Integrated and Designated ELD – CABE 2017 Integrated and Designated ELD – Meeting All ELs’ Needs Elva Mellor Dr. Maria Ramirez learnwithelva@gmail.com ramirez@unlv.nevada.edu

Integrated? Designated? What do you know about these terms? How do they influence your teaching? What are the advantages for students?

Think about: Comprehensive English Language Development Comprehensive ELD includes both integrated and designated ELD.

Integrated ELD ELD is taught throughout the day and across the content area disciplines for all grade levels. Teachers 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. All ELs should read, analyze, interpret, discuss, and create a variety of literary and informational text types.

Through integrated and designated instruction, ELs develop an “understanding of language as a resource for making meaning”, and develop “language awareness”, including an appreciation for their primary language as a valuable resource for learning English. ELs demonstrate knowledge of content through oral presentations, writing, collaborative conversations, and multimedia, and develop proficiency in shifting language use based on “task, purpose, audience, and text type”.

Figure 1.8. Three Premises of the CA ELD Standards (ELA/ELD Framework, p. 32)

Designated ELD 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. not separate or isolated from content areas; it is an opportunity to support ELLs in developing discourse practices, grammatical structures, and vocabulary necessary for successful participation in academic tasks in the content areas.

Comprehensive ELD Integrated ELD Lessons Have clear content and language objectives. Build on primary language, culture, and prior knowledge. Are interactive and engaging, meaningful and relevant, and intellectually challenging. Scaffold instruction to provide strategic support. Build content knowledge and academic English. Include progress monitoring and next steps.

Planning for Integrated ELD Text Analysis: Text Level/Sentence and Clause Level/Phrase Level/ Word Level Understandings Standards: Content, CCSS ELA/Literacy, ELD Standards Content Objectives: Based on grade-level content standards Language Objectives: Links to the Content Objectives; based on text demands using ELD Standards (SDAIE) Strategies, Differentiation, Engagement, Assessment Cycle: Assess prior knowledge, scaffolds, modeling, collaborative practice, independent practice, informal assessment, re-teaching, checking for understanding, etc. 3” 13” running

Select the focus Examine the curriculum. What reading selection, topic, etc. lends itself to practicing or extending it to an interactive context ? Determine vocabulary to front load, make flashcards with pictures and words. Look for special syntactic structures, grammatical features, etc. Select discussion points and possible triads’ grouping.

Comprehensive ELD Designated ELD Lessons: Have clear content and language objectives. Value and build on primary language, culture and prior knowledge. Are interactive, engaging, relevant, intellectually challenging. Unpack the language of complex text. Extend oral and written language. Develop academic vocabulary. Focus on form and function of language. Provide corrective feedback. Include progress monitoring and next steps.

How is this different from “I teach English all day” ? Integrated lessons call for new ways of including the needs of all learners but especially English language learners. Designated lessons are geared to the language proficiency needs of the English learners. Designated lessons build on ELLs’ proficiency levels by listening to their use of English to identify specific needs.

Consider the 4 C s: Communication Collaboration Cooperation Critical Thinking What kinds of groups are needed? How much modeling is there? Sentence frames? Guidance? How are they monitored? What insights do they provide?

How do Cs contribute to: listening – understanding the spoken word. speaking – being able to express one’s thoughts. negotiating- with others - building on ideas, concepts, etc. reading – understanding the written word. writing - being able to convey thoughts in written form. As you can see the standards call for high level academic writing.

Negotiation practice Organize your discussion questions and sentence frames to help initiate the negotiation process. Model the sentence frames to use. Listen carefully to their speaking. Identify needed reinforcement/teaching points. If doing group discussions, have them select a reporter to share out.

Get students ready to listen, think, speak. It is important to have the students know how to speak, listen and respond. Establish expectations by modeling and practicing: partner talk, triads, etc. Establish your signals for talking, reporting, etc.

Active listening and speaking Setting class up for negotiating

Be polite as you respond.

Do your best to communicate.

Practicing Negotiating Set up pairs or triads. One person speaks at a time and others listen. Everyone’s suggestion is respected. The team needs to agree on what to write. They need to state what and why and agree. Model: I think we should write …..because ….. Model: I agree but ….. Model: I don’t understand. Can you …..? Model: I disagree. I think …..

Sentence Deconstruction “Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year”. How is meaning derived from this sentence? What questions would you ask to see if the students understood its meaning? Would this be integrated or designated?

Analysis – type of clause Meaning – What it means The clause gives credit to a lot of countries (but not all) for doing something about pollution. Although tells the rest of the sentence will show that what they are doing is not enough. The main clause has the most important information. Pollution keeps hurting a lot of people every year all over the world. Although many countries are addressing pollution, Dependent clause – starts with although, so it can’t stand on its own. It depends on the other clause. environmental degradation continues to create devastating human health problems each year. Independent (main clause) It can stand on its own without the other clause.

During a designated lesson, the teacher and students can work on deconstructing the sentence. How would you do it? “Bees pollinate the flowers when they get pollen on their legs from one flower, and then it rubs off on another flower”.

Essential Features of Designated ELD Instruction Protected time to focus on ELs’ needs. Intellectual quality Extended language interaction Clear lesson objectives Corrective feedback Focus on meaning and forms Planned and sequenced events Scaffolding CA Department of Ed (2014) ELA/ELD Framework

https://www.teachingchannel.org/videos/designated-eld-language-sfusd

Integrated and Designated ELD – Meeting All ELs’ Needs Elva Mellor learnwithelva@gmail.com D r. Maria Ramirez ramirez@unlv.nevada.edu