Understanding Designated ELD: Learning by Doing March 10, 2016 “Building Academic Excellence Through Coherence, Collaboration, High Expectations and Accountability” Vivian Ekchian, Local District Superintendent Local District Northwest Terri Bourg Coordinator, Secondary ELD Instruction

Meeting Norms Presume positive intentions Respect what others are saying Be fully present Be mindful of airtime Keep the focus on students

Recognizing the diversity of learners whom we serve and the need to graduate students who possess the literacy, critical thinking, and technological skills necessary to be competitive in a 21st century global market, Local District Northwest has created a system-wide PreK-12 instructional plan to enable all students to meet or exceed A-G requirements and graduate college and career ready. Our Northwest Vision

Objectives 1.Understand the intent of Designated ELD as described in the CA ELA/ELD Framework 2.Experience a demonstration of Designated ELD aligned to CA ELD Standards and using appropriate strategies 3.Analyze content for Designated ELD instructional opportunities

Guiding Question How does Designated ELD use the CA ELD Standards as the focal standards in ways that build into and from content instruction?

Read the text silently to yourself. This is an introduction to Designated ELD.

Most Important Words …teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities… …actively engaged in collaborative discussions where they build up their awareness about language and develop their skills and abilities to use language. …focus on the language of the content areas… Skim through the text a second time. Highlight or underline the words or phrases that you believe most explicitly define Designated ELD Share with a partner

Today this text is your “content” for learning. What would it look/sound/feel like if we used this text for Designated ELD?

Key Vocabulary Terms discourse practices (paragraph 1) foundational skills (paragraph 2) bilingual program (paragraph 2) What other synonyms (or near synonyms) can you find in paragraph 1?

Discourse practices What other synonyms (or near synonyms) can you find in paragraph 1?

Key Vocabulary Terms discourse practices (paragraph 1) foundational skills (paragraph 2) bilingual program (paragraph 2) What other synonyms (or near synonyms) can you find in paragraph 1? How many times does this term appear in paragraph 2?What are some examples of these skills? Why would foundational skills be a special consideration in a bilingual program?

Depending on their development of foundational skills in the primary language and on how the instructional program for newcomers is designed at particular schools, some newcomer ELs may also need explicit instruction in foundational skills during designated ELD. However, generally speaking, foundational skills should be addressed during ELA and not during designated ELD. From Paragraph 2 Can you find another example of “however” used this way in the text? How might you explain the relationship between the two ideas that are linked by the word “however”?

Writing Sentences with “however” Option 1 Many people like soccer. However, I am not a fan. Option 2 Many people like soccer; however, I am not a fan. Non-model Many people like soccer, however, I am not a fan.

Now you practice… Select a sentence frame from the options below and complete the sentence with your own ideas. Share your sentence with a partner. After each partner has shared, repeat with a different frame or create an original “however” sentence. I wanted to spend Spring Break in Hawaii. However, …. My favorite sport is football; however, …. Technology can make big tasks easier. However, …. Water is essential for life; however…. Everyone makes mistakes. However, …

CA ELD Standards Grade 6 Part II Standard 2b (Understanding cohesion)-Bridging Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently, specifically, however, moreover) to comprehending texts and writing cohesive texts.

Introductory Words and Phrases What do you notice about the location in the sentence? About the punctuation? About the meaning? What would happen if the introductory words or phrases were omitted from these sentences? Would the sentences still make sense? Would they have the same meaning?

Can you find some more?

Non-models: According to the website. Because I had read the book, I was eager to see the movie.

Now you practice… Select an introductory word or phrase from the options below and complete the sentence with your own ideas. Do three like this. Write your sentences and remember to include the comma. Be prepared to share your best sentence. After saving up enough money, … Normally, … After high school graduation, … Over the weekend, … In general, …

CA ELD Standards Grade 6 Part II Standard 2b (Understanding cohesion)-Bridging Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently, specifically, however, moreover) to comprehending texts and writing cohesive texts.

Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences, and compound-complex sentences) to make connections between and join ideas, for example, to show the relationship between multiple events or ideas (e.g., After eating lunch, the students worked in groups while their teacher walked around the room) or to evaluate an argument (e.g., The author claims X, although there is a lack of evidence to support this claim). CA ELD Standards Grade 8 Part II Standard 6 (Connecting Ideas)-Bridging

Citing examples Continue reading to the end of the paragraph. How many examples are provided in all?

Citing Examples (#2) Latin exempli gratia, “for the sake of example” What are the examples of bilingual programs? Which ones are offered in LAUSD? Non-model I am bilingual (e.g., my friend also speaks Spanish).

Now you practice… Use the topic below (or invent one of your own) and write a paragraph citing examples following the structure of the model. People who want to improve their health and physical fitness might _______. They might ________. They might ________. They might ________. Use the topic below (or invent one of your own) and write a sentence citing examples following the structure of the model. Fuel-efficient vehicles (e.g., _______, _____________, ____________, and _____________) are now widely available in hybrid, traditional, and even electric models.

CA ELD Standards Grade 4 Part II Standard 1 (Understanding Text Structure)- Bridging Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.

Using Adverbials not ____ but rather _____

Let’s create one However, generally speaking, foundational skills should not be addressed ________________________ but rather __________________. Non-model Running a marathon is a challenge, but rather, it is not easy.

Your turn… 1.What is it NOT? 2.What is it? 3.How can we combine the two ideas?

CA ELD Standards Grade 8 Part II Standard 5 (Modifying to Add Details)-Bridging Expand sentences with increasingly complex adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.

What does a purposefully highlighted/annot ated text look like? Read it one last time. How did your level of comprehension and engagement with the text change?

What ELD would you teach?

Constructive Conversations Use the four steps of the Constructive Conversations Protocol. Determine some key vocabulary terms that readers of this text should know about. Select at least two aspects of this text that could be addressed in Designated ELD. Remember to focus on language, not content. If you have extra time, identify the ELD standard(s) you would address.

Vocabulary: Maintain Organism (not the same as organized!) Grow/growth Life-live- lives-living

Text Structure One sentence summarizes this entire text. That sentence creates the organization for the paragraphs that follow.

Comparative Language Like/Much like Also are Similar to Just as The same is true for

Prefixes Non- Re- Multi- Extra- Pre- Homeo-

Compound Words Lifetime Freshwater Non- examples  Butterfly  Offspring  Circuit- breaker  Disease- causing

Use of 2 nd Person Most informational text is written in 3 rd person and uses passive voice. This text addresses the reader directly in order to create meaning.

7 th grade CA ELD Standards Part I 6. Reading/viewing closely a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support. c. Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics. 8. Analyzing language choices Explain how phrasing, different words with similar meaning (e.g., refined-respectful- polite-diplomatic), or figurative language (e.g., The wind whispered through the night) produce shades of meaning, nuances, and different effects on the audience. Part II 1. Understanding text structure Apply understanding of the organizational structure of different text types (e.g.,how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives. 2. Understanding cohesion b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending texts and writing texts with increasing cohesion. 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.

Guiding Question How does Designated ELD use the CA ELD Standards as the focal standards in ways that build into and from content instruction?

Closing Questions and Answers