Transcript Secondary English Learners

SECONDARY ENGLISH
LEARNERS
Secondary Administrators
July 28, 2014
.
English Learners
•
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
•
http://youtu.be/s2YKNk4P-wA
Ch ch ch Changes……….
Common Core Standard Staircase
Result in College and Career Readiness
• Based on solid research and practice evidence
• Fewer, Higher and Clearer
EL’s must
demonstrate
EL’s must
obtain
understanding
& confirm
being
understood.
information
and request
clarification
.
Language Demands of the Common Core
Standards
El’s must construct explanations, engage
in arguments.
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 Secondary EL Programs
Rebuilt Master Plan for English Learners
Monthly ELD Departmental Meetings
Secondary ELD Consultant Support
CA 2012 ELD Standards Overview
Brokers of Expertise
WCCUSD English Learner Master Plan
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•
•
•
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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
2011 October
AB124
Mandates
Revision of ELD
Standards
2010
August
SBE
Adopts
Common
Core State
Standards
2012
November
SBE Adopts
ELD
Standards
2015-2016
Development
of new ELPAC
assessment
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.
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 new ELD
Standards.
• Monthly Sheltered or SDAIE Support meetings (new) in addition to
continuing monthly ELD Departmental meetings.
• CCSS and ELD Standards Aligned secondary materials pilot at RHS
and Helms.
• 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
•
•
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Interacting in Meaningful Ways
Learning About how English Works
Using Foundational Literacy Skills
LOOK AT
THE 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
I
Ah-ha! If I integrate the academic content and ELD standards,
my students will develop both the academic and English fluency.
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.
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.
Walk through 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.
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
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.
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
Grades 9 and 10 MacBeth
Let’s practice – ELD
https://www.teachingchannel.org/videos/ellessay-structure-lesson
ELD Placement: To assign El students into appropriate ELD levels based on
diagnosed English proficiency and writing skills
Test Format
The test is made up of two sections:
Reading
Writing
□The reading section is scored by the
number of questions answered correctly.
The student’s reading score determines a
reading proficiency level 1-4.
□The writing section goes through a first
and second read by experienced ELD
teachers. A third read is required when
the first and second reader do not agree
on the writing proficiency level (1-4)
ELD Writing Proficiency Descriptors
Comments Specific to EL Status
ELD 4 – Uses most standard grammatical forms,
has ample knowledge of affixes, synonyms,
antonyms, figurative language, varies word
◊ If an El student scores higher than at the ELD 4
choice, multiple meaning words, uses
Level with a score of “5”, he/she is placed in a
supporting details.
general English class without an additional ELD
class. We call this student an EL Profile Student.
ELD 3 – Uses several standard grammatical
forms, common knowledge of affixes,
An EL Profile Student must continue to receive
synonyms, antonyms, descriptive language,
English learner services from the general English
dialogue, states a main idea with some
teacher. The teacher must support the El by
supporting details.
diagnosed need in order to successfully meet all
of the criteria to officially exit the program as a
ELD 2 – Uses some standard grammatical forms, reclassified fluent English proficient (R-FEP)
some knowledge of phonemes, morphemes,
student.
high frequency words, simple figurative
language, story elements, basic descriptive
vocabulary, can identify a main idea and
supporting details.
ELD 1 – Uses few grammatical forms (simple
sentences, use of present tense of regular
verbs, present progressive, past tense regular
verbs, simple future, articles, possessive and
descriptive adjectives, simple punctuation,
paragraph development with simple transition
words.