1. Improving Content Literacy Leveling the Playing Field for your English Learners Session 2

2. © E.L. Achieve/2010 Who are we? How many of us… teach middle school? teach high school? support teachers? teach Social Studies? teach English/Language Arts? teach Science? teach another discipline? serve English Language Learners?

3. An Introduction Our purpose, our students, our approach

4. © E.L. Achieve/2010 Target student population Long-term English learners In the U.S. a minimum of five years May have attended American schools since early elementary Proficient in conversational English May be struggling readers Lack proficiency in academic English to accomplish academic tasks

5. Our goals for the series

6. © E.L. Achieve/2010 Institute Norms Be respectful of one another  Cell phones off or on vibrate  Avoid side conversations (jot notes instead?)  Ask “we” questions; save “me” questions Be a learner  Actively participate in readings, discussions and activities  Keep the focus on teaching and learning; that which is within our sphere of influence

7. © E.L. Achieve/2010 Parking Lot Questions that are not addressed during session will be discussed briefly after lunch. For “me” questions, please e-mail delia@santacruz.k12.ca.us or dpuente@santacruz.k12.ca.us delia@santacruz.k12.ca.us dpuente@santacruz.k12.ca.us

8. Session 2 agenda Participate in a Learning Community Learn the Features of Explicit Language Instruction Write a clear learning goal Apply knowledge to 10-2/2 strategy Participate in work session

9. © E.L. Achieve/2010 Day One Goals Become familiar with the relationship between language function and language tools (“brick” and “mortar”) needed to support production and comprehension

10. Our Learning Community A chance to reflect on the use of 10-2/2 since we last met.

11. Define steps in protocol Share with your team what worked well in this lesson. Provide evidence that using this strategy supported student learning. Share with your team some of the challenges you faced while teaching this lesson. In what ways did this lesson differ from what you planned? Share with your team what learning you will take away from this lesson that you will apply to a future lesson? Each group will select one success and one challenge to share out with the entire group.

12. Setting the Context

13. © E.L. Achieve/2010 One teacher’s stated goal: To equip students with the language they need to express the sophistication of their thinking for academic and real life purposes.

14. © E.L. Achieve/2010 The Challenge Experience tells us that a student’s ability to understand language (receptive) may exceed his or her ability to produce it (expressive). A student’s level of receptive and expressive language competence may differ.

15. © E.L. Achieve/2010 Why is this the Case? Many English learners at the intermediate level appear to be fluent. They may be automatic and skilled in conversational English. Teachers may not realize there is a gap between the language a student knows and what is required to succeed academically. Explicit instruction in how to use language to express thinking is rarely provided.

16. © E.L. Achieve/2010 Academic Success … … depends on learning to read well. Learning to read well depends on rich language knowledge - which presents unique challenges for English learners and others who have not acquired academic English.

17. Staying Focused On Language Demands Adolescent English learners require specific guidance with regard to language learning, including kinds and uses of text. - Mary Schleppegrell

18. Features of Explicit Language Instruction Language Functions, Language Tools, Instruction & Application

19. © E.L. Achieve/2010 Access to the Core After adolescent English Learners acquire basic skills, they need to become active readers and writers who use reading and writing processes (to) examine a text, make conclusions about it, articulate and incorporate those conclusions. Double the Work page 34

20. © E.L. Achieve/2010 Access to the Core (cont.) The process creates awareness about the functions of language, and the reflection inherent in the process helps students practice the kind of highly abstract thinking that is essential to succeeding in high school and beyond into college or the world of work. Double the Work page 34

21. © E.L. Achieve/2008 21 Accuracy and Fluency Goal: Accurate and fluent use of language

22. © E.L. Achieve/2008 22 A Focused Approach Features of Explicit Language Instruction

23. © E.L. Achieve/2010 A Focused Approach Features of Explicit Language Instruction What are language uses E.L.’s must be able to navigate? What language functions do cognitive tasks require? What text structures must students comprehend? Language Functions Express action and time relationships Express need, likes and feelings Draw conclusions Clarify Classify and compare/contrast Describe, explain and elaborate Make generalizations Sequence Express cause/effect Proposition/ support Summarize Participate in discussions Express social courtesies Give/follow directions Predict Language Tools Instruction & Application Goal: Accurate and fluent use of language

24. © E.L. Achieve/2010 Dominant Language Functions Language functions common to secondary academic texts, include:  Cause and effect  Compare and contrast  Elaboration/Description  Proposition & Support (problem/solution)  Sequencing Please read page 1.11

25. Language Function Analyzing Student Text: “Considering Cobras” Analyzing Student Text: “Considering Cobras” page 1.12

26. © E.L. Achieve/2010 Analyzing the Passage What is the dominant function?  description/elaboration What is the supporting function?  compare & contrast What is required to comprehend the dominant & supporting functions?  transitions  phrases that indicate relationships among ideas  verb phrases  figures of speech page 1.12

27. Determining the Dominant Function With an elbow partner, read each of the passages and determine the dominant function of each

28. Think-Pair-share Language Functions in your Text THINK  Look at a passage from your text  What is the dominant language function?  supporting language function? PAIR  Share your findings with an elbow partner SHARE  Whole group share out

29. Language Tools Sentence complexity & vocabulary Sentence complexity & vocabulary

30. © E.L. Achieve/2008 A Focused Approach Features of Explicit Language Instruction page 1.10

31. © E.L. Achieve/2010 Language Tools mortar Read 1.13 and 1.14 for an explanation of the metaphor for language tools: bricks and mortar Then we will practice identifying them in a few sentences.

32. © E.L. Achieve/2010 Topic Specific Vocabulary: “Bricks” topic specific In order to generate language about what they are studying, students need topic specific vocabulary bricks To use a construction metaphor bricks are specific to the topic we are thinking, talking, reading and writing about what It is what we are talking about.

33. © E.L. Achieve/2010 Topic specific brick vocabulary page 1.13

34. © E.L. Achieve/2010 Teaching the “Mortar” Not the language we are drawn to teach Yet it is essential… Because it connects topic-specific vocabulary in a way that conveys the conceptual understanding; the purpose for communication how It is how we are talking about it. page 1.14

35. © E.L. Achieve/2010 Identifying brick and mortar Snakes are believed to have evolved from reptiles with legs and to have been on earth for 95 million years. ______ are believed to have ______ _________________ and to have been _______ for ___________. page 1.15

36. © E.L. Achieve/2010 Identifying Function, bricks, and mortar Both cobras and rattlesnakes are extremely dangerous. Both ______ and ______ are extremely __________. Zoologists argue against poisonous snakes being kept as pets. _________ argue against _________. page 1.15

37. © E.L. Achieve/2010 It takes both… topic-specific brick and functional mortar to generate language. What we are talking about. How we are talking about it.

38. © E.L. Achieve/2010 Building Language with Brick & Mortar Review the sample sentences for each of the dominant functions through the lens of your content area. Notice how the functions can be applied to different content topics. page 1.16

39. © E.L. Achieve/2010 Think, Write, Pair Share Building Language with Brick & Mortar Think of an essential topic from your content area. Use the sample sentences on pages 1.16-1.17 as a guide to develop five sentences, one for each of the dominant functions. When ready, write your sentences on the chart paper labeled for each function.

40. Instruction & Application Developing fluency

41. © E.L. Achieve/2008 September 15 A Focused Approach Features of Explicit Language Instruction page 1.10

42. © E.L. Achieve/2010 Trying it Out Opportunities to Develop Fluency Fluency is our goal: accuracy, ease, and flexibility using language Please read page 1.18 What are some ways to support students in using the academic language they’re learning?

43. © E.L. Achieve/2010 Thumbnail Sketch How can we use the information in this thumbnail sketch to better: 1.Teach the functional language of our content areas? 2.Move students along a continuum of specific and precise language use? page 1.19

44. A Student Tool

45. Strategic Lesson Design: Backward Planning Learning occurs through interactions with others, and when these interactions are intentional, specific learning occurs. - Fisher and Frey

46. The Characteristics of an Explicit Language Lesson Designs backwards from a learning goal “Chunks” learning for the gradual release of responsibility Makes transparent the cognitive function Explicitly teaches “brick and mortar” Provides frequent opportunities to practice language page 2.30 © E.L. Achieve/2010 Explicit Language Lesson Design

47. Clarity of Purpose Establishing purpose goes beyond posting standards. Students need to understand the goal of instruction and what they are expected to produce. Transparency of purpose includes explicit modeling of the thinking and language required to achieve outcome. page 2.30 © E.L. Achieve/2010

48. Learning goal Examples Students will understand the process of meiosis and mitosis and be able to explain how they differ. Students will understand how the author uses imagery and will be able to discuss the impact it has on the reader. Students will understand and be able to summarize the events that led to the Vietnam War. page 2.31 © E.L. Achieve/2010

49. Draft a learning goal for a lesson or unit you’ll be teaching soon. Your turn Starting at the end page 2.31 © E.L. Achieve/2010

50. 1.On the index card provided, write your student goal statement. 2.Add your name to the card. 3.Read your goal statement to a partner; ask her to identify the content goal and the language goal. 4.Repeat step 3, having your partner read to you. 5.Swap cards and find a new partner. 6.Repeat the process of sharing and swapping goals. Learning Goal Trading Cards © E.L. Achieve/2010

51. The Connection Tying Explicit Language Instruction & Learning Goals to the 10-2/2 Strategy

52. The question prompt Ask yourself the following:  “What language function do I want students to focus on?” Make sure your question will lead students to utilize the language function stated in the learning goal. 10 - Grouping Elements 2 - What are the characteristics of each of the groups? (Elaboration/Description) 2 - How are the groups similar? (Compare & Contrast) OR

53. Question leads to Explicit Language Instruction 10 - Igneous rock characteristics 2 - What are the characteristics of igneous rocks? (Elaboration/Description)  Igneous rocks consist of hardened lava and magma. They often appear shiny and sharp.  Volcanoes are often associated with igneous rocks.

54. Work Session Applying your learning

55. Your turn… Planning for 10-2/2 Consider an upcoming direct instruction lesson  Determine your Learning Goal  Utilize Text Analysis Tool for Production  Chunk the learning into 10-2/2 segments  What do I want students to walk away with?  How will I ask the question for 2/2 to get at the essence of my instruction?  What mortar (functional words and phrases) and brick (vocabulary) do I need to teach? Provide as scaffolds?

56. Walk Around Review Reflecting… Given our day together, please note a couple:  Recollections  Insights  Applications Be prepared to share out

57. © E.L. Achieve/2010 Academic Language For Life-deep Learning Academic language is not just academic. It is life giving when it extends through the length, width and depth of all we can learn. Such language allows us to question, deliberate, negotiate, ponder, and imagine. Fluency and ease in this kind of talk helps us to find our way in the world and to make the world a better place. - Shirley Brice Heath