Elementary English Learners

Report
Elementary English Learners
Elementary Administrators
July 30, 2014
English Learners
• Watch the video
• Note two of the EL
issues that are
presented that stand
http://youtu.be/s2YKNk4P
out to you.
-wA
• Respond to the writing
prompt at the end of
the video
Ch ch ch Changes……….
Common Core Standards
Staircase
Result in College and Career Readiness
• Based on solid research and practice evidence
• Fewer, Higher and Clearer
EL’s must
obtain
information
and request
clarification.
El’s must
construct
explanations,
engage in
arguments.
EL’s must
demonstrate
understanding
& confirm
being
understood.
EL’s must
articulate their
own ideas and
build on others’
ideas.
Language Demands of the Common Core Standards
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
So Far…
2010 August
SBE Adopts
Common Core
State
Standards
2011 October
AB124
Mandates
Revision of
ELD Standards
Right
Now
2012
November
SBE Adopts
ELD
Standards
2014 June
(anticipated) ELD
Standards to be
reformatted and
aligned to New
Generation
Content
Standards.
2013
December
ELA/ELD
Curriculum
Framework
developed for
public review.
Next…..
20152016
Developm
ent of
new
ELPAC
assessme
nt
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?
ELD
Language objective
Academic vocabulary
Focus on language
structures and
functions
Opportunities for
oral practice
Collaborative
Conversations
Visual Cues
Graphic Organizers
Sheltered
Content and related
language objective
Academic vocabulary
Focus on language
structures and
functions
Opportunities for
oral practice
Collaborative
conversations
Visual Cues
Graphic Organizers
Points
to
Consider
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 (7th
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!
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?
ELD
Language objective
Academic vocabulary
Focus on language
structures and functions
Opportunities for oral
practice
Collaborative Conversations
Visual Cues
Graphic Organizers
Sheltered
Content and related
language objective
Academic vocabulary
Focus on language
structures and functions
Opportunities for oral
practice
Collaborative conversations
Visual Cues
Graphic 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 Mathematics
In mathematics, Mrs. Cooper teaches her students to solve word problems
and 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 – ELD
http://www.myboe.org/cognoti/content/file/c
ontent/repository/509621/11/1159f851/1159
f851cdb67d308c19c321e09b9d3958c7210e//
Popups//U3Learn4.html

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