LANGUAGE LITERACY LEARNING

LANGUAGE LITERACY

LEARNING

MULTILINGUAL & MULTICULTURAL EDUCATION DEPARTMENT

English Language Development (ELD)

Elementary

Like Me Raise your hand for each statement that describes you:

�  I am a morning person. �  I must have coffee to wake me up. �  I listen to books on tape. �  I love disco. �  I enjoy going to Vegas. �  I am here to learn more about

EffecBve ELD and I am in!

Learner ObjecBves

�  To Review the District’s InstrucBonal PrioriBes �  To Gain a Deeper Understanding of the EL Master Plan – ELD

�  To Analyze a Student Work Sample to Frame the Urgency and Purpose for the Enhanced ELD Lessons

�  To Gain an Understanding of EffecBve ELD InstrucBon

Learner ObjecBves

�  To Review the District’s InstrucBonal PrioriBes

District’s InstrucBonal PrioriBes

Common Core

(The What)

Master Plan (The Who)

Teaching &

Learning Framework (The How)

LAUSD TEACHING AND LEARNING FRAMEWORK 2013-2014 Focus Elements

STANDARD 1: PLANNING AND PREPARATION STANDARD 2: CLASSROOM ENVIRONMENT a. Demonstrating Knowledge of Content and Pedagogy

1. Knowledge of Content and the Structure of the Discipline 2. Knowledge of Content-Related Pedagogy

b. Demonstrating Knowledge of Students 1. Awareness of Students’ Skills, Knowledge, and Language Proficiency 2. Knowledge of How Children, Adolescents, and Adults Learn 3. Knowledge of Students’ Special Needs 4. Knowledge of Students’ Interests and Cultural Heritage

c. Establishing Instructional Outcomes 1. Value, Sequence, Alignment, and Clarity 2. Suitability for Diverse Learners

d. Designing Coherent Instruction 1. Standards-Based Learning Activities 2. Instructional Materials, Technology, and Resources 3. Purposeful Instructional Groups 4. Lesson and Unit Structure

e. Designing Student Assessment 1. Aligns with Instructional Outcomes 2. Planning Assessment Criteria 3. Design of Formative Assessments 4. Analysis and Use of Assessment Data for Planning

a. Creating an Environment of Respect and Rapport 1. Teacher Interaction with Students 2. Student Interactions with One Another 3. Classroom Climate

b. Establishing a Culture for Learning 1. Importance of the Content 2. Expectations for Learning and Achievement 3. Student Ownership of their Work 4. Physical Environment

c. Managing Classroom Procedures 1. Management of Routines, Procedures, and Transitions 2. Management of Materials and Supplies 3. Performance of Non-Instructional Duties 4. Management of Parent Leaders, other Volunteers and

Paraprofessionals d. Managing Student Behavior

1. Expectations for Behavior 2. Monitoring and Responding to Student Behavior

STANDARD 5: PROFESSIONAL GROWTH STANDARD 3: DELIVERY OF INSTRUCTION a. Reflecting on Practice

1. Accurate Reflection 2. Use of Reflection to Inform Future Instruction 3. Selection of Professional Development Based on Reflection and Data 4. Implementation of New Learning from Professional Development

b. Participating in a Professional Community 1. Collaboration with Colleagues 2. Promotes a Culture of Professional Inquiry and Collaboration

a. Communicating with Students 1. Communicating the Purpose of the Lesson 2. Directions and Procedures 3. Delivery of Content 4. Use of Academic Language

b. Using Questioning and Discussion Techniques 1. Quality and Purpose of Questions 2. Discussion Techniques and Student Participation

c. Structures to Engage Students in Learning 1. Standards-Based Projects, Activities, and Assignments 2. Purposeful and Productive Instructional Groups 3. Use of Available Instructional Materials, Technology, and

Resources 4. Structure and Pacing

d. Using Assessment in Instruction to Advance Student Learning 1. Assessment Criteria 2. Monitoring of Student Learning 3. Feedback to Students 4. Student Self-Assessment and Monitoring of Progress

e. Demonstrating Flexibility and Responsiveness 1. Responds and Adjusts to Meet Student Needs 2. Persistence

STANDARD 4: ADDITIONAL PROFESSIONAL RESPONSIBILITIES a. Maintaining Accurate Records

1. Tracks Progress Towards Identified Learning Outcomes 2. Tracks Completion of Student Assignments in Support of Student

Learning 3. Manages Non-instructional Records 4. Submits Records on Time

b. Communicating with Families 1. Information About the Instructional Program 2. Information About Individual Students 3. Engagement of Families in the Instructional Program

c. Demonstrating Professionalism 1. Ethical Conduct and Compliance with School, District, State, and

Federal Regulations 2. Advocacy/Intervention for Students 3. Decision-Making

Talent Management Division 333 South Beaudry Avenue, 14th Floor Los Angeles, CA 90017 Telephone: (213)241-3444 Fax: (213)241-8920

Highlighted elements are identified as the Focus Elements for the 2013 – 2014 School Year.

Handout #1

ELD InstrucBon Supports CCSS Promo%ng English Language Proficiency (pg. 49-‐50)

�  ELD instrucBon must be a priority with a focus on English language.

�  Students should receive daily instrucBon that focuses on the English language. InstrucBon should include explicit teaching of: �  elements of English �  conversaBonal convenBons �  strategies for how to learn the language

�  ELD instrucBon should help students learn academic language needed for learning and discussing content in all curricular areas.

�  Students should be engaged in structured student talk.

hVp://www.nassp.org/Content/158/pl_feb12_goldenberg.pdf

By Rhonda Coleman and Claude Goldenberg

Learner ObjecBves


Ada

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ity

1.  English Learners (ELs) are held to the same high expecta5ons of learning established for all students.

2.  ELs develop full recep5ve and produc5ve proficiencies in English in the domains of listening, speaking, reading & wri5ng.

3.  ELs are taught challenging academic content that enables them to meet performance standards in all content areas.

4.  ELs receive instruc5on that builds on their previous educaBon and cogni5ve abili5es and that reflects their language proficiency levels.

5.  ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students.

6.  The academic success of ELs is a responsibility shared by all educators, the family and the community.

English Learner Master Plan, 2012, Pages 2-‐3

Guiding Principles

Handout #2

English Learner Master Plan “The intent of ELD is to accelerate English language learning in strategic ways by developing listening, speaking, reading, and wri5ng with robust and contextualized instruc5on. This includes many opportuni5es for students to engage in meaningful language prac5ces at an appropriate level of challenge and complexity.”

English Learner Master Plan, pg. 52

Mandatory Time for ELD InstrucBon

English Learner Master Plan Chapter 3 pg. 55

REF-‐3661.1 Elementary Master Plan Program

Class OrganizaBon and Staffing for English Learners

Elementary InstrucBonal Program OpBons

English Learner Master Plan Chapter 2 pg. 24

ELD vs. SDAIE: What is the difference?

ELD SDAIE

There is a linguis5c and conceptual

context for all instruc5on

Instruc5on in English but can include primary

language support

Access to core through inten5onally planned scaffolds according to ELD levels

Goal is to teach grade level content area defined by

grade level standards and framework

Teacher delivery is differen5ated according to ELD levels

Uses rich content through grade appropriate text

Content learning is by-‐product of learning English

Goal is English language development as defined by

the ELD standards

D. Beltran & G. O’Brien

Learning English language is a by-‐product of

learning content

Tap into Prior knowledge &

build background

Provides many opportuni5es to prac5ce and apply

new learning

Use realia, visuals, graphic organizers, Thinking Maps, etc.

Learner ObjecBves


�  To Analyze a Student Work Sample to Frame the Urgency and Purpose for the Enhanced ELD Lessons

Analyzing Student Work

Student Informa5on:

Name: Eddie

Grade: 2nd

ELD Level: 2

ELD Level Years: 0.8

EL Years: 2.5

WriBng Prompt

Written Retell/Summary

Handout #3

Analyzing Student Work

Student Informa5on:

Name: Eddie

Grade: 2nd

ELD Level: 2

ELD Level Years: 0.8

EL Years: 2.5

As table groups discuss the following quesBons: 1. What do you see in Eddie’s work? (Avoid judgments about quality or interpretaBons about what the student was doing) 2. From the student’s perspecBve, what is the student working on? (Try to make sense of what the student was doing and why) 3. What are the implicaBons of this work for teaching and assessment? (i.e., next steps, strategies, etc.)

Learner ObjecBves


�  To Analyze Student Work Sample to IdenBfy the Focus for Enhanced ELD Lessons

�  To Gain an Understanding of EffecBve ELD InstrucBon

CA Treasures ELD

Visual Vocabulary Resource

EssenBal Resources for Enhanced ELD Lessons

Prac5ce Reader

Retelling Cards

CA Treasures ELD Days 1-‐3 Lesson Components

Handout #4

3rd Grade Unit 1 Week 1

CA Treasures ELD – Lesson Components

²  Individually skim the Purpose and Challenges for each component

Handout #5

2nd – 6th Grade ELD Lesson Enhancement Template

DAYS 1-‐10

Handout #6

CA Treasures ELD Days 1-‐3 Lesson Components ORAL LANGUAGE Build Background

Enhancements: •  Review the ELA Unit Opener theme

explanaBon along with the ELA Big Idea statement for the week side by side with the ELD Build Background.

•  Add a Graphic Organizer/Thinking Map •  Design frames for students at the

higher proficiency levels if needed.

Week 1

Build Background

CA Treasures ELA

Handout #8


VOCABULARY Introduce Vocabulary Words

Enhancements: •  Review vocabulary selecBon to add or

delete words. Adjust as needed. •  Chart words as they are introduced in

Step 1 of the VVR so students can see what they look like in print.

Visual Vocabulary Resources

SKIP

Elevator Speech Share with your elbow partner:

�  What would be the first enhancement you would want your staff to implement from the following: �  Connect to the ELA Unit Big Idea �  Graphic Organizer/Thinking Map® for Build Background �  Modify the sentence frames for Think-‐Pair-‐Share �  Introduce all vocabulary words on DAY 1 using Visual

Vocabulary Resource Cards

�  Why?


ORAL LANGUAGE Introduce EL Prac5ce Reader

Enhancements: •  Conduct a Picture Walk of the enBre

selecBon for students to get a sense of the story or text features before reading as well as an opportunity to review key vocabulary.

Picture Walk

hVps://sites.google.com/site/picturewalkstrategy/

This is a perfect opportunity to assess content-‐area vocabulary and build the student’s

academic language capacity. Handout #9 & 9b


ORAL LANGUAGE Listen to EL Prac5ce Reader

Enhancements: •  Give students a specific listening task

Bed to the featured strategy or skill. •  Read PracBce Reader aloud rather than

using the CD as suggested in the TE.

“Listen a,en-vely for the problem and solu-on.”

CA Treasures ELD Days 1-‐3 Lesson Components LISTENING COMPREHENSION

IQR

Enhancements: •  Create quesBons that require students

to find evidence from the text to respond.

CA Treasures ELD Days 1-‐3 Lesson Components ORAL LANGUAGE

Review

Enhancements: •  Build a Flow Map/Tree Map to capture students understanding of the chapter(s) read the previous day.

Treasures Day 3 only: •  Include a quesBon that guides the students to consider the connecBon to the Big Idea.

Literary Text InformaBonal Text

Handout #8

Reading Comprehension

Enhancements: �  Students take turns reading a chunk of text �  Student that read recounts/summarize the chunk of text �  Other students add to the recount/summary

�  Teacher listens to and facilitates the brief discussion by recasting, rephrasing, and reformulating


RETELL

Enhancements: •  Incorporate transiBon words •  Ask students to use the cards to help them

remember the story in order to Orally retell/recount/ summarize the EL PracBce Reader using the Retelling Cards & the Class Flow Map or Tree Map

•  WriVen Retell-‐Porpolio Opportunity

Retell-‐Recount-‐Summary CCSS Reading Standards for Literature/InformaBonal Text

Retell (K-‐1)

Recount (2-‐3)

Summary (4-‐6)

As much as you remember, includes dialogue, sequence, and uses own words but may borrow from story

Past tense, no dialogue, mostly key events but may include others, sequen5al order, paraphrases story

Past tense, only key events, sequen5al order, paraphrases story, no dialogue

CA Treasures ELD Days 1-‐3 Lesson Components SMALL GROUP INSTRUCTION

Yellow Pages

Enhancements: •  Teacher-‐led small group should create

opportuniBes for the teacher to listen to each student’s language producBon and develop his/her oral skills during listening and reading comprehension acBviBes.

•  Independent work should focus on reinforcing the

ELD instrucBon by designing independent centers that allow for pracBce of vocabulary, retelling/recount/summary, and reading fluency/comprehension.

Suggested Independent StaBons

10/2 In pairs:

�  PrioriBze the implementaBon of the following enhancements: �  Connect to the ELA Unit Big Idea �  Graphic Organizer/Thinking Map® for Build Background �  Modify the sentence frames for Think-‐Pair-‐Share �  Picture Walk �  Read Aloud �  Filter IQR QuesBons �  Flow Map/Tree Map �  Small Group InstrucBon-‐Suggested Independent StaBons

�  Why?

10 Day Pacing Plan per EL Prac5ce Reader

10 Day Pacing Plan for Unit Wri5ng

ELD Unit WriBng and Oral PresentaBon Scoring Form

MMED Website

EffecBve ELD InstrucBon Must Haves/Non-‐NegoBables

�  Build Background with Graphic Organizer/Thinking Map

�  Explicit Teaching of Vocabulary & Meaningful PracBce

�  Picture Walk

�  Read Aloud

�  Listening Comprehension using “Text Dependent” InteracBve QuesBon Response quesBons

�  Retell (K-‐1st)/Recount (2nd-‐3rd /Summarize (4th-‐6th) using Retelling Cards

�  Enhanced Unit Wri5ng (1st-‐6th)

Traffic Light

� As you reflect on the Enhanced ELD Lessons, what are some things that you want your teachers to: � stop? � continue? � start?

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LANGUAGE LITERACY LEARNING

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