scaffolding up to standards-aligned tasks · academic english proficiency is critical for all...

Scaffolding Up to Standards-Aligned TasksELA II Grades K–5 Day 2

FEEDBACK

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UNBOUNDED

Our Approach

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Our learning is grounded in the intersection of the standards, content, aligned curriculum, and the equitable instructional practices that are essential for closing the opportunity gap caused by systemic bias and racism.

Day 1: Understanding Language• Navigating language complexity that lives in the text requires thoughtful support. • What can it look like in instruction?

Day 2: Scaffolding Up to Standard-Aligned Tasks• The text that we put in front of students shows them what we think about them.• How do we make sure all students can access complex text?

Day 3: Building and Processing Knowledge and Language• Unpacking the structure of the text• What is the connection between being able to unpack the complex structure of a text and

equitable reading and writing outcomes?

Day 4: Academic Language Supports and Standards-Aligned Writing Instruction • Building structured standards-aligned writing opportunities solidifies knowledge and learning.• How do you scaffold understanding and expression of understanding through standards-aligned

tasks?

Day 5: Planning for Action• Writing our story• How do we ensure equitable outcomes for all our students?

WHERE ARE WE?

The Week at a Glance

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• Identify the intersection of the Language and the Speaking and Listening standards with the Writing standards.

• Understand how to review the quality of writing tasks.

• Unpack writing tasks to identify areas which may need scaffolding.

• Describe scaffolding principles.

• Understand how to use ELL support documents to guide development of scaffolds.

• Recognize differences and similarities between ELL support documents.

I. Setting Up the Day

II. The Writing Standards: A Complex View

III. Writing Task: Quality Review

IV. Lunch

V. Unpacking Writing Tasks

VI. Scaffolding Principles

VII. Guidance Documents for ELL Supports

VIII. Scaffolding Up with State Guidance Documents

IX. Closing and Survey

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DAY 2

Objectives and Agenda

• Take responsibility for yourself as a learner.

• Honor time frames (start, end, and activity).

• Be an active and hands-on learner.

• Use technology to enhance learning.

• Strive for equity of voice.

• Contribute to a learning environment in which it is “safe to not know.”

• Identify and reframe deficit thinking and speaking.

BUILDING THE CONTAINER

Norms That Support Our Learning

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We are the gatekeepers of academic language in the classroom. We must provide students with well-structured, intentional opportunities for collaboration that amplifies academic language.

We experience the world through our culture, language, and values. We must be intentionally inclusive of students whose culture, language, and value system may be unfamiliar or different from our own. This includes holding space for academic English, while also making the classroom a safe space for students to use variants of English and languages other than English.

Academic English proficiency is critical for all students. We must model academic language, provide instruction using grade-level complex text, and ensure opportunities for students to practice academic language in an academic context.

There is no scope-and-sequence for the acquisition of knowledge and language, and all student knowledge and language is an asset. We as educators must leverage student knowledge and language as we scaffold students toward independence with complex texts and tasks.

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EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING

Principles for Language, Equity, and Learners

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STRONGER AT EVERY TURN: BUILDING AND SYNTHESIZING OUR IDEAS

Keynote DebriefEach time you talk to a partner, you build from and borrow the ideas and language of previous partners. Make your answer stronger each time with better and better evidence, examples, and explanations.

2 minutes: Jot down notes about the keynote that you want to share. Thesecould be areas of validation, reminding, new information, outstanding questions, or connections to the Principles for Language, Equity, and Learners.

5 minutes: Bring your notes.

Form triads with people you have not yet spent time with.Share and discuss your written reflection with your partners.Jot down ideas they share that improve your own discussion or that you think are important.

5 minutes: Find a new triad with two new partners. Repeat the process, incorporating your previous partners’ feedback into the conversation where appropriate.

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Writing Standards—A Complex View

LOUISIANA GUIDEBOOKS WRITING PROGRESSION

A More Complex View of W.2

With a partner:

Review the Louisiana Guidebooks Writing Progression document for W.2.

How could these documents be used in your role?

• Teachers and Coaches: How could these documents support planning, implementation, and debriefing instructional activities?

• Instructional Leaders: How could these documents be applied system-wide? To what purpose? Who and what would need to be leveraged in order to do so?

• Partners and Organizations: How can this document be best used?

LOUISIANA GUIDEBOOKS WRITING PROGRESSION

A More Complex View of W.2

Using the Louisiana Guidebooks Writing Progression document for W.2, grades 2–5:• For grade 2 or grade 5,

highlight the Language and the Speaking and Listening standards that

support standard W.2.• Circle specific skills within the

Language and the Speaking and Listening standards that could be the focus of scaffolds for a writing task.

ADAPTED FROM ENGAGING A FRAMEWORK FOR ANALYZING ASSIGNMENTS, EDTRUST

Looking at Writing Tasks

• Leaders’ expectations for what and how to teach

• Teachers’ beliefs about what students can do

• Teachers’ knowledge and understanding of the standards and their classroom practices

• Student opportunities to successfully demonstrate understanding of the curriculum and texts

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A close look at the writing task assigned to students can provide a window into:

ADAPTED FROM ENGAGING A FRAMEWORK FOR ANALYZING ASSIGNMENTS, EDTRUST

Writing Task Quality Review

• Standard Alignment

• Centrality of Text

• Cognitive Challenge

• Writing Output

• Motivation and Engagement

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2nd Grade

5th Grade

ACTIVITY

Revising the Writing Task

Revise the writing task for your grade-level text based on:

• The language of the grade-level standards

• Ed Trust’s Framework for Analyzing Assignments

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MODEL

Exemplar Writing Tasks

2nd grade:• Cesar Chavez spent his life fighting for a cause. Identify the

cause Chavez fought for during his lifetime. Describe two events from the text that influenced Chavez to fight for this cause. Write a concluding statement about what Chavez accomplished in his lifetime.

5th grade:• Explain how events in Bishnu’s life led to changes in the life of

Nepalis. Link events and outcomes in the text that support your explanation, citing textual evidence. Write a concluding statement about Binshu’s impact on Nepalis.

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February 2016 – Session 1

Lunch

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• Identify the intersection of the Language and the Speaking and Listening standards with the Writing standards.

• Understand how to review the quality of writing tasks.

• Unpack writing tasks to identify areas which may need scaffolding.

• Describe scaffolding principles.

• Understand how to use ELL support documents to guide development of scaffolds.

• Recognize differences and similarities between ELL support documents.

I. Setting Up the Day

II. The Writing Standards: A Complex View

III. Writing Task: Quality Review

IV. Lunch

V. Unpacking Writing Tasks

VI. Scaffolding Principles

VII. Guidance Documents for ELL Supports

VIII. Scaffolding Up with State Guidance Documents

IX. Closing and Survey

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DAY 2

Objectives and Agenda

Constructing and Deconstructing Tasks

Do What

ACTIVITY

Unpacking Task: Do, What

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ACTIVITY

Unpacking a Task

“Cesar Chavez: Protector of Workers’ Rights”

Do What Anticipated Challenges

Identify The cause Chavez fought for during his lifetime

Describe Two events from the text that influenced Chavez to fight for this cause

Write A concluding statement about what Chavez accomplished in his lifetime

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ACTIVITY

Unpacking a Task

“Teaching Nepalis to Read, Plant, and Vote” by Lesley Reed

Do What Anticipated Challenges

Explain How events in Bishnu’s life led to change in the life of Nepalis

Link Events and outcomes in the text that support your explanation

Cite Textual evidence

Write A concluding statement about Binshu’s impact on Nepalis

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ACTIVITY

Do the Work of the Task

• Write an exemplar response to the writing task.

• Reflect on what the task required you to know and to be able to do.

• Record your initial ideas about areas of scaffolding students might require to successfully accomplish this writing task.

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A Deeper Understanding of Scaffolding

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“POLICY BRIEF: ENGLISH LEARNERS AND CONTENT-RICH CURRICULA”

Focus On...

Reread “Policy Brief: English Learners and Content-Rich Curricula” by Sue Pimentel, and add on to your annotations from your pre-read, identifying and commenting on the following:

1. Moments of validation that connect to your practice

2. Moments of reminding that connect to the keynote and Institute learning

3. Moments of new information or areas in need of clarification

Note these clearly on your copy of the article.

DEBRIEF PROCESS AND PRINCIPLES FOR LANGUAGE, EQUITY, AND LEARNERS

Mill Drill (Variation): Debriefing the Article

• Take out your “Policy Brief” handout.• Line up into two lines, and face the person

across from you.• When the clock starts, participant in row A

answers question 1. Participant B then answers question 1, and the two discuss.

• At the conclusion of 2 minutes, each partner thanks their colleague and moves one step to the right.

• With your new partner, follow the same procedure for question 2.

• Follow the same procedure for question 3.• Return to your seat.

A B

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● How did these processes of engaging in academic conversations with peers help you formulate, express, and clarify your ideas?

● How does this process relate to the Principles for Language, Equity, and Learners, or to ideas you read in the “Policy Debrief”?

● How could the Stronger at Every Turn and the Mill Drill protocols be used to support learners in the classroom? How could they be further scaffolded (or less scaffolded) to meet student needs?

WE ARE THE GATEKEEPERS OF ACADEMIC LANGUAGE IN THE CLASSROOM

Debriefing the Activity

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CALIBRATING UNDERSTANDING

Scaffolding and Modifying

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Define Scaffolding. ● Identify an example of

when you have provided or observed scaffolding of a task.

● Discuss the impact on objectives, instruction, and student learning when we scaffold experiences or activities.

Define Modifying.● Identify an example of

when you have modified or observed modification of a task.

● Discuss the impact on objectives, instruction, and student learning when we modify experiences or activities.

How do scaffolds and modifications function as moves geared toward—or away from—equitable practice?

Journal

SCAFFOLDING

Scaffolding UPScaffolding is just the right kind

of support required by learners

so as to be able to develop their

potential to go where they

haven’t been yet.

The goal of scaffolding is learner

autonomy. Academic practices

entail students’ simultaneous

development of conceptual

understandings, academic skills,

and the language required to enact

them.

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SCAFFOLDING

A Closer Look

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Scaffolding is …Generative (useful in a range of lessons or contexts).

An amplification of accessibility (creating an on-ramp into the work so the student can engage and benefit).

A means to develop learner autonomy (to apprentice the student, over time, to support her/himself).

Support that allows students to accomplish more than they could independently.

Pre-planned and/or in-the-moment.

Temporary!

SCAFFOLDING

Awareness of Modalities

Receptive Productive

Listening

Reading

Viewing

Writing

Speaking

Interactive

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BREAK

Back in 15

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Scaffolding for ELLs:Guidance Documents

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ENGLISH LEARNERS SUCCESS FORUM

Defining the Need for Guidance1. Too Few are Certified*

2. Too Few Get Language-Focused Training and Tools*

3. Most Materials Lack Language Supports

4. Growing EL Population’s Academic Needs Unmet

*source: 2011–2012 School and Staffing Survey

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ENGLISH LEARNERS SUCCESS FORUM

Scaffolding GuidelinesProvide guidelines for:

• How to attend to language demands;

• How and when to support ELs in developing language and knowledge;

• How to ensure students understand concepts.

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ENGLISH LEARNERS SUCCESS FORUM

Guidance Document

Read pages 8–12 of the “Guidelines for Improving English Language Arts Materials for English Learners.”

Annotate the document, noting recommendations that you want to build into your curriculum and instruction. ONLINE

SHARE WHAT YOU LEARNED

Give One, Get One, Move OnROUND 1: 4 minutesWhen you hear “Give One”:–Form pairs.–Each partner “gives” one idea they would like to implement, or question they have, about the recommendations in the guidelines for that area of focus.–Each person “gives one” and “gets one.”

ROUND 2: 4 minutesWhen you hear “Move On”: –Find a new partner.–Repeat by “giving” one idea they would like to implement, or question they have, about the recommendations in the guidelines for the next area of focus.

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We are the gatekeepers of academic language in the classroom. We must provide students with well-structured, intentional opportunities for collaboration that amplifies academic language.

We experience the world through our culture, language, and values. We must be intentionally inclusive of students whose culture, language, and value system may be unfamiliar or different from our own. This includes holding space for academic English, while also making the classroom a safe space for students to use variants of English and languages other than English.

Academic English proficiency is critical for all students. We must model academic language, provide instruction using grade-level complex text, and ensure opportunities for students to practice academic language in an academic context.

There is no scope-and-sequence for the acquisition of knowledge and language, and all student knowledge and language is an asset. We as educators must leverage student knowledge and language as we scaffold students toward independence with complex texts and tasks.

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EXAMINE BIAS AND ITS ROLE IN OUR WORK AND LEARNING

Principles for Language, Equity, and Learners

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Scaffolding for ELLs:State Guidance Documents

“Since language development is a complex long-term process, students should have access to authentic curriculum concurrent with language instruction. Empirical research indicates that with access to grade-level content, students’ academic literacy development and performance improves on standardized assessments.”

– WIDA Theoretical Foundations

That means:grade-level texts with tasks and

language demands that support

students’ language proficiency levels.

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What you already know supports understanding of the frameworks:

• Elements of language and text complexity

• The Standards– How they scaffold across grades– The language demands of each

standard

• Scaffolding– The Zone of Proximal

Development– Factors that can be adjusted

Understanding EL Support Documents: NY Progressions, WIDA, ELD

LANGUAGE PROFICIENCY

Levels of English Emerging • progress very quickly• use English for immediate needs• beginning understanding/use of academic language Expanding • progress more slowly • apply their growing skills in more contexts• greater variety of vocabulary and linguistic

structuresBridging • learn and apply a wide variety and growing

sophistication of vocabulary and language in a growing number of contexts

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THERE IS NO SCOPE-AND-SEQUENCE

Language Development Is Not Linear

Although these documents present the language development progressions as linear, language acquisition doesn’t necessarily occur in a linear fashion within or across proficiency levels.

A language learner may exhibit some abilities at a higher proficiency level (e.g., speaking skills) and other abilities at a lower proficiency level (e.g., writing skills).

A language learner may demonstrate proficiency of basic skills at one level, and at the next level need review or support of basics when presented with new, unfamiliar, or more complex text.

Language Purpose/Use

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Ways of Interacting

• Collaborative

• Interpretive

• Productive

How English Works

• Structuring Cohesive Text

• Expanding and Enriching Ideas

• Connecting and Condensing Ideas

Key Uses of Language

• Recount

• Explain

• Argue

• Discuss

How Students Process

• Receptive

• Productive/Expressive

CA ELD:

Modes of Communication

WIDA:

“Can Do” Descriptors

SCAFFOLDING

How CCSS Scaffolding Unfolds

Grades 4–5

Grades 6–8

Grades 9–10

Grades 11–12

Grades K–1

Grades 2–3

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The Standards

● Lower Lexile levels → Higher Lexile levels● High-level key details → Specific discrete details & evidence● Basic syntax & grammar → Complex syntax and grammar● Opinion → Argument● Basic writing structure & level of detail → Complex writing

structures & specific, supported details

● More support → Less support● Less independence → More independence● Less detail → More detail● Minimal volume of writing → Greater volume of writing● Familiar vocabulary and ideas → New and cross-disciplinary

vocabulary and ideas

SCAFFOLDING

How CA ELD Scaffolding Unfolds

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ELD Standards/Frameworks

Expanding (Enter)

Expanding (Exit)

Bridging (Enter)

Bridging (Exit)

Emerging (Enter)

Emerging (Exit)

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LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Proficient

Discourse Complexity

Single words

Phrases, short sentences

Series of related sentences

Moderate discourse

Complex discourse

Proficient

Language Forms and Conventions

Memorizedlanguage

Language w/ error; meaningobscured

Language w/ error; meaningretained

Language w/ minimal errors

Language compar-able to peers

Proficient

Vocabulary Usage

Most common vocabulary

High-frequency vocabulary

General and some specific vocabulary

Specialized and sometechnical vocabulary

Specialized and technicalvocabulary

Proficient

Notice the increasing length, detail, complexity, and accuracy.

THE LEARNER PROFICIENCY EXPECTATIONS

WIDA

SCAFFOLDS WITH GUIDANCE

NYS Progressions

With a partner …• Identify what information this document provides.

• Identify how the information provided in these tables can direct, guide, and support planning and instruction for ELLs.

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Anchor and grade-level standard

Analytical skills and language demands

Five levels of progressions

Modalities: Productive and Receptive

Possible activities within the modalities based on level of acquisition

New Language Arts Progressions (as opposed to Home Progressions)

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WRITING AND READING

Specific Linguistic Demands

Specific linguistic demands and examples

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USING THE PROGRESSIONS FOR INSTRUCTION

Designing Multiple Points of EntryUse the Progressions to plan and assess language by …

• Differentiating linguistic scaffolds that students will require to arrive at the same end result.

• Determining specific scaffolds that target the content-area demands (and how to break the content down).

• Developing ongoing formative assessment based on levels of progression.

• Developing specific language objectives, or—better yet—integrating them.

• Differentiating instruction based on language programs and settings.

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INTENDED AND APPROPRIATE USES CA ELD, WIDA, and NY Progressions

• Use in conjunction with the standards.

• Use in conjunction with high-quality, standards-aligned curriculum.

• Use cohesively (rather than piecemeal).

• Recognize that none of the guidance documents is an exhaustive list of all the linguistic processes and resources needed to develop language proficiency (especially across the academic disciplines).

REFLECTION

Have We Met Our Objectives?Day 2:

Are we now better prepared to:

• Identify the intersection of the Language and the Speaking and Listening standards with the Writing standards?

• Understand how to review the quality of writing tasks?

• Understand how to unpack writing tasks to identify areas in need of scaffolding?

• Develop writing scaffolds?

• Understand how to use ELL support documents to guide development of scaffolds?

• Recognize differences and similarities between ELL support documents?

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About This Deck

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