San Mateo County Office of Education January 11, 2013

Welcome and Overview of Agenda Liz Wolfe, Administrator Educational Support Services

AGENDA 8:30Welcome and Overview of Agenda 8:40Introduction to New ELD Standards 9:15Rigorous and Well-Scaffolded Instruction for English Learners in the New Common Standards Era 10:00BREAK 10:15Rigorous and Well-Scaffolded Instruction for English Learners in the New Common Standards Era, Continued… 11:00Announcements 11: 05FAME (Faculty Academy For Mathematics Excellence) 11:30Adjourn

California English Language Development Standards Overview Denise Giacomini, Coordinator English Learner Programs

Presentation Objectives Provide update on CA English Language Development (ELD) standards revision process Describe key shifts in the CA ELD standards made to ensure full alignment to Common Core State Standards Explain Proficiency Level Descriptors (PLDs) Describe structure of ELD standards Highlight implementation plan timeline

ELD Standards Development Timeline 6

Key Shifts in the 2012 CA ELD Standards FROM A CONCEPTUALIZATION OF… TO UNDERSTANDING… Language acquisition as an individual and lock- step linear process  Language acquisition as a non-linear, spiraling, dynamic, and complex social process Language development focused on accuracy and grammatical correctness  Language development focused on collaboration, comprehension, and communication with strategic scaffolding to guide appropriate linguistic choices Use of simplified texts and activities, often separate from content knowledge  Use of complex texts and intellectually challenging activities with content integral to language learning

Key Shifts (continued) FROM A CONCEPTUALIZATION OF… TO UNDERSTANDING… English as a set of rules  English as a meaning-making resource with different language choices based on audience, task, and purpose A traditional notion of grammar with syntax and discrete skills at the center  An expanded notion of grammar with discourse, text structure, syntax, and vocabulary addressed within meaningful contexts Literacy foundational skills as one-size-fits-all, neglecting linguistic resources  Literacy foundational skills targeting varying profiles of ELs, tapping linguistic resources and responding to specific needs

Proficiency Level Descriptors

Proficiency Level Descriptors (PLDs) Provide three proficiency levels: Emerging, Expanding, and Bridging – at early and exit stages Present a general descriptor of ELs’ abilities at entry to, progress through, and exit from the level States the extent of linguistic support needed per the linguistic and cognitive demands of tasks, at early stages and as ELs develop

11

12

Include: Descriptors for early stages of and exit from each proficiency level, using ELD standard structure: Three Modes of Communication: – Collaborative (engagement in dialogue with others) – Interpretive (comprehension and analysis of written and spoken texts) – Productive (creation of oral presentations and written texts) Two dimensions of Knowledge of Language: – Meta-linguistic Awareness (language awareness & self- monitoring) – Accuracy of Production (acknowledging variation) Proficiency Level Descriptors (PLDs) cont’d.

14

15

16

17

2012 ELD Standards’ Structure and Components: Grade 7 Example 18

The 2012 ELD Standards’ Structure and Components 19 Include: 2-page “At a Glance” Part I: Interacting in Meaningful Ways Part II: Learning about How English Works Part III: Using Foundational Literacy Skills

20 “At a glance”

21 “At a glance”

22 “At a glance”

23 “At a glance”

24 “At a glance”

25 “At a glance”

Appendix A: Foundational Literacy Skills for English Learners Appendix B: California English Language Development Standards Part II: Learning About How English Works Appendix C: Theoretical Foundations and Research Base for California’s English Language Development Standards Appendix D: Context, Development, and Validation of the California English Language Development Standards 26 Appendices

Timeline for CA in Larger Context of CCSS Implementation ELD standards revised & approved (2012) ELD implementation plan approved (2013) ELD professional development materials produced ( ) ELA/ELD Curriculum Framework developed by Instructional Quality Commission ( ) SBAC assessment developed ( ) Next-generation ELD assessment developed ( ) ELA/ELD Adoption of K-8 Instructional Materials (2016) 27

Questions?? Thank you! Denise Giacomini 28

Rigorous and Well-Scaffolded Instruction for English Learners in the New Common Standards Era George C. Bunch, PhD Associate Professor University of California, Santa Cruz Chair, English Language Arts Workgroup, Understanding Language San Mateo County Office of Education Council for Instructional Improvement January 11, 2012 Redwood City, CA

2 Goals of the Understanding Language Initiative (supported by the Carnegie and Gates Foundations) 1. Engage in a healthy public dialogue around what the CCSS and NGSS imply for English Language Learners (ELLs). 2. Develop exemplars of what CCSS and NGSS- aligned instruction looks like, to be used as strategic tools by districts (and others). 3. Develop a vibrant, inquisitive, engaging online community:  Web: ell.stanford.edu  Twitter: ELLStanford  Facebook: Understanding Language  You Tube: Understanding Language

Plan for this afternoon Recognize opportunities for ELs in the new common standards: Common Core State Standards (CCSS) in Mathematics and ELA/disciplinary literacy; Next Generation Science Standards (NGSS) An “exemplar” ELA unit demonstrating shifts in approaching language, language learning, and instruction for ELs (developed for Understanding Language by Aida Walqui and WestEd in collaboration with the UL ELA team) Discussion: ◦ What shifts did you see most evident in the unit? ◦ How can teachers, schools, and districts move in this direction? 31

3 Cross-Cutting Foundations (ell.stanford.edu) Language and the Common Core Standards (L. van Lier and A. Walqui) What is the Development of Literacy the Development of? (G. Hull & E. Moje) What Does Text Complexity Mean for English Learners and Language Minority Students? (L. Wong Fillmore & C. J. Fillmore) Instruction for Diverse Groups of English Language Learners (A. Walqui & M. Heritage)

2 Content-Area Foundations (ell.stanford.edu) Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards (G. Bunch, A. Kibler, and S. Pimentel) Mathematics, the Common Core, and Language: Recommendations for Mathematics Instruction for ELLs (J. Moschkovich) Language Demands and Opportunities in Relation to Next Generation Science Standards for ELLs (H. Quinn, O. Lee, and G. Valdés)

Realizing Opportunities for ELs: English Language Arts (Bunch, Kibler, Pimentel) ELs should not be removed from the challenges set out in the standards, but rather supported in meeting them. ELs can meaningfully participate in instruction through “imperfect” language. Instruction must build on -- and build – students’ existing resources (L1, background knowledge, interests and motivations), precisely in order to expand them. Instruction must immerse students in meaning- making language and literacy activities with both micro- and macro- scaffolding (Schleppegrell & O’Hallaron, 2011).

1. READING: Engaging with Complex Texts to Build Knowledge Requires ELs to read and comprehend literature and informational texts of increasing complexity Challenges ELs to process “intricate, complicated, and, often, obscure linguistic and cultural features accurately while trying to comprehend content and while remaining distant from it in order to assess the content’s value and accuracy” (Bernhardt, 2011) How opportunities for language/literacy development can be realized: ◦ Leverage background knowledge, build strategic competence, and provide supports to allow access to texts rather than simplifying or “pre-empting” the text

2. WRITING: Using Evidence to Inform, Argue, and Analyze Requires ELs to write different text types for varied audiences/purposes and present knowledge gained through research Challenges ELs to use language skillfully to employ and evaluate evidence when writing arguments and informational reports How opportunities for language/literacy development can be realized: ◦ Draw upon background strengths to develop content for writing and scaffold writing itself ◦ Provide ELs with meaningful engagement with mentor texts, including opportunities to focus on language and text structure ◦ Ensure that writing is meaningful communication

3. SPEAKING & LISTENING: Working Collaboratively, Understanding Multiple Perspectives, and Presenting Ideas Requires ELs to articulate their own & build upon other’s ideas, demonstrate understanding in informal interactions and formal presentations Challenges ELs to employ a range of listening comprehension and speech production strategies in the context of multiple and complex speech events How opportunities for language/literacy development can be realized: ◦ Provide opportunities for extended discourse & engagement with academic registers ◦ Develop meaningful collaborative tasks that allow students to use their full linguistic/cultural resources ◦ Teach ELs strategies to engage in varied communicative modes

4. LANGUAGE: Using and Developing Linguistic Resources Requires students to choose language and conventions to achieve particular functions & rhetorical effects Challenges students to develop and use grammatical structures, vocabulary, and written/oral conventions as meaning-making resources How opportunities for language/literacy development can be realized: ◦ Recognize limitations of teaching discrete language features in isolation ◦ Recognize that functions and rhetorical effects can be achieved with “imperfect,” non-native developing language

2 Mathematics: Common Core Emphases (Moschkovich) 1. Balance conceptual understanding & procedural fluency Balance student activities addressing conceptual understanding and procedural fluency, connect two types of knowledge 2. Maintain high cognitive demand Use and maintain high cognitive demand of math tasks in lessons and units 3. Develop beliefs Support students in developing beliefs that math is sensible, worthwhile, and doable 4. Engage students in mathematical practices

MATHEMATICAL DISCOURSE PRACTICES 1) Make sense of problems and persevere in solving them 2) Reason abstractly and quantitatively 3) Construct viable arguments and critique the reasoning of others 4) Model with mathematics 5) Use appropriate tools strategically 6) Attend to precision 7) Look for and make use of structure 8) Look for and express regularity in repeated reasoning

TWO WORDS OF CAUTION!!! 1. Instruction must include MULTIPLE REPRESENTATIONS Not only talk and text, but also representations such as objects, manipulatives, drawings, symbols, equations, tables, graphs, etc. 2. What is “mathematical precision”? Issue is not using the precise word, but making a precise claim that applies only under particular constraints or conditions.

SUMMARY: Recommendations for Connecting Math Content to Language #1.Focus on students’ mathematical reasoning, not “accuracy” in using language #2.Focus on mathematical discourse practices, not language as single words, vocabulary, or grammar #3.Recognize the complexity of language in math classrooms, support students to engage with this complexity #4.Treat everyday language as a resource, not an obstacle #5.Uncover the mathematics in what students say & do

The Next Generation SCIENCE Framework 1. Scientific and Engineering Practices 1.Asking questions (for science) and defining problems (for engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information 2. Crosscutting Concepts 1.Patterns, similarity, and diversity 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change 3. Disciplinary Core Ideas Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies for information transfer Life Sciences LS 1: From molecules to organisms: Structures and processes LS 2: Ecosystems: Interactions, energy, and dynamics LS 3: Heredity: Inheritance and variation of traits LS 4: Biological Evolution: unity and diversity Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity Engineering, Technology, and the Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science, and society

Literacy Strategies for All Students (Lee, Quinn, & Valdés) Incorporate reading and writing strategies Activate prior knowledge Promote comprehension of expository science texts Promote scientific genres of writing Connect science process skills (e.g., describe, explain predict, conclude, report) to language functions (e.g., explain, compare, contrast) Use graphic organizers (e.g., concept map, word wall, Venn diagram, KWL)

Language Strategies for ELLs Use language support strategies Promote hands-on inquiry Use realia (real objects or events) Encourage multiple modes of representations (gestural, oral, pictorial, graphic, textual) Use graphic devices (graphs, charts, tables, drawings, pictures) Use a small number of key terms in multiple contexts

Discourse Strategies for ELLs Attend to language load while maintaining the rigor of science content and process Recognize ELLs’ varying levels of developing language proficiency and adjust norms of interaction with a student accordingly Build students’ understanding and discourse skills (e.g., from “it is foggy” to “water vapor condenses into little water drops”) Encourage students to share ideas, even as the process reveals flaws in a model or explanation, or flawed use of language (“flawed English”)

Home Language Support Use home language support Present science terms in multiple languages in the beginning of each lesson Use cognates (and highlight false cognates) in home language Allow code-switching Allow ELLs to discuss the lesson in class using their home language Encourage bilingual students to assist less English proficient students in their home language Allow ELLs to write about activities in home language

Home Culture Connections Incorporate the ways students’ cultural experiences influence science instruction Build on students’ lived experiences at home and in the community (i.e., funds of knowledge) Explore culturally-based ways students communicate and interact in their home and community (i.e., cultural congruence) Use students’ cultural artifacts, culturally relevant examples, and community resources Use texts with content that is familiar to ELLs

2 A Pilot ELA Exemplar “Persuasion Across Time and Space: Analyzing and Producing Complex Texts” A Unit Developed for the Understanding Language Initiative by WestEd’s Teacher Professional Development Program Unit Authors: Aida Walqui, Nanette Koelsch, and Mary Schmida In Collaboration with Understanding Language’s English Language Arts Working Group: George C. Bunch (Chair), Martha Inez Castellón, Susan Pimentel, Lydia Stack, and Aida Walqui

Persuasion Unit Illustrates how ELA CCSSs can be used to deepen and accelerate the instruction of ELLs in middle schools. Is based on the notion that ELLs develop conceptual and academic understandings as well as the linguistic resources to express them simultaneously, through participation in rigorous activity that is well scaffolded (Walqui & van Lier, 2010) Invites students to participate in processes of apprenticeship that lead them from being novices to developing increasing levels of expertise while they build their agency and autonomy.

Theoretical and Pedagogical Shifts in the Design and Enactment of Learning (Walqui) FROM A CONCEPTUALIZATION OF  TO UNDERSTANDING Language acquisition as an individual process  language acquisition as apprenticeship in social contexts Language as structures or functions  Language as action, subsuming structure and function (Ellis & Larsen Freeman, 2010; van Lier & Walqui,2012) L2 acquisition as a linear and progressive process aimed at accuracy, fluency, and complexity  Non linear and complex developmental process aimed at comprehension and communication Individual (isolated) ideas or texts as the center of instruction  Attention to ideas and texts in their interconnectedness

Shifts (continued) Use of simplified texts  Use of complex texts Use of activities that pre-teach the content or simply “help students get through texts”  Activities that scaffold students’ development and autonomy Identifying discrete structural features of language  Exploration of how language is purposeful and patterned to do its particular rhetorical work Traditional grammar as a starting point  Multimodal grammar to support students’ understandings of texts’ visual, spatial, gestural, audio, and linguistic meanings Objectives stated as dichotomies (e.g. “content” and “language” objectives)  Objectives that highlight the role of language in engaging with central disciplinary practices

UNIT Persuasion Across Time and Space: Analyzing and Producing Persuasive Texts LESSON 1 Advertising in the Contemporary World: An Introduction to Persuasive Texts Can you live with dirty water? LESSON 2 Persuasion in Historical Context: The Gettysburg Address Gettysburg Address LESSON 3 Ethos, Logos, & Pathos in Civil Rights Movement Speeches MLK “I have a dream” Robert Kennedy “On the Death of Martin Luther King” George Wallace “The Civil Rights Movement: Fraud, Sham, and Hoax “ LESSON 4 Persuasion as Text: Organizational, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now Barbara Jordan “All Together Now” LESSON 5 Putting it Together: Analyzing and Producing Persuasive Text The Girl who Silenced the World for Five Minutes

Some Key Standards Developed in the Unit Reading Informational Text ◦ 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ◦ 7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. ◦ 7.3 Analyze interactions between individuals, events, and ideas in a text. ◦ 7.4. Determine the meaning of words and phrases as they are used in the texts, including figurative, connotative, & technical meanings; analyze the impact of specific word choice on meaning & tone. ◦ 7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas. 54

Lesson 1: Advertising in the Contemporary World Purpose: Allow students to analyze how advertisements use persuasive techniques in the familiar genre of narrative to first inform, engage, and interest readers emotionally to then persuade them to take some form of action. Texts: more familiar to less familiar advertisements Focus: use of modality in persuasion.

Lesson 2: Persuasion in Historical Context: The Gettysburg Address Demonstrates the tripartite nature of lessons: Preparing Learners, Interacting with Texts, Extending Understanding. Build schema about the time, place, and the political context of Lincoln’s famous speech through the reading of informational text. Discover how cohesive and coherence ties work together to create meaning. Example: In Our Own Words: the Gettysburg Address is recreated by individual, groups, and the whole class to make a cohesive and coherent contemporary text.

Preparing Learners ◦ Era Envelope (Background readings and photos)  Three options for levels of scaffolding ◦ Clarifying Bookmark (to support students in reading the background material and to develop metacognitive skills for reading) ◦ Jigsaw and “focus chart” for building essential background knowledge (“sourcing”) ◦ Wordle with roundtable discussion on images that the words provoke 60

BASE GROUP EXPERT GROUP Heterogeneous groups work together preparing for specialized work Jigsaw Project: Sourcing BASE GROUP Handout 1 Handout 2Handout 3 Participants share content of their readings and get ready to put it all together in preparation for joint reading

Clarifying Bookmark

Interacting with the Text Close Reading (with option for teacher to read the text aloud) Guiding Questions (examples) ◦ Para. 1: Lincoln refers to “our fathers” creating a new nation. Who is he referring to here? ◦ Para. 2: When Lincoln refers to a “nation so conceived and dedicated,” to which phrase in Paragraph One is he referring? How do you know? ◦ Para. 3: What does Lincoln mean when he states that the living must “be dedicated to the unfinished work” of the dead soldiers? Which lines in the speech tell the living what their “unfinished work” is? 63

Interacting with the Text (cont.) Reading in Four Voices Literary Device Matrix (in dyads) Wordle, revisited (What images do you associate with the words now? Look for variations of similar words (e.g. dedicate and dedicates—together the most frequent word “family” in the speech Dedicate matrix 64

Extending Understanding Vocabulary review jigsaw “In Our Own Words” ◦ each student pair “translates” one or two lines of the Gettysburg Address into modern-day, colloquial English ◦ sentences are displayed on large strips of paper and connected to constitute the entire address 67

Lesson 3: Ethos, Logos, & Pathos in Civil Rights Movement Speeches Students further their understanding and analysis of persuasive techniques as they engage in close reading Learn about Aristotle’s Three Appeals, and analyze how the these rhetorical devices are used to persuade a reader or audience to take action or identify with a particular cause. Analyze three speeches, King’s I Have a Dream, Robert Kennedy’s On the Assassination of Martin Luther King, and George Wallace’s The Civil Rights Movement: Fraud, Sham, and Hoax using the three appeals.

Lesson 4: Organizational, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now Examines how writers construct persuasive texts at the macro and micro levels. Analyzes the structural, organizational, grammatical, and lexical choices made in one speech, Barbara Jordan’s All Together Now. Culminates with students comparing and contrasting two speeches they have read.

Lesson 5: Putting it Together: Analyzing and Producing Persuasive Text Students appropriate what they have learned to independently analyze a persuasive speech and write their own persuasive text. Text: 12-year old Severn Cullis-Suzuki’s 1992 speech to the United Nations Earth Summit in Brazil (The Girl Who Silenced the World for Five Minutes). Culminating activity: students write their own persuasive essay, self-assess it, and assess a partner’s essay.

Discussion Please go back to p. 12 of the Handout (“Theoretical and Pedagogical Shifts”—Slides 23 & 24) and choose a couple of shifts that you see evident in the Unit. Discussion: ◦ What shifts did you see most evident in the unit? ◦ How can teachers, schools, and districts move in this direction?

Guidelines for ELA Materials Development ( Begin with a potent set of a few key Standards, engaging with these standards in integrated and recursive ways. Create multiple pathways that promote high levels of access to, engagement with, and achievement of the Standards. Select texts that provide various kinds of text complexity, and prioritize which aspects to focus on. Activate and build on students’ background knowledge— without foreclosing opportunities to engage with texts. Provide opportunities for students to write for different audiences and purposes. Utilize different participation structures. Focus on language as a resource for making meaning.

References Ellis, N. & Larsen-Freeman, D. (Eds.) (2009). Language as a complex adaptive system. Language Learning, 59, Supplement 1. van Lier, L., & Walqui, A. (2012, January). How teachers and educators can most usefully and deliberately consider language. Paper presented at the Understanding Language Conference, Stanford, CA. Walqui, A. & van Lier, L. (2010). Scaffolding the academic success of adolescent English Learners. A pedagogy of promise. San Francisco: WestEd. Walqui, A., & Heritage, M. (2012, January). Instruction for diverse groups of English language learners. Paper presented at the Understanding Language Conference, Stanford, CA.

Announcements Brian Simmons

FAME (Faculty Academy for Mathematics Excellence) Gay Krause

Next CII Meeting February 8, 2013