1. San Diego Unified School District
Office of Language Acquisition

2. Instructional Framework for English Learners
Reading/ Lang. Arts
Math
History/
Social Studies
Science/
Health PE
Art
Explicit language Instruction for Content Learning: QTEL
Purpose Focused language support to equip students to construct and express meaning. This is based on an analysis of cognitive and linguistic demands of upcoming content instruction.
Content Determined by grade level content objectives and students’ English language knowledge.
Focused ELD
Purpose:
Develop a solid language foundation
Content:
Follows scope and sequence of language skills in functional contexts
Organized by level of English proficiency
 Comprehensible Delivery of Content Instruction: QTEL
Utilizes instructional techniques to make content comprehensible.
Creates meaningful contexts for language use and provides multiple opportunities for practice and application.
Maximizes teachable moments throughout the entire instructional day for both content and language.
Our instructional framework for K-5 students includes a specific time of the instructional day devoted to proficiency level based ELD instruction for the purpose of building a strong language foundation.
We also use the QTEL approach to develop deep content and language knowledge.

3. What is QTEL? What do you say when someone asks you, “What is QTEL?”
QTEL is a principled approach that supports English learners’ access to grade level content and academic language development.
The QTEL approach emphasizes quality interactions in a three part lesson design.
English learners are viewed as capable and legitimate participants in the classroom community.

4. Principles of Quality Teaching for English Learners
Sustain Academic Rigor in teaching English Learners
Hold High Expectations in teaching English Learners
Engage in Quality Interactions with English Learners
Sustain a Language Focus in teaching English Learners
Develop Quality Curricula for teaching English Learners
The research based principles guiding our work include…
You’ll notice a theme of high challenge with high levels of support. QTEL is not about expecting less for our EL’s and assigning simpler assignments.
It’s about maintaining grade level expectations and designing lessons with high levels of support that promote quality interactions and opportunities to learn language and content.
Our job is to use the principles as a tool to reflect on and strengthen our own practice

5. Expanded ZPD Resourcefulness, Self-access Scaffolding: Modeling… SELF-
Assistance from more capable peers or adults
Inner Resources: knowledge, experience, memory, investment
Interaction with equal peers
Interaction with less capable peers
REGULATION
SELF-
Scaffolding:
Modeling…
Resourcefulness, Self-access
“Docendo discimus” (We learn by teaching)
“If one member of a dyad undergoes developmental change, the other is also likely to do so”
(Bronfenbrenner 1979:65)
Van Lier, 2003
Vygotsky characterized learning in the ZPD as being co-constructed by the learner and the teacher, a more capable adult or peer. Van Lier’s esearch about language learning shows that scaffolding occurs in multiple ways.
Explain expanded ZPD. Make the point that the partner and group tasks they will engage in during the institute illustrate how scaffolding occurs in this expanded ZPD
Notes about what I will say:

6. Two Elements of a Scaffolding Task:
Conventionalized structure that is constant and flexible
Interactional process, jointly constructed moment to moment
Therefore:
The structures facilitate the interaction. It’s in the interaction where content and language knowledge is developed and expanded.
The idea here is that the structure supports the process just as building scaffold support activity.
Structure:teachers scaffold as they prepare tasks for their students, know what they are good for, decide when they are appropriate, how they connect to each other
Interactive process: teachers scaffold as they support students’ interactions

7. Exploring the Role of Point of View in Argument: Grade 5
PRIORITY STANDARDS:
Identified on the Unit 5 pacing guide.
OVERVIEW:
Students will learn to identify and compare/contrast different points of view across multiple texts to form and support their own opinions. Students will also be required to write their own opinion piece.
TEXT:
Several articles and a video addressing the “Toilet to Tap” recycling program.
Zooming into a grade 5 unit that was recently developed

8. 3 Moment Lesson Design Preparing Learners Interacting with Texts
Extending Understanding
Scaffolding Tasks:
Content and Language Learning

9. Preparing Learners Goals
Activate prior, relevant knowledge related to key concepts
Establish an interest in and focus for the lesson
Introduce a few of the most essential words, in context
Promote perspective and
community building
Preparing:
An invitation into the learning. Make students care. Motivation is critical in building new understandings.
Activate prior knowledge so the students begin to connect their personal experience as well as background knowledge to the central ideas in the text.
Focus attention on key concepts/vocabulary to set the context and the purpose for learning.

10. Preparing Learners Quick Write
There are two sides to every story. Think about a time when something happened and you saw it differently than someone else.
What happened and how did you feel?
Students begin to develop a voice in the class
Participants give quick, gut-level reactions to a prompt that reflects the central idea of the text..
The goal is to capture first impressions, memories or feelings.
Linguistic correctness is not important.
Bridging: this task provides a personal connection to the theme.
Contextualization: creates a clear experiential environment that familiarizes new concepts.

11. Preparing Learners Anticipatory Guide
1. Think independently about the 5 statements and mark whether you agree or disagree. Be prepared to provide a reason.
2. Take turns explaining why you agree or disagree with each statement, using the formulaic expression provided.
Purpose:
Activate background knowledge and prior learning around key ideas and vocabulary related to the text
Helps learners establish a link between personal experiences and the upcoming content
While students discuss their reasons for agreeing and disagreeing, they make connections and build on their learning
Statement
Opinion
Explain your thinking
Agree
Disagree
I agree/disagree with this statement because…
If scientists said they could make toilet water potable, that is, safe for human consumption, then I would drink it.
There is a worldwide water crisis.
There is usually only one solution to any problem.
Understanding different points of view or other perspectives helps me form my own opinions.
If a group of scientists claim something is safe, then it must be true.

12. Interacting with Text Goals
Deconstruct the text, focus on understanding a chunk
Reconnect the analyzed chunk to the whole
Establish connections between ideas within the text
Students analyze text in manageable chunks.
Interact with the text in order to develop conceptual understanding and through quality interactions students appropriate the academic language needed to express their understanding
Reconstruct the text to make meaning across the text as a whole

13. Controversy Swirls around Toilet-to-Tap Project
Article
Controversy Swirls around
Toilet-to-Tap Project
by Lindsey A. Greene
Adapted from: Environmental Health Perspectives,
VOLUME 108, NUMBER 10, October 2000

14. Vocabulary Notebook Preview key vocabulary in context.
Teacher reads key word
Students repeat the key word
choral read the source sentence.
Word & Translation
Source Sentence
Sketch
Definition
Synonym/Antonym
proposition
 California officials are receiving a tidal wave of reactions to a proposition to reclaim wastewater for drinking purposes.
potable
Supplementing potable water with reclaimed water is not a new concept for California.

15. Listening with a Focus Section 1, Paragraphs 1-4
Interacting with Texts:
Listening with a Focus
Section 1, Paragraphs 1-4
Why are some California cities looking to make reclaimed water potable?
One of the reason for reclaiming wastewater for drinking purposes is ...
The article states ...
Purpose: Focus Questions
signal to students the important information in the text.
provide ELs with a schema, connection of key ideas, for the reading
Helps students tolerate ambiguity

16. Listening with a Focus Section 2, Paragraphs 5-6
Interacting with Texts:
Listening with a Focus
Section 2, Paragraphs 5-6
What do opponents and supporters claim about the Toilet-to Tap project?
Opponents/Supporters claim ...
Supporters claim … On the other hand, opponents claim ...
Those who support/don’t support … state ...
Purpose: Focus Questions
signal to students the important information in the text.
provide ELs with a schema, connection of key ideas, for the reading
Helps students tolerate ambiguity

17. Listening with a Focus Section 3, Paragraph 7
Interacting with Texts:
Listening with a Focus
Section 3, Paragraph 7
What does one researcher propose as an alternative to the project?
___ proposes/suggests …in order to ....
According to __, … are all possible alternatives to …
Purpose: Focus Questions
signal to students the important information in the text.
provide ELs with a schema, connection of key ideas, for the reading
Helps students tolerate ambiguity

18. Vocabulary Notebook Revisited
Students work collaboratively to:
Define key vocabulary words
Determine a synonym, antonym or amplification of the word
Sketch an image.
Word & Translation
Source Sentence
Sketch
Definition
Synonym/Antonym
proposition
 California officials are receiving a tidal wave of reactions to a proposition to reclaim wastewater for drinking purposes.
potable
Supplementing potable water with reclaimed water is not a new concept for California.

19. Source: Who stated this?
Interacting with Texts
Graphic Organizer
Teacher models how to gather information for the graphic organizer.
Students work collaboratively to complete the graphic organizer for each article.
Argument
Evidence
Source: Who stated this?
Supporters
Opponents
Purpose: Graphic Organizer
signal to students the important information in the text.
provide ELs with a schema, connection of key ideas, for the reading and writing
Helps students tolerate ambiguity

20. Extending Understanding Goals
Apply new learning to novel situations
Re-create text in a new genre or create new text to represent new understanding
Take a critical stance, evaluate
Extending Understanding
Apply learning to novel situations.
Take a critical stance expressing perspective on the new learning
Re-present the text in a new genre
Student reflects and evaluates learning.

21. Extending Understanding Collaborative Poster
Reach consensus on an image, a quote, and an original phrase that represents the point of view you’ve been assigned.
Produce a poster that best represents your assigned point of view and includes:
An original phrase or sentence
A quote from the text, cited
One image or drawing
Each participant uses a different color marker and signs the poster for accountability purposes.
Extending Understanding
Apply learning to novel situations.
Take a critical stance expressing perspective on the new learning
Re-present the text in a new genre
Student reflects and evaluates learning.

22. Collaborative Poster Presentation
Group Presentations
Collaborative Poster Presentation
Each member contributes and explains the rationale for their choices.
We chose this ___ because…

23. Extending Understanding Opinion Piece
Collaborative to Independent
1. Model
Purpose, text structure and language of genre
2. Co-construction of genre.
3. Independent application:
Refer to end of unit writing goal, Task 3
Genre approach to writing.
Through this process students are positioned to be able to write an opinion piece of their own.

24. Reflection
QTEL is considered a high challenge, high support approach to develop deep content and language learning. Explain the rationale for this.
Include the following in your discussion:
3 Moment lesson architecture
Deliberate sequencing of tasks
Scaffolding tasks as structures to facilitate a process
Expanded ZPD
Preparing:
An invitation into the learning. Make students care. Motivation is critical in building new understandings.
Activate prior knowledge so the students begin to connect their personal experience as well as background knowledge to the central ideas in the text.
Focus attention on key concepts/vocabulary to set the context and the purpose for learning.

25. Next Steps
Bring materials to plan a series of lessons using the QTEL approach.
Things to consider:
Are you involved with a PLC?
Are you currently working with a certain content area or grade level?
Is there another ELST you can collaborate with during the planning time?