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! This slide should be displayed as participants arrive. Use the yellow dots on the tables to indicate your level of proficiency for each objective of this training: I’m not sure. I know it. I can teach it!

English Language Development Framing the English Language Development Standards Part II 1 min Welcome back to Framing the English Language Development Standards.

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. 2 mins Debrief on each objective commenting on the placement of dots by participants and how that will guide the presentation. Note: Use the knowledge gained from this activity to focus on specific aspects of the presentation and to differentiate for the diverse needs of the learners. 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 Considerations for Connections WIDA Scoring Rubrics CCSS Language Anchor Standards CCSS & ELLs Fluency 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, 5 mins In our first session we discussed 2 of WIDA’s 3 criteria – language control and vocabulary. Lets apply what we learned to a real classroom activity. Listen to the poem, The Road Not Taken. As you listen think about how an 8th grade student might explain the poem. Audio reads stanzas 1,2,4 from this poem. Do not read stanza 3 in the interest of time. The Road Not Taken is public domain Graphic taken from Microsoft Clip Art (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. Continue to have audio read poem. Graphic taken from Microsoft Clip Art (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. 8 mins As an assignment students were asked to explain the poem, “The Road Not Taken.” On your handout, read one student’s response. This student is an 8th grade ELL with an overall composite proficiency level of 3 Developing. The poem was read by the teacher as the student followed along in the text. In groups participants analyze student’s needs in terms of vocabulary and language control; discuss implications for instruction. Have groups share analysis and implications for instruction. (Next slide)

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. 10 mins Debrief – have participants share out. poem (CCSS Appendix B, page 87) Possible analysis: Vocabulary: copies words from text with no understanding of meaning Complexity: good cohesion, but lack of sentence structure Control: run on sentence, spelling, misuse of tense (is talk about Comprehension of poem: copying of words from poem indicate student does not understand the use of figurative language and the real meaning of the poem Possible Answers for Implications for instruction: Teach vocabulary before, during, and after reading Have students do a close reading as referenced in CCSS; Explain figurative language/symbols; Use student’s prior experience to explain choosing between two options/roads

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. 2 min Presenter can hold up a copy of the CCSS Appendix A as speaking. In part 1 we talked about Language Control and Vocabulary. Now we are going to look at WIDA’s 3rd criteria Linguistic Complexity. We are going to begin our discussion by looking at how the CCSS for ELA and Literacy in History/Social Studies, Science and Technical Subjects treats complexity. The CCSS only considers text complexity stating, “All students must be able to comprehend texts of steadily increasing complexity as they progress through school.” This slide is part of the Module for “Understanding the Standards” for ELA. CCSS graphic from http://www.corestandards.org/ Book graphic form Microsoft Online Academics

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 3min The CCSS uses dimensions to determine text complexity. Qualitative includes Levels of meaning (implicit to explicit), structure (simple to complex), language conventionality and clarity, and knowledge demands (prior knowledge and connections). (2) Quantitative includes Readability measures and other scores of text complexity such as word length or frequency, sentence length, and text cohesion (3) Reader and task considerations. These are based on teacher judgment and include things like motivation, knowledge, purpose. To see how the CCSS applies the 3 criteria to various texts, we suggest you go to the CCSS for ELA and Literacy in History/Social Studies, Science and Technical Subjects Appendix A and look at the excerpts available there. Graphic from http://www.corestandards.org/

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. 1 min Allow participants to read and ponder. This is also included in the “Understanding the Standards Module” for ELA. The college entry exam, ACT 2006 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. CCSS graphic from http://www.corestandards.org/ Book graphic form Microsoft Online Academics

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 4 min The amount and quality of speech or writing for a given situation Type and variety: from all sentences starting with I like or I use to a variety of sentence structures Organization and cohesion of ideas: participants give examples of organization and cohesion Use of text structures in specific genres: participants provide examples (passive voice in science, past tense in SS, cause and effect in S & SS, narrative in ELA) Continuum – as ELD increases, the complexity of language increases Graphic from http://www.wida.us/

Linguistic Complexity by ELP level Example #1 What is this? What are they doing? Entering “Melon.” “Apple.” “Eat.” Language expectation Single words 1 min Look at these pictures. (Click) When asked “What is this?” (Click) The student replied “Orange” (Click) When asked “What is this?” (Click) The student replied “Apple” (Click) When asked “What are they doing?” (Click) The student replied “Eat” Which proficiency level do you think this student is demonstrating? (Click) Entering What are the expectations? (Click) Single words Graphic from http://www.wida.us/ Photos from Microsoft Clip Art

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 1 min Look at these pictures. (Click) When asked “What is happening in these pictures?” (Click) The student replied “They eat. They have snack.” Which proficiency level do you think this student is demonstrating? (Click) Beginning What are the expectations? (Click) Short phrases or sentences Graphic from http://www.wida.us/

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. 1 min Look at these pictures. (Click) When asked “How are oranges and apples similar?” (Click) The student replied “They are both fruit, but oranges have pieces and apples don’t.” Which proficiency level do you think this student is demonstrating? (Click) Developing What are the expectations? (Click) Expanded sentences with emerging complexity to add detail. Graphic from http://www.wida.us/

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. 5 min handout – Performance definitions (RG-45) , We have already discussed the performance definitions. Let’s look at them again focusing 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? Groups report out. Sample responses: reported speech, passive voice, wh clauses, complex sentences, compound sentences, dependent clauses, Whiz deletion, modals, variation in tense Note: WIDA does not specify which structures and grammar points must be mastered. WIDA groups all of the structures and grammar you identified as “varying linguistic complexity”. The next activity demonstrates the myriad ways complexity can be achieved and thus some of the many points ELLs must be taught so that they can read, write, listen to, and speak in academic English. Graphic from http://www.wida.us/

Activity: Linguistic Complexity Combine the sentences on your handout into 1 or 2 sentences. 3 min Complexity (the way sentences can be created) can be achieved in a myriad of ways. To explore this, combine the sentences on your handout into 1 or 2 sentences. Slides 17 & 19 will be on handouts. The slides will be used as a visual during debrief so the group which did not work on them can see them. This saves on paper copies. Divide the room so that 1/2 of the room does each activity. (Each side can divide into sub groups as needed)

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. 2 min Ask participants in group 1 to share their sentence. Next slide

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) 1 min Here is the actual sentence from Sweetness and Life by Gail Caldwell as it appeared on the NC EOC English I released item: 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.

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. 2 min Ask participants in group 2 to share their sentence. Next slide

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) 1 min 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 10 min Graphic from Microsoft Clip Art

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 2 min http://esl.ncwiseowl.org/curriculum___instruction/esltoolkit/ (handout has link) Language complexity is a compilation of the various aspects of language: vocabulary, grammar, language functions, spoken and written text and classroom discourse. Also, included in the handout is a taxonomy of academic language functions. This handout is a resource for you. It may help you refine your earlier discussion of what complexity might entail for ELLs at each proficiency level.

Learning Progression Vocabulary Complexity Control Bridging Expanding Developing Beginning 1 min Learning becomes more sophisticated as one progresses through grade levels and English language proficiency levels. (click) Notice that the triangle is smaller at the entering level. (click)As you go up, there is more and more language to know and use to move to the next proficiency level. The Language for Achievement handout from the previous slide also shows this. Graduate graphic from Microsoft Clip Art Triangle created by NC DPI ESL Entering

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. 5 min Let’s take a few moments and take what we have been discussing back into the classroom. Activity: Share with a partner how you have supported (or will in the future) ELLs in building vocabulary usage, complexity, or language control. Graphic from http://www.wida.us/

ELD Standards within a Comprehensive System Model Performance Indicators ELD Standards 5 min Teaching and learning a language can be challenging. WIDA provides many tools to assist teachers and students. Performance Definitions, CAN DO Descriptors and the Model Performance Indicators (MPIs) are 3 resources which help define the ELD standards. They will assist teachers in understanding the characteristics of ELLs at different proficiency levels and for lesson planning. Each of these resources build upon one another. (click) Performance Definitions are the most global (base of the pyramid) with criteria that reflect the general characteristics of ELLs from K thru grade 12 for each proficiency level. (click) The CAN DO Descriptors build upon the Performance Definitions by describing what students can do at each proficiency level by domain but do not distinguish among students in different grade levels. (click) The MPIs are the building blocks of the standards’ matrices. Like the Performance Definitions, they are written according to progressive levels of English language proficiency. Further explanations of the MPIs and Can DO Descriptors can be found in Module 2 and on the WIDA web site. Excerpt adapted from WIDA Resource Guide CAN DO Descriptors Performance Definitions

Literacy: a part of every teacher’s tool box words idioms text structure idioms words text structure Science words idioms Math text structure 30 sec Remember the toolkit or “tool box” of materials that we discussed on day 1. Based on what we have shared in these sessions, what might you want to add to your box or the boxes of those in your school who work with ELLs? Click for Activity on next slide – Graphic adapted by NC DPI words idioms ? Social Studies

Activity: What will I add to my box? 6 min Think/Pair/Share Think what you would add to your tool box. (2 mins) Pair with a partner. (2 mins) Share with the group. (2mins) Graphic created by Myron Carter Used by Permission

Additional Tools 10 mins Some additions to teaching boxes might be implementation of Sheltered Instruction Observation Protocol (SIOP), Expanding Reading Comprehension for English Language Learners (ExC-ELL) and LinguaFolio. Ask someone in the audience to explain each of these tools. SIOP – Framework for making content comprehensible for ELLS. Used by ESL and content teachers. ExC-ELL – Focuses on vocabulary strategies and literacy skills in content and ESL classes. Supports SIOP. LinguaFolio – Proficiency based formative assessment tool for students to self assess language skills, set goals and measure progress. DPI offers trainings for all three of these tools as well offers coaching and support in SIOP and ExC-ELL for those already trained. As we go through the next 2 slides think about what your school or district program for ELLs should look like. WIDA graphic from http://www.wida.us/ ExC-ELL graphics from www.solution-tree.com and Corwinpress.com SIOP graphic form www.siopinstitute.net LinguaFolio graphic from http://esl.ncwiseowl.org

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. 5 min Let’s consider an ELLs perspective on learning in school. These are journal entries in response to the prompts, “Do you like school?” or “What did you study today?” You can reflect on similar responses you may have heard from ELLs in your district. As you listen to the student responses reflect on how they might inform us about the language instructional delivery program every school/district offers to its ELLs? (Click for each one – sounds will start automatically) 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. 8 min How can the student responses and the language in the CCSS inform us about the language instructional delivery program(s) schools/districts should offer to their ELLs? Provide time for participants to reflect and discuss in groups. (5 min) Then, ask groups to share. (5 min)

Whole – school approach …it takes a village Well-prepared & qualified school/district personnel Explicit instruction to develop academic language Coursework that prepares ELLs for postsecondary education or the workplace Ample opportunities for interaction Constructive feedback Native English speakers as models and support Teacher PD – coaching - PLCs Parent & family support 2 min Some of the ideas on the slide are taken from CCSS: Application of CCSS for ELLs. The CCSS teams worked with numerous external partners to ensure that ELLS were include in the standards. Well-prepared & qualified school/district personnel (including effective leadership) Instruction develops academic language & enables access to grade-level coursework Coursework that prepares ELLs for postsecondary education or the workplace Ample opportunities for interaction Constructive feedback Native English speakers as models and support Teacher PD – coaching - PLCs 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 2 min This slide highlights points heard in this training : (click) Address Challenges by Focusing on ELLs Abilities ELLs have the same cognitive abilities as their native English speaking peers, even though they have only a partial understanding of the English language. Local curricula and classroom instruction should recognize these abilities by being cognitively challenging, relevant, and engaging. (click) In addition, teachers should set high expectations, (click) address socio-cultural factors, (click) know their students’ English language proficiency levels, and use this information to explicitly integrate language development with the learning of content. Graphic taken from Microsoft Clip Art

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. 15 mins Handout NC Professional Teaching Standards This activity connects the ELD SCS with the NC Professional Teaching Standards. Jigsaw this activity so that participants are divided into 5 groups. Each group will discuss (5 mins) one of the standards and report out (5 mins) . Standard I: teachers will be expected to demonstrate leadership by using data to organize , plan, and set goals, collaborate with colleagues to support teachers to improve effectiveness. Standard II: teachers will embrace diversity in the school community, treat students as individuals, and adapt their teaching to meet the needs of all students. Standard III: teachers will be expected to learn the depth of the ELD SCS, recognize the interconnectedness of content areas, design their instruction so that it is relevant to students, and know the supports available in the toolkit and WIDA Resources. Standard IV: teachers will be expected to understand how to plan their instruction in ways to enhance student learning. Standard V: teachers will be expected to examine their current practice and student performance data to improve effectiveness.

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? 10 mins Now to tie it all together we have one final activity. Your product from this activity will be become part of a gallery walk. In groups ask participants to discuss the following and record responses on chart paper: How will this information impact your work with teachers as you collaborate with them in the implementation of the CCSS/ES?.

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. 15 mins 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. Place a dot beside ideas you might use in your LEA/school. Share out on something that really stood out for you (3 mins) Have each team use a flip cam to record their presentation of the poster.

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. 2 mins Debrief on each objective asking for thumbs up/down as to if we met them. Discuss as needed. Ask participants as a ticket out to place a green dot on each objective to indicate their knowledge level now as they leave the room. 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.

Contacts ESL Website http://esl.ncwiseowl.org/ Joanne Marino ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 joanne.marino@dpi.nc.gov Glenda Harrell glenda.harrell@dpi.nc.gov Ivanna Mann Thrower 919-807-3860 ivanna.thrower@dpi.nc.gov Contacts Jan King Region 8 Professional Development Lead NC Department of Public Instruction jan.king@dpi.nc.gov Beth Edwards Region 1 elizabeth.edwards@dpi.nc.gov Julian Wilson Region 4 Instructional Technology Consultant julian.nicholswilson@dpi.nc.gov ESL Website http://esl.ncwiseowl.org/