CCLS: CCLS: Instructional Strategies & Equity...CCLS: CCLS: Instructional Strategies & Equity Dr....

____________________________________________________________________________________ VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 [email protected]

CCLS: CCLS: Instructional Strategies & Equity Instructional Strategies & Equity

Dr. Virginia RojasASCD Faculty April 5, 2013

6 Key Principles for ELL Instruction6 Key Principles for ELL InstructionJIGSAW GROUPS

6 member group / all read in 6-member group / all read in order to select ‘one’ principle to become an expert on

Read for meaning the first time/ read to select key words & phrases ad y d & p athe second time

Group members take turns orally summarizing the key principles

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#1: #1: Academic Academic Proficiency Proficiency Text TypesText Types

Narrative *ai

ns &

ai

ns &

Reg

ister

sRe

gist

ers

lls (

O, R

, W)

lls (

O, R

, W)

maximummaximum Narrative Descriptive Expository * Persuasion *P d l

Dom

aD

oma

Ski

Ski

minimalminimal

Procedural Report *Recount

Academic Vocabulary Academic Vocabulary Tiers

©©CalderónCalderón, M. E. & , M. E. & MinayaMinaya--Rowe, L. (2011). Preventing LongRowe, L. (2011). Preventing Long--Term English Learners, Corwin PressTerm English Learners, Corwin Press

I I basic,basic, highhigh--frequency, frequency,

survival vocabulary survival vocabulary

IIII multiplemultiple--meaning, meaning, across disciplines/ across disciplines/ functionfunction words & words & functionfunction words & words &

phrases phrases

III III lowlow--frequency,frequency,disciplinediscipline--specific, specific,

conceptual conceptual

2


Examples Examples Grades KGrades K--2 Science 2 Science Grades 3Grades 3--5 Science 5 Science MS HS English MS HS English Topic: Topic: Describe theDescribe the

structures and functionsstructures and functionsof animalsof animals

Topic: Topic: Many of theMany of thephenomena we observe onphenomena we observe onEarth involve interactionsEarth involve interactions

Topic: Topic: Students will read,write, listen, and speak for

literary response andof animals.of animals.

Examples: Examples: describe, growth, wings,describe, growth, wings,

legs, fins, predators,legs, fins, predators,teeth, jaws, tongue, ears,teeth, jaws, tongue, ears,nose, senses, skin, claws,nose, senses, skin, claws,shells, spines, feathers, shells, spines, feathers,

Earth involve interactionsEarth involve interactionsamong components of air,among components of air,

water, and land.water, and land.

Examples: Examples: weather, describe, weather, describe,

temperature, observe , temperature, observe , wind speed and direction,wind speed and direction,precipitation, explain, skyprecipitation, explain, sky

conditions (cloudy, sunny),conditions (cloudy, sunny),

literary response andexpressions.

Examples: character, plot, setting, theme,

dialogue, point of view,omniscient narrator, explain, symbolism, metaphor, infer,

simile, personification, interpret, foreshadowing, critique, pp

scales, body covering,scales, body covering,protect, shed, season,protect, shed, season,surviving, jump, hop,surviving, jump, hop,slither, swim, gallop,slither, swim, gallop,

running, crawl, fly, habitat, running, crawl, fly, habitat, adapt, move, eat, breathe, live adapt, move, eat, breathe, live

y yy yrecycled, evaporation,recycled, evaporation,

runoff, erosion, illustrate, runoff, erosion, illustrate, interaction, deposit,interaction, deposit,floods, hurricanes,floods, hurricanes,

earthquakes, graph, material, earthquakes, graph, material, gas, liquid, ice, changes, gas, liquid, ice, changes, interact , condensation interact , condensation

g qassumptions, biases, contrast,

conflict, details, fallacies,interpretation, hidden,

traditions, culture, compare, paraphrase, analogies,

climax, message, mood,motivation, resolution,events, conclude, voice,

evaluate, flashback

CC.1.L.5.b CC.1.L.5.b distinguish distinguish shades of meaning shades of meaning among verbs among verbs differing in manner and adjectives differing in intensitydiffering in manner and adjectives differing in intensity

WRITTEN TASK WRITTEN TASK

3


CC.5.L.5.c distinguish among CC.5.L.5.c distinguish among connotationsconnotations of of words with similar denotations words with similar denotations

WRITTEN TASK WRITTEN TASK

brave brave afraid afraid

CC 9CC 9--10.l.5bVocabulary Acquisition and Use: Analyze 10.l.5bVocabulary Acquisition and Use: Analyze nuancesnuances in in the meaning of words with similar denotationsthe meaning of words with similar denotations

ORAL TASK ORAL TASK

increase increase decrease decrease

4


Simon Says, Science Says Simon Says, Science Says

Falls down The _____ sinks in th t

Reaches up

Hides

the water.

The _____ rises in the water. dThe ____ disappears in the water.

CC.1.L.5a: Vocabulary Acquisition and Use: Sort words into categories to gain CC.1.L.5a: Vocabulary Acquisition and Use: Sort words into categories to gain a sense of the concepts a sense of the concepts the categories represent (ORAL TASK) the categories represent (ORAL TASK)

Simon Says, Science Says Simon Says, Science Says

Falls down fast Accelerated

Round & round

Make something

Rotated

Variablea gdifferent

CC.5.L.6 acquire & use accurately gradeCC.5.L.6 acquire & use accurately grade--level general academic level general academic and and domaindomain--specific words & phrases (ORAL TASK) specific words & phrases (ORAL TASK)

5


Simon Says, Einstein SaysSimon Says, Einstein Says

Turn Flip Slide

Resize

Rotation Reflection Translation

Dilationa

CC.9CC.9--10.L.6 : acquire & use accurately grade10.L.6 : acquire & use accurately grade--level general academic level general academic and and domaindomain--specific words & phrases (ORAL TASK) specific words & phrases (ORAL TASK)

Compare & Contrast “Connectors” Compare & Contrast “Connectors”

just as … so, however, whereas nevertheless

similar to, differs from, as well as, in addition, likewise, moreover, in contrast, by comparison

whereas, nevertheless, while, yet, even though, ironically

the same as, different from, also, or, but

CC.5.L.6 acquire & use accurately gradeCC.5.L.6 acquire & use accurately grade--level general academic level general academic and domainand domain--specific words & phrases , specific words & phrases , including those that signal logical relationships including those that signal logical relationships

6


__________ “Connectors” __________ “Connectors”

“Connectors” “Connectors” Linguistic Functions (ESL)/ Reading & Writing

Text StructuresSample Connectors

©reprinted from Calderón &Minaya-Rowe, 2011©Gibbons, 2009

Cause and effect because, due to, as a result, since, for this reason, therefore, in order to so that thus as a consequence of because of this so order to, so that, thus , as a consequence of, because of this, so

Compare and contrast also, as well as, in addition, likewise, moreover, by the way, or, but, although, however, in contrast, whereas, nevertheless, on the other hand, while, on the contrary, by comparison, similarly, in the same way, conversely, ironically, yet, even though, just as ...so

Give examples for example, for instance, in particular, such as, in this situation, to illustrate, to demonstrate, in fact, indeed, in this case, more precisely, to put it differently

Describe a sequence first, second, subsequently, following this, next, finally, then, f d h d l f h l l h

Desc ibe a sequence afterward, in the end, later, after a while, previously, at the same time, to start with, most important, concurrently, additionally, meanwhile, before (solving.....)

Conclude or report results in conclusion, ultimately, as a result, finally, thus, therefore, in other words, hence, accordingly, as we have seen, as we have shown, this led to, in essence, to sum up, to summarize

Polite discussions apparently, probably, likely, might, rarely, seldom, at times, sometimes, occasionally, theoretically, on the one hand, on the other hand

©

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11 22 33 44 55

Academic Language & LiteracyAcademic Language & LiteracyUnresponsiveUnresponsive ResponsiveResponsive

11 22 33 44 55some know & teach all know & teach some know & teach all know & teach

incidental intentional incidental intentional

simplified rote tasks complex engaging tasks simplified rote tasks complex engaging tasks simplified, rote tasks complex, engaging tasks simplified, rote tasks complex, engaging tasks

knowledge-centered usage-centered

#2: #2: ““Immersion” Immersion” Strategies Strategies

Language Culture g guse of L1

visual support

cognates

key vocabulary

appropriate materials & topics

multiple perspectives for comparing /contrasting issues

(POV)

parental involvement key vocabulary

practice (structured verbal interaction)

self-monitoring

parental involvement

affirming identity instructional tools

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Profiles of English Learners Profiles of English Learners ELL NEWCOMER ELL NEWCOMER LTELLLTELL

(60%)(60%)SIFE SIFE

(3(3--12)12)DUALLYDUALLY--IDID

Some English BICS Some English BICS Strong L1 CALP Strong L1 CALP Strong academic Strong academic

BalancedBalanced bilingual oral bilingual oral skills skills Balanced bilingual Balanced bilingual

Rich L1 oral languageRich L1 oral languagebackground background HighHigh--support support cultural cultural

Strong L1 and/ or Strong L1 and/ or bilingual skills bilingual skills Diagnosed learning Diagnosed learning Strong academic Strong academic

background & record background & record Academically Academically motivated motivated

Balanced bilingual Balanced bilingual literacy skills literacy skills Strong academic record Strong academic record Academically Academically motivated motivated

HighHigh--support support cultural cultural environment environment Academically Academically motivated motivated

Diagnosed learning Diagnosed learning issue issue HighHigh--support support cultural cultural & learning & learning environment environment Academically Academically motivated motivated

AbsoluteAbsolute beginner beginner (NO BICS) (NO BICS) Weak L1 literacy skills Weak L1 literacy skills Weak academic record Weak academic record Lacks motivatioLacks motivatio

BalancedBalanced bilingual oralbilingual oralLack literacy skills Lack literacy skills Fossilized academic Fossilized academic language (language (stuck) stuck) Weak academic record Weak academic record

Refugee and/ orRefugee and/ or high high transience rates between transience rates between countries countries Attendance at no or Attendance at no or various schools resulted various schools resulted

OralOral skills in L1 and/ or skills in L1 and/ or L2L2Lack literacy skills Lack literacy skills Diagnosed learning Diagnosed learning issue issue Lacks motivatioLacks motivation n

Characteristics Characteristics AnxiousAnxious & cautious & cautious

Easily distracted Easily distracted Hesitation to speak or write Hesitation to speak or write Unaware of language norms Unaware of language norms

Weak academic record Weak academic record Lacks motivation Lacks motivation CharacteristicsCharacteristics

Enrolled 5 or more years Enrolled 5 or more years Accustomed to school norms Accustomed to school norms

though learned passivity & nonthough learned passivity & non--engagement engagement

Range of literacy skills Range of literacy skills Below grade levelBelow grade level

various schools resulted various schools resulted in in gaps gaps CharacteristicsCharacteristics

Recently enrolled Recently enrolled No or minimal schooling No or minimal schooling

Unaccustomed to school norms Unaccustomed to school norms Lack of school records Lack of school records

Limited to no literacy skillsLimited to no literacy skillsContent & skill gaps Content & skill gaps

Below grade level Below grade level

issue issue Lacks motivation Lacks motivation CharacteristicsCharacteristics

Easily distracted Easily distracted Accustomed to school norms Accustomed to school norms

though learned passivity & nonthough learned passivity & non--engagement engagement

Range of literacy skills Range of literacy skills Below grade levelBelow grade level

#3: #3: StandardsStandards--Aligned Instruction Aligned Instruction STANDARDS

(CCLS) ASSESSMENTS

(PROOF ) INSTRUCTION

(MINDSETS) *

What English learners

need to know & do?

How will we know that

English learners

What do we need to know

& do so English

know & can do (i.e. oral & written)?

learners can know & do?

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#4: #4: Differentiation Differentiation Mindset Mindset MaterialMaterial(content(content))

TaskTask(student product)(student product)

StrategyStrategy(learning experiences)(learning experiences)

ConfigurationConfiguration(student groupings)(student groupings)

Same Same Same Same

ffff

Same Same Same Same

ffffDifferent Different Different Different Different Different

High Standards/ Expectations for ALL High Standards/ Expectations for ALL

Different Different

#5: #5: ‘ELL’ ‘ELL’ Scaffolding Scaffolding Mindset Mindset INPUT INPUT (“I do…”) (“I do…”)

‘Input’ is what teachers do (e.g. model, demonstrate, ‘Input’ is what teachers do (e.g. model, demonstrate, give directions, direct instruction, lecture). Many times give directions, direct instruction, lecture). Many times this is done ‘orally’ and therefore requires ‘scaffolding’ this is done ‘orally’ and therefore requires ‘scaffolding’ f E l h l ( l t t f E l h l ( l t t

INTAKE INTAKE (“We do…..”)(“We do…..”)k h d d hk h d d hfor English learners (e.g. visual support, concrete for English learners (e.g. visual support, concrete

materials, paraphrasing of directions). Think of materials, paraphrasing of directions). Think of ‘scaffolding’ as the way in which to make ‘scaffolding’ as the way in which to make input input ‘comprehensible’ ‘comprehensible’ or the ways in which to make explicit or the ways in which to make explicit to students what they need to to students what they need to know and do. know and do.

‘Intake’ is what students do together ‘Intake’ is what students do together (i.e. SIOP’s verbal interaction (i.e. SIOP’s verbal interaction or or Vygotsky’sVygotsky’s social interaction & social interaction & gradual release of responsibility gradual release of responsibility model. Students “inquire” together in model. Students “inquire” together in structured, purposeful & ‘structured, purposeful & ‘scaffoldedscaffolded’ ’ cooperative learning groups with cooperative learning groups with engaging tasks & materials. THIS is a engaging tasks & materials. THIS is a time to time to ‘make different’ ‘make different’ materials materials OUTPUTOUTPUT (“Y d ”) (“Y d ”) time to time to make different make different materials, materials, tasks, learning experiences, and/ or tasks, learning experiences, and/ or groupings. groupings.

OUTPUTOUTPUT (“You do…”) (“You do…”) Students show what they Students show what they know and can know and can

do do and most often this will be done and most often this will be done orally or in writing. orally or in writing. THIS is a time to THIS is a time to

offer choices or to offer choices or to ‘make different’ how ‘make different’ how English learners will show orally or in English learners will show orally or in writing. Whatever the way, they must writing. Whatever the way, they must

show show evidence evidence of standards. of standards.

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Grade 3: Similes & Metaphors Grade 3: Similes & Metaphors GRADE 3 GRADE 3 CCSS.ELACCSS.ELA--Literacy.L.3.5Literacy.L.3.5-- (Craft & Structure)(Craft & Structure) Demonstrate understanding of figurative language, Demonstrate understanding of figurative language, specifically similes and metaphors specifically similes and metaphors CC.3.L.5.a Vocabulary Acquisition and Use: Distinguish the literal and CC.3.L.5.a Vocabulary Acquisition and Use: Distinguish the literal and nonliteralnonliteral meanings of words and phrases in meanings of words and phrases in context (e.g., take steps).context (e.g., take steps).CC.3.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (oneCC.3.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one--onon--one, in groups, and teacherone, in groups, and teacher--led) with diverse partners on grade 3 topics and texts, building on others’ ideas and led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearlyexpressing their own clearlyexpressing their own clearlyexpressing their own clearlyCC.3.W.10 Range of Writing: Write routinely for shorter time frames (a single sitting) for a range of disciplineCC.3.W.10 Range of Writing: Write routinely for shorter time frames (a single sitting) for a range of discipline--specific tasks, purposes, and audiences. specific tasks, purposes, and audiences.

Content Target Content Target Language Target Language Target Formative AssessmentsFormative Assessments

We can read our books togetherWe can read our books together in order in order to find similes and metaphors. We can to find similes and metaphors. We can talk about what the similes or metaphors talk about what the similes or metaphors mean and mean and what we think the writer what we think the writer wanted us to see, hear, smell, taste, or feelwanted us to see, hear, smell, taste, or feel. .

W ll h l d W ll h l d

We can read,We can read, talk about & write talk about & write one one simile and one metaphor we like from our simile and one metaphor we like from our book and tell (or draw) what the writer book and tell (or draw) what the writer wanted us to see, heawanted us to see, hear, smell, taste, or feel r, smell, taste, or feel using using describingdescribing words words in our flip book. in our flip book.

W ll h l d W ll h l d

EXPERTEXPERT GROUP GROUP discussionsdiscussions

Written (or drawn) simile and Written (or drawn) simile and metaphor in flip bookmetaphor in flip book

HOMEHOME GROUP di iGROUP di iWe can orally share our similes and We can orally share our similes and metaphors from our flip book with metaphors from our flip book with others and we others and we remember to tell what the remember to tell what the writer wanted us to see, hear, smell, taste, writer wanted us to see, hear, smell, taste, or feel.or feel.

We can We can think about what we want our think about what we want our readers to see, hear, smell, taste or feel. readers to see, hear, smell, taste or feel. We can draw our two ideas (dissimilar) We can draw our two ideas (dissimilar) and then use our sentence starters to write and then use our sentence starters to write a simile and a metaphor. a simile and a metaphor.

We can orally share our one simile and We can orally share our one simile and one metaphor from our flip book (& one metaphor from our flip book (& remember to tell what the writer wanted remember to tell what the writer wanted us to see, hear, smell, taste, or feel using us to see, hear, smell, taste, or feel using describingdescribing words )words ). .

FINALLY we can brainstorm ideas to write FINALLY we can brainstorm ideas to write about and THEN each of us can write a about and THEN each of us can write a simile / a metaphorsimile / a metaphor and and tell what we want tell what we want our readers to see, hear, taste, or feel. our readers to see, hear, taste, or feel.

HOMEHOME GROUP discussionGROUP discussion

Write simile(s) and metaphor(s) in Write simile(s) and metaphor(s) in flip book flip book

WRITERS SHARE in corners WRITERS SHARE in corners

‘The’ Grade 3 Lesson ‘The’ Grade 3 Lesson “I do”“I do” (INPUT) (INPUT)

(WARM UP) students interactively 'take quiz' on SMART BOARD (www.kidsonthenetwww.kidsonthenet. . org.uk (DRAGONS VILLE quizzes on similes org.uk (DRAGONS VILLE quizzes on similes and metaphors)and metaphors)

( ) h d l

“We do” “We do” (INTAKE)(INTAKE)

EXPERT READING TRIOS read and discuss the similes and metaphors from jigsaw materials/ select one of each for flip b k (t lli h t th thi k th it

““You doYou do” ” (OUPUT) (OUPUT)

READERSREADERS talk about talk about the similes and metaphors from the books and ‘interpret’ and ‘interpret’ what they think the writer wanted readers to see, hear, smell, taste, or feel).

(READ & DISCUSS) Teachers model expert reading group task of reading and discussing similes or metaphors / choosing one we like for our flip book and telling what we think the writer wanted us to see, hear, smell, taste, or feel.

(SHARE & WRITE) Teachers model expert writing group task of sharing flip book similes and metaphors, brainstorming topics to write about, and then writing similes and metaphors.

book (telling what they think the writer wanted readers to see, hear, smell, taste, or feel).

EXPERT WRITING CORNERS orally share their similes and metaphors/ then brainstorm topics for similes and metaphors for flip books. (www.readwritethink.org/materials/flipbook)

to see, hear, smell, taste, or feel).

WRITERSWRITERS draft similes and metaphors in draft similes and metaphors in flip books and then WRITERS ORALLY flip books and then WRITERS ORALLY SHARE .SHARE .

ScaffoldingScaffolding & Differentiation ‘Mindsets’ (with support of): & Differentiation ‘Mindsets’ (with support of): Resources:Resources:gg pppp

((ELL TOOLS) ELL TOOLS) numbered heads together (BB), mentor texts , modeling & numbered heads together (BB), mentor texts , modeling & twotwo--box graphic organizer (SM), sentence starters (EL), bilingual examples box graphic organizer (SM), sentence starters (EL), bilingual examples & culturally& culturally--responsive materials (AI) responsive materials (AI)

(SIOP & DI) (SIOP & DI) expert & home JIGSAW teams to provide social interaction & expert & home JIGSAW teams to provide social interaction & negotiation of meaning negotiation of meaning

(DI) (DI) Multiple materials / Multiple materials / flexible groupings flexible groupings

Team & PeerTeam & Peer CoCo--Teaching Teaching

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Mi primo looks like Mi primo looks like caritcarit when he comb when he comb his hair con gelhis hair con gel… …

PS This is for see - not taste.

Grade 6: Ancient Greece Grade 6: Ancient Greece GRADE 6 INFORMATIONAL TEXT & ANCIENT GREECE ELA Standards: RH.6-8.1 Cite specific textual evidence to support analysis of (primary and secondary) sources.CC.6.SL.1.b Comprehension and Collaboration: Follow rules for collegial discussions. CC.6.L.5.b Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.Social Studies 17.A. 2c. Understand relationships between geographic factors and society.

(NOTE: 1st lesson of the unit using Introduction and Geography of Ancient Greece p. 287-290, Harcourt Brace Social Studies Copyright 2000. Ancient Civilization.)

Content Target Content Target Language Target Language Target Formative AssessmentsFormative Assessments

We can sort pictures & statements into 'story' vs. 'informational' T-Chart.

We can read The Golden Touch or Geography of Ancient Greece in order to gather & interpret information

We can make predictions about what we will read (using will) and tell why (using because).

We can read our text twice: (1) for meaning and (2) for a purpose (to

TT--Chart sort &Chart sort & oral oral explanations explanations

to gather & interpret information which we need to cite evidence.

We can report our evidence from the myth or information about the geography of ancient Greece in order to answer “how the Greeks’ lives were affected by their geography.”

meaning and (2) for a purpose (to discuss & answer our bookmark questions using drawing or writing or both).

We can use ‘reporting sentences’ with reporting connectors when we report our information to our teams.

Discussions & written responses Discussions & written responses

Oral reporting Oral reporting (using connectors) (using connectors)

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‘The’ Grade 6 Lesson ‘The’ Grade 6 Lesson “I do”“I do” (INPUT) (INPUT)

Teachers model sortingTeachers model sorting the images and the images and sentence strips into the Tsentence strips into the T--Chart and Chart and take turns telling why.take turns telling why.

“We do” “We do” (INTAKE)(INTAKE)

TEAMTEAM (4) determine if images & (4) determine if images & sentences are “story vs. informational” sentences are “story vs. informational” & tell how they know. & tell how they know.

PAIRS PAIRS (2) n pair r ads th G ld n (2) n pair r ads th G ld n

““You doYou do” ” (OUPUT) (OUPUT)

PAIRS PAIRS (2) rehearse ‘reporting’ (2) rehearse ‘reporting’ sentences in order to report to team sentences in order to report to team

TEAM TEAM (4) orally report what they (4) orally report what they l arn d ( sing r p rting s nt n s) l arn d ( sing r p rting s nt n s) PAIRS PAIRS (2) one pair reads the Golden (2) one pair reads the Golden

Touch & the other pair reads the Touch & the other pair reads the geography pages. They choose the geography pages. They choose the ‘way’ to read so they make a decision ‘way’ to read so they make a decision to help them answer their questions. to help them answer their questions.

SOLO SOLO (1) each student draws or writes (1) each student draws or writes the answer to their questions. the answer to their questions.

learned (using reporting sentences) learned (using reporting sentences)

ScaffoldingScaffolding & Differentiation ‘Mindsets’ (with support of): & Differentiation ‘Mindsets’ (with support of): Resources:Resources:

(ELL TOOLS) (ELL TOOLS) Statement sorts with visual support (BB), modeling & TStatement sorts with visual support (BB), modeling & T--Chart GO Chart GO (SM); connector charts (EL); Spanish center (AI) (SM); connector charts (EL); Spanish center (AI)

(SIOP) (SIOP) verbal interaction through the cooperative learning strategy TEAM PAIR verbal interaction through the cooperative learning strategy TEAM PAIR SOLOSOLO

(DI) (DI) Circle Seat Center (Circle Seat Center (circle circle = guided reading for informational text/ = guided reading for informational text/ seat seat = = buddy reading/ buddy reading/ center #1 center #1 = Spanish & English King Midas/ = Spanish & English King Midas/ center #2 center #2 = = IPAD APP King Midas)IPAD APP King Midas)

(DI) (DI) Multiple materials Multiple materials

Station coStation co--teaching teaching

Standards & Instructional Standards & Instructional Mindsets Mindsets UnresponsiveUnresponsive ResponsiveResponsive

11 22 33 44 55“high support” high“high support” high--challenge, productive struggle challenge, productive struggle

“input to output” “input to output” ”scaffolding intake” mindset

same same same same “differentiation” mindsetsame, same, same, same differentiation mindset

teachers ‘tell’ students negotiate meaning

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#6:#6: LanguageLanguage--Growth Growth Mindset Mindset Beginning

NewcomersIntermediate

Newcomers & LTELL Advanced & Peer

Competitive

TASK: interpret & write similes & metaphorsCONCEPT KNOWLEDGE

Locate similes & metaphors and retell what ‘senses’ writer used

CONCEPT KNOWLEDGE

Break down writers’ purpose with support

Contrast writers’ dissimilar choices

Compose simile & metaphor and tell purpose

CONCEPT KNOWLEDGE

Draw conclusions about writers’ purpose

Compare/ contrast writers’ dissimilar choices

Compose simile & metaphor and explain intent

Evaluate use of cliche’ simile & metaphor

LANGUAGE FORMS & CONVENTIONS

Use of ‘simple’ sentence starter


Use of ‘compound or complex tiered’ sentence starters

Correct sentence structure & conventions (spelling &

punctuation)

metaphor


Use of ‘complex tiered’ sentence starters

Correct sentence structure & conventions independently (spelling & punctuation)

#6:#6: LanguageLanguage--Growth Growth MindsetMindsetBeginning

NewcomersIntermediate

Newcomers & LTELL Advanced & Peer

Competitive

TASK: orally report evidence CONCEPT KNOWLEDGE

Sorts information between primary & secondary source using

examples Locates information to cite

evidence

LANGUAGE USAGE

CONCEPT KNOWLEDGE

LANGUAGE USAGE

CONCEPT KNOWLEDGE

Distinguish between primary & secondary source using examples Gathers & infers information by

citing ‘relevant’ evidence

LANGUAGE USAGE LANGUAGE USAGE

technical vocabulary & ‘tiered’ connectors to report

LANGUAGE FORMS & CONVENTIONS simple verb tenses


technical vocabulary & ‘tiered’ connectors to interpret, conclude,

& report


verb tense agreement

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Assessment Assessment for for Progression Progression UnresponsiveUnresponsive ResponsiveResponsive

11 22 33 44 55of … feedback & student reflection of … feedback & student reflection for …for …

language use language use & language use language use & growth growth

modify/ accommodate adapt modify/ accommodate adapt linguisticallylinguisticallymodify/ accommodate adapt modify/ accommodate adapt linguisticallylinguistically

silo tasks formative to summative

Choice Board CHOOSE ONE OF THESE EXPERT OPTIONS (strategically to share with the HOME Group)

We can listen to the presentation on how to make a RAFT and Choice Board in order to differentiate and

ff ld f diff t t f l (#1 l )

We can read the ‘Translating Brain Research into Effective Language & Literacy Instruction’

scaffold for different types of learners (#1 only)

We can use the ‘examples’ to design a RAFT and a Choice Board to share with our colleagues.

Formative Task: RAFT & Choice Board

g g yPrinciples and compile ‘scaffolding strategies’ (#2)

Formative Task: Top 10 List

We can read the TIC TAC TOE rows & discuss which row we want to complete (#2)

SCAFFOLDING Tips & Tools (#2)

We can take turns reading & discussing ways in which to We can work together using the differentiation strategies & THEN use the checklist to self-assess our differentiation ‘mindsets.’

Formative Task: one or more DI tools to use with this lesson

We can take turns reading & discussing ways in which to “input, intake, & output” for newcomer, LTELL, & SIFE students. We can describe in writing ways in which we already do or can do these tips and tools in our classrooms.

Formative Task: Self-assessment of what we are doing vs. what we need to do more of

15


Choice Board SHARE We can listen to the presentation on how to make a RAFT and Choice Board in order to differentiate and scaffold for different types of learners.

We can use the ‘examples’ to design a RAFT and a

We can read the ‘Translating Brain Research into Effective Language & Literacy Instruction’ Principles and compile ‘scaffolding strategies’

We can use the examples to design a RAFT and a Choice Board to share with our colleagues.

Formative Task: RAFT & Choice Board Formative Task: Top 10 List

We can read the TIC TAC TOE rows & discuss which row we want to complete.

We can work together using the differentiation

SCAFFOLDING Tips & Tools Seat

We can take turns reading & discussing ways in which to “input, intake, & output” for newcomer, LTELL, & SIFE students. We can describe in writing ways in which we g g

strategies & THEN use the checklist to self-assess our differentiation ‘mindsets.’

Formative Task: one or more DI tools to use with this lesson

g yalready do or can do these tips and tools in our classrooms.

Formative Task: Self-assessment of what we are doing vs. what we need to do more of

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Understanding Language / Language, Literacy, and Learning in the Content Areas ell.stanford.edu

Key Principles for ELL Instruction

January 2013

Understanding Language: Language, Literacy, & Learning in the Content Areas

Understanding Language aims to enrich academic content and language development for English Learners (ELs) by making explicit the language and literacy required to

meet Common Core State Standards (CCSS) and Next Generation Science Standards http://ell.stanford.edu .

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The Common Core Standards (CCSS) in English Language Arts and Mathematic s as well as the Next Generation Science Standards (NGSS) require that English Language Learners (ELLs) meet rigorous, grade level academic standards. The following principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop CCSS-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type. Finally, no single principle should be considered more important than any other. All principles should be incorporated into the planning and delivery of every lesson or unit of instruction. 1. Instruction focuses on providing ELLs with opportunities to engage in discipline-specific practices which are designed to build conceptual understanding and language competence in tandem. 2. Instruction leverages ELLs’ home language(s),cultural assets, and prior knowledge. 3. Standards-aligned instruction for ELLs is rigorous, grade-level appropriate, and provides deliberate and appropriate scaffolds. 4. Instruction moves ELLs forward by taking into account their English proficiency level(s) and prior schooling experiences. 5. Instruction fosters ELLs’ autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings. 6. Diagnostic tools and formative assessment practices are employed to measure students’ content knowledge, academic language competence, and participation in disciplinary practices.

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PRINCIPLE 1: Instruction focuses on providing ELLs with opportunities to engage in discipline-specific practices which are designed to build conceptual understanding and language competence in tandem. Learning is a social process that requires teachers to intentionally design learning opportunities that integrate reading, writing, speaking, and listening with the practices of each discipline. 1. Teachers develop a deep knowledge of the disciplinary vocabulary, language functions, and discourse that ELLs need and structure multiple opportunities in the classroom for students to use language. 2. Teachers explicitly discuss the characteristics of texts, language functions, and discourse in the discipline with students. 3. Teachers provide opportunities for students to engage in linguistically complex and content-rich tasks, including negotiating meaning in disciplinary discourse. 4. Instruction is designed with attention to language functions and progressions, and grows ELLs’ competencies with discipline-specific language functions such as obtaining information, demonstrating understanding, constructing explanations, engaging in arguments, etc. PRINCIPLE 2: Instruction leverages ELLs’ home language(s), cultural assets, and prior knowledge. ELLs’ home language(s) and culture(s) are regarded as assets and are used by the teacher in bridging prior knowledge to new knowledge, and in making content meaningful and comprehensible. 1. Teachers value students’ native language (s) and use it as an entry point when and where needed, regardless of whether or not the teacher speaks students’ native language. 2. Instruction draws on students’ native language(s) to help make content delivered in a second language comprehensible. 3. Instructional materials in ELLs’ native languages are available for students to access grade level content. 4. Teachers employ flexible and fluid grouping structures, both homogeneous and heterogeneous, to work with ELLs based on English Language proficiency, native language, and level of background knowledge. For example, students are grouped by

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native language to advantage their prior knowledge for comprehension and to access prior understandings and skills. 5. Teachers encourage explicit instruction of the characteristics of disciplinary discourse in native language and English to accelerate language transfer. For further discussion about language transfer, go to the National Literacy Panel Report1 on Language Minority Children and Youth.

PRINCIPLE 3: Standards-aligned instruction for ELLs is rigorous, grade-level appropriate, and provides deliberate and appropriate scaffolds. Instruction that is rigorous and standards-aligned reflects the key shifts in the CCSS and NGSS. Such shifts require that teachers provide students with opportunities to describe their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning from complex texts. Students with developing levels of English proficiency will require instruction that carefully supports their understanding and use of emerging language as they participate in these activities. 1. Classroom practice is cognitively challenging and aligned to grade-level Common Core State Standards for mathematics and English language arts as well as Next Generation Science Standards. 2. Instruction is designed to engage students in productive struggle as students build content knowledge and develop rich discipline-specific language and discourse. 3. Students engage in oral and written discourse in which they argue from evidence, present explanations, make conjectures, justify conclusions and validate findings. 4. The design of instructional tasks includes scaffolds for ELLs that do not diminish their engagement with complex concepts and text. PRINCIPLE 4: Instruction moves ELLs forward by taking into account their English proficiency level(s) and prior schooling experiences. ELLs within a single classroom can be heterogeneous in terms of home language(s) proficiency, proficiency in English, literacy levels in English and student's home language(s), previous experiences

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in schools, and time in the U.S. Teachers must be attentive to these differences and design instruction accordingly. 1. Teachers review and use data (nativity, prior schooling, native language and English proficiency, etc.) when planning instruction for individual student needs. 2. Teachers are highly skilled and intentional about the use of scaffolds so that students experience rigor and struggle productively. 3. Teachers employ flexible and fluid grouping structures, both homogeneous and heterogeneous, to work with ELLs based on English language proficiency, literacies and level of background knowledge. 4. Teachers choose materials based on native language and English proficiency levels that are appropriate for the grade span when planning individual and group learning experiences that accelerate their development. 5. Teachers communicate with families to gather a social history in order to gain a better understanding of student needs (academic and socio-emotional). 6. Teachers meet regularly with colleagues to reflect and co-plan instruction that accelerate competencies, content and English language proficiency. 7. Teachers use interventions and instructional routines to hone in on specific precursor competencies and knowledge that a subset of students might be lacking. 8. All classroom libraries contain age-, grade-, and content-appropriate books and materials in English and the students’ native languages. PRINCIPLE 5: Instruction fosters ELLs’ autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings. ELLs must learn to use a broad repertoire of strategies to construct meaning from academic talk and complex text, to participate in academic discussions, and to express themselves in writing across a variety of academic situations. Tasks must be designed to ultimately foster student independence. 1. Teachers are masterful and intentional about the use of scaffolds enabling students to work beyond their current ability with appropriate support, for instance: use of anchor models techniques, graphic organizers, visual representations, and structured peer interactions.

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2. Teachers understand that scaffolds are temporary supports that must be used with students only when needed as they move towards independent levels of performance. 3. Teachers carefully choose a variety of materials for individual, small group and whole class learning experiences so that students are often working at their current reading levels and beyond with appropriate supports from teachers and peers. 4. Teachers provide a variety of complex texts that challenge students to build and expand their current literacy, language and content knowledge. 5. Teachers collect evidence of students’ progression towards independence, adjusting instruction when necessary. 6. Teachers provide students with frequent exposure to the variety of writing genres with appropriate supports when needed. 7. Teachers communicate clearly to students the academic expectations of the classroom (i.e. goals, objectives, rationale), ultimately strengthening students’ metacognitive abilities. 8. Teachers design and use scaffolds that afford ELLs an entry point leading to a productive struggle with content and language development. PRINCIPLE 6: Diagnostic tools and formative assessment practices are employed to measure students’ content knowledge, academic language competence, and participation in disciplinary practices. These assessment practices allow teachers to monitor students’ learning so that they may adjust instruction accordingly, provide students with timely and useful feedback, and encourage students to reflect on their own thinking and learning. 1. Teachers provide students with timely and useful feedback; and encourage students to reflect on their own learning and thinking. 2. Teachers design assessments with discipline-specific language competencies in mind. 3. Teachers adapt assessments linguistically so that ELLs show their conceptual understanding. 4. Teachers help students learn the specific linguistic features of formative and summative assessments.

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5. Teachers analyze texts and tasks for discipline-specific language and content demands.

As illustrated above, each principle calls for specific classroom actions from teachers as they enact practices for English Language Learners’ success. Teachers with expertise in English language development and bilingual education must partner with those with subject-specific expertise to address the needs of ELLs. The new Standards call for significant levels of meaning making between students and among students of diverse levels of English proficiencies. Teachers will need to learn how to set-up collaborative structures and design tasks that draw students into academic discussion regularly. In addition, the principles require school leaders/administrators and districts to carefully address the needs of ELLs when designing the infrastructure and supports that will help maximize ELL accomplishment of the new Standards.

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Leadership Actions What follow are descriptions of overarching considerations for school leaders/administrators and district leaders. This is an opportunity for leaders to examine practices and evaluate their impact on ELL attainment. The new Standards pose new and significant demands for ELLs and will require that districts establish new practices to meet them. School Leaders & Administrators Vision for ELLs: Responsive and Rigorous Instruction and Curriculum 1. School leaders carry out the district’s vision for ELLs, and have clear and high expectations for all ELLs. 2. School leaders provide socio-emotional supports to students who have experienced or are experiencing turmoil as a result of their immigration and/or reunification circumstances. 3. School leaders implement the district’s ELL Response To Intervention (RTI) model. Resource & Funding 1. School leaders must ensure that ELLs have access to standards aligned curriculum. 2. School leaders make sure rich grade-level appropriate materials and technology resources are available for students in all disciplines in the native languages and English at all proficiency levels. Human Capital & Professional Development 1. School leaders facilitate professional learning communities that examine ELLs’ work and tasks for evidence of alignment to grade-level cognitive and academic language demands. 2. School leaders ensure that teachers of ELLs receive professional development on discipline-specific language and literacies development and have time to co-construct lessons and units that integrate content and language development.

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3. School leaders ensure that teachers of ELLs receive professional development on discipline-specific language and literacies development and have time to assess content knowledge. 4. School leaders provide professional development on ways to differentiate instruction for subgroups of ELLs (newcomers, SIFE, Long-term ELLs, ELLs with IEPs, etc.). 5. School leaders provide all teachers of ELLs the time to develop their expertise in meeting the needs of ELLs. School Environment Supportive of Quality Instruction and Fidelity of Implementation 1. School leaders provide time for ESL/bilingual teachers and content area teachers to collaborate on understanding the cognitive demands and discipline-specific language challenges of curriculum, instruction, and assessments. 2. School leaders facilitate the creation of detailed ELL case studies enabling the school community to have a common understanding of ELLs’ academic and socio-emotional needs. 3. School leaders design and provide structures and time for common planning so that all teachers share the responsibility of educating students in content and skills. 4. School leaders create a culture where teachers are afforded the time to differentiate for language and content, bridging the gap that ELLs may have from their monolingual peers. 5. School leaders create and structure professional development, inquiry team work, and common planning time which use the available data around student literacy and content area achievement to drive curriculum and lesson development. Data Used to Diagnose and Inform 1. School leaders collect data (i.e. nativity, proficiency levels, years of services, home language, prior schooling) to inform culturally relevant curriculum and instructional practices. 2. School leaders establish an intake process so that data can be obtained from students and their families. 3. School leaders disseminate and analyze relevant data with all teachers to inform and guide classroom practice.

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4. School leaders create profiles of different types of ELLs to inform the overall professional development plan and areas of focus. 5. School leaders seek observable evidence of the discipline in practice, and are able to articulate means for improving implementation when teachers need support. 6. School leaders acknowledge teachers who have expertise and showcase, as well as encourage their knowledge for others to learn from within the school. 7. School leaders ensure that ELLs are assessed in fair and equitable ways. Assessments should test content knowledge. This means that at times, testing in the native language may be appropriate. District Leaders Vision for ELLs: Responsive and Rigorous Instruction and Curriculum 1. District creates and holds an instructional vision for ELLs that is equal to that which they have for other students. 2. District prioritizes socio-emotional supports for ELLs along with an emphasis on rigorous academic instruction. 3. District develops a system-wide model for Response To Intervention (RTI) specifically for ELLs. 4. Resource & Funding 5. Curriculum guides integrate content and discipline-specific language competencies and literacies development in their scope and sequence, sample lessons, and units. 6. District intentionally sets aside funds in support of making this vision a reality. 7. District invests in appropriate assessments and instructional resources in English and students’ native languages. 8. District adopts and purchases a variety of high quality, age- and grade-appropriate materials that support rigorous instruction in all content areas in English and the students’ native languages. 9. District secures instructional material to support content instruction in the native languages; district develops these instructional materials if existing materials are not available. Human Capital & Professional Development

1. Districts design professional learning series that bring ESL/bilingual teachers, content area teachers and principals together for learning and inquiry experiences that build their capacity to educate ELLs to grade level standards.

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2. District ensures that site based professional development provides time and structures for all teachers of ELLs to learn from each other and plan instruction for ELLs. 3. District funds, protects and schedules time for ESL teachers and content area teachers to collaborate on lesson design, co-teach, evaluate and refine units of instruction. 4. District builds the educators’ capacity to understand that ELLs are not a monolithic group, recognizing their diversity of language, culture, prior schooling, etc. This diversity should be considered when making decisions at the district, school and classroom level. 5. District and schools’ professional development is informed by the latest research and evidenced based practices on ELL instruction. 6. District recruits, hires, and develops highly qualified administrators and teachers with ELL expertise. 7. District provides professional development to educators at all levels within the district to enhance their expertise to work with ELLs. 8. District ensures that bilingual teachers have professional learning opportunities designed to enrich their content and discipline-specific language and literacy fluency in the native languages. District Environment Supportive of Quality Instruction and Fidelity of Implementation 1. District evaluation tools, protocols and processes for all teachers and administrators integrate content and academic language and literacies. 2. District builds a culture of collaborative inquiry through professional learning plans that bring a focus to ELL subgroups and help build capacity for quality teaching. 3. District departments work cross-functionally within the system’s given structures to ensure that all ELLs’ needs are met. 4. District creates structures and processes for the evaluation of bilingual classroom aligned to standards to include grade level content and language development as well as transference to English. Data Used to Diagnose and Inform 1. District invests, creates and provides robust data collection and reporting systems around student literacy and content area achievement.

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2. District formative and benchmark assessments integrate content and discipline-specific language competencies and literacies development. Educators learn how to examine student work for content and language demands as well as knowledge and language production. 3. District creates structures and systems that enable schools to access and analyze data relevant to ELL student performance and progress. 4. District identifies or creates tools to observe evidence of the rigorous content and discipline-specific discourse in practice, and has clear and comprehensive means for improving implementation when schools need support. 5. District acknowledges administrators and teachers who have expertise and showcases their knowledge for others to learn from within the district. 6. District secures or creates benchmarks and tools to evaluate progress towards successful implementation of ELL programs and makes adjustments along the way as necessary. 7. District supports and facilitates group of educators engaged in curriculum and formative assessments development for bilingual classrooms. 8. District personnel help teachers learn the specific linguistic features of formative and summative assessments 9. District establishes a process of intake so that baseline assessments in the native language and English Language proficiency can be obtained from students and education histories can be documented. For more information on Understanding Language: Website: ell.stanford.edu Email: [email protected]

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