1. Free PLC Modules to Support English Learners
EL Alliance Conference
March 9, 2018

2. Workshop Goals Learn about the format and scope of PLC Modules
Understand how “language learning progressions” can be used to build student academic language proficiency
Analyze student language using a language learning progression
Create a plan to use these modules in your school team

3. Website

4. PLC module structure Connection to Professional Practice
Introduction to New Content
Discussion
Application

5. What purpose does a Dynamic Language Learning Progression serve?
Break down “academic language” into manageable pieces
Identify where students are in the path to mastery of academic language
Not a set of instructional strategies; instead provides a learning sequence that can help inform next steps for student learning

6. Research-based
Conducted in three phases from September 2011 – October (pilot study and field study in schools in CA)
Work ongoing in CO, and supported in NY and CT by the National Professional Development Grant ExcEL-2 at UCLA
More information at

7. Sophistication of Topic Vocabulary
Dynamic Language Learning Progression
Word
Sentence
Discourse
Sophistication of Topic Vocabulary
Sophistication of Sentence Structures
Coherence/Cohesion
Sophistication of Verb Forms
Establishment of Advanced Relationships between Ideas
In module 1, you learned that learning progressions are empirically validated. For this purpose we developed the DLLP from empirical data. We collected and examined several hundred oral and written explanations from students in kindergarten through sixth grade and were able characterized them for 8 features or clusters of features that emerged at the Word, Sentence, and Discourse levels.
The DLLP is built on the premise that students progressively learn word, sentence, and discourse dimensions of language to become skilled users of academic language, both oral and written.
A word is a singular unit of language that carries meaning and can be uttered or written alone or grouped with others words to make a phrase.
Under a Word level view of how students develop language, there is:
Sophistication of topic vocabulary:
Sophistication of verb forms:
Expansion of word groups:
Moving to Sentence:
Words are combined into sentences that are formulated by a prescribed word order and according to grammatical rules such as agreement in number between nouns and verbs.
Under a sentence level view of how students develop language, there is:
Sophistication of sentence structures:
Finally moving to Discourse.
Discourse pertains to extended talk or text, specifically the structure of multiple utterances or written sentences, for example a conversation or printed dialogue, or a monologue such as a speech or a narrative text.
Under a discourse level view of how students develop language, there is:
Coherence/cohesion:
Establishment of advanced relationships between ideas:
Stamina:
Perspective-taking:
We will give definitions of these different features in a moment.
Expansion of Word Groups
Stamina
Perspective- taking

8. A generic rubric DLLP=Dynamic Language Learning Progression
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9. Sentence Structure Rubric

10. Clause Definitions

11. Keep it in perspective!
“[The Dynamic Language Learning Progression] seemed initially overwhelming…. [W]hat I found useful is really focusing on one [feature].... And then once I feel I have a good understanding of that one, and then moving onto the other one.” --Pilot study participant

12. Student Language Examples

13. Round up DLLP stands for “Dynamic Language Learning Progression”
A long-term, multifaceted learning project for PLCs
Tool for teachers to identify which academic language skills students have mastered, and to what degree they have mastered them
Use higher levels on the progression to help decide what to emphasize in future lessons

14. Planning for DLLP PLC

15. Links to important content
Ben Wolcott
Kelly Slater
Cristen McLean