Elementary English Learners

Elementary AdministratorsJuly 30, 2014

English Learners

http://youtu.be/s2YKNk4P-wA

• Watch the video• Note two of the EL

issues that are presented that stand out to you.

• Respond to the writing prompt at the end of the video

Ch ch ch Changes……….

Common Core StandardsStaircase

Result in College and Career Readiness

• Based on solid research and practice evidence

• Fewer, Higher and Clearer

Language Demands of the Common Core Standards

El’s must construct explanations, engage in arguments.

EL’s must obtain information and request clarification.

EL’s must demonstrate understanding & confirm being understood.

EL’s must articulate their own ideas and build on others’ ideas.

6 ELA SHIFTS in Standards

• Literacy Standards for Content Areas• Increased Emphasis on Informational

Text• Text Complexity• Writing Arguments• Focus on Collaborative Conversations• Integration of Media Sources

Special care to appropriately scaffold the journey for our EL’s so they can climb too.

Key Shift in the Common Core: Language development across the curriculum

• Language development occurs within a dedicated ELD curriculum (designated ELD) AND across all academic subjects (integrated ELD).

Key Shift in the Common Core: Language development across the curriculum

• Academic language develops in the context of learning academic subjects – students learn to talk and write about history, science, math, through a focus on the language of the academic disciplines.

Key Shift in the Common Core: Language development across the curriculum

• The CCSS call upon all content teachers to focus more explicitly on the discourse patterns, vocabulary and oral language essential to full participation in academic work within their disciplines.

Key Shift in the Common Core: Language development across the curriculum

• All teachers need an understanding of literacy and language, and the strategies to promote active engagement with language in the content classroom.

3 Instructional Shifts• Reading, writing, speaking grounded in evidence from text, both literary and informational

Focus on creating opportunities and developing strategies for increasing student discourse and collaborative conversations which includes the use of daily language objectives in all EL instructional settings.

• Regular practice with complex text and its academic language.

• Building knowledge through content rich non fiction.Targeted academic vocabulary instruction and strategies to enable access to complex text

In addition……….

• CA ELD Standards

• Local Control Funding Formula

• Publishers racing to create materials that are

aligned to the new Common Core and CA ELD

Standards

• SBAC

WCCUSD Support for Elementary EL Programs

Rebuilt Master Plan for English Learners Elementary teachers were trained in Treasures

ELD in tandem with Treasures/Tesoros RLA Monthly TBE/DLI Support Meetings 3 Levels of ELD PD/Coaching Series using

Treasures ELD Coaching Support at Focus Schools CA 2012 ELD Standards Overview Brokers of Expertise

WCCUSD English Learner Master Plan

Components• Identification, Assessment and Program Placement• Instructional Programs• Monitoring of Student Progress and Reclassification• Parent and Community Involvement• Evaluation and Accountability• Appendix with Legal References and Glossary

Still work to do………

• EL Master Plan goes to board in August

• Plan will be implemented in phases

• Introduction to WCCUSD staff and community will occur at various meetings and events throughout the school year.

• Operations manuals for Registration, Assessment and Placement (RAP) and EL Program to be published later this year.

Educators have a Dual Obligation to English Learners

• Provide meaningful access to grade-level academic content via appropriate instruction (Integrated ELD)

• Develop students’ academic English language proficiency (Designated ELD)

Interconnected, not separate!Simultaneous, not sequential!

So what will help our teachers?

• 2012 ELD Standards

• Sustained collaboration and professional learning around key problems of practice

• Deep understanding of disciplinary literacy (content AND language knowledge)

• Formative assessments within teaching and learning

Why establish ELD standards?

• English learners at all English language proficiency levels are capable of engaging in intellectually rich instruction in all content areas.

• English learners bring primary language resources that should be valued in their own right and used as a resource for learning English.

• English learners learn both language and content through meaningful interactions with others and by learning about how language works to make meaning.

ELD Shifts: New ELD Standards

• Adopted on November 7, 2012 by SBE

• Correlated to CCSS & designed to help ELs build critical knowledge and skills

• Describe key knowledge, skills, and abilities in core areas of ELD

http://www.cde.ca.gov/sp/el/er/eldstandards.asp

California Implementation Timeline

2010 August SBE Adopts

Common Core State

Standards

2011 October AB124

Mandates Revision of

ELD Standards

2012 November SBE Adopts

ELD Standards

2013 December ELA/ELD

Curriculum Framework

developed for public review.

2014 June (anticipated) ELD Standards to be reformatted and aligned to New

Generation Content

Standards.

2015-2016

Development of new

ELPAC assessme

nt

So Far…

Right Now Next…..

What’s on the Horizon

.

• 2015-16—ELP Assessments for California (ELPAC)

• 2016—ELA/ELD K-8 Instructional Materials Adoption

.

EL K-12 Standards Support Plan for 2014-15

• Various Professional Development Series on the CA ELD Standards

and Implementing Treasures ELD.

• Monthly Sheltered or SDAIE Support meetings (new), in addition to

monthly ELD meetings (new). Continue with monthly TBE/DLI

Support meetings.

• Expansion of ELD Coaching (additional coaches) and TBE/DLI

Coaching (new).

• Centrally funded GLAD training for elementary and secondary

teachers.

Let’s take a look at the CA ELD Standards………….

Amplify critical knowledge about English language skills in the CCSS for ELA/Literacy that English learners need to be successful in school

To be used by content area teachers as well as ELD teachers to ensure support for our EL students.

Proficiency Level Descriptors

Include:• Overall Proficiency (entry & exit)• Extent of linguistic support needed• Describe knowledge, skills, and abilities across a

continuum• Three levels: Emerging, Expanding, Bridging at early

and exit stages• Guide targeted instruction in ELD and differentiated instruction in content areas

ELD Standards

• Amplify ELA Standards• Organized by grade level• Divided into 3 parts

• Interacting in Meaningful Ways• Learning About how English Works• Using Foundational Literacy Skills

Look at Standards

Standards Walk

• Work with a partner at your table • Pick one grade level ELD standard• Read the emerging description

• Read the expanding description of the same standard – highlight what you see has been added in comparison with the emerging description.

• Now read the bridging description of the same standard – highlight what you see has been added in comparison with the expanding description.

• Be prepared to share what you saw with the rest of the group.

What should we see in the classrooms?

ELDLanguage objectiveAcademic vocabularyFocus on language structures and functionsOpportunities for oral practiceCollaborative ConversationsVisual CuesGraphic Organizers

Sheltered Content and related language objectiveAcademic vocabularyFocus on language structures and functionsOpportunities fororal practiceCollaborative conversationsVisual CuesGraphic Organizers

What tasks do I want my students to be able to complete independently?

• Determine the central ideas from various texts and summarize accurately (7th Grade History Literacy 2.0)

• Explain ideas based on close readings of grade-level texts (7 th Grade ELD – Writing 6-A)

What do I need to consider getting them to that point?• The academic language they need to be successful• Their language needs according to their PLD

(emerging, expanding, bridging)• How to make our time together relevant, challenging,

and engaging

What tools do I have to put all of this together for my students?

• Scaffolding• Differentiation• Integrated instruction

Ah-ha! If I integrate the academic content and ELD standards, my students will develop both the academic and English fluency.

I am the best teacher ever!

Points to Consider

Integrated and Designated ELD: Working in Tandem

Integrated ELD: All teachers with

English learners in their classrooms use

the CA ELD Standards in tandem with the CA CCSS for

ELA/Literacy and other content

standards.

Designated ELD: A protected time where teachers use the CA ELD Standards as the focal standards in ways that build into

and from content

instruction.

What should we see EL students doing in ELD and Sheltered/SDAIE classrooms?

• Engaging in productive oral discourse and written group work with peers that incorporates academic vocabulary tied to the lesson or unit of study.

• Participating in effective oral discourse and written communication with teachers.

• Explaining and demonstrating their knowledge using emerging complex language, academic vocabulary and other communicative strategies in different settings.

• Extracting meaning from complex written texts.

What should we see in the classrooms?

ELDLanguage objectiveAcademic vocabularyFocus on language structures and functionsOpportunities for oral practiceCollaborative ConversationsVisual CuesGraphic Organizers

Sheltered Content and related language objectiveAcademic vocabularyFocus on language structures and functionsOpportunities for oral practiceCollaborative conversationsVisual CuesGraphic Organizers

We must ensure daily, high quality ELD instruction for our EL students

• Administrators have to know what to look for in ELD• Daily language objectives that frame

opportunities for discourse and collaborative conversations using academic language.

• Using genuine formative assessments to guide instruction frequently.

• Get to the classrooms regularly to ensure it happens

• Ensure that ELD teachers have opportunities for feedback on their instruction and time to collaborate with one another.

Let’s Practice - ELD

• Pick a partner at your table

• Read the ELD vignette

• Work together to highlight examples in the vignette that illustrate teacher and student behaviors that are listed in your packet

• Discuss with your partner how you would structure teacher feedback based on this vignette

• Be ready to share out

Designated ELD Vignette Snapshot 3: Designated ELD Connected to MathematicsIn mathematics, Mrs. Cooper teaches her students to solve word problemsand how to explain their thinking and justify their arguments for solving a problem a particular way. She models how to solve word problems and thinks aloud for students as she does, using drawing and other visuals to make their thinking process visible. She models how to identify language that reveals what kind of word problem she is solving (e.g., how many are left, how many are there altogether, how many more), how to identify the important information for Solving the problem, and how to apply math content knowledge to solve the problems. She provides many opportunities for her students to practice by Collaboratively solving word problems with peers and explaining how they solved the problems, using their drawing and writing to justify their assertions.

Let’s practice – ELDhttp://www.myboe.org/cognoti/content/file/content/repository/509621/11/1159f851/1159f851cdb67d308c19c321e09b9d3958c7210e//Popups//U3Learn4.html