1. New English Language Development and Common Core State Standards Institute
Creating Common Core ELD for Long Term English Learners in the Secondary School Grades: Course Design & Instruction and Collaboration Across Disciplines
June 28, 2013

2. Introductions
Laurie Olsen, Ph.D. Director of the Sobrato Early Academic Language (SEAL) initiative

3. English Learner Typologies
Newly arrived with adequate schooling (including literacy in L1)
Newly arrived with interrupted formal schooling - “Underschooled” - “SIFE”
English Learners developing normatively (1-5 years)
Long Term English Learner

4. Review: Key elements Urgency, acceleration and focus on distinct needs
Language development is more than literacy development – LTELs need both
Language development + Academic gaps
Crucial role of home language
Rigor, relevance, relationships
Active engagement
Oral language and Academic language
Writing
Integration

5. Reparable Harm Recommendations
Specialized ELD or LTEL language class (aligned to new ELD standards)
Clustered in heterogeneous classes mainstream academic classes with differentiated SDAIE strategies used
Explicit language/literacy development across the curriculum
Emphasis on engagement, oral language and academic language, study skills, rigor
Native speakers classes (through AP)

6. The Specialized LTEL Class

7. The “LTEL” Course
52 districts have created/adopted some kind course for LTELs in middle school and/or high school
Variety of “buckets” and intentions: ELD for LTELs; English support classes; academic language; academic intervention/support; SDAIE English for LTELs
Range of materials, programs, approaches drawn upon – and diverse combinations of components

8. Four case studies
Tracy Unified School District: “ALAS” class paired with regular English class
Arroyo Valley High School (San Bernardino): schoolwide approach
Anaheim Union High School District: High school special ELD IV class; middle school support class
Ventura Unified School District: Multiple placement options

9. Essential components Oral language Student Engagement
Academic Language
Expository text (reading and writing) plus other genres
Consistent routines
Goal Setting
Empowering pedagogy
Rigor
Community and Relationships
Study Skills

10. Materials/Curriculum
Major challenge
Drawn from existing materials, added supplementary and created additional materials
Needs to be relevant, high interest, age appropriate
Needs to incorporate whole books
Curriculum explicitly provides opportunities for active engagement
Curriculum should touch on all essential components
Materials should align and connect to core academic courses

11. Structural Considerations
Smaller class size
More fluid pacing guide
Dedicated LTEL class just for LTELs
Attention to maximizing graduation credits and fulfillment of the A-G
Same teacher for dedicated LTEL class as for core English class (?)
Careful teacher selection/assignment

12. Language development across the curriculum

13. Language development across the curriculum
Attention to the language demands of academic subjects
Use of language objectives to focus instruction for ELs
Use of “scaffolds” to bolster comprehension and access to content (e.g., visuals, primary language resources, graphic organizers)
SIOP, Constructing Meaning, GLAD, ELLA, SDAIE strategies

14. Native speakers classes

15. Does introducing native language instruction in secondary schools have benefit?

16. The case for Native Language classes
Activates the language system facilitating meta-linguistic benefits
Bolsters English
Can increase college preparation and college-going rates
Develops skill with personal, family, labor market and societal benefits
Addresses identity and culture

17. ELD Interventions

18. Lennox School District
After school ELD intervention
Project based journalism series for
“emerging LTELs” (English Learners in grades 3 – 7, been in district at least four years, at CELDT Levels I, II or III)

19. Project-based, student centered curriculum focusing on speaking/listening, collaborative practices and authentic writing – integrating language learning with content learning
Journalism: focused writing and technology – and genre specific syntax
Community partnerships: real word application/fieldwork
Active engagement
Strong language models
Authentic opportunities to connect language with students communities and social realities

20. Eleven week cycle
Two days a week for two hours each day
Small groups (4-7 students per teacher)
Community business/location for fieldwork
Culminating project: publication of Lennox Voices newspaper

21. Professional development
ELD Standards
Vocabulary development, oral language development in context of journalism (questioning, interviewing, paraphrasing, synthesizing information, collaborative planning), lesson planning, journalism as a genre
Selecting expository reading materials to support research and inquiry
Differentiating ELD instruction
Use of varied grouping strategies

22. Looking closer at what ELD for LTELs in the Common Core era looks like

23. Dedicated ELD + ELD across all academic areas
MATH
SCIENCE
ELD*
These are exciting aspects of the Common Core that should resonate with what I have been describing as the work to be done to address LTEL challenge…..
LANGUAGE ARTS
SOCIAL STUDIES

24. Interacting in Meaningful Ways Learning How English Works
CALIFORNIA NEXT GENERATION ELD STANDARDS aligned to the Common Core ELA
LANGUAGE MODES
Interacting in Meaningful Ways
LANGUAGE PROCESSES
Learning How English Works
Collaborative
Interpretive
Productive
Structuring Cohesive Texts
Expanding and Enriching Ideas
Connecting and Condensing Ideas
Language as meaning making
Language in ACTION
Critical Thinking
Language in and through academic learning
VERY EXCITING
Emerging Expanding Bridging
Using Foundational Literacy Skills

25. “SCAFFOLD” Frayer Vocabulary Model Begin with Examples (quadrant 1)
Brainstorm related non-examples (quadrant 2)
Essential characteristics (quadrant 3)
Construct a definition (quadrant 4)
Discuss “scaffolds” for English Learners

26. THE ELD STANDARDS….
Guide for all teachers to support access to academic content and participation in academic classes for diverse ELL students along continuum towards proficiency
Guide for all teachers to focus on academic and discipline specific English – what it is, how it works
Guide for dedicated ELD instruction
Guide for collaboration between ELD and content teachers

27. TRANSITIONING TO NEW ELD
Dedicated ELD class
Other academic courses
Transition Level 1
Continue using current program – try to infuse engagement, oral language; Learn about new standards
Teachers use SDAIE strategies to promote access; teach academic vocabulary; learn new ELD standards
Transition level 2
Can use existing scope and sequence, ELD routines, but begin to build in academic content from another subject; more focus on key new ELD standards
Begin to plan small group scaffolds in assignments, preview/review appropriate to level; Deepen learning about scaffolding
Transition level 3
ELD that is connected to and responsive to academic demands and materials – allowing for deeper linguistic focus, practice
ELD differentiation is regular feature of classes; focus on academic language development
COLLABORATION BETWEEN ELD AND OTHER TEACHERS

28. APPLICATION
Identify language features English Learners need to understand that they encounter in academic text
Construct the LANGUAGE lesson that scaffolds their understanding of that language feature using the ELD standards as guidance

29. Connection/Collaboration
During ELD time, work on the linguistic features ELLs need in order to access academic content – informed by and sometimes using material from the rest of the day
During the rest of the curriculum, teacher awareness of ELD standards and linguistic demands of the content guides the kind of graphic organizers, vocabulary focus, scaffolding, differentiated prompts and activities needed to support ELL access

30. ELA Example: Frederick Douglas excerpt
CCS Grade Literary Response and Analysis: Students read historically significant works of literature that reflect and enhance their studies of history. They clarify the ideas… Analyze characterization through a character’s actions, the narrators description….
ELD Standard Part II.A.b. “Cohesion” Apply basic understanding of how ideas, events or reasons are linked throughout a text using everyday connecting words or phrases.

31. Heavy scaffold At first, Mistress Hughes was a kind, pious, warm and tender-hearted woman. Later, she treated me as though I were a brute. Her lamblike disposition gave way to one of tiger-like fierceness.

32. Medium scaffold More variety of connecting words and phrases
In the beginning, at first, initially…..
However, due to… as a result of… as a consequence of…. because of…..
In the end, later, over time……

33. Light scaffold My mistress, who had kindly commenced to instruct me, had, in compliance with the advice and directions of her husband, not only ceased to instruct but had set her face against my being instructed by anyone else.