1. A Relationship Worth Cultivating The New Language Standards Center for the Education and Study of Diverse Populations at New Mexico Highlands University NMABE Institute January 26, 2010

2. 2 Please, my teacher, open up your...... heart to care ever more deeply for us; mind to think ever more creatively about ways of helping us learn; mouth to seek fresh ideas and feedback (including from us!); and classroom to join colleagues and parents in a thriving community where as teachers, parents and children together we strive to reach our potential. okay?

3. Objectives Review Propose Apply Question Systems Networking Language and Content 3

4. 4 Results from Consensogram

5. 5 Arming Yourself with Research Academic Language and Thinking Sheltered Instruction ELD Standards

6. Academic Language and Thinking: What Researchers Say Kinsella (2005) As colleagues, we need to have a united, sustained, and informed vision about how we are going to tackle the monster of academic language. Zwiers (2005) defines academic language as, “…the set of words and phrases that describe content-area knowledge and procedures; language that expresses complex thinking processes and abstract concepts; and language that creates cohesion and clarity in written and oral discourse”. Scarcella (2008) states that academic language is the language of power. Students who do not acquire academic language fail in academic settings. 6

7. “Brick and Mortar” Dutro and Moran, 2003 "Brick" words are the vocabulary specific to the content and concepts being taught and include words such as: government, mitosis, metaphor, revolt, arid, revolution, etc…. "Mortar" words are the words that determine the relationships between and among words. 7

8. What is Academic Language? Zwiers, 2008 8 Content vocabulary (bricks) Terms that travel across disciplines Grammar & organization Content vocabulary (bricks) Hypothesize Evidence Analyze Justify Critique Compare Academic Metaphors Text structure Transitions Pronouns Clauses Word order U-turn terms Punctuation

9. Students need chances to authentically communicate about: 9 Abstract concepts Complex ideas Higher- order thinking processes

10. Academic Language & Thinking Strategies When? 10 Communication Literacies or Language Domains SpeakingReadingWriting Listening

11. 3 Ingredients for Acquiring Language & Content 11 Input Output Co-construction of Meaning

12. 12 Sample of 5 th Grade Text A gentle, modest man, Grant brought a quiet dignity to the White House. During the Civil War, he had disliked the fancy trappings of high military rank. As president, he refused to take advantage of his position. When he received a $20.00 speeding ticket for driving his carriage too fast, he paid for it. Yet, Grant was not able to impose his standards to other members of the Republican Party. Despite his promise of peace, Grant’s presidency was plagued by political conflicts, corruption, and scandal.

13. 13 5 th Grade Text Through the Lens of Academic Language and Thinking A gentle, BLAH man, Grant brought a quiet BLAH to the White House. During the Civil War, he had disliked the fancy BLAH of high military BLAH. As president, he refused to take BLAH of his position. When he received a $20.00 speeding ticket for driving his carriage too fast, he paid for it. Yet, Grant was not able to BLAH his BLAH to other members of the Republican Party. Despite his promise of peace, Grant’s presidency was BLAH by BLAH, BLAH, BLAH and BLAH.

14. The Need for Meaningful Planning and Instruction To learn academic styles in school, students must be immersed in rich activities in which academic language is modeled and used in purposeful and meaningful ways. (Gee, 2009) 85% of class time was devoted to lecture, question and answer, and seatwork. (Nystrand, 1997) Teachers encouraged elaborations, but only 16% of the paired interactions were beneficial to learning. (Staarman, Krol & Vander Meijden, 2005) English learners spent only 4% of the school day engaged in talk; and 2% of the school day discussing focal content of the lesson. (Arreaga-Mayer & Perdomo-Rivera, 1996) 14

15. Academic Language in Action 15

16. Sheltered Instruction What is sheltered instruction? Why is it necessary? 16

17. 17 Defining Sheltered Instruction What Researchers Say Sheltered instruction is an approach for teaching content to English Language Learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development. (Echevarria, Vogt, and Short 2008).

18. 18 Defining Sheltered Instruction What Researchers Say Sheltered instruction combines both tried-and- true instructional techniques that characterize what experienced educators know as good teaching practices and instruction specially designed to meet the linguistic and educational needs of immigrant and nonimmigrant second- language learners in U.S. schools (Kappa Delta Pi, 2008).

19. 19 Defining Sheltered Instruction What Researchers Say Sheltered instruction is an approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they will need for graduation (Echevarria, Vogt, and Short 2010).

20. Eight Core Components of High Quality Sheltered Instruction Cultivating A Relationship Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Review / Assessment

21. Sheltered Instruction Two essential tenets of the instructional model include: Content Objectives; and Language Objectives. What do these concepts mean to you? Which one is done consistently? How is this related to our dialogue this morning? 21

22. Sheltered Instruction Building Background Schema Theory How is this related to our dialogue this morning? Do we know if this is done? 22

23. Sheltered Instruction Comprehensible Input Speech Wait time Clarity How is this related to our dialogue this morning? Do we know if this is done? 23

24. Sheltered Instruction Strategies Graphic Organizers Questioning Think -Alouds How is this related to our dialogue this morning? Do we know if this is done? 24

25. Sheltered Instruction Interaction Cooperative Grouping Think Aloud Co-construction of Meaning / Negotiation of Meaning How is this related to our dialogue this morning? Do we know if this is done? 25

26. Sheltered Instruction Practice and Application Integration of all Language Domains Opportunities for Authentic Conversations Related to Content Allow for Differentiation of Instruction How is this related to our dialogue this morning? Do we know if this is done? 26

27. Sheltered Instruction Lesson Delivery Content and Language Objectives Student Engagement Pacing of Lesson How is this related to our dialogue this morning? Do we know if this is done? 27

28. Sheltered Instruction Review and Assessment Formative Summative Meaningful Feedback How is this related to our dialogue this morning? Do we know if this is done? 28

29. A QUICK REVIEW OF THE NEW ELD STANDARDS Center for the Education and Study of Diverse Populations at New Mexico Highlands University

30. “Children are capable of high level thinking regardless of their language level.” Margo Gottlieb, Ph.D., WIDA Lead Developer, 2009 30 A Reminder

31. 31 A Reminder The redesigning of New Mexico’s ELD Standards will provide educators with a resource to enable English Language Learners to acquire the language requisite to succeed linguistically and academically (NMELD Standards, 2009).

32. 32 A Reminder Learning content means learning the language of that content area (Schleppegrell, 2004).

33. NM English Language Development Standards They are first and foremost language standards. 1. Social and Instructional Language 2. The Language of Language Arts 3. The Language of Mathematics 4. The Language of Science 5. The Language of Social Studies

34. Organization of the Standards 2 Frameworks 5 English Language Proficiency Standards 5 Grade Level Clusters 4 Language Domains 5 Levels of English Language Proficiency 200 Example Topics and strands of Model Performance Indicators (MPIs)

35. MPI

38. Transformations

42. Operationalization of Standards Step 1: Determine English Language Learners’ Current Language Profiles Step 2: Analyze the Language Demands of a Content Topic Step 3: Match ELD standards to language demands, and decide whether and which transformations are necessary. Step 4: Develop content and language objectives.

43. Operationalization of Standards Step 5: Differentiate Instructional and assessment activities by the students’ levels of English language proficiency. Step 6: Plan for instructional supports and don’t use the same ones all the time. Step 7: Review evidence of language learning (formative assessment, ACCESS testing) and decide next steps.

44. 44 12.5 Minute Break

45. What is the intent? How? For whom? Is this extra? What part of our professional routine(s) are the new ELD standards intending to affect?

46. Lesson Preparation What: For maximum learning to occur, planning must produce lessons that enable students to make connections between their own knowledge and experiences, and the new information being taught. Why: Lesson planning is critical to both a student's and teacher’s success. When: Every lesson How: Adaptation of content Meaningful activities Use of supplementary materials

47. 47

48. 48 Lesson Planning Through a Different Lens For whom? All children! How? Consider the language demands of the content of the lesson. Why? Content and language have had and will continue to have an inseparable relationship that is rooted in the fundamental use of language as the means of sharing information. When? Always!

49. 49 LET’S SEE IT!

50. 50 A Typical Lesson Plan begins with a … Focus: Content Objectives Language Objectives Aligned to Standards

51. 51 A Typical Lesson Plan Includes … Instruction: Through the lens of the language demands of the content. Student Centered Prior Knowledge Building of Background Knowledge Frontloading, Scaffolding, Sheltering Bricks Mortar

52. 52 A Typical Lesson Plan Includes … Guided Practice: ReadingWriting ListeningSpeaking Sheltered & Rigorous Formative Assessment Opportunities (Informal and Formal) Opportunity for Interaction: Enhancing Academic Language Discourse

53. 53 A Typical Lesson Plan Includes … Independent Practice: Reading Writing ListeningSpeaking Sheltered & Rigorous Formative Assessment Opportunities (Informal and Formal)

54. 54 A Typical Lesson Plan Includes … Closure/Assessment/Evaluation How did they do? How did you do? How do you know? How will this affect what you do tomorrow?

55. 55 Lesson Planning Let’s apply what we have experienced!

56. 56 Using the 5-Step Lesson plan template and the NM ELD Standards: 20 Minutes 1. At your tables: 1. Read the teaching scenario; and 2. Engage in a dialogue as to how you would change the delivery of the lesson on buoyancy. 2. Incorporate strategies/techniques and the ELD Standards to address the academic language demands of the lesson. (P. 64-65 ELD Standards) 3. Address the 8 components of sheltered instruction. 4. On the template for the 5 Step Lesson Plan, write down the ideas generated by your table. Be prepared to share!

57. Eight Core Components of High Quality Sheltered Instruction Cultivating A Relationship Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Review / Assessment

58. 58 A Question for Thought… How can we support all teachers with the paradigm shift of planning and delivering instruction with both content and language in mind?

59. 59 Let’s Get Some Lunch!!!!!

60. 60 A Question for Thought… What did you come up with?

61. Thinking Systemically What do we need to ensure this will become systemic and effective? 61

62. What and Why? One Important Dialogue District Level Leadership Site Level Leadership 62 Instruction Through the Lens of Language & Content Vision Reflection Understanding Commitment

63. Another Important Dialogue Site Level Leadership Teachers 63 Vision Reflection Understanding Commitment Instruction Through the Lens of Language & Content

64. A Missing Dialogue Parent and Student Voices District and Site Level Site Level and Teacher 64 Vision Reflection Understanding Commitment Instruction Through the Lens of Language & Content

65. Support for Implementation Focus Direction Capacity District and Site Level Dialogue Parent and Student Dialogue Site Level and Teacher Dialogue 65

66. 66 12.5 Minute Break

67. 67 Networking What is already working? 10 mins.

68. 68 Networking How will you use the information presented? 10 mins

69. 69 Networking Plan for Implementation & Support 15 mins

70. 70 Evaluations

71. Thank you! Patricia Latham platham@cesdp.nmhu.edu Adrian Sandoval aisandoval@cesdp.nmhu.edu Phone: 505-243-4442 71 Center for the Education and Study of Diverse Populations at New Mexico Highlands University