Activity: Self-assessment Use the red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum:  I’m not sure.  I know it.  I can teach it!

Framing the English Language Development Standards Part II

Parking Lot Review

Learning Objectives I can describe linguistic complexity. discuss the benefits of a whole-school approach in teaching ELLs. connect NC’s Professional Teaching Standards to teaching the ELD SCS. work with my team to prepare educators to implement the new standards.

WIDA and CCSS 11/14/2015 page 5 Considerations WIDA Scoring Rubrics CCSS Language Anchor Standards CCSS & ELLs Language Strand & ELL Expectations

The Road Not Taken Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, (CCSS Appendix B, page 87)

The Road Not Taken (cont.) And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. (CCSS Appendix B, page 87)

Activity: Analyze Student Needs Analyze the student’s strengths and needs in terms of vocabulary usage language control Provide implications for instruction. Share out.

Activity: Analyze Student Needs Student response (grade 8): Explain “The Road Not Taken” This pome is about maken the disustion the author is this pome is talk aout the road he had to travel, but because ther is two road, so he had make disution watch one to go, fist one is undergrowth and the second one is grass and wanted wear. But then he dicided to go to the one that is less travel.

Complexity in CCSS CCSS focus: Text Complexity All students must be able to comprehend texts of steadily increasing complexity as they progress through school. By graduation, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.

What is text complexity in CCSS? Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text complexity Matching reader to text and task: Reader variables and task variables

Why Text Complexity Matters 2006 ACT report: “Between the Lines” –Clearest differentiator of student success was their ability to answer questions associated with complex texts, not their ability to make inferences or answer questions related to any particular cognitive process.

Linguistic Complexity in WIDA Amount of discourse –word to paragraphs Grammatical structures –variation in type and variety Organization and cohesion of ideas –Disjointed sentences to transitions Text structures in specific genres

Linguistic Complexity by ELP level Example #1 What is this? What are they doing? Entering “Melon.” “Apple.” “Eat.” Language expectation Single words

Linguistic Complexity by ELP level Example #2 What is happening in these pictures? “They eat. They have snack.” Beginning Language expectation: Short phrases or sentences

Linguistic Complexity by ELP level Example #3 How are apples and watermelons similar? “They are both fruit. They both have seeds.” Developing Language expectation: Expanded sentences with emerging complexity to add detail.

Activity: Linguistic Complexity by ELP level Look at the Performance Definitions Handout (RG-45) Focus on the bullet for linguistic complexity in each level. Note the description of complexity at the Expanding and Bridging levels. What structures and grammar might these include? Report Out.

Activity: Linguistic Complexity Combine the sentences on your handout into 1 or 2 sentences.

Activity: Linguistic Complexity The boy’s origins were less than auspicious. The boy’s father died. The boy was named after his father. The boy’s father had a heart attack. The boy’s father worked in the cotton fields. The boy’s father died at work. The boy’s father worked in the fields a week before the boy was born.

Sweetness and Life by Gail Caldwell The boy’s origins were less than auspicious: His father and namesake dropped dead of a heart attack while working in the cotton fields a week before the child was born. (NC EOC English I released item)

Activity: Linguistic Complexity I was sitting on the side of a road. The road was muddy. The road was in Paraguay. I was waiting for a bus. I bit into a tortilla. The tortilla was filled with broccoli. I had a realization. I had made a difference.

Only in the Peace Corps by Rachel Peña There you are sitting on the side of a muddy Paraguayan road, waiting for a bus, when you bite into a broccoli-filled tortilla and realize that you’ve made a difference. (NC EOC English I released item)

BREAK 10 Mins

Language for Achievement A Framework for Academic English Language WestEd 2010 Language demands represented in the framework interact with language complexity Vocabulary Grammar Language functions Spoken and written text Classroom discourse

Learning Progression Entering Bridging Beginning Developing Expanding VocabularyComplexityControl

Activity: Linguistic Complexity in WIDA Share a success story! Share with a partner how you have supported (or will in the future) ELLs in building vocabulary usage, complexity, or language control.

ELD Standards within a Comprehensive System Model Performance Indicators ELD Standards CAN DO Descriptors Performance Definitions

Literacy: a part of every teacher’s tool box words text structure idioms Science Math Social Studies idioms text structure words idioms ?

Activity: What will I add to my box?

Additional Tools

Do you like school? What did you study today? No I hAt mI techer. She emen I can’t doing the S.S. toDay is pickche Day. Fist like old The days we start with the Journal then we take a test about the fruit and the multiplication.

Activity: Language program How can the student responses and these sessions inform schools/districts about the language program(s) they might offer to ELLs? Reflect and discuss in groups. Share out.

…it takes a village 1.Well-prepared & qualified school/district personnel 2.Explicit instruction to develop academic language 3.Coursework that prepares ELLs for postsecondary education or the workplace 4.Ample opportunities for interaction 5.Constructive feedback 6.Native English speakers as models and support 7.Teacher PD – coaching - PLCs 8.Parent & family support Whole – school approach

Focus on ELLs’ Abilities Curricula and instruction must be –Cognitively challenging –Relevant –Engaging Set high expectations Address socio-cultural factors Scaffold according to students’ English language proficiency levels

Activity: NC Professional Teaching Standards In groups discuss how the ELD SCS aligns with: Standard I: Teachers demonstrate leadership Standard II: Teachers establish a respectful environment for a diverse population of students Standard III: Teachers know the content they teach. Standard IV: Teachers facilitate learning for their students. Standard V: Teachers reflect on their practice.

Activity: ESL Best Practices Discuss the following and record responses on chart paper: What have you learned about the needs of ELLs in these sessions that can inform your leadership team as it prepares educators to implement the new standards?

Activity: ESL Best Practices Gallery Walk Each group should post their chart paper with responses. In a gallery walk review the responses from other groups. Note any information that you will use.

Learning Objectives I can describe linguistic complexity. discuss the benefits of a whole-school approach in teaching ELLs. connect NC’s Professional Teaching Standards to teaching the ELD SCS. work with my team to prepare educators to implement the new standards.

Jan King Region 8 Professional Development Lead NC Department of Public Instruction Beth Edwards Region 1 Professional Development Lead NC Department of Public Instruction Julian Wilson Region 4 Instructional Technology Consultant NC Department of Public Instruction Joanne Marino ESL/Title III Consultant NC Department of Public Instruction Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction ESL Website