Strategically Enhancing ELL Access to the Language Demands of College and Career-Ready Standards February 2014

2 Lessons/Activities... 1.Emphasize use of language in context 2.Connect with central concepts of content 3.Connect with standards for practice 4.Emphasize ELL interaction with other students 5.Provide avenues for broader modes of communication 6.Include educative/formative assessment Features which Strategically Prepare ELLs for Increased Language Demands

3 CONTEXT-ORIENTED LANGUAGE 1. Lessons and activities emphasize use of language forms and functions in context

4 Language Proficiency Had Been Configured as a Bridge to First Cross Before Approaching Content Previously Framed as a Sequential Relationship Now Framed as a Parallel Relationship Content ELP ELP standards and instruction provided a foundation from which to approach content standards ELP standards and instruction reflect the language expectations contained in content standards Content ELP

ELL need more support than decontextualized vocabulary and grammar

6 Increase student reading comprehension, content-area understanding, and expository writing ability by examining... What a text is about How a text is organized How the author’s perspective is built into text Unpack Content Area Language Demands Using Text Analysis Approaches – Learn the Language of Schooling Mary Schleppegrell, Univ. of Michigan

Schleppegrell Example: Analyze how definitions and explanations are constructed Cells divide in two steps. First, the nucleus of the cell divides, and then the cytoplasm divides. Mitosis is the process in which the nucleus divides to form two identical nuclei. Each new nucleus is also identical to the original nucleus. Mitosis is described as a series of phases or steps. The steps are named prophase, metaphase, anaphase, and telophase. …

Enlightenment Ideas Influence American Colonists Although a war had begun, the American colonists still debated their attachment to Great Britain. A growing number, however, favored independence. They heard the persuasive arguments of colonial leaders such as Patrick Henry, John Adams, and Benjamin Franklin. These leaders used Enlightenment ideas to justify independence. The colonists had asked for the same political rights as people in Britain, they said, but the king had stubbornly refused. Therefore, the colonists were justified in rebelling against a tyrant who had broken the social contract. Schleppegrell Example: Focus on “Connectors” in Language

Schleppegrell Example: Unpack Multiple Modalities in Mathematics  Math symbols : a 2 + (a + 2) 2 = 340  Spoken language : “…and then you’ve got to add on the ‘a’ squareds because of the brackets and the squareds, add up the ‘a’ squareds so you get two ‘a’ squareds plus your four ‘a’”  Written language : The sum of the squares of two consecutive positive even integers is 340 (O’Halloran, 2000:384; 2003:196)

Use the Core Six Strategies to Unpack Text The Core Six include: Reading for Meaning Compare & Contrast Inductive Learning Circle of Knowledge Write to Learn Vocabulary's CODE The Core Six: Essential Strategies for Achieving Excellence with the Common Core. (2012). By Harvey F. Silver, R. Thomas Dewing, & Matthew J. Perini

11 Top Hat Organizers – The Core Six Similarities Differences

12 CENTRALIZED 2. Lessons and activities connect with core ideas and concepts in curriculum

Dramatically Higher Expectations *Example based Smarter Balanced Specifications/Elementary Grades Courtesy: Herman (2013)

Increased Rigor Is Due to Added Cognitive and Academic Language Complexity Curriculum Academic Language Complexity DOK and Cognitive Complexity

Simple Language Demands at DOK1 Math – Recall, Draw, Define, List, Label... Courtesy: Herman (2013)

Language Demands Increase Slightly at DOK2 Math – Simple Application Courtesy: Herman (2013)

At DOK3, ELL Need to Use Language to Draw Conclusions, Cite Evidence, Explain, Revise... Look at the drawing. The numbers alongside each column and row are the total of the values of the symbols within each column and row. What number should replace the question mark ? (Webb et al., 2005) Courtesy: Herman (2013)

Much More Complex Language Demands at DOK4 Your class and your teacher are going on a field trip. There are three possible choices for the field trip: an aquarium, a science museum, or a zoo. Your teacher asked students to write down their first and second choices. In this task, you will determine where the class should go on the field trip based on the survey results and the cost per student. This is a map of your school and the three different field trip locations. Here’s how students voted, first and second choice Here are costs --in time, fees, transportation costs Analyze, recommend, justify Courtesy: Herman (2013)

“ Water up” the Curriculum (Edwin Ellis) Focus instruction on Core Ideas Critical details [vs. Clarifying details] Similar to Backwards Design, first stage: What is essential to know and be able to do? What is important to know and do? What is nice to know? What is worth being familiar with?

Content Preview (August, 2011) 1. Focus students on important ideas in upcoming text by asking guiding questions specific to the text or use imagination and think beyond the text. 2. Build background knowledge related to the text short video clips, visuals, readings in English or in L1 and questions that draw on students’ background and/or connect to related texts/topics. 3. Pre-teach content obligatory vocabulary Tier II (general academic terms) or Tier III (high frequency domain- specific terms) 4. Create oral summary of text, then create written summary

Schleppegrell Example: Examining the Language of the Content Area

rewrite – What CCSS allow us to do is to use language to explore and deepen understanding about the content. – We need to bring greater dimensionality to our instruction rather than simplifying it. – We need to engage students in how language works in real complex texts.

Lily Wong-Fillmore: Analyze “Juicy” Sentences Found in Complex Text A different way to think about text complexity… Each day select text to amplify as part of instructional conversations. Choose text that has complex structure but also that holds the essence of your lesson/activity, or some really pivotal information. Secondary teacher example of juicy sentence type of lesson lesson-for-making-juicy-sentences Butterfly unit classroom (7 minutes) Example:

Understanding Language Instructional Units annel.org/blog/2013/10 /25/video-playlist-ell- instruction/ : Interacting with Complex Texts: Scaffolding Reading Grades 6-8 / ELA / ELL CCSS: ELA.RI.7.2 ELA.RI.7.4 ELA.RI.8.

Understanding Language Instructional Units nel.org/blog/2013/10/25/ video-playlist-ell- instruction/ Extending Understanding: Vocabulary Development Grades 6-8 / ELA / ELL CCSS: ELA.RI.7.6 ELA.RI.8.6

26 DEPTH 3. Lessons and activities are designed in relation to the Standards for Practice

Tool Created to Unpack the Language Practices Found in the CCSS and NGSS Google ELPD Framework to download this document.

“By explicitly calling attention to these practices, [analyses of the language demands of college and career-ready standards can be used to] cultivate higher order thinking skills in ELLs and target their ability to comprehend and communicate about complex text.” (CCSSO, ELPD Framework, 2012, p. 16). Strategy: Tie Instruction Related to Student Language Access to Use of the Practices

The ELPD Framework provides us with a strategic choice about creating correspondences between ELP standards and CCR standards: Focus on Standards for Practice

Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices EP2, EP5, MP3, EP4, SP7: Develop a strong base of evidence to support arguments, claims, or statements.

Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices SP2, MP4, SP5: Develop and use models with mathematical, scientific, and/or computational thinking

Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices SP8, EP2: Take information, evaluate it, and be able to clearly and effectively communicate an appropriate response.

Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices EP7, MP5: Appropriately and strategically use technology and visual media.

Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices MP1, MP2, MP6, MP7, MP8: Use problem solving strategies involving problem definition, modeling, precision, and regularity of reasoning.

Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices SP1, SP3, SP4, SP6: After defining a problem and completing investigations, analyze data, construct explanations, and design solutions.

Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices EP4, EP5, EP6: Participate in classroom discourse around a wide range of topics and texts (including complex texts), coming to understand other perspectives and cultures.

Language Access Demands of the Common Core (Bunch, Kibler, & Pimentel, 2013) Engage with complex texts to build knowledge across the curriculum Use evidence to inform, argue, and analyze Work collaboratively, understanding multiple perspectives, and presenting ideas Use and develop linguistic resources to do all of the above (e.g., vocabulary, grammatical structures, and coherent and connected discourse)

The New ELP Standards Emphasize Embedded Use Key Functions Found in the Common Core/NGSS 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing 7 adapt language choices to purpose, task, and audience when speaking and writing 8 determine the meaning of words and phrases in oral presentations and literary and informational text 9 create clear and coherent grade-appropriate speech and text 10 make accurate use of standard English to communicate in grade-appropriate speech and writing

Connect to Rubrics Rating the Quality of the Content Area Lessons: EQuiP Rubrics EQUiP Rubric

Academic Language Development Network Lesson Plan Toolkit See Zwiers, O’Hara, & Pritchard (in press) Common Core Standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy. Stenhouse Publishers.

45 INTERACTIVE 4. Lessons and activities which require ELL to interact and collaborate with others

Emphasis on Interaction and Collaboration Two-way interactive communication involving negotiation of meaning and developing proficiency in socio- cultural aspects of English Successful instructed language learning also requires opportunities for output (Ellis, 2008)

Anita Archer’s Graphic Organizers Strategies for improving comprehension before, during, and after reading. chools/TierISupports/ArcherHandouts.aspx Active Participation Instruction, Modeling and guided practice are used to teach students class participation strategies and behaviors. archer-strategies-engagement-videos/

North Carolina DPI ENGLISH LANGUAGE ARTS AND MATH GRAPHIC ORGANIZERS core-tools/#gomath English Language Arts Graphic Organizers Argument Compare and Contrast Dialectic Response Inquiry Synthesizing Vocabulary Math Graphic Organizers Number Lines in the Common Core

Academic Language Development Network Lesson Plan Toolkit - 7 th Grade Math Toolkit

Academic Language Development Network Lesson Plan Toolkit - 7 th Grade Math Toolkit

52 EQUITY/ACCESS 5. Lessons and activities provide avenues for broader modes of communication

Broader Communicative Modes to Support and Enhance ELL Potential to Learn Even though ELL will produce language that includes features that distinguish them from their native-English-speaking peers, “it is possible [for ELs] to achieve the standards for college-and- career readiness” (NGA Center & CCSSO, 2010b, p. 1).NGA Center & CCSSO, 2010b, p. 1 ELL have the same potential as native speakers of English to engage in cognitively complex tasks. Regardless of ELP level, all ELLs need access to challenging, grade-appropriate curriculum, instruction, and assessment and benefit from activities requiring them to create linguistic output (Ellis, 2008a; 2008b).Ellis, 2008a

Broader Interpretation of Communication Receptive modalities Productive modalities Listening and reading Speaking and writing

Some people STILL think of UDL as a technology initiative or just for students with disabilities or intensive support needs. /

UDL is framework for proactively designing learning experiences – from the beginning – that address grade level standards in ways that enable all students to gain knowledge, skills, and enthusiasm for learning. /

Goals Firm Goals, Flexible Means Clearly identified Do NOT embed the means unnecessarily Allow multiple paths to achievement /

58 Principles of UDL UDL calls for... Multiple means of representation, to give learners various ways of acquiring information and knowledge Multiple means of expression, to provide learners alternatives for demonstrating what they know Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation. /

Differentiating Instruction

(Flanagan, Liebling, & Meltzer, 2013(Flanagan, Liebling, & Meltzer, 2013)

Visual Thesaurus  The Visual Thesaurus is an interactive dictionary and thesaurus that allows you to discover the connections between words in a visually captivating display. With a subscription you will also get access to the Spelling Bee, VocabGrabber, and Online Magazine.

Shahi Shahi is a visual dictionary that combines Wiktionary content with Flickr images, and more!

World Digital Library 

Etype

Paper Rater

Thinkquiry Toolkit

Voki (Speaking Avatars)

CAST UDL Book Builder

69 EDUCATIVE ASSESSMENT 6. Lessons and activities include f ormative assessment

 A test or instrument  More frequent use of tests  A score  A one-time event  Something that happens at the end of a period of learning  Something only teachers do Formative Assessment in NOT… Margaret Heritage(2013 )

The use of assessment tasks with real-work implications The use of real models of performance The use of on-going feedback and guidance from the instructor, including negotiated criteria The use of objective, independent assessment criteria The use of on-going, recursive opportunities for learners to improve their performances (Wiggins, 1998) Educative Assessment (Wiggins)

Assessment/Audit Question: “At what ELP level is the ELL performing?” Question that uses assessment to inform instruction: “Based on the targets outlined for the end of each ELP level, what resources and competencies will the ELL need to develop?” Using Formative Assessment with ELLs

Dufour and Marzano offer the following: What is it we want our students to know? How will we know if they are learning? How will we respond when individual students do not learn? How will we enrich and extend the learning for students who are proficient? Four questions which serve as a starting point for any PLC :

Intersecting Conversations around Improvement of Instructional Design Use of Formative/ Educative Assessment Improved Data Literacy Use of Professional Learning Communities

75 Lessons/Activities... 1.Emphasize use of language in context 2.Connect with central concepts of content 3.Connect with standards for practice 4.Emphasize ELL interaction with other students 5.Provide avenues for broader modes of communication 6.Include educative/formative assessment Features which Strategically Prepare ELL for Increased Language Demands

Strategically Enhancing ELL Access to the Language Demands of College and Career-Ready Standards February 2014 Thank you!