1. K-6 Preservice Professional Learning Implementing the Common Core ELA/ELD – 1 st Grade Presenters: Susie Lapachet, Alexandra Condon, Kathy Blackburn K-6 CCSS and EL Instructional Coach

2. Welcome and Introduction Introduction Logistics – Restrooms – Morning break – Lunch at 12:00 – Return to sites by 1:00 – Parking lot ?

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

4. Thank You to Our Curriculum Planners – 1 st Grade!

5. 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.

6. Trainings Preparing for The CCSS Summer/Pre Service 2012 : – 3 rd -6 th grade (Overview, GRR, Connecting Reading to Writing) Summer/Pre Service 2013: – K-2 nd grade (Overview, TDQ, Close Reading, Connecting Reading to Writing) Historical Reference

7. 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

8. Partners and Practice Protocol Introduce yourself to someone nearby who is not from your site Tell them about the last book you read Decide who will be the A/B Partner Be prepared to use one of the following sentence frames to share what your partner said My partner ________ read _______. This is my partner ________, and he/she read ______.

9. Fist to Five On your right hand show with your fingers your level of knowledge of the ELA CCSS Standards (0 none to 5 being own them). On your left hand show with your fingers your level of knowledge of the new ELD Standards.

10. Connecting the Pieces of ELA and ELD Monitoring Student Progress Learning How English Works Connecting Reading to Writing Reading Closely Interacting in Meaningful Ways Considering Learners’ Needs

11. Let’s get started! One of the Big Ideas 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.

16. The CA ELD Standards HIGHLIGHT AND AMPLIFY the CCSS for ELA/Literacy. CA ELA-ELD Curriculum Framework English Language Development Standards

17. Science New CCSS Paradigm: LANGUAGE Is Central to all Academic Areas Language Arts Language Social Studies Math

18. What is ELD? English Language Development – is strategic instruction – develops simultaneously content knowledge and advanced levels of English – provides access to grade- level curriculum

19. 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.

20. CCSS Shift: Integration FROM THIS:TO THIS:

21. Digging into the Proficiency Level Descriptors (PLDs) Proficiency Level Descriptors = What our English Learners can do Considering Learners’ Needs WHO

22. 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.

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

24. 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

25. Proficiency Levels BRIDGING  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

26. First EL Resource: Proficiency Level Descriptors Page 10 WHO

27. 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 Proficiency Level Descriptors (PLDs) Source: Overview of the California ELD Standards and Proficiency Level Descriptors. CDE, November 2012. (Pages 10-13)

28. Handout, page 10 Proficiency Level Descriptors (PLDs) Modes of Communication

29. Going from Who to What WHO = PLD WHAT = ELD STANDARDS

30. Opportunity to be Learners

31. Consider the Strands* of CCSS Reading: – Literature (RL) – Informational Text (RI) – Foundational Skills (RF) SL- Speaking and Listening L- Language W- Writing * “Strands” refer to what we previously identified as “domains” in ELA.

32. Correspondence Matrix Part 1: Interacting in Meaningful Ways Part 2: Learning About How English Works Part 3: Using Foundational Literacy Skills

33. Grade Level ELD Standards

34. SORT 1.Form groups of 3-4 teachers 2.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

35. Third EL Resource Compare your sort to the standards handout. Check Your Answers!

36. Connecting the Pieces of ELA and ELD Learning How English Works Connecting Reading to Writing Reading Closely Interacting in Meaningful Ways

37. The 2012 ELD Standards Format and Organization 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 WHAT

38. Part I: Interacting in Meaningful Ways Retrieved on November 20, 2012 from http://www.cde.ca.gov/sp/el/er/eldstandards.asp 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:

39. 3 Critical Language Processes Structuring Cohesive Texts Expanding & Enriching Ideas Connecting & Condensing Ideas Part II: Learning about How English Works Source: Overview of the California ELD Standards and Proficiency Level Descriptors. CDE, November 2012. (Pages 1-11) Part III: Using Foundational Literacy Skills 4 Critical Skills Print Concepts Phonological awareness Phonics & word recognition Fluency

40. ELD Standards Page 3

41. Collaborative Standard #3: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges Page 3 What changes across proficiency levels?

42. 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.

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

44. SHIFT: We start with standards…not a selection

45. Handouts Needed Units 1 & 2 suggested standards resource Bank of text-dependent questions

46. 1. Look at Unit 1 suggested standards

47. 2. Choose a selection with identified standards EXAMPLE: “Mrs. Goose’s Baby” Reading-Literature: #1, #2, #3,#5, #7 Speaking and Listening #1

48. 3. Write text-dependent questions using the bank to match standards. Example: RL # 7… Describe how Mrs. Goose and her baby are alike using illustrations and text to support your answer.

49. Example/Non-example of TDQ EXAMPLE Describe how Mrs. Goose and her baby are alike using illustrations and text to support your answer. NON-EXAMPLE Describe how you and your mother are alike.

50. 4. Record TDQs on sticky notes Describe how Mrs. Goose and her baby are alike using illustrations and text to support your answer.

51. Teacher Created Resource Thanks to Kristen Mulliken for sharing.

52. Considering Instructional Choices – ELD Connection Question: HOW do I get my students collaborating for the purpose of deepening reading comprehension? Interacting in Meaningful Ways Considering Learners’ Needs Answer: Incorporate my ELA Listening/Speaking Standards

53. ELA/ELD Connection: Handouts Needed Teacher-created text-dependent questions ELD matrix ELD standards Describe how Mrs. Goose and her baby are alike using illustrations and text to support your answer.

54. 1. Identifying ELD Corresponding Standards

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

56. 3. Examples language frames using ELD support for each proficiency level Emerging Example: I think Mrs. Goose and the baby are alike/different (choose one). Expanding Example: I think Mrs. Goose and the baby are alike because ______________. Bridging Example : I agree/disagree with ________ that Mrs. Goose and the baby are alike/different because _____________. Describe how Mrs. Goose and her baby are alike using illustrations and text to support your answer.

57. 4. Write language frames on sticky notes

58. 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

59. Big Ideas Regarding Language Frames (continued) 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 to provide an opportunity to encourage students to challenge themselves linguistically

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

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

62. Interpretive Standards Debrief What did you notice as you compared the ELD and ELA standards?

63. Continuing ELD Standards Connection with ELA Interpreting Text Interacting in Meaningful Ways Considering Learners’ Needs

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

65. Debrief What did you notice as you compared the Productive ELD and ELA standards?

66. ELA Connection to ELD Learning About How English Works Learning How English Works Interpreting Text Interacting in Meaningful Ways Considering Learners’ Needs

67. Compare ELD Learning About How English Works Standards to ELA Standards Create a trio- letter off A, B, C., read the bridging column of the corresponding section and share the essence of the standards with with your group.

68. Debrief What did you notice as you compared the Part II: Learning About How English Works ELD and ELA standards?

69. How do I check for student understanding? Monitoring Student Progress Interpreting Text Interacting in Meaningful Ways Considering Learners’ Needs Learning How English Works

70. 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)

71. Examining Assessments Review the suggested assessments for Unit 1. If you were to backward map for student success on this assessment, how might you plan your instruction?

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

73. Writing Instruction: Connecting Writing to Reading Think differently.

74. Two Ways of Connecting Writing to Reading Reading Writing Daily Process

75. Daily Writing Reading Writing Daily Represent reading standards Span writing purposes Short responses

76. Two Ways of Connecting Writing to Reading Reading Writing Process Multiple drafts Teacher feedback—timely, constructive Use of mentor/model text

77. 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.

78. 1st Grade Example Prompt: Write about two things you did over the weekend. Be sure to use time order words so that I know what order you did those things in. You also need to write a beginning sentence and an ending sentence that completes your paragraph. Focused instruction precludes a teacher from having to teach all aspects of a writing standard at one time.

79. 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!

80. 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.

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

82. Let’s Break it Down 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

83. Let’s Break it Down 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

84. Let’s Break it Down 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

85. Let’s Break it Down 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

86. Let’s Break it Down 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

87. Let’s Break it Down

88. Feedback – Survey Monkey Your valuable feedback is being requested via Survey Monkey. Please respond to the brief questions which are accessed through an email sent to you from Jerrilyn Ewing.