think... •What I hear you saying is... Soliciting a Response •What do you think? •We haven’t heard from you yet. •Do you agree? •What is your answer? Acknowledging Ideas •My idea is similar to/related to ___’s idea. •I agree with ___ that... •My idea builds upon ___’s idea. Affirming •That’s an interesting idea. •I hadn’t thought of that. •I see what you mean. Holding the Floor •As I was saying... •If I could finish my thought... •What I was trying to say was...

Sentence Stems for Planned Language Production

*Adapted from Kate Kinsella, WestEd

Reporting a Partner’s Idea •___ shared with me that... •___ pointed out to me that... •___ emphasized that... •___concluded that... Reporting a Group’s Idea •We decided/agreed that.../We concluded that... •Our group sees it differently. •We had a different approach. Disagreeing •I don’t agree with you because... •I got a different answer than you. •I see it another way. Offering a Suggestion •Maybe we could... •What if we...