ELA/ELD ILT February 11, 2016 Local District Northwest Jina Virtue, Building Academic Excellence Through Coherence, Collaboration, High Expectations and Accountability ELA/ELD ILT February 11, 2016 Jina Virtue, Coordinator, Secondary ELA Terri Bourg Coordinator, Secondary EL Instruction “Building Academic Excellence Through Coherence, Collaboration, High Expectations and Accountability”

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

Our Northwest Vision diversity serve competitive global 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. Northwest college and career ready.

Objectives Review previous learning about ELD Standards Learn about High Impact Practices for Academic Language Learning and the Constructive Conversations Protocol

Guiding Question How can we support English Learners to complete participate in academic conversations in all content areas?

Review from November New K-12 ELD Standards Integrated and Designated ELD Alignment from one grade level to next Difference between Part 1 and Part 2

LAUSD 1-page CELDS

ELD Standards Layout Interacting in Meaningful Ways Learning About How English Works 1 min. SAY: During the past school year, all schools were expected to conduct PD to introduce the 2012 ELD Standards. You probably recognize this image, which shows you Part I, Interacting in Meaningful Ways. This part of the standards addresses what we call the “Modes of Communication”- Collaborative, Interpretive, and Productive.

How Do We Put The CELDS Into Practice? 1 min. SAY: This year we are emphasizing the use of the research and Frames of Practice of Stanford University Professor Jeff Zwiers, to assist us in applying the CELDS to instruction for English Learners.

1 min. SAY: The book introduces a framework for Academic Language Development. Our ELD Standards emphasize the 3 modes, Collaborative, Interpretive, and Productive. The framework we will be sharing calls out 3 High Impact Practices that align nicely to those modes. For the collaborative mode, the framework identifies the high impact practice of Fostering Academic Interactions For the Interpretive mode, the framework has the high impact practice of Using Complex Text. For the Productive mode, we will Fortify Complex Output. We will briefly study these practices this morning, then see how they can be incorporated into lessons later today. Source: Based on the work of Zwiers, O’Hara and Pritchard, Common Core Standards in Diverse Classrooms, 2014

Constructive Conversation Skills Protocol A strategy to support collaboration, interpretation and production of language!

Ask Questions! Applying Constructive Conversation skills in all content areas will lead to greater access to the content and greater success on Performance Tasks.

Produce Questions Work in groups of 3-4 to produce questions based about the statement. Remember the rules: Rule 1: Ask as many questions as you can. Rule 2: Do not stop to discuss, judge, or answer any question. Rule 3: Write down every question exactly as it is stated. Rule 4: Change any statement into a question

Ask Questions! Applying Constructive Conversation skills in all content areas will lead to greater access to the content.

Prioritize Questions As a group select one question you want/need to answer first.

1 min. SAY: You (triads) will now receive a question prompt (see next slide), and conduct a Constructive Conversation around their question. (Room capacity will mean 2 groups per question) Individuals will take turns practicing each of the Conversation Skills.

Constructive Conversation Mat

The Courage That My Mother Had Went with her, and is with her still: Rock from New England quarried: Now granite in a granite hill.   The golden brooch my mother wore She left behind for me to wear: I have no thing I treasure more: Yet, it is something I could spare. Oh, if instead she’d left to me The thing she took into the grave!— That courage like a rock, which she Has no more need of, and I have. by Edna St. Vincent Millay, 1949 What words might you use to describe the author’s feelings towards her mother? Create ideas Clarify ideas

Read the brief biography of the author Read the brief biography of the author. Use this information to continue your discussion. Fortify ideas Negotiate ideas Be prepared to share.

Ask Questions! How does the Constructive Conversations Protocol provide a means of instruction to address the CA ELD Standards? Which specific ELD Standards might you address with the protocol? Connect to Literacy Standards

Clarifying Conversation

Revisit Guiding Question How can we support English Learners to complete the Performance Task component of SBAC Interim and Summative Assessments? Connect to Literacy Standards

Take it Away…and Bring it Back Introduce the Constructive Conversations Protocol to a class and be prepared to share your experience.

Upcoming Saturday Sessions February 20 – Fostering Academic Interactions March 12 – Using Complex Text April 23 – Fortifying Complex Output May 21 – Special Guest, Dr. Jeff Zwiers

Closing Questions and Answers