1. Designated & Integrated ELD
Building Academic Language Through Purposeful Grouping and Constructive Conversations
Designated & Integrated ELD
Our goal is to meet CCSS across disciplines through the implementation of our LDNE theory of action: building academic language, through purposeful grouping and constructive conversations.
Today we will focus on Designated ELD instruction to build our understanding of what constructive conversations should sound like and look like in the classroom.
You are going to look at some data.
You will connect your learning from last month about the ELD Standards
You will read an excerpt from Common Core Standards in Diverse Classrooms (book given to principals at the summer institute)
You will practice using an observational tool to record student conversation and give teachers feedback. *

2. What do quality constructive conversations look like and sound like?
T-P-S

3. English Learner Master Plan pg. 51
Instructional Guiding Principles
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.
Tell participants that when working with ELs and SELs our instructional guiding principles are found in the EL Master Plan.
All students come to us with assets and instruction for ELs and SELs should build on the students strengths.
English Learner Master Plan pg. 51

4. Objective
Connect ELD Standards, Part I: Interacting in Meaningful Ways to Fostering Academic Interactions

5. CA ELD Standards & Fostering Academic Interactions
1 min.
This year we are emphasizing the use of the research of Stanford University Professor Jeff Zwiers, to assist us in applying the CA ELD Standards to instruction for English Learners.
Jeff Zwiers
Senior Researcher in the Stanford Graduate School of Education
Jeff Zwiers is a senior researcher at the Stanford Graduate School of Education and director of professional development for the Understanding Language Initiative, a research and professional learning project focused on improving the education of academic English learners. He has consulted for national and international teacher development projects and has published articles and books on literacy, cognition, discourse, and academic language. His current research focuses on improving professional learning models and developing classroom instruction that fosters high-quality oral language and constructive conversations across disciplines.

6. Oral Output and Interaction What’s the Difference?
Oral Output is one-way, one-time, clear and strong communication of ideas and thinking.
Interactions are back-and-forth conversations in which participants build on each other’s ideas.
Think-pair-shares, answering teacher questions, jigsaws, gallery walks, oral presentations, etc.
How do we ensure that students are given ample opportunities to engage in meaningful ways to ensure that they have understood the intended learning…
Source: Dr. Jeff Zwiers, 2015

7. 3-2-1 Silently read pages 184 & 188-189 CCSS In Diverse Classrooms
Write 3 key points, 2 things learned, and 1 question you have about the reading
Share your learning with an elbow partner
Have partners share out *

8. Integrated ELD Constructive Conversation Skills across Content Areas
Let’s look at applying the Constructive Conversations during Content Instruction (Integrated ELD).

9. 1 min.
SAY: You will now receive a question prompt (see next slide), and conduct a Constructive Conversation around their question. (Room capacity will mean 2 groups per question)
Individuals will take turns practicing each of the Conversation Skills.

10. 10 mnts
Walk participants through Constructive Conversation Protocol:
Ask for volunteers to create, clarify, fortify, and negotiate. Ask participants to use placemat
“Follow our Rules”
French Artist – graphic painting
- What’s wrong with you ? Why don’t you listen the Tree like everyone else ? Watch here - You take the paper, you read it, and you do it. It’s not that hard.  
- But, Mrs. Sullivan, those things bore me… why do I have to learn them ?   
- These laws have governed us for ages, they’ve stood the test of time. Your parents followed them, just as your grandparents did, this how you succeed, it’s the same for everybody. Except if you want to live in the street or like an animal. You organize them neatly, you learn them carefully, and you practice them rigorously.  
- But, who’s to say that other trees don’t exist? With other laws?   
- Other trees ? Other laws ? Do you realize what you are saying? Respect the TREE. Look at the strength of its trunk, much stronger than your head. This tree is the foundation of our society, protecting us from chaos and no one could hack it down. WHO are YOU to call into question our values ?   
- I’m a seed.

11. Independent Practice Each group will be assigned a content area
Make sure each member has the Conversation cards; create, clarify, fortify, and negotiate
Cards will be used as talking chips
Each group will be assigned a content area
Each member will have 16 Constructive Conversation cards; create, clarify, fortify, and negotiate
Group member will take turns sharing one idea at a time.
Group members will continue taking turns until all of their cards are placed on the table.

13. Constructive Conversations
What differentiates cold-blooded organisms from warm-blooded organisms?
(warm-blooded)
(cold-blooded)
grizzly bear
toucan
rattlesnake
tree frog
Use the to create and clarify ideas
Science

14. Warm-blooded and cold-blooded
Read the article and think about…
How might dinosaurs been both, cold blooded and warm blooded?
Science

15. Constructive conversations
How can an organism be both warm-blooded and cold-blooded?
Use the to fortify and negotiate ideas
Science

17. The Courage That My Mother Had
Went with her, and is with her still:
Rock from New England quarried:
Now granite in a granite hill.
The golden brooch my mother wore
She left behind for me to wear:
I have no thing I treasure more:
Yet, it is something I could spare.
Oh, if instead she’d left to me
The thing she took into the grave!—
That courage like a rock, which she
Has no more need of, and I have.
by Edna St. Vincent Millay, 1949
Create
Clarify
Create and clarify ideas
What words might you use to describe the author’s feelings towards her mother?

18. Read the brief biography.
Use the information to continue your discussion.
Be prepared to share.
Fortify
Negotiate
This is the biography of the author who wrote The courage my mother had
You will read the bio and use the information to fortify and negotiate the ideas you developed from the previous reading

20. Constructive Conversations
What do the Salem Witch Trials reveal about life in Massachusetts at the end of the 17th century?
History and social studies
History/Social studies

22. Constructive Conversations
20 mnts
Have each group share their discussion
Science: How can an organism be both cold-blooded and warm-blooded?
ELA: What words might describe the author’s feelings towards her mother?
Science: What do the Salem Witch Trials reveal about life in Massachusetts at the end of the 17th century?
Math: (leave slide up on Math)
Math

23. Constructive conversations
Science
How can an organism be both warm-blooded and cold-blooded?
ELA
What words might you use to describe the author’s feelings towards her mother?
History
What do the Salem Witch Trials reveal about life in Massachusetts at the end of the 17th century?

25. Our goal is to meet CCSS across disciplines through the implementation of our LDNE theory of action: building academic language, through purposeful grouping and constructive conversations.
Who has mastered the art of fortifying her response.