Objective Develop an understanding of Appendix B: CA ELD Standards Part II: Learning About How English Works

1. English Learners (ELs) are held to the same high expectations of learning established for all students. 2. ELs develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading & writing. 3. ELs are taught challenging academic content that enables them to meet performance standards in all content areas. 4. ELs receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels. 5. ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students. 6. The academic success of ELs is a responsibility shared by all educators, the family and the community. English Learner Master Plan, 2012 Pages 2-3 Guiding Principles

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

Phase-In Plan for 2012 ELD Standards Transition Implementation

What must students be able to do with language? ELAMATHSCIENCE Comprehend and evaluate complex texts across a range of types and disciplines Construct effective arguments and convey intricate or multifaceted information Discern a speaker’s key points Request clarification and ask relevant questions Build on others’ ideas Articulate their own ideas, and confirm they have been understood Understand and use stated assumptions, definitions, and previously established results in constructing arguments Make conjectures and build a logical progression of statements to explore the truth of their conjectures Justify their conclusions, communicate them to others, and respond to the arguments of others Construct explanations and designated solutions Engaging in argument from evidence Obtain, evaluate, and communicate information CA ELD Standards AMPLIFY the CCSS for ELA/Literacy

District Instructional Priorities Common Core (The What) TGDC Teaching & Learning Framework (The How) Master Plan (The Who)

2012 CA ELD Standards Part I: Interacting in Meaningful Ways Part II: Learning About How English Works Part III: Foundational Skills

The Autobiography of Malcolm X “I became increasingly frustrated at not being able to express what I wanted to convey in letters that I wrote,... In the street, I had been the most articulate hustler out there - I commanded attention when I said something. But now, trying to write simple English, I not only wasn’t articulate, I wasn't even functional…”

SERP: Strategic Education Research Partnership

Whole Text Sentence Level (Clauses, phrases, nominalization)

Appendix B Learning About How English Works 1. Read page 1, first 2 paragraphs 2. Share Out

Appendix B Learning About How English Works  Number off from 1 – 4 1. Read your assigned section 2. Write key words and or phrases on post-its  One key word or phrase per post-it!

Reading Sections 1. Text Level Understanding  Pages 6 – 9 2. Sentence and Clause Level Understanding  Page 9 – Phrase Level Understandings  Page 13 – Word Level Understandings  Pages

Appendix B Learning About How English Works  Number off from 1 – 4 1. Read your assigned section 2. Write key words and or phrases on post-its  One key word or phrase per post-it!

Inductive Reasoning  Form Experts Groups  1s, 2s, 3s, 4s  Place all your post-its on the table  Analyze the key words/phrases  Work together, group the information written  Create a label for each of your groups

Abstract Summary  Create an Abstract Summary  What are the salient points of your reading  Share Out

Whole Text Sentence Level (Clauses, phrases, nominalization)

Academic Language Writing

 Why is this information important in my role as an instructional leader ?  How do effective practices in TGDC help support the monitoring of ELD Instruction? Reflection

TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “ I do it ” “ We do it ” “ You do it together ” Collaborative Independent “ You do it alone ” A Structure for Instruction that Works Doug Fisher

What must students be able to do with language? ELAMATHSCIENCE Comprehend and evaluate complex texts across a range of types and disciplines Construct effective arguments and convey intricate or multifaceted information Discern a speaker’s key points Request clarification and ask relevant questions Build on others’ ideas Articulate their own ideas, and confirm they have been understood Understand and use stated assumptions, definitions, and previously established results in constructing arguments Make conjectures and build a logical progression of statements to explore the truth of their conjectures Justify their conclusions, communicate them to others, and respond to the arguments of others Construct explanations and designated solutions Engaging in argument from evidence Obtain, evaluate, and communicate information CA ELD Standards AMPLIFY the CCSS for ELA/Literacy

“As students learn more about the patterns of English grammar in different communicative contexts…, they can develop more complex understandings of English grammar and usage. Students can use this understanding to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their reading and listening.” Appendix B, page 4

ELD Transition Sessions Session 1: ELD Standards Introduction Shifts, Layout, & Development Session 2: Proficiency Levels Session 3: Appendix C Theoretical Foundations For The ELD Standards Session 4: Appendix B Learning About How English Works