1. ELA Guidebooks: Supporting English Learners Deeper Dive Education Northwest Rosie Santana
LDOE DL Team two- 80 minute sessions
Teacher Leader Summit June 2019

2. Objectives
Today’s session emphasizes intentional planning for student interaction using the Louisiana Guidebooks for English Language Arts.
We will collaboratively analyze a sample lesson with the Task Analysis Process and look at a simple planning frame for scaffolding language development opportunities in content.
The principle outcome of today’s session is to apply the task analysis process to define how and where to scaffold our instruction in the LA Guidebooks
Participant Google doc can be found here:
LDOE DL Team two- 80 minute sessions

3. Learning Outcomes
Apply the task analysis process to a lesson from the Louisiana Guidebooks to anticipate how and where to scaffold instruction for EL students.
Analyze and interpret classroom tasks to determine which pedagogical shifts and Louisiana Connectors apply.
Design scaffolds for preparing the learner, interacting with text, and extending learning.
Model lesson scaffolds for promoting student interaction.

4. Video
inps
What resonated with you?
What wonderings or questions do you have?
What are the implications for your classroom?

5. Apprenticeship
Heritage, Walqui, and Linquanti (2015) urge education professionals to take a close look at how schools have progressed, noting that the majority of schools follow traditional models of teachers at the front of the class, leading classes of largely silent students seated in individual rows. Students learning English as a new language will not get the practice they need if they’re silently seated in class. This movement from language learning as an individual process to a social process of apprenticeship is a core shift proposed by Heritage, Walqui, and Linquanti  in English Language Learners and the New Standards. The authors lean heavily on Vygotsky’s principle of the Zone of Proximal Development - that students learn best when they are engaged by their peers to bridge what they can do autonomously and expand their understanding of concepts, language, and cognition with collaborative support. This principle is inherently socio-cultural because it recognizes that “language learning is best fostered by participation in structured interactions that provide {students} opportunity over time to develop conceptual understandings, analytical practices, and dynamic language use in a domain. An optimal way of characterizing this process of participation is apprenticeship.”

6. Analyze the text
The text says … (analyze for resonating quote)
I say … (interpret in own words)
So … (impact - so what?)

7. Review the Task Analysis Process
What do you remember about the task analysis process?
Why is it an important tool in the LA connectors to consider?
If you would like to refresh your learning Click the Louisiana Connectors link on your google doc.

8. Resource reference Quality Teaching for English Learners (QTEL
Scaffolding the academic success of adolescent English language learners: a pedagogy of promise
Walqui & Lier - WestEd

9. Three moments in a lesson
Scaffolding the academic success of adolescent English language learners: a pedagogy of promise
Walqui & Lier - WestEd

10. Video

11. Three moments in a lesson
Scaffolding the academic success of adolescent English language learners: a pedagogy of promise
Walqui & Lier - WestEd

12. LA Guidebooks and the LA Connectors
Hatchet Section 1
Standards
LA connectors with ELA standards crosswalk
Diverse Learner Support Sec.1 Grd. 6 Hatchet  
Teacher lesson notes
Chapter 1 slides
Let’s set the Context slides
Reading Journal
Story summary exemplar
Story Summary
Language tasks
Assessment Overview
Evidence Chart Blank (Lesson 3)
Evidence chart example  (lesson 3)
English Learner Guide book
6-8 Conversation stems
Accountable Talk

13. Case Study Tamir
How will the lesson be scaffolded to engage Tamir in the core curriculum?
What can I prepare for or anticipate after having done a task analysis of the lesson?

14. Your Turn: Hatchet Section 2 Lesson 2 Case study: Marcos
All the materials that support this lesson have been attached to the google doc:

15. Share your lesson How did it go?
What did you discover about the LDOE resources you have available to use
What new learning did you experience?
If you have experience with the LA Guidebooks what was something you could apply immediately?
What advise or resource would you say was the most helpful?