1. Understanding Designated ELD: Learning by Doing
Local District Northwest
Vivian Ekchian, Local District Superintendent
Understanding Designated ELD: Learning by Doing
March 12, 2016
Terri Bourg
Coordinator, Secondary ELD Instruction
“Building Academic Excellence Through Coherence, Collaboration, High Expectations and Accountability”

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

3. 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.

4. Objectives
Understand the intent of Designated ELD as described in the CA ELA/ELD Framework
Experience a demonstration of Designated ELD aligned to CA ELD Standards and using appropriate strategies
Analyze content for Designated ELD instructional opportunities
Recognize the language demands of text

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

6. Comprehensive ELD
1 min.
SAY: Comprehensive ELD occurs in 2 ways- through designated ELD- in LAUSD secondary schools this is ELD 1-4, and the LTEL courses. It also occurs through integrated ELD- which is the intentional embedding of language learning into content courses such as are found in ELA, Math, Science, and Social Studies.
Source: ELA/ELD Framework Chapter 2 Key Considerations in ELA/Literacy and ELD Curriculum, Instruction, and Assessment

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

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

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

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

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

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

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

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

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

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

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

18. Can you find some more?
Can you find others? What is the meaning conveyed by this type of introductory information?
(provides a context, qualifies the information)

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

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

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

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

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

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

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

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

27. Using Adverbials
not ____ but rather _____

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

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

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

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

32. Planning for Designated ELD

33. What ELD would you teach?

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

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

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

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

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

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

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

41. 7th grade CA ELD Standards
Part I
6. Reading/viewing closely
a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.
c. Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.
8. Analyzing language choices
Explain how phrasing, different words with similar meaning (e.g., refined-respectful- polite-diplomatic), or figurative language (e.g., The wind whispered through the night) produce shades of meaning, nuances, and different effects on the audience.
Part II
1. Understanding text structure
Apply understanding of the organizational structure of different text types (e.g.,how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
2. Understanding cohesion
b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending texts and writing texts with increasing cohesion.
3. Using verbs and verb phrases
Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.

42. Planning for Designated ELD

43. Quick Write: “Academic Language”
When you hear the term, “academic language,” what comes to mind?

44. Features of Academic Language
Text Structure
Patterns of Organization
Voice and register
Density of ideas
Clarity and Coherence
Complex verb tenses
Pronouns and references
Transitions/Connectives (however, because, therefore, yet, as, despite)
Sentence Structure (compound, complex) and length
Content terms
Affixes and roots
Figurative expressions and multiple meaning terms
General academic terms (aspects, consider, as long as, perhaps)
message
sentence
word
O’Hara and Pritchard, 2016

45. Word Level Content Vocabulary Hypotenuse Quantitative Congruent
Dimension
Scale
Figurative Language
Similes and metaphors
Idioms (“best of both worlds”, “silver lining”, “on the fence”)
Word Analysis
Photosynthesis
Theocracy
Trinomial
Nominalization
Modifications
Construction
Evaluation
Resistance
Development
O’Hara and Pritchard, 2016

46. Sentence Level Passive Voice
Irrigations systems were built to link fields of crops to nearby streams or bodies of water.
Dinosaur fossils were found in rock that is about million years old.
Compound/Complex
When unstable atoms undergo radioactive decay, they also happen to produce heat.
Because religious leaders often interpreted the will of the gods, priests became powerful figures in many early civilizations.
Pronouns
Before they domesticated plants, prehistoric people had already domesticated animals.
Another quality of a hypothesis is that it must be testable.
Verb Tenses
Since the plant structures don’t completely decay, carbon that would have been released into the atmosphere as carbon dioxide stays in the ground.
O’Hara and Pritchard, 2016

47. Message Level Identify Causes & Effects
Cool temperatures at the top of the mountain cause the mass to decrease in size so that water vapor becomes first a cloud and then rain droplets.
Compare/Contrast
Interpret
Solve Problems
O’Hara and Pritchard, 2016

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

49. Closing
Questions and Answers