Presenter: Pat Gibson, Katie King K-6 CCSS Instructional Coach

Presenter: Pat Gibson, Katie King K-6 CCSS Instructional Coach
K-6 Preservice Professional Learning Implementing the Common Core ELA/ELD – 2nd Grade Presenter: Pat Gibson, Katie King K-6 CCSS Instructional Coach

Welcome and Introduction
Logistics Restrooms Morning break Lunch at 12:00 Return to sites by 1:00 LaRae

Resource/Notes Handout
A page listing relevant sources and links for today’s PowerPoint and handouts has been provided. Additionally, there is room at the bottom to record personal notes.

Norms California Standards for the Teaching Profession 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Historical Reference Trainings Preparing for The CCSS
Summer/Pre Service 2012 : 3rd-6th grade (Overview, GRR, Connecting Reading to Writing) Summer/Pre Service 2013: K-2nd grade (Overview, TDQ, Close Reading, Connecting Reading to Writing) The difference between the 2 ELA roll-outs of Common Core have to do with the breadth that we attempted to cover. For K-2, there was a lot more emphasis on speaking/listening and reading-foundational skills. Additionally, we spent more time explaining/discussing TDQs and close reading. These last two topics continue to be a PD need for 3-6.

Outcomes Begin to develop an understanding of the ELD standards
Identify the corresponding relationships between Common Core ELA standards and ELD standards Navigate multiple resources to support lesson planning and instruction Here are the specific outcomes: (reference slide) On the last bullet inform teachers of the following: You asked for writing for support- we have prompts for you You asked for assessments- we have 2 ccss aligned selection assessments—one lit based; one info text based Banks of standards based text dependent questions created

Connecting the Pieces of ELA and ELD
Considering Learners’ Needs Monitoring Student Progress Interpreting Text Interacting in Meaningful Ways Connecting Reading to Writing Learning How English Works We’ve just looked at what we’ve done historically to begin to implement Common Core. Now, we want to make connections between ELA and ELD standards that work together to help all students develop their language and literacy skills. Presenter should address read off each topic quickly.

Let’s get started! One of the phrases associated with CCSS is for students to be “college and career ready.” Think about the characteristics, skills, and knowledge that you want your students to have when they exit high school. Ask participants to brainstorm the 5 characteristics of what they want for students when they graduate from high school. Tell participants how much time they will have for each task Give 2 mins Have participants share with a partner or triad the 5 characteristics they desire. Task is to listen for commonality as well as the justification for why these are the characteristics we want. Give 2 mins. PRESENTER –during sharing listen in on conversations so you can paraphrase what people talked about Following the pair share presenter summarize what groups talked about. Be sure to talk about how regardless of the grade level you are presenting, as teachers we all want students to be well prepared for the world after high school regardless of going to college or into the work force. Summarize for no more than 2 mins. Depending upon the group, people may feel passionate to share what the groups ideas. IF this is the case minimize this to 2-3 comments Transition to the next slide: We know we want students to be skilled and prepared for the world beyond our classrooms. As we move forward today we need to remember where we want the kids to be when they graduate. And we have tools to get there. Common core are the standards we are using to get students where we want them to be.

So lets look at a visual from the ELA/ELD framework
So lets look at a visual from the ELA/ELD framework. As you read the 4 headings I hope you are able to take the 5 characteristics you just identified and attach them to some or all of the these. This is what we want for ALL students including ELs and students with disabilities. The people who wrote the frame work agree that these are the key characteristics that are important to education for student. As teachers these are the characteristics that we have all been saying needed to be addressed for a long time now. It is great to see that our standards are reflective of what we know our students need. As we move down through the graphic you will continue to see how you ideas and thinking are coming to life. The white field identifies context characteristics of high quality instruction for all students, as called for by the CA CCSS for ELA/Literacy, as well as other content standards. At the center and core of the figure are the CA CCSS for ELA/Literacy and the overarching themes they embody: meaning making, language development, effective expression, content knowledge, and foundational skills. The CA ELD Standards enable ELs to access and achieve CA CCSS for ELA/Literacy. (See the next section of this chapter for a discussion of the CA ELD Standards.)

Lets look at the next layer-These are the characteristics of high quality instruction for all students. This is what we want our classrooms to look like and sound like. When you think about the standards we hope that you see that students are engaging in meaningful discussions and interactions with text. We hope that you are able to also see where students are developing the characteristics you want and expect for students when they leave school. At the center and core of the figure are the CA CCSS for ELA/Literacy and the overarching themes they embody: meaning making, language development, effective expression, content knowledge, and foundational skills. The CA ELD Standards enable ELs to access and achieve CA CCSS for ELA/Literacy. (See the next section of this chapter for a discussion of the CA ELD Standards.)

So lets dig down even deeper.
We know what we want our classrooms to look and sound like. So how will we know if students are engaged? Are motivated and are respectful? It is going to be when students show mastery of the key themes of the standards meaning making, language development, effective expression, content knowledge, and foundational skills. The inner BLUE circle are the ELA CC standards. In the center we have the ELA literacy and the ELD standards which provide the year-end statements for students knowledge and abilities and guide instructional planning and observation of student progress. ELD standards provide EL students with FULL ACCESS to CCSS

Now lets get to the heart of the graphic
Now lets get to the heart of the graphic. THE CA English Language Development Standards. These standards provide language learners with full access to CA CC standards for ELA/literacy. If we do not use the ELD standards our language learners will not be able access and do the what CC is expecting of our students. the ELD standards which provide the year-end statements for students knowledge and abilities and guide instructional planning and observation of student progress. ELD standards provide EL students with FULL ACCESS to CCSS When you look at the inner blue circles we hope that you see that the ELD standards are nested within the ELA/literacy standards. They cannot exist without the other. There is such a strong partnership between ELA and ELD standards as we move through the resources today we will identify and build on the relationships between both ELA and ELD standards. Because this is the first time that many of you are hearing and seeing English Language Development standards we are going to spend a bit of time framing your thinking and developing partnership more in depth.

the CCSS for ELA/Literacy.
English Language Development Standards The CA ELD Standards HIGHLIGHT AND AMPLIFY the CCSS for ELA/Literacy. So lets look at the inner circle a little bit more specifically. The ELD standards are designed to highlight and amplify CCSS. When the English Language Development standards were drafted to support the key critical components of the CC. Language learners need to learn how to use language with purpose. For example students need to know that the language for description is different than the language of persuasion. If you asked students to describe what they ate for dinner last night vs. trying to persuade your parents to go to the frozen yogurt store. We know our students need explicit instruction on the functions of language or the purpose of language. We know that students must have interactions to develop their language skills. They have to talk about relevant topic and negotiate and build their understanding. As a result you will see that we have specific standards that deal with multiple aspects of interactions. We also know that language learners struggle with how language works. Knowing and being able to identify and create the organization structure of a comparison vs. narrative is very challenging for our students. That is why we have specific standards that will address how English works for students. When we provide explicit direct instruction for students using the English language development standards in tandem with the ELA standards students will be ultimately be prepared for success beyond our classrooms. PRESENTER READ below for your background- taken from the framework: Like the CCSS’ integrated literacy model, the ELD Standards also provide integrated. cross-disciplinary, literacy-language development opportunities. ELD standards amplify the language knowledge, skills and abilities of those Common Core State Standards that are critical in order for ELs to simultaneously be successful in school while they are developing English. ELs must have full access to high quality English language arts, mathematics, science, and social studies content, as well as other subjects, at the same time as they are progressing through the ELD level continuum. The CA ELD Standards are intended to support this dual endeavor by providing fewer, clearer, and higher standards: Fewer: Those standards that are necessary and essential for development and success; Clearer: A coherent body of standards that have clear links to curriculum and assessments; and Higher: Correspondence with the elevated standards in the CCSS. ELs face an additional challenge in developing literacy in English since they must develop oral proficiency in English including depth and breadth of vocabulary at the same time that they are learning to read and write. In recognition of the need for new ELD standards to clarify what knowledge, skills, and abilities ar needed to help ELs engage with and master next generation standards, including college- and career-readiness standards, AB 124 was enacted and required the SSPI in consult with CBE to update, revise, and align ELD standards by grade level to the state’s CCSS ELA standards. The CCSS CCSSO believe that all students should be held to the same high expectations outlined in CCSS—which includes ELs. Despite CCSS’s considerate universal design approach, it is widely acknowledged that our EL students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge. CA ELA-ELD Curriculum Framework

New CCSS Paradigm: LANGUAGE Is Central to all Academic Areas
Math Science Language Language Arts Social Studies So we have talked about what we want for students, we have talked about ELA and how and what the ELD standards will do for our students. Now lets talk about language. Here is the new paradigm: Language is central to all academic content areas and because of this, everything comes from and is rooted in all aspects of language. Because there are different aspects of language that are amplified or focused on in different content areas, that is why the instruction of language in those different content areas is different. For example, we teach prediction when using a narrative text in ELA; students may be asked to predict the next event. In math, students may be asked to predict the best strategy to be used to solve a problem. In science, students are asked to predict or hypothesize (as version of prediction), and in social studies, students may be asked to predict how the current economic situation will effect future economic situations. The function of language in all of these cases is predicting, however the language students use to communicate to those predictions is what varies based on the content area. This is the language is taught during INTEGRATED ELD.

What is ELD? English Language Development is strategic instruction
develops simultaneously content knowledge and advanced levels of English provides access to grade-level standards This is going to be our working definition of English language development. It comes from the ELA/ELD draft framework. You all have your own definition of ELD. We are going to build upon what you know and add to this definition as there is a major shift in how we are going to approach and support students. From Chapter 2 is ELA/ELD Framework: All teachers must attend to the language learning needs of their ELs in strategic ways that promote the simultaneous development of content knowledge and advanced levels of English. The first is to ensure that all ELs have full access to the grade-level curriculum in all content areas, and the second is to ensure that ELs simultaneously develop the advanced levels of English necessary for success with academic tasks and texts in those content areas. English language development (ELD) instruction is one necessary component of a comprehensive instructional program for ELs that fulfills this dual responsibility.

Integrated and Designated Language Development: 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. Minimum of daily 30 min of instruction Page 78 of Framework 1.) Integrated ELD, in which all teachers with ELs in their classrooms use the CA ELD Standards in tandem with the focal CA CCSS for ELA/Literacy and other content standards All teachers with ELs in their classrooms should use the CA ELD Standards in addition to their focal CA CCSS for ELA/Literacy and other content standards to support their ELs’ linguistic and academic progress. The goal section of each set of grade-level and grade-span CA ELD Standards specifies that in California schools, ELs should engage in activities in which they listen to, read, analyze, interpret, discuss, and create a variety of literary and informational text types. Through these experiences, they develop an understanding of how language is a complex, dynamic, and social resource for making meaning, and they develop language awareness, including an appreciation for their primary language as a valuable resource in its own right and for learning English. They demonstrate knowledge of content through oral presentations, writing, collaborative conversations, and multimedia, and they develop proficiency in shifting language use based on task, purpose, audience, and text type. . Page 88 of Framework 2. Designated ELD, or a protected time during the regular school day in which teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English4 Designated ELD is a protected time during the regular school day when teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English.

CCSS Shift: Integration
FROM THIS: TO THIS: The term “integrated” or “integration” is a major shift across all areas of Common Core. For ELA the CCSS calls out that we are better connecting writing to reading and even grammar to reading. Math integrates conceptual, procedural, and application knowledge. Social studies, science, and technical subjects have literacy standards explicitly called out. Likewise, ELD needs to be integrated into all content areas because how we’re currently teaching with isolated instruction is not enough. One piece of evidence to support the claim that isolated instruction isn’t enough has to do with the lack of skills students have when entering college. Did you know that 50% of the students who take the English Placement Test fail? These are students who have already met the requirements to initially be accepted!! We need students college and career ready for their “13th year” endeavors, and language/literacy development is the key.

Chunk and Chew Discuss with a partner any “aha’s” or new understandings you have about English Language Development and its impact on CCSS for ELA/Literacy.

Digging into the Proficiency Level Descriptors (PLDs)
WHO Proficiency Level Descriptors = What our English Learners can do Considering Learners’ Needs We’re going to talk about two different things: The different levels of the WHO and what they CAN do Notes: Yellow puzzle piece- Considering Learners’ Needs Talk about the who and what the who can do.

Old vs. New Proficiency Levels
Old New Beginning - 1 Early Intermediate - 2 Intermediate - 3 Early Advanced -4 Advanced -5 Emerging Expanding Bridging The “Old” designations will continue to be used in SISWEB, however. Say the following before clicking for animation: You are likely familiar with the current labeling system. Read- These are the labels that are generated as a result of students taking the CELDT test. With the new ELD standards we have new labels. ANIMATE They are emerging expanding and bridging Please know that even though we have standards and labels we will continue to use the CELDT test for the next 2 years. You will still see the reference to the levels as 1-5 in SISWEB. However, because you are with us today, you will now know that there is a new way to describe those numbered levels. So lets take a look-

Proficiency Levels EMERGING Levels 1-2 Students progress quickly
Students learn English for immediate needs Students begin to understand and use academic vocabulary Levels 1-2

Proficiency Levels EXPANDING
Students are challenged to increase their English skills in more contexts Students learn a greater variety of vocabulary and linguistic structures Students apply their growing language skills in more sophisticated ways appropriate to their age and grade level Level 3

Proficiency Levels BRIDGING Levels 4-5
Students continue to learn and apply a range of high-level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. Students will “bridge” or transition to full engagement in grade-level academic tasks and activities without the need for specialized ELD instruction. Levels 4-5

First EL Resource: Proficiency Level Descriptors
WHO Proficiency Level Descriptors Handout Now that we have a surface level understanding of who the kids are. Let’s pull out the Proficiency level descriptors packet. We are going to examine WHO are our students and WHAT can they do. Take out PLD’s only getting page 10 Page 10

Proficiency Level Descriptors (PLDs)
3 Modes of Communication Collaborative (Engagement in dialogue with others) Interpretive (Comprehension and analysis of written and spoken texts) Productive (Creation of oral presentations and written texts) 2 Dimensions of Knowledge of Language Metalinguistic Awareness Accuracy of Production I am going to walk you through how to start looking at your students- This is the WHAT THE WHO CAN DO in terms of: We used to give one overall number to describe a student (e.g., L2). Now, we are going to look at students in terms of what they can do based on Three Modes of Communication: Collaborative (engagement in dialogue with others); Interpretive (comprehension and analysis of written and spoken texts); and Productive (creation of oral presentations and written texts); and We can also look at kids in terms of what they know about language There are Two dimensions of Knowledge of Language: Metalinguistic Awareness: This what students know about their own primary language and how they self monitor their use of language. (LTEL- if they don’t know anything about how their home language works) Accuracy of Production: The extent of accuracy in production ELs can be expected to exhibit at the level; English learners increase in accuracy of linguistic production as they develop proficiency in English. Accuracy may vary within a level depending on context, such as extent of cognitive demand or familiarity of a task. We will be focusing our time today using and developing your understanding of the Proficiency level descriptors of collaborative, Interpretive and productive. Source: Overview of the California ELD Standards and Proficiency Level Descriptors. CDE, November (Pages 10-13)

Proficiency Level Descriptors (PLDs)
Handout, page 10 Modes of Communication Develop a triad. Each of you choose a different mode of communication: Collaborative, Interpretive, Productive Read the descriptions for what students are able to do as they enter and exit each level. What changes can you observe within each level? Share changes with your table partners. So now that you know are looking at different aspects of students and see what they are able to do lets actually read the PLDs Support building triads. Read all the way across and know what changes within each PLD. Call out that it emphasizes what students ARE able to do. Salient Points: There is an interconnected relationship between what students can do in each category. Emerging highlights BASIC _____________. If you can express your personal basic needs and use basic social conventions, you should be able to expect that students are able to comprehend frequently occurring basic phrases in text, and produce learned words or phrases in writing. We need to have rigorous expectations. Use hand motions.

Second EL Resource: Correspondence Matrix
Part 1: Interacting in Meaningful Ways Part 2: Learning About How English Works Part 3: Using Foundational Literacy Skills Pass this out Note the strands at the bottom and the key Across the top abbreviations for diff stands and corresponding number Down left hand side starting to talk about ELD standards- not talking about students specifically talking about standards, Purple, blue, green When you look at the purple rectangle how many standards do you see there? When you look at the blue… Do you notice that all these relate to the same cool standards Second part warm standards Part 3 white- using foundational literacy skills- those are the foundational skills and those are the students that have no literacy whatsoever, not going into them today, but know they are there PLD’s who, this is a resource chart for you. This is one way of identifying the connection between CCSS ELA and CA ELD standards Look at the blue band- Look at number 6 interpretive… look at how many CCSS Standards it correlates with. Whenever they are reading closely, they are accessing ELD 6 ELD and ELA work in a tandem partnership! A law (Assembly Bill 124 (Fuentes, Chapter 605, Statutes of 2011), signed into law on October 8, 2011, requires the State Superintendent of Public Instruction (SSPI), in consultation with the State Board of Education (SBE), to update, revise, and align the state’s current ELD standards by grade level to the state’s English Language Arts (ELA) standards) was written that our Els need to achieve the CCSS just as our EOs do. Anything written to support ENGLISH LANGUAGE DEVELOPMENT for English Learners, has to correlate to what we want all students to achieve through the CCSS standards. Along top you see the domains we just listed. Along the side you see Part 1, 2, and 3 of the ELD standards that we will reference today. Next, we will dig into Part 1. *If the question should come up about how the ELD standards are lettered on numbered: State is still working on this.

Opportunity to be Learners
Emphasize to participants: It’s important as we usher in CCSS that we constantly give ourselves permission to be learners. The implementation of CCSS will be a journey, so please think of the learning of the ELD standards in the same way in terms of a dimmer switch. We’ll slowly brighten and deepen the knowledge. In the following sort, the importance is the collaborative process. Any “mistakes” made are opportunities for deeper learning.

SORT Form groups of 3-4 teachers
Using the sort placemat, organize the standards in the following 6 categories Collaborative Interpretive Productive Structuring Cohesive Texts Expanding and Enriching Ideas Connecting and Condensing Ideas These are K-12 standards- overall they are the same standards. However they look different at each grade level in terms of what students are able to do Break before or after this activity. We have given you the matrix which really helps you to start to see the connection between the ELA and ELD. We are now going to get a chance to see the ELD standards for the first time. We know this is totally new. We want you to sort the standards based upon the 6 categories. You also know a great deal about working with English learners. Without even know you will do it, you will apply what you know to these new standards. This is exactly what we want.  because this is the case you will find that you have to engage in a conversation with your group about why you would place a standard in a specific category. This is not about getting the answer correct but it is about the process and the thinking . We will have a debrief conversation as a whole group once you have completed. Timing Sort: 5 mins Tell how much time to sort Debrief/ discussion: 10 mins Wrap up:5 mins Want participants to walk away know that there are 3 critical components in part 1 and part 2 have 3 critical components (3 cool, 3 warm). 4 collaborative, 4 interpretive, and 4 productive. You can’t do part 1 without part 2 and likewise. It’s the conversation that really pulls that together. PRESENTER: Make sure you know why C4, I8, Structuring Cohesive text 1, Expanding & Enriching ideas 5 go where they go. These are frequently placed within the cool colors, which is totally understandable however they are found within the warm colors of learning How English works because they have to be called out. If they were included within the cool colors it would be redundant because regardless of the mode of communication the Warm colors (part II Learning how English works apply.

Let’s Check Your Answers
Third EL Resource Let’s Check Your Answers Compare your sort to the standards handout. Notes: Be clear that we are talking about the standards now, not the kids. This section is about Navigation, had a chance to see what the 19 standards are. Now it is about understanding what is on the page. Learning how to read the document. We are excited to spend the majority of the day making the ELA/ELD connection applicable to your work. We need to take some time upfront to teach you how to navigate the documents in order to support your instruction Have participants write “THE WHO” across the top of the PLDs. Put this packet away. Take out the packet of standards and write “THE WHAT” across the top. These are the actual standards. Right now we are going to show you how to navigate the tools. Grade Level ELD Standards Handout

Connecting the Pieces of ELA and ELD
Interpreting Text Interacting in Meaningful Ways Connecting Reading to Writing Learning How English Works Remind teachers that we’re going to go from ELD to ELA resource (focus on functional aspect of ELD standards as a resource for ELA planning)

The 2012 ELD Standards Format and Organization
WHAT Contents: 2-page “At a Glance” Part I: Interacting in Meaningful Ways Part II: Learning about How English Works Part III: Using Foundational Literacy Skills We will be looking at the 5th grade ELD Standards. Each grade level/span has it’s own set of ELD standards. They have the same template. The first 2 pages are sometimes called the “At A Glance” pages. I think of them as a table of contents and index for the ELD standards. Each set of standards in divided into 3 parts (point out on slide)

Three Modes of Communication:
Part I: Interacting in Meaningful Ways Goal: Overarching goal statement for ELs’ development of academic English proficiency, grade level content, and awareness about language. Section 1: Goal, Critical Principles, and Overview Generally consistent across all grades with some terminology variations reflecting cognitive differences. Critical Principles and Overview Further details the goal statement. Defines experiences and knowledge that ELs need to ultimately achieve the Goal. Corresponding CCSS for ELA Notes ELA Standards alignment for each ELD standard Modes: Standards are organized into three language modes of communication: *** Big take away: Everybody has same overview k-12 and standards were written in tandem! Every standard we have for English Language development by law has to be connected to the overall goal we want to accomplish in ELA. 6th grade Example- Some call this the “At a Glance” pages. It also serves as a table of contents and index. Each “color” or mode has a corresponding page with the actual standards on it. Standards are broken into 3 language proficiency levels (see next slide) Three Modes of Communication: Collaborative (engagement in dialogue with others); Interpretive (comprehension and analysis of written and spoken texts); and Productive (creation of oral presentations and written texts); and Note: See the red circles for Section 1 items. (blue circled items are in both sections) Section 1: High Level Outline of Learning Goal and Critical Principles This section provides a high level outline of the desired learning goals and critical principles to be considered in the students’ English language development. Goal: This section provides an overarching goal statement Goal: (1st box) This section provides an overarching goal statement which crystalizes what all educators in CA want for ELs’ in terms of their development of academic English proficiency, success with grade-level disciplinary content, and broader awareness about language. Critical Principles for Academic Language Development and Cognition: (2nd box) This section unpacks the goal statement into critical and meaningful experiences and knowledge that ELs need in order to ultimately achieve the Goal. The section also serves as an overview of the bulk of the ELD Standards document and provides an outline of the 2 main components of the critical principles that will be elaborated upon in the remainder of the document: Corresponding California Common Core Standards for ELA: This column (right side) shows the correspondence of the ELD Standards to the California Common Core Content Standards for English Language Arts and, for 6–12, Literacy in History/Social Studies, Science, and Technical Subjects. Section 2 (see the blue circles on this slide and the following slide) Part I: Interacting in Meaningful Ways: This section focuses on ways in which English learners participate in meaningful, relevant, and intellectually challenging ways about content in three modes: collaborative, interpretive, and productive. See the corresponding purple, blue and green sections for a grade level standard b. Part II: Learning About How English Works (Next page/slide) Part III: Foundational Reading Skills (Next page/slide) Retrieved on November 20, 2012 from

Part II: Learning about How English Works
3 Critical Principles Structuring Cohesive Texts Expanding & Enriching Ideas Connecting & Condensing Ideas Part III: Using Foundational Literacy Skills 4 Critical Principles Print Concepts Phonological awareness Phonics & word recognition Fluency Note the foundational literacy skills- a resource and a support. Appendix A has other resources to support these skills. See resource handout for information on how to access electronically Source: Overview of the California ELD Standards and Proficiency Level Descriptors. CDE, November (Pages 1-11)

ELD Standards Page 3 Each category in Parts 1 and 2 has corresponding pages that elaborate on Texts and Discourses in Context (left column) and provide information about the three ELD Levels on a Continuum (categorized by color) Ask participants to look quickly at the 6th grade sample to see how the color coding is integrated on corresponding pages. See handout: Grade 6 ELD Standards page 3 Remind them of the code for the standards alignment citation (Slide #23) First is the strand (e.g., writing = W, EL = speaking listening…) Then the grade level “6” followed by the CCSS specific standard. Point out that the left hand column features things to consider for when teaching each standards: a list of text types (info and literacy), types of vocabulary, purposes for using language and audiences.

What changes across proficiency levels?
Collaborative Standard #3: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges Page 3 What changes across proficiency levels? Be sure to read parentheticals. Give teachers time to read across and notice changes.

What changes across proficiency levels?
Partner A: One way that Collaborative Standard 3 changes is that … Partner B: Another way Collaborative Standard 3 changes is that…OR My idea is similar to yours in that … Be prepared to share your partner’s answer with the group.

Break Please return in 15 minutes.

Let’s make the ELA connection to ELD Collaboration…
Considering Learners’ Needs Interacting in Meaningful Ways

SHIFT: We start with standards…not a selection.
Talk about transferable skills to “cold” reads.

Thank You to Our Curriculum Planners – 2nd Grade!
Be sure to thank the teachers involved from across the district who produced and will continue to produce grade-specific resources for ELA aligned to the Common Core State Standards.

Strong CCSS Connection
OCR Reading Standards Identification- Second Grade Handouts Needed Unit 1 suggested standards resource Bank of text-dependent questions Unit 1- Sharing Stories Selection Title Strong CCSS Connection (List all standards) Comments Ant and the Three Little Figs RL1, RL3, RL6, RL7 (RL9)* *Consider reading other versions of 3 Little Pigs and compare to selection. Come Back, Jack! RL1, RL2, RL3, RL4, RL5, RL6, RL7, L4d During Getting Started, use “Jack-related”nursery rhymes for background. The Library RL1, RL3, RL4, RL5, RL7 Possible close read Story Hour-Starring Megan RL1, RL2, RL3, RL4, RL5, RL7 Tomas and the Library Lady RL1, RL2, RL3, RL4, RL5, RL6, RL7 Suggestions: Use a beginning, middle, end graphic organizer to sequence events from the selection. Make a connection to social studies Unit 4, lessons 3 & 4 to build additional knowledge on this content.

1. Look at Unit 1 suggested standards.
Selection Title Strong CCSS Connection (List all standards) Comments Ant and the Three Little Figs RL1, RL3, RL6, RL7 (RL9)* *Consider reading other versions of 3 Little Pigs and compare to selection. Come Back, Jack! RL1, RL2, RL3, RL4, RL5, RL6, RL7, L4d During Getting Started, use “Jack-related”nursery rhymes for background. The Library RL1, RL3, RL4, RL5, RL7 Possible close read Story Hour-Starring Megan RL1, RL2, RL3, RL4, RL5, RL7 Tomas and the Library Lady RL1, RL2, RL3, RL4, RL5, RL6, RL7 Suggestions: Use a beginning, middle, end graphic organizer to sequence events from the selection. Make a connection to social studies Unit 4, lessons 3 & 4 to build additional knowledge on this content.

2. Choose a selection with identified standards.
EXAMPLE: “Story Hour Starring Megan” Reading-Literature: #1, #2, #3, #4, #5, #7 Writing: #3 (Consider Speaking / Listening standards connections as well.) Reference significance of sp/list standards. Point out the 3 standards emphasized in this are 2,3, and 5 and they’re used in the lesson assessment.

Strong CCSS Connection
3. Write/ask text-dependent questions using the bank to match standards. Example: R-L #3…How does Megan respond to the challenge of learning to read? Selection Title Strong CCSS Connection (List all standards) Comments Ant and the Three Little Figs RL1, RL3, RL6, RL7 (RL9)* *Consider reading other versions of 3 Little Pigs and compare to selection. Come Back, Jack! RL1, RL2, RL3, RL4, RL5, RL6, RL7, L4d During Getting Started, use “Jack-related”nursery rhymes for background. The Library RL1, RL3, RL4, RL5, RL7 Possible close read Story Hour-Starring Megan RL1, RL2, RL3, RL4, RL5, RL7 Tomas and the Library Lady RL1, RL2, RL3, RL4, RL5, RL6, RL7 Suggestions: Use a beginning, middle, end graphic organizer to sequence events from the selection. Make a connection to social studies Unit 4, lessons 3 & 4 to build additional knowledge on this content.

Your Turn With a partner, look at question stems for RL3 and compose another question or two for this selection.

4. Record TDQs on sticky notes.
Direct teachers to record their TDQs onto the sticky notes and then placed in their TEs.

Considering Instructional Choices ELD Connection
Question: HOW do I get my students collaborating for the purpose of deepening reading comprehension? Considering Learners’ Needs Answer: Incorporate my ELA Speaking/Listening Standards Just because we wrote TDQs, doesn’t mean that we talked about how to instruct them. ELD standards will help us plan for instruction. Also, they connect to speaking and listening. Interacting in Meaningful Ways

Speaking and Listening Standards
S/L standard 1 – Participate in collaborative conversations about grade 2 topics. S/L standard 6 – Produce complete sentences to provide detail and clarification.

ELA/ELD Connection: Handouts Needed
Teacher-created text-dependent questions ELD matrix ELD standards How does Megan respond to the challenge of learning to read?

1. Identify ELD partner standard(s)
S/L 1 & 6 correspond to collaborative 1,3,&4 NOTE: While there are three choices of ELD Collaborative standards that partner with ELA Speaking/Listening #1, we’ll look only at Collaborative standard #3.

2. Collaborative Standard #3
Offering and supporting opinions and negotiating with others in communicative exchanges.

3. Create language frames using ELD support for each proficiency level.
Emerging Example: I think Megan responds by _________________. Expanding Example: Megan responds to the challenge of learning to read by __________ and ___________. Bridging Example: I agree that Megan responds by ____________, but she also _____________________. How does Megan respond to the challenge of learning to read?

4. Write Language Frames on Sticky Notes.

Big Ideas Regarding Language Frames
Importance for ALL learners: Language support if needed Equity for discussion time given collaborative parameters Facilitate opportunity to develop language proficiencies for all students Something to note about language frames is the importance for ALL learners. Some need the language support, but the frames also exist for proficient students to provide students equity for discussion time. This greatly impacts a well-paced lesson which toggles in and out of reading and SSI. Instructional Note: Providing these as choices for all students should be frontloaded with the expectation that students choose the frame that is most personally demanding for them. This is NOT meant to label an emerging EL student as only having the option to choose the first frame.

Big Ideas Regarding Language Frames
Importance for teachers: Facilitates effective pacing Provides audio “cues” to effectively listen to student responses Offers teachable moment to both discuss the sentence structure of offered language frames AND opportunity to encourage students to challenge themselves linguistically This greatly impacts a well-paced lesson which toggles in and out of reading and SSI. Also, when half the class is talking at one time, it’s easier for the teacher to pick up on key student responses because he/she can listen specifically to words that follow a provided frame. For example, if the frame is “I think the theme is _______ because ____________,” then the teacher is listening for the student responses that follow the words “theme” and “because.” Additionally, this is an opportunity to even talk to students about the three sentence types that the frames represent: simple, complex, and compound.

Continuing ELD Standards Connection with ELA - Interpretive
Considering Learners’ Needs Interpreting Text Interacting in Meaningful Ways Transition slide

Compare ELD Interpretive Standards to ELA Standards
With a partner, read the Interpretive ELD standards and discuss the connections with ELA. Read bridging standards only.

Interpretive Standards Debrief
What did you notice as you compared the ELD and ELA standards? “What’s jumping out to you as your are reading?” Highlights: The first standard of listening actively has implications for structured student interaction during reading instruction. Reading closely requires students to dig into text. Both analyzing and evaluating text tie to specific ELA standards, and the expectations are for all students to critically think. Presenters: double check your grade level and look to find specific references if you can (e.g., 6b in ELD connects to ELA Lang. #5)

Continuing ELD Standards Connection with ELA
Considering Learners’ Needs Interpreting Text Interacting in Meaningful Ways Connecting Reading to Writing We’ve just looked at what we’ve done historically to begin to implement Common Core. Now, we want to make connections between ELA and ELD standards that work together to help all students develop their language and literacy skills. Presenter should address read off each topic quickly. **Today we are going to discuss the major themes we see in ELA and ELD “Considering Learner’s Needs”: When we are teaching we must start with our students in mind. We are going to explore the levels of students as outlined by the new ELD Standards. “Interacting in Meaningful Ways”: Common Core and the ELD standards demand that we have all students interact with one another in all subject areas. We have been using Productive Partnering, TPS “Learning How English Works”: Whether you’re a labeled English learner or an English only student, all students need to know how English works. “Reading Closely”: We know that all of our students need this to Comprehend text “Connecting Reading to Writing”: We will have a few resources to show you how Common Core connects reading and writing “Student Progress”: We know that writing support is weak, we are going to have a few resources for you that were modeled after Smarter Balanced.

Compare ELD Productive Standards to ELA Standards
With a partner, read the Productive ELD standards and discuss the connections with ELA.

Debrief What did you notice as you compared the Productive ELD and ELA standards? Connects to writing standards 1,2,, 3 – process writing for different forms(narrative, informational, opinion) S/L standarad 4 – recount stories and experiences .Plan and deliver a narrative presentation.

Learning How English Works
Considering Learners’ Needs Interpreting Text Interacting in Meaningful Ways Learning How English Works

Compare ELD “Learning About How English Works” to ELA Standards
With a partner, read the Part II: Learning About How English Works ELD standards and discuss the connections with ELA.

Debrief What did you notice as you compared the Part II: “Learning About How English Works” ELD and ELA standards? Highlights: The first standard of listening actively has implications for structured student interaction during reading instruction. Reading closely requires students to dig into text. Both analyzing and evaluating text tie to specific ELA standards, and the expectations are for all students to critically think. Presenters: double check your grade level and look to find specific references if you can (e.g., 6b in ELD connects to ELA Lang. #5)

How do I check for student understanding?
Considering Learners’ Needs Monitoring Student Progress Interpreting Text Interacting in Meaningful Ways Learning How English Works Purpose of assessment Content vs. skill (this changes depending on text; 2-fer/3-fer)…consider discussing possible testing options Focus on standards mastery—not “just” recall of text content Transferable skills Integrated ELD instruction provides access to CCSS for all

Shifts in Assessment Focus on the standard—not the selection
Emphasis on transferable skill Modes of assessment Selected response(“multiple choice”) Constructed response (short answer) Performance task (multiple texts w/culminating writing task) Consider the O.C. selection assessments. Many times the questions asked students to recall the contents of the selection rather than assessing a skill with a cold read. The assessments better represent the depth of knowledge and critical thinking skills a student is expected to have.

Examining Assessments
Review the provided EGUSD-created assessments. What do you notice that is different from the traditional Open Court assessments? Point out targeted standards Short assessment Change in “traditional” MC questions Intro constructed response…connection between reading and writing If teachers ask about whether they’ll get selection assessments or not, let them know that they will be receiving more assessments that they can choose to use. However, they will not be created for all O.C. selections.

Connecting Writing to Reading
Considering Learners’ Needs Monitoring Student Progress Interpreting Text Interacting in Meaningful Ways Connecting Reading to Writing Learning How English Works

Writing Instruction: Connecting Writing to Reading
“Writing is treated as an equal partner to reading,…..and writing is assumed to be the vehicle through which a great deal of the reading work and reading assessments will occur.” From Pathways to the Common Core by Calkins, Ehrenworth, & Lehman No longer is writing considered something we do just when we have time. It is an integral part of literacy instruction along with reading and listening/speaking. It is also one of the crucial ways we communicate knowledge and understanding across all curriculum. CCSS calls out integration of reading and writing.

Two Ways of Connecting Writing to Reading
Daily Reading Writing Considering that we have daily reading instruction, many standards require a level of critical thinking from students that cannot be determined unless we ask them to write about what they comprehend. Think back to the constructed response that students needed to complete during the selection assessment. This type of writing can be instructed throughout the use of a text. Think of it as a 2-fer. You can assess student progress in both reading AND writing with this. Then, there’s process writing. If you look at writing standard 10, it talks about students writing for various lengths and for various purposes. Writing standard 5 specifically calls out the need for “prompting and support”—this specifically directs teachers to provide timely, constructive feedback. Process

1st Connection: Daily Writing
Reading Writing Represent reading standards Span writing purposes Short responses Considering that we have daily reading instruction, many standards require a level of critical thinking from students that cannot be determined unless we ask them to write about what they comprehend. Think back to the constructed response that students needed to complete during the selection assessment. This type of writing can be instructed throughout the use of a text. Think of it as a 2-fer. You can assess student progress in both reading AND writing with this. Then, there’s process writing. If you look at writing standard 10, it talks about students writing for various lengths and for various purposes. Writing standard 5 specifically calls out the need for “prompting and support”—this specifically directs teachers to provide timely, constructive feedback.

Writing Instruction Connected to a Constructed Response
Review the constructed responses included in the selection assessments. Discuss the type of writing instruction that would occur during reading to help students to successfully respond to the mini-prompts.

2nd Connection: Process Writing
Multiple drafts Teacher feedback—timely, constructive Use of mentor/model text Reading Writing Think of “mentor text” as any model text that you are using to FIND writing instruction. A teacher asks herself what she is explicitly trying to teach. Then, she looks for examples in the text(s) that have been read. Discussion ensues as to WHY the author chose to write something that way. What was the impact on the reader? How might a student utilize the same technique? Process

Thinking Behind Writing Prompts
Narrow the teaching focus instead of the standard in its entirety. Provide targeted, timely feedback to one or two explicit writing skills. Look for ways to connect with reading instruction. Explain how the prompts were developed. First, we looked at the narrative writing standard and determined just a couple things to focus on rather than worrying about teaching the standard in its entirety. Second, with a limited number of teaching points, teachers can provide targeted, timely feedback. Third, with the narrative prompt, there were opportunities to include text-dependent questions during reading instruction to model for students what professional authors do to achieve the skills identified in the narrative writing standards.

Writing Standard #3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Focused instruction precludes a teacher from having to teach all aspects of a writing standard at one time.

Targeted Writing Instruction
Focusing on just a few teaching points means that the EGUSD rubrics can be used to show students the continuum of writing description. Only a few bullet points need be used for instruction!

Writing a Benchmark Paper
Review the narrative writing prompt. Orally rehearse with a partner, OR independently write a “student” response to the prompt that would be considered “At Grade-Level” or above. If time permits, teachers should attempt to write what they would see as a “4” or “3” student response to the grade-level writing prompt. If time is running short, have them verbally compose a response with a partner.

Debrief Experience What challenges do you foresee for your students in completing the writing task? Consequently, what are the implications for instruction?

The Result: Integrated Instruction!
Considering Learners’ Needs Monitoring Student Progress Interpreting Text Interacting in Meaningful Ways Connecting Reading to Writing Learning How English Works

Let’s Break it Down Engagement in dialogue with others
Collaborative Engagement in dialogue with others Exchange information and ideas with others Interact with others in written English Offer and support opinions & negotiate with others Adapt language choices Interpretive Comprehension and analysis of written and spoken text Listen actively Read closely informational texts & view multimedia to determine meaning Evaluate how writers and speakers use language to support ideas Analyze how writers and speakers use vocabulary and other language resources for specific purpose Productive Creation of spoken presentations and written texts Express information and ideas orally on academic topics Write information to describe and explain ideas and information Support opinions and evaluate others opinions in speaking and writing Select and apply precise vocabulary & language structures Intention: bring modes into debriefing the actual day/preservice workshop and teacher learning

Collaborative Engagement in dialogue with others Exchange information and ideas with others Interact with others in written English Offer and support opinions & negotiate with others Adapt language choices Interpretive Comprehension and analysis of written and spoken text Listen actively Read closely informational texts & view multimedia to determine meaning Evaluate how writers and speakers use language to support ideas Analyze how writers and speakers use vocabulary and other language resources for specific purpose Productive Creation of spoken presentations and written texts Express information and ideas orally on academic topics Write information to describe and explain ideas and information Support opinions and evaluate others opinions in speaking and writing Select and apply precise vocabulary & language structures Syn. Widen broaden develop

Collaborative Engagement in dialogue with others Exchange information and ideas with others Interact with others in written English Offer and support opinions & negotiate with others Adapt language choices Interpretive Comprehension and analysis of written and spoken text Listen actively Read closely informational texts & view multimedia to determine meaning Evaluate how writers and speakers use language to support ideas Analyze how writers and speakers use vocabulary and other language resources for specific purpose Productive Creation of spoken presentations and written texts Express information and ideas orally on academic topics Write information to describe and explain ideas and information Support opinions and evaluate others opinions in speaking and writing Select and apply precise vocabulary & language structures Intention: bring modes into debriefing the actual day/preservice workshop and teacher learning

Feedback – Survey Monkey
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Presenter: Pat Gibson, Katie King K-6 CCSS Instructional Coach

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Presenter: Pat Gibson, Katie King K-6 CCSS Instructional Coach

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