English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom ELA Returners Day 4 Grades 6–12 If it was not addressed.

English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom ELA Returners Day 4 Grades 6–12 If it was not addressed in the keynote, define Language Minority and acknowledge the awkwardness of “minority”

Introductions Raise your hand if you are an ELL teacher an ELA teacher
10/15/2017 Introductions Raise your hand if you are an ELL teacher an ELA teacher An ESL teacher a teacher coach an administrator a partner Who I am 1

Debriefing the Keynote: Setting up the Non-Negotiables
To learn a language, students need well-structured opportunities to practice it. Content knowledge and language develop concurrently Language development is non-linear (there is no order) Amplification of language is critical in scaffolding instruction Scaffolds should be aimed at developing independence We are the gatekeepers of language in the classroom 10 minutes (Two options) Participants circulate to six different chart papers with one statement on each, and write what the statement means for planning, instruction, and classroom culture. They place a dot beside statements that they agree with Or HANDOUT – they can complete the implications for planning, instruction, and culture in their packets and then share out (if table facilitated). Then we review Make sure you define gatekeeper

Holding on to Questions
Jot down questions on a Post-It During breaks, transfer those questions up on the chart paper. We will strive to answer through the day. We will compile and share in a Google doc. Take a moment to jot down questions that you have – that you don’t have answers to. We have set up a google doc that you can enter questions in, and we will attempt to answer them real-time. This is not to suggest that you can’t ask questions; if one pops up and it’s not what we are addressing at the moment, the goal of this is so you don’t lose it.

Session 1: Objectives In order to plan for and execute aligned instruction that supports ELLs and LMs, we will: Understand and examine the role language plays in text complexity Understand the levels of language acquisition Recognize the role of language modalities in the classroom Understand purpose and uses for language-acquisition frameworks such as the NY Bilingual Progressions and WIDA Recognize the nuances of scaffolding to amplify language in learning experiences for ELLs and LMs Practice embedding scaffolds that amplify language in lesson planning and adapting (1 min.) Today we are going to be jumping into a unit both as teachers and students. As we go through it, we are going to wear our student hats in the beginning and experience the unit as students. Then we will look at how to scaffold the reading so that students who cannot read it independently can still work with it. After that, we are going to work on some text dependent questions aligned to the standards. Click for agenda Discuss how this is fluid – bio breaks when you need them, but we do have a scheduled break around the 1030 mark

Agenda Keynote Debrief✓ Setting up the Day (norms and reflection)
Agenda Keynote Debrief✓ Setting up the Day (norms and reflection) Text and Task Complexity: Setting up the Non-Negotiables “Understanding Language” Studying a Text for Complexity and Standard Alignment Task Complexity: Scaffolding and Amplified Language Scaffolds with awareness of modalities Scaffolds with guidance from Progressions Scaffold practice Bringing it Together Closing and Survey 1

Setting up the Day: Norms that Support Our Learning
Setting up the Day: Norms that Support Our Learning Take responsibility for yourself as a learner Honor timeframes (start, end, activity) Be an active and hands-on learner Use technology to enhance learning Strive for equity of voice Contribute to a learning environment in which it is “safe to not know” 1 min Review the norms and ask for additional recommendations regarding norms from the audience NOTE TO PRESENTER: Norms only appear in Day 1 Session 1 Deck. If norms are an issue in your sessions, please add this slide to afternoon and day 2 decks.

Setting up the Day: Reflection
Setting up the Day: Reflection What supports do I provide my students to ensure that they can access grade-level complex text? How do I address language demands in the texts I teach? How do I preview texts that I am teaching with before I teach them? 5 minutes Allow the participants time to answer these questions in their packet. They will revisit them at the end of the day.

“Understanding Language” and Informational Density
“Understanding Language” and Informational Density Identify: 3 “Aha” moments 2 Text-complexity factors that warrant closer consideration 1 way this article speaks to the non-negotiables 30 minutes Ask participants to read and annotate the article for the following information (on slide). They should have read this as prereading before institute, and if they did, they still need to go back through it. Choose one of two options depending on time: 1. Share out with two different partners/table 2. If you are using chart paper, ask participants to select a quote from the article that speaks to one of the non-negotiables and put it on the chart paper (as evidence to support a claim, ie) Then Share thoughts and reflections with whole group Note: Participants may bring up juicy sentence work. This is the same idea, just a little deeper. Filmore and Filmore

Studying a Text for Complexity and Sufficiency
How we plan instruction around a text sets the foundation for success or failure. With informationally dense texts especially, we must focus on language. 1 minute The Universal Declaration of Human Rights –UDHR-(4-5)– the grey slide is the UDHR in German. (Note to facilitator: by sufficiency, we mean “does the text have sufficient meat on its bones to support the standards? Is it rich enough?”) Introduce participants to the UDHR and assure them that the UDHR will be provided to them in English (next slide) Flickr: DavidAmsler/DeclarationofIndependence2012 Flickr: SzilveszterFarkas/HumanRights/Anstract from the universal declaration of Human Rights on the wall of the Austrian Parliament in VIenna

Text Complexity (Qualitative)
Layers of meaning Purpose Concept complexity Text features Genre Organization Meaning Structure Knowledge Language When in the Course of human Events… Whereas recognition of the inherent dignity… 5 minutes Discuss qualitative text complexity – it’s in the handout. Participants have seen different versions of this. We are going to take a look at the complexity of our text – but before we do, let’s begin by reading an excerpt chorally (next slide) Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Background Prior curriculum and instruction

Sample of Informational Density and Complexity
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Read as a group. (they can refer to the handout or read it on screen) (complex, huh?) Sidenote: consider asking participants why we would read chorally – what is the purpose/benefit of that for a first read –when is it appropriate, when is it not? (you get to hear students reading – if they are really struggling, but you are also modeling fluency and pronunciation as a first read. You could have them whisper read as you read aloud, or just follow along silently – it achieves the same thing in terms of them hearing fluency) There are different places to begin with text-complexity analysis, but in this case, we are going to begin with the language portion. (click)

Grammatical and Rhetorical Features of Complex Text
Grammatical and Rhetorical Features of Complex Text Subjective pronoun examples: She, he, they, it Information density Dependent clauses Phrases within sentences The use of subjective pronouns The use of adverbial clauses and phrases to situate events Adverbial clause: Group of words that plays the role of an adverb. As in all clauses, an adverbial clause contains a subject and a verb. For Example: Keep hitting the gong hourly. (normal adverb) Keep hitting the gong until I tell you to stop. (adverbial clause) 2 min Before we do, Let’s take a look at some specific language demands for a moment – we recognize these as readers without always being able to identify them with the language of grammar, but paying attention to them, regardless of whether you remember their names, is important because they are some of the things that trip ELLs up – and that we don’t even notice. Review them. Before you let them lose, ask for a show of hands for who can define a subjective pronoun, then call on someone. Click for definition Ask for a show of hands for someone to define an adverbial clause – call – click for definition. Same for abstract noun – call – click for definition Go back into the text and find a sentence that uses at least two of these items. (2 minutes) Ask for a volunteer to read it This is where we get into what comprises – and compromises – student fluency and comprehension with the text.

Grammatical and Rhetorical Features of Complex Text (continued)
Ellipses The use of abstract nouns The use of devices for backgrounding and foregrounding information Passive voice A combination of complex and simple sentences An abstract noun is a word that names something you cannot see, hear, touch, smell, or taste. For example: consideration parenthood belief 3 minutes Same here – can anyone define an abstract noun? Ask (then click for definition). Can anyone find one in the first paragraph? Why is something like an abstract noun possibly problematic for some ELLs? How about passive voice?

Analyzing Complexity: Language
Reread the UDHR Article 2 independently Annotate at the sentence level for the language features of complex text Prepare to share Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Text features Genre Organization 10 minutes As you give directions, remind participants to use their learning from the reading from “Understanding Language,” broader language complexity factors, and the Grammatical and Rhetorical Features of Complex Text Ask them to take five minutes to deconstruct the language and structure demands – just get a start – and then we will come back together. (Circulate – if people are done early, you know that they aren’t diving in deep enough- this is kind of like a mini-formative assessment to see how deep they are going. Do NOT start meaning and knowledge. Ask participants to confer at tables and add to their annotations Ask the question: do we usually go this deep in analyzing the language and structure complexity before we go into a text in class? (if they do, great)

Language Vocabulary Sentence length Sentence structure Figurative language Regional/archaic dialects Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. 5 minutes This is a model of the kind of deep dive we want to see. Click, and The excerpt comes up. Click to see vocabulary highlighted Click for that to disappear and sentence length to appear Click for a note on commas – knowing where the commas are doesn’t help – the sentence is too long, so it’s going to take more work than that. A student cannot sort this out by using commas to try to make sense of the sentence. You have to get more into structure –which we will momentarily. You can ask “who went this deep? Deeper?” because this is how deep we need to get for ELLs – and a lot of our struggling students. Click for a note on figurative language – this is less figurative and archaic than extremely formal – we don’t speak like this.

/to all the rights and freedoms set forth / /in this Declaration/
Text features Genre Organization Structure Everyone is entitled /to all the rights and freedoms set forth / /in this Declaration/ /without distinction/ /of any kind/, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made / on the basis / /of the political, jurisdictional or international status/ / of the country or territory/ / to which a person belongs,/ whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Focusing in on prepositions, prepositional phrases, and objects of the prepositions to deconstruct this text is going to be critical. Note the list at the end of each sentence. Let’s move on to structure. Click ; First gives the statement with attention to the subject-verb agreement – note the negative in the second sentence. Second click shows you the breakdown using commas and prepositions, then lists. Note that this is also something that links directly to writing – and how we teach students to write. Deconstructing this independently or with students at some point, allows you to see how complex sentences are crafted. This links directly to juicy sentences. Deconstructing also provides opportunities to see what kind of direct grammar instruction certain texts can lend themselves to – this would be a great one to use with juicy sentences and a focus on prepositional phrases.

Knowledge Background Prior curriculum and instruction Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. What is a declaration? (prior knowledge of Declaration of Independence) What is a “human right?” Are people persecuted for these things? Social origin? Birth? Status? Country? 6-10 minutes – Have participants return to the handout to take apart the knowledge and structure. Then follow the same procedure. Same procedure as previous slide.

Layers of meaning Purpose Concept complexity Meaning Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. This is straightforward in that it is stating what people are entitled to, or deserve, no matter what. How it is expressed is complicated. These rights apply to everyone, no matter who they are, where they come from, where they are going, or whom they are with. Who is the intended audience? 3 minutes Before clicking for the meaning, ask participants what aspects of meaning they would identify as contributing to text complexity based on what we have reviewed and the text we just read about understanding language. Then click.

Analyzing Complexity: The Preamble
Collaborate to determine complexity factors beginning with language and structure demands Question for reflection: What is the benefit, if any, of beginning with the analysis of language? 30 minutes Groups apply the practice they just engaged in to the Preamble of the UDHR Debrief. This may take more than 30 minutes, but cap it at 45. (click) for the reflection question. You can ask participants to answer this independently or as a group and share out –or find a partner and speed share (get up out of seats). Ideally, the answer is that they really have to pay attention to every word, and beginning with language puts the focus on what trips kids up when it comes to meaning. But it’s not an either/or. This may seem like this becomes more helpful to understand the text for anyone – and it is – and ELLs will not get this the first time. Probably multiple opportunities – significantly more for ELLs.

So Now We Plan How do we craft lessons to make this text accessible to students whose first language is not English? For students who struggle with reading? For students who have knowledge gaps in this area? And how then do we ensure that our planning is standards-aligned? 30 seconds (transition) – recognition that this is a heavy lift

Where Are We Going with the Text?
Beyond comprehension, what are we asking students to study about the text? What do we want them to get out of it? Identify a standard that lends itself to the section of the text that you are working with. Besides R1. That’s a given. 4 minutes Traditionally and perhaps often now, our end goal is comprehension – or comprehension and connection to self/world. Comprehension is the baseline. Review the text-complexity analysis and the Reading Standards. Which standard would you apply to this? Select one.

Defining the Terms: Task Complexity, Scaffolding, and Amplified Language for ELLs
Task complexity: the demands of the task, with regard to language, vocabulary, structure, and student direction. Scaffold: a temporary instructional practice used to amplify content based on need, as we move students toward independence. To amplify in this context is to provide students with repeated opportunities to encounter and practice (through reading, writing, listening, and speaking) the language and content from multiple perspectives and activities in order to meet the conceptual/analytical grade-level demands. 5 minutes Pause. As we think about planning a lesson around this, there are some definitions we have to nail down.

Scaffolding: Free Climbers and First Timers
Let’s get a little deeper into scaffolding for a moment. Anyone rock climb in their free time? When you are climbing, the destination is the same, but the journey is different. Whether it’s using oxygen to ascend Everest vs. climbing with no oxygen, or using ropes when climbing a cliff or using no ropes, climbers use the minimum of what they need to get where they are going. We all have our free climbers. Kids who come to class and really could do it on their own – even if we were not there. And then we have the kids who come to class and need a lot of support to get to the same destination. It’s going to take longer. But it’s our job to give them the tools they need to make the climb, and then, allow them to perform without them when they no longer need them. This analogy also works for macro and micro scaffolding. When you are rock climbing, you plan your route, you study your route, you have your tools, you have your muscle memory, and you put your plan in motion. You have planned for the trickiest parts of the climb accordingly (planned scaffolds, macro scaffolds). But when you are climbing, certain things pop up. Weather change, unanticipated challenges, falling rocks – and you have to adjust real time to make sure you make it to your destination (micro scaffolding) And although rock climbing may seem like an extreme sport with which people put their lives on the line, let’s not make a mistake – we have their lives on the line. We are there to provide the necessary scaffolds. We are the ropes that hold them to the mountain and the pegs that hold the ropes. Flickr/MariaLy/Free climbing Flickr/MariaLy/Kicking things off with a good belay Can also talk about scaffolding on a building – the impermanence. It serves its purpose and then it’s gone.

Scaffolds with Awareness of Modalities
Receptive Productive Listening Writing Reading Speaking Viewing 5 minutes Modality: in this context, modality is about the mode of communication. It’s how people give and receive information. (any of the senses/ method, procedure, process, manner, style). The concept of receptive and productive communication is not new to early elementary students – these things are actually measured in the first years of school. This is newer – though easy to understand – to secondary folks. Receptive= receive – and we receive through listening and reading and viewing primarily in school. Productive is what we produce – often based on what we receive – which is writing and speaking. Interactive communication happens when all these modalities are at play concurrently. These modalities, as we call them, are absolutely critical to address with ELLs as they learn the language. The more varied experience and practice they have with text and peers using these modalities, the faster they will learn the language and access the content. Teachers need to know something about the research – language is interactive and work with peers and oral speaking and listening is critical for making meaning. “To learn language students need to have the opportunity to talk about the language they are using – and then they can become more aware of the language choices they make and everyday language can form a bridge to increasing academic language –” (paraphrased from Aida) – consciousness of language leads be consciousness around choices when using language. It’s like waterskiiing. You can’t tell someone how to do it – they have to feel it out. Same with language. Interactive

Modalities, Texts, and Tasks
Content Knowledge Specific content knowledge and/or skills What skills and/or knowledge are students expected to demonstrate when they produce their understanding of the content? Analytical Skills Analytical practices or skills that apply across academic disciplines What thinking skills are most important to the task? What specific analytic skills (logic, methodical, organizational) are students expected to demonstrate? 2 minutes When we take these three things into consideration as we are planning, how does this change our planning? This activity could be extended to twenty minutes if pairs/groups charted answers for one of the above three, and then presented to the whole group – they would be doing the work in this case. (five to brainstorm, five to share for each group) Language Language students must know and use to complete the task What language demands are critical to completion of the task? (Think modalities — what language do they have to understand, and what do they have to do with the language?)

Reviewing Video with Modalities in Mind
What modalities were at play, and in what ways? How did he use his surroundings to scaffold his own understanding? How could the teacher have prepared instruction with basic scaffolds to support his learning and work? 30 minutes Watch from 1:20-3:55 of the immersion video. Ask participants to refer to their handouts as the video plays and fill in the handout (see above slide – they would fill out for content, analytical skill and language) Discuss. (click) for final question, have participants fill in their handout (there will be a box on handout for this)and share again. (these are basic scaffolds – but teachers may or may not be able to do it at this point) minutes 1:20 -3:55 (language demands of text and task) Consider that this is a practice test – this could have been partner work – partner work in L1 would have been a scaffold. How they are partnered, working backwards, knowing the vocabulary ahead of time, sentences starters. This is where we really want participants to come up with some aha moments. It may be critical to reframe what scaffolds can be – it can be the way I speak, or the way I pair, etc. Knowing the your kids as they progress – and knowing when to remove scaffolds are important. If “beginner” stuff is brought up – remind participants that language is linear. We may have to break up into manageable parts – but we are never cutting them off completely because language is not linear. (redefine if necessary – not something you learn in a specific order)

Scaffolding with Guidance
English Language Proficiency Assessment for the 21st Century NYS Bilingual Progressions WIDA English Language Development Standards The California English Development Standards 2 minutes Each of these tools provides supports for how to present and scaffold learning for English language Learners, and it’s all based on similar research. Some adhere more closely to the ELA standards than others, and they present different formats for looking at how students progress with learning language, and how we as teachers can move that progression forward. They all have strengths and weaknesses – i.e., WIDA and ELAPQ21 bring in science, ss, and math – if you are a WIDA state, think about how the standards integrate with GRADE LEVEL content and go from there.

Scaffolds with Guidance from the Progressions
With a partner: identify what information this document provides identify how the information provided in these tables can direct, guide, and support planning and instruction for ELLs 30 minutes For today though, we are going to use the progressions because they begin with the CCSS – unlike the others, which begin with the ELD/ELP standards and crosswalk to the content standards. Let’s take a look. (Participants follow the directions on the slide using a handout)

New Language Arts Progressions (as opposed to Home Progressions)
Common Core Anchor and Grade-Level Standard Analytical skills and language demands Five levels of progressions Modalities: Progressive and Receptive 5 minutes Debriefing the activity Possible activities within the modalities based on level of acquisition

Specific Linguistic Demands (Writing and Reading)
Specific linguistic demands and examples 5 minutes (debriefing continued) Participants are using a writing standard as an example, but the second and bigger box shows how some of the standards have specific examples that accompany the Progressions to support development and delivery of instruction

Using the Progressions to Design Instruction and Multiple Points of Entry
Teachers can use the Progressions to plan and assess language by: Differentiating linguistic scaffolds that students will require to arrive at the same end-result Determining specific scaffolds that target the content-area demands (and how to break the content down) Developing ongoing formative assessment based on levels of progression Developing specific language objectives or — better yet — integrating them Differentiating instruction based on language programs and settings 2 minutes Differentiate linguistic scaffolds that students will require: Entering students for example, will be able to develop their listening, reading, speaking and writing skills by focusing on key words in text, while Emerging students will focus on key phrases and short sentences in the new language. Transitioning students will need less explicit teaching of language and can replicate models, while Expanding students can be supported with tools such as glossaries while Commanding students can be expected to work more independently. All students will be working within the same content area, but the teacher will be able to create different supports for the students to access the content and the academic language that is integral to the content area.  Determine the specific scaffolds that target the content-area demands: Recognizing the precise way in which content should be broken down for students learning a new language or developing their home language is key for selecting scaffolds. Using a cause-and-effect graphic organizer is essential for understanding historical events. Sequencing becomes essential for understanding how a specific cycle works in science. Rubrics can be useful for assessing the reliability of a source and summarizing is essential for distinguishing the main idea from unimportant details in a text. The Progressions can support teachers in understanding how to create content area scaffolds such as graphic organizers, sentence starters and rubrics that target the content-area standard and match the students’ language ability in the new or home language.  Develop formative assessments according to levels: Knowing what students should be able to do at each level create benchmarks against which to measure progress. If, for example, a student should be able to integrate information from the text into a graphic organizer with the support of only a word bank, a formative assessment can include that scaffold and the teacher can recognize if the student needs more support, or if the student is ready to move to the next level. Similarly, teachers can develop rubrics to assess the ability of students to participate in partnership, small-group or whole-class discussions and measure progress over time.  Develop specific language objectives: The linguistic demands within the Progressions will facilitate for planning for integrating language as a teaching goal. Teachers will be able to plan for the specific language that a unit demands. For instance, knowing the words that are necessary for introducing cause and effect (i.e., because of, due to, when) will reinforce and clarify the content area concepts and thus help guide teachers to language development for the content

Application of Progressions and Standards to Instructional Design
10 minutes(probably more) - One option is to annotate with questions Go through the handout that serves as an example – or have participants move through it and annotate thoughts, questions, and “ahas,” share out, and then move to next slide, which gives them the specific directions for their work.

Scaffolding Practice Application of Progressions to Text and Instructional Design Using the UDHR Preamble: Identify the standard you will be addressing (in addition to R1). Find the appropriate bilingual progression chart. Identify two levels of language acquisition using the bilingual progression chart. Chart an instructional sequence aligned to the standard(s) around the first paragraph (or smaller excerpt) that would involve use of all modalities. Incorporate scaffolds for the two levels of language acquisition identified in Step 2. Remember: Language takes center stage! 60 minutes We are going to design instruction based on our understanding of modalities and progressions around the text, and then share. (If they have access to a text that they already use in their classes, they can build around that text instead, as long as it is grade-level appropriate.) The handout will provide a recommended way to map this onto the chart and capture the required information.

Analyzing the Products: Presentation, Discussion, and Feedback
10/15/2017 Analyzing the Products: Presentation, Discussion, and Feedback Reviewing for: Alignment Design Scaffolding all modalities for selected ELL levels Opportunities for repetition and rereading What stands out Even Better If… 20 minutes Each group shares their lesson plan and talk through it with the participants, who analyze for the above (and maybe more) design components. Participants provide feedback. Flikr/DerekBruff

Reflection: I often… And now I…
On one Post-it, write one strong scaffolding practice you have done when developing or implementing instruction for ELLs or LMs. On two Post-its, share a practice you will now do based on today’s learning. On the fourth Post-it, write down a question that you still have or has cropped up as a result of today’s training. Place them on the appropriate chart paper and in Google doc. And now I . . . Time: 5 minutes I’m wondering…

Knowledge Survey Post Test
Please check your for your link to the Knowledge Survey Post-Test. Note: Some school systems blocks s from survey platforms. If you do not see an with the survey link in your school inbox, please check the personal account you shared with us as part of registration. The survey should take 10 minutes. There will be an answer key at the end. NOTES: These data help us see what knowledge you are walking away with after attending SI. We will the survey link shortly before the end of the day. You will be able to compare how you did on the pre-test compared to the post-test.

References English Language Proficiency Assessment for the 21st Century NYS Bilingual Progressions WIDA English Language Development Standards The California English Development Standards

English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom ELA Returners Day 4 Grades 6–12 If it was not addressed.

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English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom ELA Returners Day 4 Grades 6–12 If it was not addressed.

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Presentation on theme: "English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom ELA Returners Day 4 Grades 6–12 If it was not addressed."— Presentation transcript:

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