1. New English Language Development and Common Core State Standards Institute
From Silence to Meaningful and Productive Conversations for the Common Core Demands
June 27, 2013

2. Introductions
Sylvia Solís A Look at Learning Project Specialist Santa Clara County Office of Education
1 minute

3. Prepare every English learner for college and career success!
Goal
Prepare every English learner for college and career success!
1 minute

4. Objectives Participants will...
Understand the language demands of the Common Core State Standards
Understand key shifts in the ELD standards
Engage in strategies to produce meaningful and productive conversations.
Time: 2 minutes
Intent: Review the objectives of the session.

5. Language Demands from the Common Core State Standards
The Common Core State Standards set high expectations for all students to participate in academic discourse across the disciplines.
1 minute

6. Student Expectations
To sustain dialogue on a range of topics and in a variety of content areas
Interpret the meaning of informational and literary texts
Explain their thinking and build on others ideas
Construct arguments and justify their position persuasively with sound evidence
Effectively produce written and oral texts in a variety of disciplines for a variety of audiences and purposes
3 minutes

7. CA ELD Standards: Design
Aligned with and to be used in tandem with CCSS for ELA & Literacy and applied to both ELD and content area instruction
Highlight and amplify the critical language, knowledge about language, and skills using language in the CCSS in order for ELs to be simultaneously successful in school while they are developing language
Provide fewer, clearer, higher standards so teachers can focus on what’s most important
Overview of the California English Language Development Standards and Proficiency Level Descriptors, p 14.
Time: 3 minutes
Intent: Review the design of the ELD standards.
Talking points:
CCCSS ELA and ELD Standards will be published side by side in the new CA ELA/Literacy Framework.
Fewer: Those standards that are necessary and essential for development and success;
Clearer: A coherent body of standards that have clear links to curriculum and assessments; and
Higher: Correspondence with the elevated standards in the CCSS.

8. Key Shifts
1999 CA ELD Standards
From…
2012 CA ELD Standards
To…
ELD Standards as “junior” ELA Standards or as an “onramp” to the ELA Standards 
ELD Standards working in tandem with ELA and other content standards and seen as the “diamond lane” for acceleration
Time: 1 minute
Intent: Introduce the key shifts in the ELD standards.
Talking points:
How many of you had the opportunity to read the ELD standards? Please raise your hand if you are familiar with the new California ELD standards.
Slide 4, 6, & 9 only include three of the key shifts. The remaining shifts can be found in Appendix B of the ELD standards.
Spycher, 2012

9. ELD Standards Time: 1 minute
Intent: Show this visual image of the role of the California ELD standards in relation to English learners’ instruction and expectations.
Talking point:
ELD standards are helping English learners accelerate their language development and academic success just like the cars in the diamond lane are helping the drivers and passengers accelerate their speed.

10. Key Shifts
1999 CA ELD Standards
From…
2012 CA ELD Standards
To…
Simplified texts and activities, often separate from content knowledge 
Complex texts and intellectually challenging activities with content integral to language learning
Time: 1 minute
Intent: Introduce the key shifts in the ELD standards.
Talking points:
What are some examples of intellectually challenging activities? Some of you might still remember Building Background Knowledge (BBK) or activities within a Project Based Learning unit.
Spycher, 2012

11. Key Shifts Sentence to unpack:
Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.
Time: 1 minute
Intent: Provide an example to unpack the meaning in a densely packed text
Talking points:
This is an example of a sentence that is typically found in textbooks.
How can teachers provide access to English learners?

12. Key Shifts Meaning:  Pollution is a big problem around the world.
 Many countries are doing something
about pollution.
 Pollution destroys the environment.
 The health problems are really serious.
Time: 1 minute
Intent: Provide an example to unpack the meaning in a densely packed text
Talking points:
The teacher can model the process of unpacking densely written text.
These sentences illustrate the meanings that contain in a densely packed sentence.

13. Key Shifts
1999 CA ELD Standards
From…
2012 CA ELD Standards
To…
Instruction that treats reading, writing, listening, and speaking as isolated and separate skills 
Instruction that artfully integrates reading, writing, speaking and listening, and language
Time: 1 minute
Intent: Introduce the key shifts in the ELD standards.
Talking points:
What are some key words you notice from the key shifts? content, integrate,
I would like to point out that as an educator, I have been used to departmentalizing my thinking about the standards as listening, speaking, reading, writing and language modes. Now the organization of the new ELD standards is completely different from my old way of thinking.
Spycher, 2012

14. Key Shifts Listening and Speaking Reading Writing 
1999 CA ELD Standards
From…
2012 CA ELD Standards
To…
Listening and Speaking
Reading
Writing 
Part I: Interacting in
Meaningful Ways
Part II: Learning About How
English Works
Part III: Using Foundational
Literacy Skills
Time: 1 minute
Intent: Introduce the key shifts in the ELD standards.
Talking points:
The elements of the new ELD standards reflect the new shift.
The parts of the ELD standards reflect the shift in integrating reading, writing, speaking and listening. The shift from Listening and Speaking is not Part  I– Interacting in Meaningful Ways and Reading is not Part II; but all of the parts of the ELD Standards.
Spycher, 2012

15. New CCSS Paradigm: language is central to all academic areas
SCIENCE
History
Social Studies
MATH
Language*
Time: 1 minute
Intent: Introduce the role of language in understanding content
Talking point:
Understanding language is the thread across the content areas.
Students are expected to learn high utility words and discipline specific words.
*• instructional
discourse
• expressing and
understanding
reasoning
LANGUAGE
ARTS
Olsen, 2013

16. What do the shifts in the ELD Standards mean for me?
ELD Standards working in tandem with ELA and other content standards and seen as the “diamond lane” for acceleration
Complex texts and intellectually challenging activities with content integral to language learning
Instruction that artfully integrates reading, writing, speaking and listening, and language
Select a shift and explain its possible implication/consequence on your work
I selected …
I think an implication/consequence on my work will be...
Time: 10 minutes
Intent: Provide an opportunity for the participants to think about how the key shifts in ELD standards relate to them.
Talking points:
Each participant has to select a shift and share an implication for their work.
Allow each participant to respond to the prompt in small table groups.
Invite two to three volunteers to share their responses.
I selected ELD Standards working in tandem with ELA and other content standards and seen as the “diamond lane” for acceleration.
I think the implications for my work are that I need to learn more about the ELD standards and find ways to integrate them into my teaching.

17. ELD Lesson Grades 6-8 Intermediate Level
Total Number of ELs: 25
6 Early Intermediate
15 Intermediate
4 Early Advanced
Length of Lesson: Two periods of 60 minutes for three days
Topic: Oral presentation based on The Circuit by Francisco Jimenez
Time: 3 minutes
Intent: Provide an example to show ELD standards in action.
Talking points:
This has been a brief introduction up to this point. You may want to dive into the ELD standards now and see what they look like.
Instead of showing you the organization of the standards, we will show you a short video so that you can see how a classroom looks and sounds when the ELD standards are applied in an ELD lesson.
This is a strategy for us to flip the instructional sequence so that we have a clear picture of what it looks like first.
Point out that the students had completed reading the novel.
The focus of the group presentation is a culminating project.
The teacher sought student input on who they would like to work with as a team prior to grouping the students.
At this point of the lesson, each team already had the opportunity to select their favorite chapter in the novel and select their project. The team had five choices: Act It Out (writing a script), Picture It (using a picture book), Talk Show, Lessons Learned (using keynote presentation), and Inspired (using poems or songs).
You will see the teacher reviews the rubric, then the teams will share their presentation. After each presentation, their peers will use a rubric to rate the presentation and provide feedback orally.

18. CCSS ELA Standard Presentation of Knowledge and Ideas
Grade 6: SL. 4 Present claims and findings
a. Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transition to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion.
Time: 1 minute
Intent: Show the corresponding 6th grade Speaking and Listening ELA standard.
Talking points:
Even though this is an ELD class, the content is aligned to the ELA Common Core State Standards.
Remind participants that the skills taught in the ELD lessons can enable English learners’ participation in content classes.

19. ELD Lesson: Through the Lens of the CCSS
Watch the video and record evidence that demonstrates alignment to CCSS and 21st century skills on the note-taking guide.
Time: 2 minutes
Intent: Participants identify evidence that demonstrates alignment to the Common Core and 21st century skills in this lesson.
Talking points:
Provide directions on what to look for. Look for the alignment in the standards (listening, speaking, reading, writing, language and literacy; Do students have the opportunity to communicate and be critical thinkers?)
Point out that it is critical for all students to have full access to the content, rigor, and 21 century skills.
Participants take notes on the left column of the Common Core and English Language Development note-taking guide
Review the four Cs: Critical thinking, creativity, collaboration and communication.

20. Time: 1 minute
Intent: Participants take notes as they watch the video and debrief after watching the video.
Talking point:
Remind participants to take notes on the note-taking page.

21. Through the Lens of the CCSS
Time: 12 minutes
Intent: Show the video

22. Time: 7 minutes
Intent: Debrief the video observation
Talking points:
Allow participants 2 minutes to jot down their notes and 4 minutes to discuss their observations with their table groups
Invite volunteers to share their observations on CCSS and 21st century practices
Students were given choices for their project
Students collaborated in teams
Students had the opportunity to interact with each other during the creation of the project
The nature of the assignment provided opportunities for students to communicate with each other in meaningful ways
Students applied their creativity to create their project
Students applied four Cs – creativity, collaboration, communication and critical thinking
Students used rubric to evaluate their peers’ and their own team’s presentations
Students self-reflect on their team’s performance and their own contributions

23. A Comprehensive System for Increasing English Learners’ Academic Achievement
Through A.L.L. we provide PD and coaching to help teachers with the implementation of equitable and research based strategies.

24. What is A.L.L.?
A.L.L. is a multi-year comprehensive system designed to build instructional leadership and teacher efficacy to apply research-based practices in classrooms that lead to increased language proficiency and academic achievement for English learners.
Facilitator’s Notes
Refer to the top of the A.L.L. Core components chart
Core Beliefs
• A.L.L. implementers hold high expectations for students through the use of equitable practices, collaborative norms, and culturally and linguistically responsive approaches.
• A.L.L. is independent of personnel evaluation. It requires substantial time and support to reach full, expert-level implementation.
Operating Principles
The A Look at Learning system operates on program independence, purposeful use of materials, flexibility, and research-based content that is aligned with the California Standards for the Teaching Profession (CCTC, 2009).

25. A Look at Learning Cycle
Facilitator’s Notes
Observation Guide page 37
Explicitly state the connection between the ALL Core Components and Implementation Stages.
Research indicates that the most important influence on student outcomes is the quality of the instruction.
The A Look at Learning cycle is a collaborative process to be used by collaborative teams or in coaching sessions to directly improve instruction. Collaborative teams may be comprised of a teacher and an observer, or teachers meeting in department or grade-level teams. The cycle follows the repetitive steps for continuous improvement and learning. It consists of four steps.
It begins with thoughtful planning. Teachers Plan a lesson together.
During the Teach stage, teachers teach the team-designed lesson in their classrooms and strategically use the pre-identified strategies.
In the Analyze stage, teachers get together to exam student work, and performance data.
The final stage is Reflect/Act. Teachers reflect about their practices and observations of student learning in collaborative teams. Then they determine their next steps.
Teacher collaboration and reflection are the key components in the A Look at Learning cycle.

26. Planning is everything.”
Planning to Plan!
“Plans are nothing;
Planning is everything.”
Dwight D. Eisenhower
Turn to your neighbor: What does this quote mean to you? Share out!
This quote reminds us that the process of planning is JUST as important as the plan. Hence why we all have binders and books and guides full of lesson plans, but our most effective instruction is usually when we take the time to plan our lessons ourselves.

27. Going Deeper with Planned Language Production
Everyone speaking with support
Everyone is accountable
Teacher-Whole Class
Small Group
Partners
Individual
Use example of Gisela….

28. Examples of Non-Accountable Responses
Who knows what _______ means?
Can anyone tell me_______?
Who has an example of ______?
Would anyone like to share?
Share your answer with your neighbor.
Discuss these questions in your group.
Anytime we “call on someone” (with or without sticks)
Confessional: My Name is _________ and I use non-accountable responses in my classroom.
Please raise your hand if you share my problem.

29. Frames vs. Stems Why do we need them? What is the difference?
Sentence frames TEACH language
Sentence stems or starters elicit student thinking

30. Unstructured Prompt without a Frame or Starter
Prompt: How does your best friend get to school?
Students do not ask each other the prompt. They just answer the question.
Answers:
She take the bus.
He walking to the school.
He ride his bike.
She drived with her mom.

31. Sentence Starters…
Provide little structure for accurate asking or response
Leave it to students to figure out how to construct the sentence
Often result in erroneous language use.
Non-example:
Prompt: How does your best friend get to school?
Starter: My best friend____________________.
walking at the school
walks to the school
walked to school

32. Sentence Response Frames with a word bank and structured partners
A: How does your best friend get to school?
B: My best friend ______s to school.
Verb Bank: (present tense +s)
walks
rides her bike
gets a ride
Sufficient structures to ensure specific accurate practice and response.

33. Sentence Response Frames with prompt, frame, and parts of speech
A. How does your friend get to school?
B. My friend verb to school adverb.
Verbs Adverbs
walks frequently
rides her bike sometimes
takes the bus often
gets a ride

34. Stem & Frame Resources
Look over the stem and frame resources in your packet.
Note how they are different.

35. Quick Quiz: Frame or Stem?
I discovered…
The differences between _____________ and ____________ are____________( with prompt and word bank)
The writer mentions _______________________ and illustrates the point by emphasizing that ____________________________ (used after brainstorming).
I agree with _______’s idea and I’d like to add __________.
Show your answering using the sign language sign for S Or F

36. The key is to make an intentional instructional decision…
Am I trying to start discussion?
Am I trying to teach language? If so, what kind of language?
Would a sentence frame stifle creativity?
Would a sentence stem be too open?

37. PLP During the Opening & Presentation
How can we include Planned Language Production opportunities while using the following strategies in a lesson:
Choral Response
Echo Repeat
Turn to a partner
Hand motions
White boards or writing
I could use the _______ PLP strategy in my classroom when ___________________.
I would adapt the ______ PLP Strategy by ___________________
Often when we are going over procedures or the objective, students are passive (think about my student Gisela).
When it comes time to do the assignment they are uncertain what to do. There are lots of language production and Content opps. Within this period of time
Remember 10 and 2!

38. The “How” of the PLP: Choosing a Language Production Routine
Once you have your frame or your stem, you must determine how students will practice…
Small Group
Student to Student
Student to Teacher
In order for students to become fluent and proficient we must give them opportunities to practice their new language. This handout has some examples of ways to have students practice. The key here is NOT To have the call on. All of these examples involve every student in the classroom speaking and practicing. After this time, the teacher may want to invite a few students to share, but that happens after the practice time.

39. Strategies in Action
Think about examples observed in the video of Planned Language Production opportunities or the use of sentence stems or sentence frames…
An example of ________ was…
Another example of ____ was…
I’d like to add another example…

40. Language is a Vehicle to Understand Content
“Learning subject matter and work skills involves using language to structure understanding and core knowledge, to connect concepts with other understanding, and to practice multiple literacy skills within meaningful content-rich activities.”
Alliance for Excellent Education, 2012

41. CCSS alone do not provide a pathway towards English proficiency for ELs
New English Language Development standards aligned to the CCSS (adopted November 2012)
Implementation of CCSS must be accompanied by full implementation of the new ELD standards
Olsen, 2013

42. Register
“The type of language we use in particular situations when communicating with a particular set of people to meet the expectations of a particular context”
Spycher, 2012

43. Resources A Look at Learning
California English Language Development Standards
eStandards App
Resources from Dr. Kate Kinsella
Time: 1 minute
Intent: Share resources with participants
Talking points:
Reiterate that the ELD standards should be used in tandem with the ELA and content standards to provide English learners access to the content while developing language.
Share the resources on the slide.