1. Elementary Designated ELD Frame of Practice and Lessons: A Closer Look at Complex Text Multilingual and Multicultural Education Department 1

2. Learning Outcomes ● Understand the essential elements of a Designated ELD Lesson ● Understand how to develop a Designated ELD Lesson ● Identify linguistic features of complex text and align to CA ELD Standard(s)

3. English Learner Master Plan pg. 51 ELs and SELs possess a variety of linguistic and cultural abilities viewed as assets. Focused instruction for these students builds on cultural and linguistic strengths and provides meaningful access to a curriculum that is standards-based, cognitively complex, rigorous and coherent. All teachers of ELs and SELs are teachers of both language and content. Instructional Guiding Principles

4. UNDERSTAND THE ESSENTIAL ELEMENTS OF A DESIGNATED ELD LESSON

5. © Zwiers, O’Hara, & Pritchard (2014) We started this practice during Start Smart

6. Build “Into” and “From” Content Instruction

7. The language demands identified during content instruction inform what needs to happen during Designated ELD. The language from content taken “Into” Designated ELD to be explicitly taught. During Designated ELD we use the CA ELD Standards for instruction. The new language learning is taken “From” Designated ELD to support successful participation in academic tasks during ELA and other content areas.

8. 1 st. Grade ELA i.e. Story elements, character traits, etc. Designated ELD ELD Standards Part II- Understanding Cohesion (connecting words and phrases) ELD Standards Part II-7 Connecting Ideas-Combined clauses to make connections and join ideas.. i.e. linguistic features of text

9. Understanding Complex Text A. The people cried. -Tears -Sadness B. The cry of the people -outcry, a collective cry, protest, revolution, determination, frustration

10. Understanding Mentor Text A mentor text is identified from the selection that has been used during ELA and other content areas, after being read for students to get basic comprehension of the selection. A mentor text can contain several connected sentences (6-8) in which each sentence can lend itself to teaching the ELD Standard that have been selected to teach. The sentences should be complex and rich enough to have discussions about the structure, meaning, word choice, etc.

11. Let’s Apply the Standards to a Mentor Text CA ELD Standard for Grade 4 Part II: Learning About How English Works B: Expanding and Enriching Ideas 4. Using nouns and noun phrases (Expanding) Expand noun phrases in a variety of ways (e.g. adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.) Step 1: Turn the standard into a “focus question,” e.g., How Do Noun Phrases Add Detail to a Text?

13. Structure/ What? Purpose/ Why?

14. Structure/ What? Purpose/ Why?

15. Let’s Check Our Focus Question for the What and the Why CA ELD Standard for Grade 4 Part II: Learning About How English Works B: Expanding and Enriching Ideas 4. Using nouns and noun phrases (Expanding) Expand noun phrases in a variety of ways (e.g. adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.) Step 1: Turn the standard into a “focus question,” e.g., How Do Noun Phrases Add Detail to a Text? Structure/ What? Purpose/ Why?

16. A Drop of Water There are few objects you can make that have both the dazzling beauty and delicate precision of a soap bubble. Shown here at actual size, this bubble is a nearly perfect sphere. Its shimmering liquid skin is five hundred times thinner than a human hair. Bubbles made of plain water break almost as quickly as they form. That’s because surface tension is so strong the bubbles collapse. Adding soap to water weakens water’s surface tension. This allows a film of soapy water to stretch and stretch without breaking.

17. A Drop of Water There are few objects you can make that have both the dazzling beauty and delicate precision of a soap bubble. Shown here at actual size, this bubble is a nearly perfect sphere. Its shimmering liquid skin is five hundred times thinner than a human hair. Bubbles made of plain water break almost as quickly as they form. That’s because surface tension is so strong the bubbles collapse. Adding soap to water weakens water’s surface tension. This allows a film of soapy water to stretch and stretch without breaking.

18. Questioning Protocol for Day 2: Step 2 Create text analysis guiding questions: Guiding Question #1: Read sentence #1. Look at the noun phrases in bold. What words were added to the nouns? What details do they add to the nouns? Guiding Question #2: Read sentence #2. Look at the noun phrases in bold. What words were added to those nouns? What details do they add to the nouns? Guiding Question #3: Read sentence #3. Look at the noun phrases in bold. What were words added to those nouns? What details do they add to the nouns? Guiding Question #4: Read sentence #4. Look at the noun phrases in bold. What words were added to those nouns? What details do they add to the nouns?

19. Questioning Protocol: Step 2 Guiding Question# 5: Read sentence #5. Look at the noun phrases in bold. What words were added to those nouns? What details do they add to the nouns? Guiding Question# 6 Read sentence #6. Look the noun phrases in bold. What words were added to those nouns? What details do they add to the nouns? Guiding Question# 7 Read the last sentence. Look the noun phrases in bold. What words were added to the nouns? What details do they add to the nouns? Wrap Up Guiding Question: How do all the noun phrases enrich our understanding of the text?

20. Using Complex Text Direct Instruction of Linguistic Features Mentor Text

21. Planning: Using Complex Text 1.Read the mentor text 2.Identify a grade level ELD Standard from Part II that is exemplified in this mentor text 3.Turn the standard into a focus question 4.Identify examples of the linguistic feature in each sentence 5.Create text analysis guiding questions considering the ELD Standard-Part II 6.Develop the wrap-up question CA ELD Standards at a glance & How English Works Matrices

22. Check-In On which step in lesson development is your team? Share your work with the group and provide feedback

23. © Zwiers, O’Hara, & Pritchard (2014)

24. What? Read: Designated ELD Lesson How? Form a Triad Identify Partner A, Partner B, and Partner C –Partner A will read Fostering Academic Interaction –Partner B will read Using Complex Text –Partner C will read Fortifying Complex Output Annotate your text and highlight Most Important Points Share with your Triad the Most Important Point from your reading As a Triad, identify the most important concepts in each section Be prepared to share Most Important Point

25. Fostering Academic Interactions Academic Language Development Constructive Conversation

26. Using Complex Text Direct Instruction of Linguistic Features Mentor Text

27. Fortifying Complex Output Differentiated Instruction Small group instruction

28. Planning a Designated ELD Lesson  Read the Using Complex Text section of the ELD Frame of Practice  Develop your lesson based on Using Complex Text section  Select a Part II: Learning How English Works standard Select a mentor text that exemplifies the linguistic feature of the selected Part II standard Turn the standard into a focus question Identify examples of the linguistic feature in each sentence Create guiding questions for each example Develop a wrap-up question  Write an ELD Objective (will be added during next p.d.)  Remember to include a Constructive Conversation Skill to open the lesson (Fostering Academic Interactions)  Remember that your mentor text will be used over at least two days to learn about a linguistic feature (Using Complex Text)  Remember to include the Differentiated Instruction and Wrap Up in your lesson (Fortifying Complex Output)  Create a Flow Map of your lesson highlighting the essential components from the Frame of Practice

29. Extended Learning Opportunity 1.Select a grade level ELD Standard from Part II 2.Identify a mentor text based on the ELA content you will be using soon (or have used already) 3.Turn the standard into a focus question 4.Develop examples of the linguistic feature in each sentence 5.Create 2 guiding questions based the ELD Standard-Part II 6.Develop a wrap-up question. 7.Bring mentor text and guiding questions to the next P.D. By our next Designated ELD professional development which will be on ___________, either alone or with grade level colleagues, please:

30. Mentor Texts for Practice