North Carolina Understanding Language Project

North Carolina Department of Public Instruction Stanford University

Understanding Language and the College & Career Ready Standards:

Meeting the Needs of English Language Learners

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Lau v. Nichols (1974)

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A Nation at Risk (1983)… call for standards.

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The two cyclops problem

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Old Paradigm

Content Language

Most

ly voca

bu

lary

,G

ram

mar

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New Paradigm

DiscourseText (complex text)

ExplanationArgumentation

PurposeTypical structure of text

Sentence structuresΔVocabulary

practices

LanguageContent

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Content

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*COSA - EugeneMarch 12, 2014

*COSA - EugeneMarch 12, 2014

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ELPD Framework

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No Child Left Behind:Three important pieces for ELLs

Sec. 1111(a)(3)(ix)(III) the inclusion of limited English proficient students, who shall be assessed in a valid and reliable manner and provided reasonable accommodations on assessments administered … including, to the extent practicable, assessments in the language and form most likely to yield accurate data…Sec. 1111(a)(3)(xiii) enable results to be

disaggregated within each State, local educational agency, and school by…English proficiency status.Sec 3113(b)(2) standards and objectives for raising the level of English proficiency that are derived from the four recognized domains of speaking, listening, reading, and writing, and that are aligned with achievement of the challenging State academic content and student academic achievement standards described in section 1111(b)(1).

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The New Standards…

•raise the bar for learning;•raise the demand for language;•call for a high level of classroom discourse across all subject areas.

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Students are challenged to…

•engage in productive oral and written group work with peers,

•engage in effective oral and written interactions with teachers,

•explain and demonstrate their knowledge using emerging complex language and other communicative strategies in different settings, and

•extract meaning from complex written texts.

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Obstacles

• English Language Development (ESL) isolated from content

• Low expectations of our ELLs• Language seen as the exclusive domain

of the ELD teacher or ELD block• Traditional Program model of service for

ELLs

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Goals for the Understanding Language Initiative

Engage in a healthy public dialogue around what the College and Career Readiness Standards (CCRS) imply for English Language Learners (ELLs).

Develop exemplars of what CCRS - aligned instruction looks like, to be used as strategic tools by districts (and others).

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Goals for the Understanding Language Initiative

Develop a vibrant, inquisitive, engaging online community:

Web: http://ell.stanford.edu/Twitter: ELLStanfordFacebook: Understanding LanguageYou Tube: Understanding Language

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Goals for the session

• Examine the critical role language plays in the CCRS standards for English Language Learners (ELLs).

• Identify specific teaching strategies that support ELLs’ access and success with authentic complex texts.

• Unpack the metacognitive processes teachers/educators need to support and reinforce ELL learning.

• Explore ways to engage English Learners in high levels of discourse in Language Arts classrooms

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Cross-Cutting Foundations(ell.stanford.edu)

• Language and the Common Core Standards (L. van Lier and A. Walqui)

• What is the Development of Literacy the Development of? (G. Hull & E. Moje)

• What Does Text Complexity Mean for English Learners and Language Minority Students? (L. Wong Fillmore & C. J. Fillmore)

• Instruction for Diverse Groups of English Language Learners (A. Walqui & M. Heritage)

Piloting the Units Statewide (English Language Arts and Mathematics)

• ELA (Grade 7) – Persuasion across Time and Space: Analyzing and

Producing Complex Texts

• Math (Grade 4 ) – A set of resources that discuss relevant language

and supports the participation of ELLs in Mathematical discussions

NC UL Project Timeline October 3, 2013 Informational Webinar

http://eldnces.ncdpi.wikispaces.net/Materials+%26+Resources

October 2014 Application Process and Pilot Participants Selection

November 3-4, 2014 (East)November 6-7, 2014 (West)

Four (2 x 2) Day Face-to-Face Training (East & West regions)

December, 2014 – June, 2015

NC MOOC modules provided by Stanford University by Dr. Kenji Hakuta

March 16 - 20, 2015 Regional Support and Coaching

Summer 2015 Expansion and Sustainability Planning

Pilot Participants

English Language Arts (Grade 7)4 LEAs/Charters per each region (Grade 7 ELA team + ESL teacher + EC teacher + administrator + academic coach/facilitator)

Math (Elementary grade level TBD)4 LEAs/Charters per each region (Grade level TBD + ESL teacher + EC teacher + administrator + instructional coach/facilitator)

32 ELA Teams (6 members per team)

32 Math Teams

(6 members per team)

64 Teams384 Participants

ELA Team

ELA TEAM

1 Academic

Coach/ Facilitator

1 Administrator

*1 EC Teacher

*1 ESL Teacher

*2 Grade 7 ELA

Teachers

Math Team

MATH TEAM

1 Academic

Coach/ Facilitator

1 Administrator

*1 EC Teacher

*1 ESL Teacher

*2 Grade 7

MATH Teachers

Questions and Answers

Contact Charlotte “Nadja” Trez or Christie Lynch Ebert for further questions and/or comments.

nadja.trez@dpi.nc.gov919-807-3866

Christie.ebert@dpi.nc.gov919-807-3856